PRESENTED BY: AMY E. LINGENFELTER Tackling English Pronunciation

Today’s Class:  Review HW: Spelling patterns  Additional information: stress and rhythm, including reduced speech  Practice speaking stress and rhythm for given words and sentences  “Pronunciation Plus” stress and rhythm practice: -Unit 23: Pgs #1, 6 -Unit 24: Pg. 57 #1, 3, 5

Your Homework Due Today:  Take a look at all the vowels on the Phonetic Symbols chart. Come up with as many spelling patterns as you can for each one, if any. For most vowels, there should be at least 2 spelling patterns. Feel free to use any English text to help.  EXAMPLE: /a ʊ / as in “cow:” Spelling pattern: “ow” as in “cow” Spelling pattern: “ou” as in “mountain”

VowelSpelling PatternVowelSpelling PatternVowelSpelling Pattern /æ/ “bat” “A” between 2 consonants Stressed syllable with “A” When it’s the first vowel of the word / ɒ / “bot” “O” between 2 consonants When it’s the first vowel of the word ?? /a ɪ / “bite” “I ____E” “Y” for 1-syllable words “IGH” ?? / ɛ / “bet” “E” between 2 consonants “EA” (head) When it’s the first vowel of the word / ʌ / “but” “U” between 2 consonants When it’s the first vowel of the word (sometimes) “UCK” / ə ʊ / “boat” “O____E” “OA” between 2 consonants “OW” OUGH / ɪ / “bit” “I” between 2 consonants “Y” when it’s not at the end but in the first or middle syllable Unstressed vowel (similar to “shwa” / ə / ) “ICK” First vowel of the word /e ɪ / “bate ” “A__E” “AI” between 2 consonants “EIGH” “AY” “EY” (occasionally) ?? /u:/ “boot” “U___E” “OO” between 2 consonants “EW” ??

VowelSpelling PatternVowelSpelling PatternVowelSpelling Pattern / ɪ ə / “here” “ERE” “EAR” “EER” / ɔɪ / “toy” “OY” “OI” ?? / ɔ :/ “ store ” “ORE” “OUR” “OR” / ə / “mutton” Unstressed “A” (schwa) All and any vowel that’s 100% unstressed /a:/ “ star ” “AR” ?? / ɜ :/ “girl” “ER” “IR” “UR” / ʊ / “full” “U” between 2 consonants “OO” between 2 consonants / ɔ / “talk” “AW” “AL” with silent “L” “OUGHT” “AUGHT” / ʊ ə / “tour” “OUR” “URE” /e ə / “hair” “AIR” “ARE” “AER” “EIR” “AR” at the beginning of the word (occasionally) /i:/ “beat” “E ___ E” “ “EA” between 2 consonants “EE” between 2 consonants “E” in multisyllabic words (middle syllable) “Y” for 2+ syllable words at the end /a ʊ / “cow” “OU” “OW”

 Transforming and reducing verbs in everyday speech: Watch this video:

 Going to = Gonna (semiformal)  Have to = Haft ə / Havd ə (semiformal)  Got to (informal) = Gotta/ ə (informal)  Did you know? = Didj ə know? (a bit informal)  Do you know? = D ə y ə /Dy ə know? (a bit informal)  What do you know? = Whaddy ə know? (semiformal)  You = Ya/ja (more informal)  To = Ta/t ə /da/d ə (reduced in all contexts)  Want to = Wanna (semiformal) More Examples of Reduced Speech:

Number of Syllables Where is the Stress? (Count from the beginning of the word) Example 1The whole word“Help” “Should” 2 (noun or adjective)First syllable“Mutton” “Active” 2 (verb)Second syllable“Begin” “Complain” 3Second syllable“Computer” “Tenacious” 3First syllable“Melody” “Patriot” 4Second syllable“Intelligent” “Analogy” 4Third syllable“Armageddon” “Alcoholic” 5Third syllable“Nationality” “Rastafarian” 5Fourth syllable“Organization”

