Pronunciation Manual & CD
Professor Steven Donahue
Miami-Dade Community College
Spring 2006
This book and CD cover about 100 features of the English Sound System.
© 2006 Steven Donahue All Rights Reserved
REDUCE YOUR ACCENT! 8 ten steps 9
on
“Good Fences make good neighbors.”
“What did he say!? Good wrenches make good laborers?”
“Hey, dude. I know a good Accent Reduction Course.”
Test Your Pronunciation 9 Identify Accent Interference 10 Master English Consonants 10 Conquer English Vowels 10 Hit the Right Rhythm 10 Step Six: Perfect Your Pitch 10 The Perfect Voice 10
Speak with Confidence 11 Test Your Progress 11 Read Aloud 11
consonants and vowels 11
LISTEN AND SELECT THE THE WORD OR PHRASE YOU HEAR 12 Vowel Inventory 15
Consonant Inventory 16 Circle the word 17 Schonell Reading Test 19 DICTATION PRACTICE 20 CONSONANTS 20 VOWELS 20 AFFIX 21 PLURAL 21 SYLLABLES 21
CAPITAL & APOSTROPHE 22
47 SPELLING RULES 22 47 SPELLING RULES 22 CONSONANT RULES: 22 VOWEL RULES 23 VOWEL RULES: 23 AFFIX RULES 23 AFFIX RULES: 23
: PLURAL RULES 23 : PLURAL RULES 23 SYLLABICATION RULES 24
SYLLABICATION RULES: 24 CAPITAL LETTER 24
CAPITAL LETTER & APOSTROPHE RULES 24 Arabic 25 Czech 25 Croatia 25 Farsi 26 French 26 German 26 Ghana 26 Hong Kong 27 Hmong 27 Hungarian 27 India 27 Italy 28 Japanese 28 Korean 28 Nigeria 29 Norway 29 Polish 29 Portuguese 29 Russian 29 Sierra Leone 29 Singapore 30 South Africa 30
Spanish 30 Tagalog 30 Thai 31 Turkish 31 Vietnamese 31
Step Three: Master English Consonants 32 CONSONANTS 32 /p/ 32 /b/ 33 /t/ 35 /d/ 37 /k/ 38 /g 40 /T/ 41 /D/ 42 /s 44 /z/ 46 /S/ 47 /Z/ 49 /h/ 50 /y 52 /w 54 /÷/ 55 /f / 57 /v/ 58 /m/ 60 / n/ 62 /l/ 63 Î/ 64 /T/ 65 /D 67 / r 68 /à 70 /?/ 72
/Q/ 73 / t/ /n/ /d/ /l/ 74 / t9/ /d/ 75 VOWELS 76 iy 76 /I/ 77 /ey/ 78 EI 83 { 92 /a/ 97 /uw/ 98 /U/ 100 /ow 101 /O/ 103 /ay 104 /aw/ 105 /Oy/ 107 /@/ 108 /@r/ 109 /ö/ 110 STRESS 111 28. ONE SYLLABLE 112
TWO SYLLABLE (STRESS ON FIRST SYLLABLE) 112 TWO SYLLABLE ( STRESS ON SECOND SYLLABLE 113 COMPOUND NOUNS 113
COMPOUND VERBS 114 PRONOUNS 114
NUMBERS 114
NOUN VERB PAIRS 115 POLYSYLLABIC WORDS 115 PHRASAL VERBS 116 ADDED SUFFIX 116 SPECIAL ENDINGS 117 Sentence Stress 117 CONTENT WORDS 118 FUNCTION WORDS 118
THOUGHT GROUPS 118
Intonation Patterns in English 119
STATEMENTS 121 WH- QUESTIONS 121 YES-NO QUESTIONS 122 ECHO QUESTIONS 124
COMPARISONS AND CONTRASTS 124 IMPLICIT CONTRASTS 126
NON FINAL INTONATION 127
DISTANT 127 CLOSE 128 SUSPENSE 128
SERIES WITH AND 129
ALTERNATIVE QUESTIONS 129 ALTERNATIVES WITH OR 130 DOUBLE YES-NO 130
DIRECT ADDRESS 131 TAG QUESTION REAL 132
TAG QUESTIONS—RHETORICAL 132 FOCUS 133 PERFUNCTORY 134 ENTHUSIASM 135 COAXING 136 IRONY 137 SHOCK 138 SURPRISE 138 APPROVAL 139 PLACE-NAMES 140 NEW INFORMATION 140 MEANING SHIFT 141 SLIDE 141 DETRMINED 142 LINKING 144
Linking and /y/ glides 144 Linking and /w/glides 144 Glottal stop linking--/?/ 145 Linking and /r/ insertion 145
Linking and Intervocalic Consonants 146 Linking and Resyllabification 146 Linking and Consonant Elongation 146 Linking and Unreleased 147
DELETION 147
Deletion in Medial Position 148 Deletion in Final Position 148 Deletion and Syncope 149 Deletion of initial syllable 150 Deletion of noninitial /r/ 150 Deletion of Final /v/ 151 Deletion of initial /h/ 151 Deletion and /D/ 151 Assimilation 152 Progressive Assimilation 152 Regressive Assimilation 153 Palatalization Assimilation 154 EPENTHESIS 154 Epenthesis 154 Dissimilation 155
Perfect Pronunciation Through Poetry 156
The New Colossus 156 Cough and Dough 156 THE CHAOS 157 OUGH 160
Teaching Pronunciation with Mother Goose Rhymes 160
Practice of P, T, K 161 Linking 161 Tapped T 162 TH [T] and TH [D] 163 Double Consonants 163 Intonation in a Series 164 Intonation 164 [end] 166
REDUCE YOUR ACCENT! (in ten steps)
By Professor Steven Donahue Introduction
Dear Dr. Pronunciation,
I’ve fallen in love with a Brazilian man, and we are now engaged. I am returning with him to make introductions to my family that lives in Wisconsin. But I’m afraid that the visit is going to explode in my face because my father is a stuffy English teacher and a pronunciation maven. Yet, Erico, my lover is unable to say even the word “Wisconsin” correctly —it sounds like “Vees-Coe-Sin.” Please give me some emergency advice for his accent and save my wedding day! Tongue-tied in Rio.
