1. Sounds of English
Semester II
Lesson 6

2. Homework week 5 Revise & practise Syllable Analysis
Read Unit 9 Roach 9.1 & 9.2
Dispensa exercises schwa p16
transcription p30 & p31

5. Find four lines from a poem or a song
Transcribe them
Bring your transcription to class next week to use as a dictation exercise

7. Stress in words
accent or emphasis given to a particular syllable of a word
stressed and unstressed syllables
/ ' / placed just before the affected syllable
acoustic identity of a word
THREE distinguishable acoustic results of the stressed syllable:
louder
longer
different in pitch (usually higher “pitch prominence”)

8. TWO further core characteristics of stressed syllables:
1. sounds may be more clearly articulated, and vowels may be purer
2. larger jaw, lip and other facial movements
articulatory energy
energy profile

9. DICTATION!

10. Transcribe these words!
  
Saturday
interesting
comfortable
cinema
vegetable
/ˈsætədeɪ/
/ˈɪntrə(ɪ)stɪŋ/
/ˈkʌmftəbl/
/ˈsɪnə(ɪ)mə/
/ˈvedʒtəbl/
/ʌnˈhæpi/
/bəˈnɑːnə/
/təˈgeðə/
/təˈmɑːtəʊ/
/pəˈlu:ʃ(ə)n/
unhappy
banana
together
tomato
pollution
/ɑːftəˈnuːn/
/endʒɪˈnɪə/
/sɪgəˈret/
/rekəˈmend/
/dʒæp(ə)ˈniːz/
afternoon
engineer
cigarette
recommend
Japanese
Transcribe these words!

11. NOW YOU CONTINUE
3 MORE WORDS

12. Student A
dictates
to Student B

14. Student B
dictates
to Student A

16. Happy?
Ready for the next step?

17. ed syllables

18. Weak/unstressed Syllables
1. The “schwa”
most commonly occurring vowel sound;
mid, central, lax;
articulated with little energy
NEVER stressed – so NEVER /ˈə /
NOT POSSIBLE in monosyllabic words
2. High, front unrounded vowel /i/ between /i:/ and /I/ most commonly found in these cases:
in the unstressed forms of ‘he’, ‘she’, ‘we’, ‘me’;
in ‘the’ before a vowel;
at the end of words spelt ‘y’ or ‘ey’;

19. in the unstressed forms of ‘you’, ‘to’, ‘do’, ‘through’, ‘who’, ‘into’
3. High, back rounded vowel /u/
between /u:/ and /ʊ/
in the unstressed forms of ‘you’, ‘to’, ‘do’, ‘through’, ‘who’, ‘into’
4. Syllabic consonants
mainly /l/ /(the ‘dark l’) and /n/ but also /m/ /ŋ/ and /r/
syllables where no vowel is found, so the consonant phoneme becomes the centre of the syllable
we mark the phoneme with ▌under the consonant

20. DICTATION!

21. easy?

22. Exercise 1 p16

23. Exercise p16 (cont’d)

24. Consider the unstressed syllables in these words.
  
/ɑːftəˈnuːn/
/endʒɪˈnɪə/
/sɪgəˈret/
/rekəˈmend/
/dʒæp(ə)ˈniːz/
/ʌnˈhæpi/
/bəˈnɑːnə/
/təˈgeðə/
/təˈmɑːtəʊ/
/pəˈlu:ʃ(ə)n/
/ˈsætədeɪ/
/ˈɪntrə(ɪ)stɪŋ/
/ˈkʌmftəbl/
/ˈsɪnə(ɪ)mə/
/ˈvedʒtəbl/
Consider the unstressed syllables in these words.

27. HOMEWORK

28. Homework week 6 Finish reading Chapter 9 Roach
Do the Written Exercise Roach p72
Do a syllable analysis of the words ‘squashed’ & ‘stretched’
Revise dispensa p16 & p17
Transcription practice dispensa p32

29. Next Lesson:
Thursday 02/05/19
Friday 03/05/19