Type of WordWhere is the Stress?Example Phrasal VerbOn the particle of the phrasal verb (preposition or adverb) Pick up Put away Compound wordsStress on the first part/word of the compound word Houseboat Baseball Suffix words with stress- controlling patterns with Latin or Greek roots (+tion, +ity, +ic) Stress will move to the syllable before the suffix Inform – Information Active – Activity History – Historic Suffix words with stress- maintaining patterns with Old English roots (+ness) Stress stays the sameHappy – Happiness State- Statement Prefix words with stress- controlling patterns (anti-, fore-, mis-, super-) Stress will move to the prefixFreeze – Antifreeze Ground – Foreground Fire – Misfire Prefix words with stress- maintaining patterns (dis-, in-, re-, un-) Stress stays the sameAgree – Disagree Write – Rewrite Friendly – Unfriendly

 Two-Syllable Nouns or Adjectives: Brazen (adj.) / ˈ bre ɪ z ə n/ Object (noun) / ˈɒ bd ʒɛ kt/ Affect (noun) / ˈ æf ɛ kt / Nuance (noun) / ˈ nju ːɒ ns/ Covert (adj.) / ˈ k ʌ v ɜ :t/ or / ˈ k ə ʊ v ɜ :t/ Tangent (noun) / ˈ tænd ʒ ə nt/ Stress & Rhythm Pronunciation Practice:

 Two-Syllable Verbs: Object (verb) / ə b ˈ d ʒɛ kt/ Effect (verb) / ɪˈ f ɛ kt/ Distort (verb) /d ɪˈ st ɔː t/ Dispose (verb) /d ɪˈ sp ə ʊ z/ Abhor (verb) / ə b ˈ h ɔː / Enhance (verb) / ɪ n ˈ hæns/ Stress & Rhythm Pronunciation Practice:

 Three-Syllable Word: Counterfeit (noun) / ˈ ka ʊ nt ɜ :f ɪ t/ Engender (verb) / ɪ n ˈ d ʒɛ nd ɜ :/ Abrasive (adj.) / ə ˈ bre ɪ s ɪ v/ Labryrinth (noun) / ˈ læb ɜ :r ɪ nθ/ Blasphemy (noun) / ˈ blæsf ɪ m ɪ :/ Credible (adj.) / ˈ kr ɛ d ɪ b ə l/ Plethora (noun) / ˈ pl ɛ θ ə r ə / Enfranchise (verb) / ɪ n ˈ frænt ʃ a ɪ z// Stress & Rhythm Pronunciation Practice:

Stress & Rhythm Pronunciation Practice:  Four-Syllable Word: Disenfranchise (verb) / ˌ d ɪ s ɪ n ˈ frænt ʃ a ɪ z/ Plagiarism (noun) / ˈ ple ɪ d ʒɜ :r ɪ z ə m/ Absolution (noun) /,æbs ə ˈ lu ːʃ ə n/ Laceration (noun) /,læs ɜ :r’e ɪ sh ə n/ Creditable (adj.) / ˈ kr ɛ d ɪ t ə b ə l/ Repudiate (verb) /r ɪˈ pju ː di: ˌ e ɪ t/ Crepuscular (adj.) /kr ɪˈ pju ː skj ʌ l ɜ :/ Abstemious (adj.) /æb ˈ sti ː mi: ə s/

Stress & Rhythm Pronunciation Practice:  Five-Syllable Word: Enunciation (noun) / ɪˌ n ʌ ns ɪˈ e ɪʃ ə n/ Remuneration (noun) /r ɪˌ mju ː n ɜ : ˈ re ɪʃ ə n/ Reprehensible (adj.) / ˌ r ɛ pr ɪˈ h ɛ ns ə b ə l/ Disenfranchisement (noun) / ˌ d ɪ s ɪ n ˈ frænt ʃ a ɪ zm ə nt/ Categorical (adj.) / ˌ kæt ɪˈɡ ɔ : r ɪ k ə l/ Patriotism (noun) / ˈ pe ɪ tr ɪ ə,t ɪ z ə m/ Humanitarian (noun, 6) /hju ːˌ mæn ɪˈ te ə r ɪ ə n/