---Dear Tongue-Tied,
Pardon the expression, but your primary accent should be on nurturing your budding relationship by instilling confidence into your lover as he crosses over to another culture.
Portuguese, the language of Brazil, happens to not have a W sound, so Erico is probably substituting the U sound—or something in between a U and a V. In addition,
Portuguese is very nasal, while American English is not—so he is probably passing over the N sound in the middle of the word. Sit down with him and show him how to make a full W sound. Put your hands on his face so that he says it fully—“Double U” and “Wah
Wah Wah” like a baby. Then blind fold him and say these words:
Wheel Veal Whale Vail Worse Verse Wet Vet We “V” Womb Voom
Then have him lift his right hand if he hears a W; Left for V. If his score is over 50%--give him a passionate kiss and get on to the altar.
……… ……… …….
By taking this course and using this CD you have begun an important learning process—discovering your wonderfully unique accent and voice. Really, the term “Accent Reduction” is not the best. Perhaps it should be called Accent Improvement or Accent
Enhancement. After all, there are very successful people with accents in television and movies! Think of some: Salma Hayek, Arnold Shwarznegger, Danny Thomas, Tony Curtis, and Charlie Chan.
Most of us know that there are areas of our pronunciation that need
improvement. Some of us may have a foreign accent because we speak English as a second language. For native
speakers, we may have a US regional accent that marks us in some way in our new location or in the workplace. And for some, due to our social or
educational backgrounds, we have give-away pronunciation markers that identify us. In fact, we know that the moment that we open our mouth to speak, we
reveal a wealth of information about ourselves: age, gender, educational background, even physical size.
Can you reduce your accent? Yes! The art and science of reducing an accent has come along way since the days of Professor Henry Higgins in My Fair Lady and the repetitive practice of phrases such as “It rains mainly in the plain in Spain.” In this Manual and CD, we will discover some fantastic
techniques for analyzing and fixing your individual accent.
The first step is to analyze your accent.
The second step is to take the lessons that are responsive to your particular accent problem.
As you read take this course, practice in front of the mirror, with audio cassettes or a video camera, or with a person whose accent you like. Listen to speakers who you admire on the radio or television. Your efforts at becoming a better speaker of
English will be rewarded as people remark on how well you enunciate you words and phrases.
REDUCE YOUR ACCENT! (in ten steps)
1. Step One: Test Your Pronunciation
2. Step Two: Identify Accent Interference
3. Step Three: Master English Consonants
4. Step Four: Conquer English Vowels
5. Step Five: Hit the Right Rhythm
6. Step Six: Perfect Your Pitch 7. Step Seven: The Perfect Voice 8. Step Eight: Speak with
Confidence
9. Step Nine: Test Your Progress 10. Step Ten: Practice—Read
Aloud
Step One: Test Your Pronunciation The following CD includes a comprehensive pronunciation analysis of your accent patterns. In addition, in the back of this manual is a series of test words and phrases for all the consonants
and vowels in English. Say them to your teacher or an native speaker of English. Be sure to do all of the exercises in the accompanying CD.
Step Two: Identify Accent Interference
Now that you have identified some possible areas of concern for you pronunciation patterns, it is time to try and figure out what some of the causes of an accent might be. Make a list of the words in English that you have a
problem with. Words like “vegetable,” or “shrimp.”
Step Three: Master English Consonants
There are about 24 English consonants. The good news is that 16 are
the easy ones. They are almost
“universal” because similar ones exist in most
languages. Make a list of English consonants and divide into two groups:
• English Consonants
• The easy ones
• The hard ones
Step Four: Conquer English Vowels In this chapter we cover the 16 vowels present in English. Just like the
consonants, some
are going to be pretty easy. Others however are going to be challenging. a list of English consonants and divide into two groups:
• Vowels
• The easy ones
• The hard ones
Step Five: Hit the Right Rhythm By Rhythm we mean the drum beat that goes on while we are speaking. In the dictionary,
Rhythm is indicated by small stress signs ‘. We are going to cover some basic Rhythm
patterns of English, which if mastered, will make you a clearer speaker.
• Rhythm
Step Six: Perfect Your Pitch
Intonation is how the emotional content of a spoken message is carried. If you use no
intonation, you will sound like a computer or robot or machine like. No matter how important your message, people will not respond to it because it will seem unimportant, trivial, or boring.
