1. PRESENTED BY: AMY E. LINGENFELTER Tackling English Pronunciation

2. Today’s Class:  Further review of Function Words and Reduced Speech (watch video)  Review and practice of Sound Changes in Connected Speech: -Unit 31: Pg. 74, #3-6 -Unit 32: Pg. 75, #1 -Unit 35: Pgs. 82-83, #3, 4, 7, 8 -Unit 37: Pgs. 87-88, # 3, 4  Introduction to, and practice of, Intonation  Watch brief video about intonation -Unit 38: Pg. 89, #1, 3  More exercises from “Pronunciation Plus” about intonation.

3.  Function Words: https://www.youtube.com/watch?v=2mS7w_np2Nw Watch this video:

4.  Putting sounds together often changes the sound of the original word: When consonants /t/, /d/, and /n/ are followed by: /m/, /b/, /p/, /g/, or /k/ o Example: “That’s a brown cow.” / “Browngcow” When consonants /t/, /d/, /s/, or /z/ are followed by: o Example: “Don’t lose your camera.” Function words reduced or vowels “schwa-ized” More General Truths about Connected Speech:

5. Examples of Changes in Connected Speech:  Whad ə dy ə do?  Whad ə rya givin me?  Whend ə ya come here? (Do)  Whendija come here? (Did)  Whenz/When ə z th ə bus comin?  Wherey ə goin?  How ə ry ə feelin?  Dija knower?/ Dija knowim? (him) / Dija knowem? (them)  D ə ya knower?  C ə n I take y ə r order?  Whatcha doin?/(Whad ə y ə doin?)  I mishy ə

6.  1. OR/ARE = / ə r/  2. AND/AN = / ə n/  3. OF/HAVE= / ə v/  4. YOUR = /y ə r/ Examples of Changes in Connected Speech:

7. Intonation:  Intonation is the melody of speech. It has 3 main components: Word prominence/stress pattern (which is also determined by syllable stress) Pitch (high or low) Location of rise and fall within a sentence or an even larger utterance. Example (Statement): We finished the development of that website. Example: Did we finish the development of that website? Example: What was the development of that website?

8.  Intonation: https://www.youtube.com/watch?v=p8DJFNjZiIM Watch this video:

9.  Completely changes meaning depending on word prominence, pitch, and location of rise/fall: Questions vs. statements Progression/location in a conversation If the information or question is new or old (repeated) What the speaker thinks is most important Emotion Sarcasm Intention (good/bad, malice/innocence, honesty) Geographic location or gender (sometimes) Some General Truths about Intonation in American English:

10.  Falling Intonation: The voice jumps up on the stressed syllable of the last prominent word in the sentence and then falls after that. If the syllable stress is at the very end, the voice jumps up and down on the same syllable. Common in statements, esp. those that give information Suggests completeness or certainty Common in questions that ask for new/unknown information (for ex., “WH/H” questions) Some General Truths about Intonation in American English:

11.  Rising intonation: The voice rises on the stressed syllable of the last prominent word in the sentence Common in questions Often suggests incompleteness or uncertainty Often used to ask someone to repeat what he or she said including for “WH/H” words -Unit 41: Pg. 97, #1, 2, 8 -Unit 42: Pg. 100, #1, 2, 4 -Unit 43 Pg. 104, #5 Some General Truths about Intonation in American English:

12.  The rise or fall begins on the most prominent word in the sentence (the word that the speaker sees as most important): At the beginning of a conversation, it’s usually the last content word At the middle or end of a conversation, it can move to earlier content words -Unit 44: Pg. 106, #1, 2, 4 Some General Truths about Intonation in American English:

13.  Stress different words in the sentence and/or use a different pitch or rise/fall. How does it change the overall meaning? Q. “I’m moving out of Quito.” A. “Really? Are you moving for good?” Q. “I hear you found a new apartment.” A. “Yes. I’m moving tomorrow.” Q. “Have you spoken to your mother lately?” A. “No, but I really want to.” Q. “Do you want to go to China with me?” A. “Yes but I went to China last year.” Intonation/Word Stress Practice:

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

15.  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:

16.  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:

17.  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:

18. 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/

19. 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/

20. 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/

21. 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 :/

22. 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)

23. Stress & Rhythm Pronunciation Practice:  Read aloud this speech (Martin Luther King, August 28, 1963) with the correct sentence rhythm: https://www.youtube.com/watch?v=I47Y6VHc3Ms https://www.youtube.com/watch?v=I47Y6VHc3Ms “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)

24.  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:

25. 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

26. 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 ”

27.  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:

28. Some General Rules About Sentence Rhythm:  Function Words are not stressed: prepositions, conjunctions, pronouns, articles, auxiliary verbs, modal 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”

29.  Syllable Stress (5:00-8:00, 11:40, and 18:25): https://www.youtube.com/watch?v=yBXiyp8QQ7k Watch this video:

30.  Stress and rhythm in English pronunciation (basic, stress only): https://www.youtube.com/watch?v=UbcEiFTmkQo Watch this video:

31.  Stress and rhythm in English pronunciation (basic- rhythm only): https://www.youtube.com/watch?v=UbcEiFTmkQo Watch this video:

32. 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”

33. 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”

34. 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!

35. 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!

36. 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!

37. 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!

38. 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!

39. 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!

40. 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!

41. 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!

42. 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!

43. 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”

44. 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”

45. 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/

48. 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”

49. 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”

50. 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”

51. 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

52. 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

53. Vowel Sounds Phonics:

54. Voiced vs. Voiceless Consonants:

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