Stress & Rhythm Pronunciation Practice:  Phrasal Verbs: Give in /, ɡɪ v’ ɪ n/ Take off /,te ɪ k’ ɔ f/ Settle down /,s ɛ t ə l’da ʊ n/ Figure out /, f ɪɡ j ɜ :’a ʊ t/ Step up /,st ɛ p’ ʌ p/

Stress & Rhythm Pronunciation Practice:  Compound Words: Crosswalk / ˈ kr ɔ s,w ɔ k/ Battleship / ˈ bæt ə l ˌʃɪ p/ Scapegoat / ˈ ske ɪ p ˌɡ ə ʊ t/ Commonplace / ˈ k ɒ m ə n ˌ ple ɪ s/ Touchdown / ˈ t ʌ t ʃˌ da ʊ n/ Basketball / ˈ bæsk ɪ t ˌ b ɔ l/ Superstructure / ˈ su ː p ɜ : ˌ str ʌ kt ʃɜ :/

Stress & Rhythm Pronunciation Practice:  Words with Prefixes: Frost – Defrost (no change) View – Preview (change stress to prefix) Appear – Disappear (no change) Action – Interaction (no change) Head – Forehead (change to prefix) Use – Reuse (no change) Star – Superstar (change to prefix) Kind – Unkind (no change)

Stress & Rhythm Pronunciation Practice:  Read aloud this speech (Martin Luther King, August 28, 1963) with the correct sentence rhythm: “So even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. (12:10) I have a dream, that one day this nation will rise up and live out the true meaning of its creed: 'We hold these truths to be self-evident; that all men are created equal.’ (12:10) I have a dream, that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. (12:10) I have a dream, that my four little children, will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today!” (13:34)

Transition Slide  The following slides were covered in previous classes but still may be referred to on occasion.

Some General Rules About Stress:  The number of syllables in a word is usually the number of pronounced vowel sounds in that word: Ex: Onomatopoeia- / ɒ n ə m ɒ d ə pi: ə / or / ɒ n ə m ɒ d ə pi:j ə /  Stress is the emphasis placed on syllables or words. What is stressed (the primary stressed syllable) is usually louder, longer, and clearer, and often higher in tone.  Ex: Onomatopoeia- /, ɒ n ə m ɒ d ə ’pi: ə /  The secondary stress is a syllable that’s pronounced a bit longer, but is NOT the primary stressed syllable: It’s not predictable in English Ex: Recommend- / ˌ r ɛ k ə ˈ m ɛ nd/ Ex: Refrigeradora

Some General Rules About Stress:  If a syllable or a word is not stressed, it is often pronounced like a “lazy e” or “shwa” / ə / or a weaker vowel like / ɪ /. It can take the place of any vowel in a word: Ex: Analogy- / ə ’næl ə,d ʒɪ :/ or / ə næl ɪ d ʒɪ :/ Ex: “I have to go to school, you know?” = “I have d ə go d ə school, y ə know?”  The longer the word, the more “shwa” sounds it will have.  Disappearing syllables sometimes lose their syllables when pronounced: Ex: Interesting….” Intresting ” / ɪ ntr ə sti:ng/ Ex: Comfortable...“ Comfterble ” Ex: Chocolate…“ Chocl ate ”

 Rhythm is a combination of: 1) syllable stress in words, and 2) word stress in sentences. It’s the “musicality” of the utterance.  Americans stress words that carry the content and meaning of the sentence. They stress content words: Main verbs Nouns Adjectives Adverbs Negatives “Wh” words Some General Rules About Sentence Rhythm:

Some General Rules About Sentence Rhythm:  Not stressed: prepositions, conjunctions, pronouns, articles, auxiliary verbs  At, in, on, of / and, or, but / he, she, it / the, a, an, these, this / can, shall  A “t” in the middle of a word or sentence, if not a “content” word, is often reduced to a “d” Ex: Onomatopoeia- / ɒ n ə m ɒ d ə pi: ə / Ex: “I have to go to school you know” = “I haved ə go d ə school y ə know. Ex: “Have go school”