• Intonation
Step Seven: The Perfect Voice Have you ever been present when someone is speaking publicly, but they do not speak loudly enough? Or have you ever been on the phone with someone who mutters or is
incoherent? Voice quality is something that gives an impression of you, as a speaker, to others.
Step Eight: Speak with Confidence How do you feel if you are called on to speak publicly, even before a small group? Do
your hands sweat? Do you feel
butterflies in your stomach? Does your mind suddenly go
blank?
• Speak Confidently
Step Nine: Test Your Progress
Now it’s time to see how far we have come. Take the following tests again. Do not check the answers in the back
beforehand. Compare your results from the first test. I am sure that if you have followed the preceding chapters you will find dramatic improvement. If you still need to improve some area, go back and practice those units. Also continue to
practice the exercises in the next chapter, Step Ten. And remember, give yourself some encouragement, you have come a long way to accent improvement!
• Progress Test
Step Ten: Practice—Read Aloud
• Practice the following words in this book and in the accompanying CD and Speech Recognition
• Read short passages of books and magazines to feel comfortable with your voice in English.
Step One: Test Your Pronunciation The chart below covers all of the consonants and vowels in English. For really a really accurate description of the words, a special alphabet called the International Phonetic Alphabet (IPA) is used.
Vowels Keyword Transcribed Consonants Keyword Transcribed
i key ki p pea pi
ɪ pit pɪt b bee bi
e pet pet t toe təʊ
æ pat pæt d doe dəʊ
ɑ hard hɑd k cap kæp
ɒ pot pɒt g get get
ɔ raw rɔ f fat fæt
ʊ put pʊt v vet vet
u coo ku Ɵ thin Ɵɪn
ʌ hut hʌt ð then ðen
3 cur k3 s sack sæk
ə about/mother əbaʊt/mʌðə z zoo zu
aɪ buy baɪ ʒ measure meʒə
ɔɪ boy bɔɪ h hide haɪd
əʊ go gəʊ m man mæn
aʊ cow kaʊ n no nəʊ
ɪə peer pɪə ŋ sing sɪŋ
eə pair peə l lie laɪ
ʊə poor pʊə r red red
j year jɪə
w wet wet
ʧ chin ʧɪn
ʤ judge DeD
LISTEN AND SELECT THE THE WORD OR PHRASE YOU HEAR:
A B 1. i: i 2. eat it 3. neat knit 4. beat bit 5. seat sit 6. eel ill 7. heel hill 8. green grin 9. teen tin 10. reach rich 11. sheep ship A B 12. l r 13. light right 14. lice rice 15. lot rot 16. low row 17. long wrong 18. lead read 19. led red 20. lung rung 21. load road 22. lock rock A B 23. i e 24. pit pet 25. knit net 26. mitt met 27. sit set 28. ill L 29. bill bell 30. fill fell 31. will well 32. hill hell 33. did deal A B 34. b v 35. base vase 36. berry very 37. boat vote 38. bolt volt 39. best vest 40. beer veer 41. bent vent 42. bat vat 43. ban van 44. curb curve A B
45. e ae 46. bet bat 47. met mat 48. set sat 49. Ben ban 50. Ken can 51. den Dan 52. bed bad 53. head had 54. said sad 55. leg lag A B 56. h f 57. hall fall 58. honey funny 59. heat feet 60. hold fold 61. hollow follow 62. hear fear 63. hit fit 64. hill fill 65. hell fell 66. hat fat A B 67. ae a 68. cat cot 69. hat hot 70. pat pot 71. rat rot 72. cap cop 73. map mop 74. mass moss 75. math moth 76. band bond 77. lack lock A B 78. s th 79. sink think 80. sank thank 81. sing thing 82. some thumb 83. sick thick 84. sin thin
85. use youth 86. mass math 87. pass path 88. worse worth A B 89. ou au/a: 90. so saw 91. low law 92. hole hall 93. bowl ball 94. coal call 95. wrote rot 96. note not 97. boat bought 98. coat caught 99. coast cost A B 100.z/d th 101.bays bathe 102.sues soothe 103.breeze breathe 104.close clothe 105.Z thee 106.den then 107.dare there 108.Dan than 109.die thy A B 110.o u 111.cob cub 112.rob rub 113.sob sub 114.cop cup 115.pop pup 116.dock duck 117.lock luck 118.stock stuck 119.not nut 120.won one A B 121.sh s 122.ship sip 123.sheet seat 124.she sea,see 125.shed said 126.shelf self 127.shell sell 128.shingle single 129.shit sit 130.show sew 131.leash lease 132.fished fist
Test 2: Pronounce these words and phrases while a native speaker of English or your teacher listens and marks your mistakes.
Vowel Inventory
[ i ] 1. We see people and speak to bees.
[ I ] 2. It hit the mitt a bit and made Juan sit.
[ ey ] 3. Obey and pay is a great way to pray.
[ E ] 4. They led the dead leopard to the egg.
[ { ] 5. The trash made a splash and a crash.
[ a ] 6. Father had a massage at the spa.
[ aI ] 7. Try a diamond in your eye.
[ aw ] 8. How does an owl sit on a bough?
[ @ ] 9. The balloon on the sofa is from Africa.
[ @r ] 10. That person went early to church.
[ OI ] 11. The boy found oil in the oyster.
