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

2. Today’s Class:  Introduction: stress and rhythm  Watch introductory video on stress and rhythm  “Pronunciation Plus” exercises finishing practice of vowels: -Unit 2: Pgs. 6-7 #2, 4-Unit 5: Pgs. 12-13, #2, 3, 5 -Unit 3: Pgs. 8-9 #2, 3-Unit 6: Pgs. 14-15 #1, 6, 7 -Unit 4: Pg. 10 #2-Unit 8: Pgs. 18-19, #1, 4, 5  Introduction to stress and rhythm : -Unit 23: Pgs. 54-55 #1, 6 -Unit 24: Pg. 57 #1, 3, 5  Review/help with HW: Vowel spelling patterns

3. 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 /  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

4. 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...” Comftable ” Ex: Chocolate…”Chocl ate”

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

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

7. 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”

8. 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 English or Germanic roots (+ness) Stress stays the sameHappy- Happiness

10.  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:

11. Some General Rules About Sentence Rhythm:  Not stressed: prepositions, conjunctions, pronouns, articles, auxilary 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”

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

13.  Transforming and reducing verbs in everyday speech: https://www.youtube.com/watch?v=ZdRCfsr8uDE Watch this video:

14.  Going to = Gonna  Have to = Haft ə / Havd ə  Got to (informal) = Gotta/ ə  Did you know? = Didj ə know?  Do you know? = D ə y ə /Dy ə know?  What do you know? = Whaddy ə know?  You = Ya/ja  To = Ta/t ə /da/d ə  Want to = Wanna  What’s up = ’Sup More Examples of Reduced Speech:

15. 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/

16. Your Homework Due Next Week:  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”

17. VowelSpelling PatternVowelSpelling PatternVowelSpelling Pattern /æ/: “bat” “A” between 2 consonants Stressed syllable with “A” / ʊ /: “full” “U” between 2 consonants “OO” between 2 consonants /u:/ “boot” “U___E” “OO” between 2 consonants / ɛ /: “bet” “E” between 2 consonants /e ɪ / “bate” “A__E” “AI between 2 consonants “EIGH” “AY” / ɔ :/ “talk” “AW” “AL” with silent “L” / ɪ /: “bit” “I” between 2 consonants “Y” when it’s not at the end but in the first or middle syllabus /i:/ “beat” “E ___ E” “EA” between 2 consonants “EE” between 2 consonants “EY” “Y” for 2+ syllable words /a ʊ / “cow” “OW” “OU” / ɒ /: “bot” “O” between 2 consonants /a ɪ / “bite” “I ____E” “Y” for 1-syllable words “IGH” / ʊ ə / “tour” “OUR” “URE” / ʌ /: “but” “U” between 2 consonants / ə ʊ / “boat” “O____E” “OA” between 2 consonants “OW” /e ə / “hair” “AIR” “ARE”

18. 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”

19. 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”

20. 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!

21. 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!

22. 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!

23. 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!

24. 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!

25. 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!

26. 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!

27. 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!

28. 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!

29. 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”

30. 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”

31. 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

32. Vowel Sounds Phonics:

33. Voiced vs. Voiceless Consonants:

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