Please Write the Following Words Using Phonetic Symbols:  Furor- / fj ɜ :r ɔ : / or / fj ɜ :r ɜ : /  Pouring- / p ɔ :r ɪ ŋ / or / p ɔ :ri:ŋ /  Maiden- / me ɪ d ə n /  Alcoholic- / ælk ə h ɒ l ɪ k /  Matter- / mæd ɜ : / or / mæt ə r /  Rastafarian- / r ɒ st ə f ɑ :ri: ə n /  Rhinoceros- / ra ɪ n ɒ s ə r ə s/ or /ra ɪ n ɒ s ɜ :r ə s/  Mousehole- /ma ʊ sh ə ʊ l/  Onomatopoeia- / ɒ n ə m ɒ d ə pi: ə /  Oasis- / ə ʊ e ɪ s ɪ s /  Mutton- / m ʌʔ ə n / or / m ʌ t ə n /  Analogy- / ə næl ə d ʒɪ : /  Purpose- / p ɜ :p ə s /  Shouldn’t- / ʃʊ d ə nt /  Armaggedon- / ɑ :m ə ɡɛ d ə n/

 Syllable Stress (5:00-8:00, 11:40, and 18:25): Watch this video:

 Stress and rhythm in English pronunciation (basic, stress only): Watch this video:

 Stress and rhythm in English pronunciation (basic- rhythm only): Watch this video:

Some General Truths Specific to Native Spanish Speakers:  Native Spanish speakers seem to have the most difficulty differentiating the following phonemes: /i:/ as in “leak” vs. / ɪ / as in “lick” / ɒ / as in “cop” vs. / ʌ / as in “cup” /æ/ as in “sat” vs. /e/ &/ ɛ / as in “set” / ɪ / as in “fill” vs. / ʊ / as in “full” / ʊ / as in “should” vs. /u:/ as in “shoot” / ʊ / as in “full” vs. / ʌ / as in “fun”

Some General Truths Specific to Native Spanish Speakers:  Native Spanish speakers and others also have difficulty with: / ɔ : / as in “talk” vs. / ʌ / as in “tuck” / ɔ : / as in “talk” vs. / ɒ / as in “tock” / ə / as in “America” vs. / ʌ / as in “Mutton”

Differentiation Practice: / ɒ / vs. / ʌ /  / ɒ / as in “cop” vs. / ʌ / as in “cup” A) Cop B) Cup A) Lock B) Luck A) Snob B) Snub A) Ron B) Run A) Tock B) Tuck A) Doll B) Dull  Now let’s practice with a partner!

Differentiation Practice: /i:/ vs. / ɪ /  /i:/ as in “leak” vs. / ɪ / as in “lick:” A) Leak B) Lick A) Sheep B) Ship A) Beat B) Bit A) Keen B) Kin A) Steal B) Still A) Jean B) Gin A) Leave B) Live  Now let’s practice with a partner!

Differentiation Practice: /æ/ vs. /e/ &/ ɛ /  /æ/ as in “sat” vs. /e/ &/ ɛ / as in “set” A) Sat B) Set C) Sit A) Can B) Ken C) Kin A) Sand B) Send A) Ram B) R.E.M. A) Pack B) Peck C) Pick A) Gas B) Guess  Now let’s practice with a partner!

Differentiation Practice: / ʊ / vs. / ʌ /  / ʊ / as in “full” vs. / ʌ / as in “fun” A) Look B) Luck A) Full B) Fun A) Put B) Putt A) Shook B) Shuck A) Book B) Buck  Now let’s practice with a partner!

Differentiation Practice: / ʊ / vs. /u:/  / ʊ / as in “should” vs. /u:/ as in “shoot” A) Put B) Poot A) Should B) Shoot A) Could B) Cooed A) Full B) Fool A) Soot B) Suit A) Roof (Dog) B) Roof  Now let’s practice with a partner!