[ O ] 12. You ought to draw the ball.
[ ow ] 13. Do you own your old toe?
[u ] 14. She threw the shampoo in the zoo.
[ U ] 15. I mistook the book in the bush.
Consonant Inventory [ l ] 1. A little old lady.
[ r ] 2. Robert borrowed a car. [ p ] 3. The pet was chirping on the rope.
[ b ] 4. He bit the robber on the rib.
[t ] 5. The teen was bitter and hurt.
[ d ] 6. The dean was sudden and hard.
[ k ] 7. Keep the walker in Texas. [ g ] 8. Don’t give yoga to a dog. [ f ] 9. Phone the surfer on the roof.
[ v ] 10. Vanish forever and live.
[ T ] 11. She has thin youthful teeth. [ D ] 12. This father can bathe. [ s ] 13. See the thirsty mice. [ z ] 14. Zen is not lazy jazz. [ S ] 15. Shout to the ocean a wish. [ Z ] 16. The gendarme had the usual cortege.
[tS ] 17. Choose a mixture each. [ dZ ] 18. Jane is at a fragile age. [ h ] 19. Did he have a mishap? [ y ] 20. The groom said yes in the churchyard.
[ w ] 21. Which witch is going to sweep?
[ m ] 22. Mom had a bamboo stem. [ n ] 23. Nancy gave money for a gun.
[Î ] 24. That’s a strong song.
PLURALS
Place your papers, pens and books on the desks.
PAST TENSE
The teacher watched the students, answered a question, and laughed. INTONATION
What time is it? Is it raining? His English is better than mine. We have pens, pencils, and paper.
COMMENTS:
Test 3: Circle the word you hear while a native speaker of English or your teacher says them aloud.
A B C D
1 STOPS VS AFFRICATES SIWI TEAR CHAIR TEASE CHEESE
2 FRICATIVES VS AFFRICATES SIWI SORE CHORE SUM CHUM
3 STOPS VS FRICATIVES AFFRICATES SFWF RAT RASH OUT OUCH 4 VOICED VS VOICELESS ALVEOLAR STOPS SIWI /D/VS/T/ DEER TEAR DIE TIE 5
VOICED VS VOICELESS
AFFRICATES SIWI JEER CHEER JOKE CHOKE
6
VOICELESS VELARS VS
ALVEOLARS SIWI:/K/VS/T/ CAR TAR CORE TORE
7 FINAL CONSONANT INCLUSION TEA TEAM TIE TIDE
8 FINAL CONSONANT INCLUSION HIGH HIDE SEE SEAT
9 FINAL CONSONANT INCLUSION BUY BIKE SEW SOAP
1
0 INITIAL GLOTTAL INCLUSION: /H/ A HAY E HE
11 INITIAL FRICATIVE INCLUSION: /F/ ARM FARM EEL FEEL
1
2 INITIAL VELAR INCLUSION: /K/ R CAR ART CART
1
3 INIT CONSONANT INCLUSION 'SH' SHOWER HOUR SHARE AIR
1
4 INIT CONSONANT INCLUSION /S/ SEAL EEL SELL L
1
5 FRICATIVE CONTRASTS SORT FORT SHORT SORE FOUR
1
6 INITIAL ALVEOLAR INCLUSION /T/ IN TIN EYE TIE
1
7 INITIAL CONSONANT INCLUSION US BUS APE TAPE
1 8
GLOTTAL FRIC VS
ALVEOLARSTOPSIWI/H/VS/T/ HOP TOP HALL TALL 1
9
GLOTTAL VS LABIO-DENTAL
FRICATIVESIWI:/H/VS/F/ HAT FAT HIT FIT
2 0
GLOTTAL VS PALATO-ALVEOLAR
FRICATIVESIWI HALL SHAWL HEAD SHED
2 1
GLOTTAL VS ALVEOLAR
FRICATIVESIWI:/H/VS/S/ SAUCE HORSE SOUP HOOP
2 2
3 LIQUIDS VS GLIDES SIWI/R/VS/W/ ONE RUN WIG RIG
2 4
FRICATIVES VS GLIDES
SIWI/F/VS/W/ FEEL WHEEL FIG WIG
2 5
FRICATIVES VS GLIDES
SIWI/V/VS/W/ VEST WEST VEIL WHALE
2 6
PALATO-ALVEOLAR FRICATIVE VS
AFFRICATESSFWF MASH MATCH DISH DITCH
2 7
PALATO-ALVEOLAR FRICATIVE VS
AFFRICATESSIWI SHOPS CHOPS SHOES CHOOSE
2 8
LIQUIDS VS ALVEOLARS
SIWI:/L/VS/D/ LOTS DOTS LOG DOG
2
9 NASALS VS LIQUIDS SIWI/N/VS/L/ KNEAD LEAD NIP LIP
3
0 LABIO-DENTAL FRICATIVES VS STOPSSIWI:/F/VS/D/ FILE DIAL FISH DISH 3
1 ALVEOLAR VS PALATO-ALVEOLAR FRICATIVESSIWI SUIT SHOOT SOCK SHOCK 3
2
ALVEOLAR VS LABIO-DENTAL
FRICATIVESSIWI:/S/VS/F/ SOLD FOLD SAUCE FORCE 3
3
ALVEOLAR VS LABIO-DENTAL
FRICATIVESSIWI:/S/VS/F/ SUN FUN SEED FEED 3
4 /N/ VS 'SH' SIWI GNAW SHORE KNEE SHE
3
5 /W/ VS /L/ SIWI WOK LOCK WINE LINE
3
6 /W/ VS /L/ SIWI WHY LIE WAKE LAKE
3 7
ALVEOLAR VS PALATO-ALVEOLAR
FRICATIVESSIWI SIGN SHINE SEW SHOW
3
8 /N/ VS /S/ SIWI GNAW SAW NINE SIGN
3
9 /N/ VS 'NG' SFWF RON WRONG PIN PING
4
0 'TH' VS /F/ SIWI THIN FIN THAW FOUR
4
1 /V/ VS /B/ SIWI VASE BARS VEST BEST
4
2 /L/ VS /J/ SIWI LAWN YAWN LOU YOU
4
3 /P/ VS /SP/ PIE SPY PEACH SPEECH POT
4
4
5 /S/ VS /SK/ SAILS SCALES SIP SKIP SEE
4
6 /S/ VS /ST/ SICK STICK SACK STACK SEAL
4
7 /T/ VS /ST/ SIWI TAKE STAKE TALK STORK
4
8 /T/ VS /ST/ SFWF BEAT BEAST BERT BURST
4
9 /W/ VS /SW/ WING SWING WEEP SWEEP
5
0 /K/ VS /SK/ KEY SKI CAT SCAT
5
1 /N/ VS /SN/ NAIL SNAIL KNEES SNEEZE
5
2 /M/ VS /SM/ MOG SMOG MASH SMASH
5
3 /L/ CLUSTERS LIP FLIP LAP CLAP
5
4 /R/ VS /TR/ RASH TRASH RAY TRAY
5
5 /R/ CLUSTERS RAT BRAT RED BREAD
5
6 /SK/ VS /ST/ SCOOP STOOP SCHOOL STOOL
5
7 /K/ VS /G/ SIWI CAP GAP GATE KATE
5
8 /D/ VS /T/ SFWF CORD CAUGHT BERT BIRD
5
9 /K/ VS /G/ SFWF PECK PEG BUCK BUG
6
0 /P/ VS /B/ SFWF CUP CUB NIP NIB
6
1 VOICING SFWF PEACH BEACH FAN VAN
Test 4: Say these words aloud while a native speaker of English or your teacher circles the incorrect pronuciations. Calculate your reading age afterwards.
Schonell Reading Test Directions: Read the words left to right.
TREE LITTLE MILK EGG
PLAYING BUN FLOWER ROAD
CLOCK TRAIN LIGHT PICTURE
THINK SUMMER PEOPLE SOMETHING
DREAM DOWNSTAIRS BISCUIT SHEPHERD
THIRSTY CROWD SANDWICH BEGINNING
POSTAGE ISLAND SAUCER ANGEL
CEILING APPEARED GNOME CANARY
ATTRACTIVE IMAGINE NEPHEW GRADUALLY
SMOLDER APPLAUD DISPOSAL NOURISHED
DISEASED UNIVERSITY ORCHESTRA KNOWLEDGE
AUDIENCE SITUATED PHYSICS CAMPAIGN
CHOIR INTERCEDE FASCINATE FORFEIT
SIEGE RECENT PLAUSIBLE PROPHECY
COLONEL SOLOIST SYSTEMATIC SLOVENLY
CLASSIFICATION GENUINE INSTITUTION PIVOT
CONSCIENCE HEROIC PNEUMONIA PRELIMINARY
ANTIQUE SUSCEPTIBLE ENIGMA OBLIVION
SCINTILLATE SATIRICAL SABRE BEGUILE
TERRESTRIAL BELLIGERENT ADAMANT SEPULCHER
STATISTICS MISCELLANEOUS PROCRASTINATE TYRANNICAL
EVANGELICAL GROTESQUE INERADICABLE JUDICATURE
PREFERENTIAL HOMONYM FICTITIOUS RESCIND
METAMORPHOSIS SOMNAMBULIST BIBLIOGRAPHY IDIOSYNCRASY
Reading age = ( (Number of words correct) / 10 ) + 5 DICTATION PRACTICE CONSONANTS 1. Quiet 2. Chance 3. Icing 4. Icy 5. Germ 6. Giant 7. Gym 8. Ball 9. Off 10. Miss 11. Pack 12. Peck 13. Pick 14. Pock 15. Puck 16. Badge 17. Ledge 18. Ridge 19. Lodge 20. Fudge 21. Zoo 22. Excess 23. Happy 24. Ship 25. She 26. Wish 27. Friendship 28. Nation 29. Mansion 30. Facial 31. Session 32. Tension 33. Vision VOWELS 34. Paper
35. Begin 36. Open 37. Unit 38. Find 39. Old 40. Family 41. Bicycle 42. Piano 43. Baby 44. By 45. Final 46. Guy 47. Play 48. Works 49. Receipt 50. Veil 51. Neither 52. Foreign 53. Sovereign 54. Seized 55. Counterfeited 56. Leisure 57. Either 58. Weird 59. Heifer 60. Protein 61. Height 62. Feisty 63. Stein 64. Weir 65. Seismograph 66. Sheik 67. Kaleidoscope 68. Geiger counter 69. Time 70. Have 71. Value 72. Chance 73. Charge 74. Table 75. Are 76. Horse AFFIX 77. Almost 78. Until 79. Careful 80. Warmed 81. Baked 82. Graded 83. Cried 84. Crying 85. Safety 86. Shameless 87. Movement 88. Wisdom 89. Truly 90. Ninth 91. Timing 92. Hopping 93. Admitted 94. Reference 95. Conference 96. Unnecessary 97. Dissolve 98. Misspell PLURAL 99. Boys 100.Cages 101.Horses 102.Foxes 103.Bushes 104.Bosses 105.Monkeys 106.Puppies 107.Patios 108.Heroes 109.Pianos 110.Beliefs 111.Wolves 112.Wives 113.Cuts 114.Raises 115.Dresses 116.Fixes 117.Fizzes 118.Catches 119.Pushes 120.Plays 121.Carries 122.Goes SYLLABLES 123.Boat
124.Good 125.Knelt 126.Shotgun 127.Sunset 128.Airplane 129.Happy 130.Perhaps 131.Machine 132.Elephant 133.Rerun 134.Softness 135.Crying 136.Clever 137.Lemon 138.Robin 139.Music 140.Polite 141.Paper 142.Diet 143.Cruel 144.Disobey 145.Alive 146.Uniform 147.Turtle 148.Cable 149.Thistle
CAPITAL & APOSTROPHE 150.Bill 151.New York 152.Sunday 153.July 154.Independence Day 155.It’s 156.She’s 157.Can’t 158.Boy’s 159.Boys’ 47 SPELLING RULES: CONSONANT RULES:
1. The letter q is always followed by the letter u, and we say "kw." [quiet] 2. /c/ before e, i or y says ‘s.' [chance, icing, icy]
3. /g/ before e, i or y may say ‘j.' [germ, giant, gym]
4. We often double l, f and s following a single vowel at the end of a one-syllable word. [ball, off, miss]