Differentiation Practice: / ɪ / vs. / ʊ /  / ɪ / as in “fill” vs. / ʊ / as in “full” A) Fit B) Foot A) Fill B) Full A) Kid B) Could A) Ship B) Should A) Git B) Good A) Pit B) Put  Now let’s practice with a partner!

Differentiation Practice: / ɔ :/ & / ɔ / vs. / ʌ /  / ɔ : / & / ɔ / as in “talk” vs. / ʌ / as in “tuck” A) Talk B) Tuck A) Stalk B) Stuck A) Shawn B) Shun A) Caught B) Cut A) Fought B) Fut  Now let’s practice with a partner!

Differentiation Practice: / ɔ :/ & / ɔ / vs. / ɒ /  / ɔ : / & / ɔ / as in “talk” vs. / ɒ / as in “tock” A) Talk B) Tock (“taco”) A) Stalk B) Stock (Stalin) A) Caught B) Cot A) Bought B) Bot (Bah) A) Raw ________________ B) Rah  Regional differences: NYC vs. Midwest/California vs. “Blueblood New England”  Now let’s practice with a partner!

Differentiation Practice: / ə / vs. / ʌ /  / ə / as in “America” vs. / ʌ / as in “Mutton” A) America B) Money A) Purpose B) Enough A) Maria B) Rut A) Shouldn’t B) Nut A) Maiden B) Dungeon A) Syllabus B) Bus  Now let’s practice with a partner!

Some General Truths:  Any vowel that you think is the same in Spanish, like all the long vowels, in English are pronounced with less constriction, with a change or rounding/closing of the vowel at the end of the utterance (sound): LONG A- /e ɪ / (bate)- like “eeeee-i” LONG E- /i:/ (beat)- like “iiiiiiiii-y” LONG I- /a ɪ / (bite)- like “aaii” LONG 0- / ə ʊ / (boat)- like “ooo-u” LONG U- /u:/ (boot)- like “uuuu-w”

Other Spanish vs. English Differences:  Let’s practice : SHORT O (Spanish “A”)- / ɒ / (got) vs. “gato” LONG A (Spanish “E”)- /e ɪ / (mate)- pronounced like “eeeee-i” vs. Spanish “meta” LONG E ( Spanish “I” )- /i:/ (lead)- pronounced like “iiiiiiiii-y” vs. Spanish “lider” LONG O (Spanish “O” )- / ə ʊ / (bode)- pronounced like “ooo-u” vs. Spanish “boda” LONG U ( Spanish “U” )- /u:/ (choot)- pronounced like “uuuu-w” vs. Spanish “chut”

Vowel Physiology: VowelTongue (Height and Backness/Forwardness) Mouth, Jaw, & Lips (Open, closed, spread apart, roundedness) Relaxedness of Tongue (and where)? /æ/: “bat” High Raised in back Front of the tongue touches bottom front teeth Medium jaw drop A lot of tongue visible Corners of the mouth pulled back a little, exposing some of the top teeth Flattened wide tongue in back Tense (in back) / ɛ /: “bet” Middle height Raised in mid front part Front of the tongue touches bottom front teeth lightly Medium jaw drop Rest of mouth has neutral position Flattened wide tongue in back Tense (in mid-front) / ɪ /: “bit” High (roof of mouth) Raised in mid front part Very tip remains down, lightly touching behind bottom front teeth No jaw drop Corners of mouth pulled back slightly Wide tongue in front Sort of tense (front) / ɒ /: “bot” Low Full tongue presses down Front of the tongue touches bottom front teeth lightly Mucho jaw drop Rest of mouth has neutral position (lips slightly spread) Flattened wide tongue in back Sort of relaxed / ʌ / : “but” Middle height Slightly forward Front of the tongue touches bottom front teeth lightly Medium jaw drop Rest of the mouth very neutral Inside parts of the mouth drawn in Slightly tense and pressed down (back) Very relaxed

Vowel Sounds Phonics:

Voiced vs. Voiceless Consonants:

Phonetic Symbols: ʔ batman ɾ butter raw ɛ/ɛ/ /y er/ ir/ ur America ɔ/ɔ/