5. Two-letter ‘k' (ck) is used only after a single vowel which says short ‘a' - ‘e' - ‘i' - ‘o' - ‘u' [pack, peck, pick, pock, puck]
6. Three-letter j (dge) is used only after a single vowel which says short ‘a' - ‘e' - ‘i' - ‘o' - ‘u' [badge, ledge, ridge, lodge, fudge]
7. The letter z, never s, is used to say ‘z' at the beginning of a base word. [zoo] 8. The letter s never follows x.
9. Double consonants within words of more than one syllable should both be sounded for spelling. [hap py]
10. s-h is used to say ‘sh' at the beginning of a word, at the end of a syllable, but not at the beginning of most syllables after the first one except for the ending ship. [she, wish, friendship]
11. t-i, s-i, and c-i are used to say ‘sh' at the beginning of any syllable after the first one. [nation, mansion, facial]
12. s-i is used to say ‘sh' when the syllable before it [session] or the base word ends in an -s [tense/tension]; s-i can say its voiced ‘zh' sound when s is between two vowels.
VOWEL RULES:
13. Vowels a, e, o, u usually say long ‘a' - ‘e' - ‘o' - ‘u' at the end of a syllable. [pa per, be gin, o pen, u nit]
14. Vowels i and o may say long ‘i' and ‘o' when followed by two consonants. [find, old] 15. Vowels i and y may say ‘i' at the end of a syllable [fam i ly, bi cy cle], but usually say ‘i' or ‘e' [pi an o, ba by, by, fi nal]
16. Vowel y, not i, is used at the end of English words. [by, guy]
17. Base words do not end with the letter a saying long ‘a' (except for the article a); a-y is used most often. [play]
18. o-r may say ‘er' when w comes before the o-r. [works]
19. We use ei after c [receipt], if we say long a [veil], and in some exceptions. [neither, foreign, sovereign, seized, counterfeit, forfeited, leisure, either, weird, heifer, protein, height, feisty, stein, weir, seismograph, sheik, kaleidoscope, Geiger counter, etc.] This is not an exhaustive list of exceptions.
20. Silent final e's:
A 1. Silent final e lets the vowel say its name. [time] B 2. English words do not end with v or u. [have, value]
C 3. Silent final e lets c and g say their second sounds. [chance, charge] D 4. English syllables must have a written vowel. [ta ble]
E 5. e [none of the above, e.g., are, horse] AFFIX RULES:
21. All, till and full are usually written with one l when added to another syllable. [almost, until, careful]
22. The past tense ending e-d says ‘d' or ‘t' after words that do not end with d or t [warmed, baked]; otherwise
e-d forms a second syllable. [grad ed]
23. Final y is changed to i before a suffix that does not begin with i. [cry, cried, cry ing] 24. When adding a consonant suffix, silent final e words usually keep the e [safe ty, shame less, move ment], but not always. [wis dom, tru ly, ninth]
25. When adding a vowel suffix, silent final e words are written without the e. [time, timing]
26. When adding a vowel suffix to a one-syllable word ending with one short vowel and one consonant [hop], double the final consonant. [hopping]
27.When adding a vowel suffix to a two-syllable word ending with one short vowel and one consonant, double the final consonant if the accent is on the last syllable [admit´, admitted] unless the suffix throws the accent back to the first syllable. [refer3, referred, ref´ er ence; confer´, conferred, con´ fer ence]
28. When prefixes dis, mis and un are added to root words beginning with the same letter with which the prefix ends, this letter will be doubled. [unnecessary, dissolve, misspell] : PLURAL RULES
29. The plural of most nouns is formed by adding s. [boys, cages, horses]
30. Nouns ending with the sounds of s, x, z, ch, sh or 'j' form their plurals by adding e-s. [fox es, bush es, boss es]
31. Nouns ending in y after a vowel form their plurals by adding s. [mon key/mon keys] 32. Nouns ending in y after a consonant form their plurals by changing y to i and adding e-s.
[pup py/pup pies]
33. Nouns ending in o after a vowel form their plurals by adding s. [pa ti o / pa ti os] 34. Nouns ending in o after a consonant usually form their plurals by adding e-s [he ro/he roes] B except some musical terms. [pi an o/pi an os]
35. Most nouns ending in f and f-e form their plurals by adding s [belief / beliefs]; some change f to v and add
e-s. [wolf /wolves, wife /wives]
35a. Most verbs form their third person, present, singular as if they were nouns becoming plurals. [cuts, raises, dresses, fixes, fizzes, catches, pushes, plays, carries, goes]
SYLLABICATION RULES:
36. A one-syllable word is never divided. [boat, good, knelt]
37. A compound word is divided between the words that make the compound word. [shot gun, sun set, air plane]
38. Divide between two consonants [hap py, per haps] unless the consonants form a digraph and are sounded together. [ma chine, e le phant]
39. When a word has an affix, it is divided between the root and the affix. [re run, soft ness, cry ing]
40. When a single consonant comes between two vowels, it is usually divided after the consonant if the first vowel is short. [clev er, lem on, rob in]
41. When a single consonant comes between two vowels or vowel sounds, it is usually divided before the consonant if the first vowel is long. [mu sic, po lite, pa per]
42. Divide between two vowels when they are sounded separately. [di et, cru el]
43. Vowels that are sounded alone form their own syllable. [dis o bey, a live, u ni form] 44. When a word ends in l-e preceded by a consonant, divide before the consonant. [tur tle, ca ble, this tle]
CAPITAL LETTER & APOSTROPHE RULES:
45. Capitalize words which are the individual names or titles of people, of places, of books, of days and months, etc. [Bill, Chief Sitting Bull, New York, Amazon River, Call of the Wild, Sunday, June]
46. An apostrophe takes the place of missing letters in a contraction. [it is/it's; she is/she's; cannot/can't]
47. An apostrophe shows ownership or possession [Mary's coat, boys' coats], but is never used with any possessive pronouns. [my, mine, yours, his, hers, ours, theirs, its, whose]
Step Two: Identify Accent Interference. Find your first language below and see the types of language interference common for it.
Arabic
1. 1 . The R is formed in the front of the mouth, and it is trilled or rolled. 2. The aspirated P as in put does not exist. The sound will resemble a B sound.
Paper > baber.
3. The TH sound does not exist in Arabic.
4. Voiceless initial TH will be replaced with S. thin > sin.
5. Voiced initial TH will be replaced with Z or D. that > zat or dat. 6. The aspirated T will sound more like D. too > doo.
7. CH does not exist. It is replaced by SH. cheep > sheep.
8. There is no hard G as in go. The G is always soft as in gentle. 9. The short vowel sounds can cause difficulties for the ESL learner.
Czech
1. W is replaced with a V sound. want > vant
2. Y, when used as a vowel, is a long "E" sound. symbol > seembol 3. J is a Y sound. January > Yanuary
4. The TH sound does not exist.
5. Voiceless initial TH becomes T. think > tink 6. Voiced initial Th becomes D. these > dese
7. Voiceless final TH becomes F, S, or T. with > %if, @s, or wit 8. Voiced middle TH becomes D. mother > modder
9. Final G is replaced by K. pig > pik 10. Final D is replaced by T. bad > bat
Chinese
1 . Consonant clusters are rare in Chinese. Since English has many of them, this can create pronunciation problems for the ESL student.
2. The TH sound does not exist.
3. Voiceless TH will be replaced by T or F. think > tink or fink 4. Voiced TH will be replaced by D or V. that > dat or vat
5 . The L and R sounds are difficult to produce since students cannot distinguish the difference between the two sounds. Some will always use "R" for both sounds, while others will always use "L." glass > grass or grass > glass blew > brew or brew > blew
6. In the initial position a sound resembling L will usually replace an R. road > load 7. Chinese has no Z sound. It is replaced with SH or S. zip > ship or sip
Croatia
1 . Voiced and voiceless TH do not exist. Students will tend to pronounce these sounds as D or T. both > bod or hot; these > dese or tese
2. The short English vowel sounds are very difficult. Generally, the student tends not to hear the slight variations in these sounds.
3. The letter R is rolled.
4. The letter W does not exist. It is replaced by V or F. want > vant or fant 5. In many cases V > B, C > S, and X > H. vat > bat; cold > sold; Texas > Tehas
Farsi
1. Farsi lacks some of the letters/sounds that occur in the English alphabet. They include 0, Q, U, W, and X. This can cause much difficulty in pronunciation. 2. Initial voiceless Th becomes T or S. think > tink or sink
3. The sound W is replaced by V. want > vant 4. Final D becomes T. bad > bat
5. Initial G may be replaced by C. goat > coat 6. Short vowels will be difficult.
French
1. The Th sound does not occur in French.
a. Voiceless initial TH becomes S. think > sink b. Voiced initial TH becomes Z. them > zem
2. The CH sound does not occur in French. It is replaced with SH. cheek > sheek 3 . The sound of J as in "jeep" does not occur in French. It has the sound of "rouge".
4. The R sound is difficult. Many French speakers substitute the R made at the back of the throat - a "growled" sound. Some will substitute the trilled R.
5. ING as in "ring" does not occur. Ring may become fin.
6. Final S is not pronounced, and final T after a vowel is also not pronounced. 7. P, T, and K are not aspirated. They sound more like B, D, and G respectively. cap > cab; bat > bad; back > bag
German
1. Voiceless initial TH will usually be replaced by S. think > sink 2. Voiced initial TH will usually be replaced by Z. that > zat 3. W has the sound of V in German. want > vant
4. The letter S is difficult for Germans. 5. S before a vowel becomes Z. so > zo
6. S followed by P, T, or L becomes SH. spell > shpell; step > shtep; sleep > shleep 7. When B, D, or G occur at the end of an English word, the ESL student will usually use P, T, or K respectively. cab > cap; bad > bat; bag > back
8. The R sound can be difficult. In German, the R is made at the back of the throat and has a "growled" sound.
Ghana
1. /?/ is sometimes pronounced /a/ as in "cupboard" for instance; consonants clusters might be dropped after long vowels, e.g.: "past" pronounced almost the same way as "pass"
3. Semantic extension, e.g.: " sorry" to express one's compassion to other people, e.g.: Sorry for your daughter's misfortune.
4. Local borrowing: "chewing stick" for a fresh twig chewed for cleaning the teeth; "herbalist" for traditional doctor, especially those endowed with magical power , "high life" for a special Ghanaian dance and music in the then newly independent Ghanaian society. Today, coping with modern technology, a cell-phone is called in Ghana: "I'm-on-the-way!"
Hong Kong
1. Voiceless TH will be replaced by T or F. think > tink or fink, 2. Voiced TH will be replaced by D or V. that > dat or vat
3. L and R sounds are difficult to pronounce, students cannot distinguish the
difference between the two sounds. Some will always use "R" for both sounds, while others will always use "L." glass > grass or grass > glass blew > brew or brew > blew; in the initial position a sound resembling L will usually replace an R. road > load
4. Chinese has no Z sound; it is replaced with SH or S. zip > ship or sip 5. Words and phrases from Chinese: dim sum (snacks served in Chinese restaurants), gweilo ("ghost person", a European man)
6. Loan translations from Chinese: dragon boat(a long canoe-like boat raced at festivals)
7. Terms from other languages: amah (Portuguese: a maid) 8. local uses of general words: triad (a secret criminal society)
Hmong
1. Initial B and P have the same sound. bad > bad; pad > bad 2. The TH sound causes difficulty.
3.. Initial voiceless TH becomes T. think > tink 4.. Initial voiced TH becomes D. that > dat
5. The sound of T in the middle of a word will become D. better > bedder
6. The consonants P, T, and K in the final position are replaced with B, D, and G respectively, and become voiced. hip > bib; hit > hid; sick > sig
Hungarian
1. Some Hungarian vowel sounds have no English equivalents.
2. There is no sound for W in Hungarian. It is replaced with a V sound. want > vant 3. The letter J has a Y sound. January > Yanuary
4. The TH sound causes difficulty in Hungarian.
5. Voiceless initial TH becomes S or T. think > sink or tink 6. Voiced initial TH becomes Z or D. that > zat or dat 7. The letter R is trilled or rolled.
India
1. Voiced and voiceless TH becomes T. three > tree; think > tink 2. The sound P is replaced by B. pig > big
3. The sound W becomes V. want > vant 4. The sound CH becomes SH. cheep > sheep
6. Short vowel sounds cause much difficulty, since the ESL student does not hear the slight variations.
7. The consonants F, Q, V, X, and Z do not exist as separate characters in the Hindi alphabet.
8. Indian English is rhotic, /r/ being pronounced in all positions
9. weak vowels are pronounced as full vowels in such words as photography and student
10. word stress is used primarily for emphasis and suffixes are stressed 11. voiced and voiceless TH becomes T: three > tree; think > tink 12. Voiced and voiceless TH becomes T. three > tree; think > tink 13. the sound P is replaced by B. pig > big
14. the sound W becomes V. want > vant 15. CH becomes SH. cheep > sheep
16. Final consonants are often omitted, especially the G from NG. doing > doin 17. Distinct kinds of pronunciation lead to different kinds of IndE: Bengalis using /b/ for /v/, making bowel and vowel homophones.
18. Interrogative constructions without subject/auxiliary inversion: What you would like to buy?
19. One used rather than the indefinite article: He gave me one book. 20. Stative verbs given progressive forms: She is having two books.
21. reduplication used for emphasis and to indicate a distributive meaning: He bought some small small things.
22. yes and no as question tags: He is coming, yes?
23. isn't it? as a generalized question tag: They are coming tomorrow, isn't it? 24. reflexive pronouns and only used for emphasis: They live like that only.
Italy
1. /?/+/g/ instead of /?/ in words like sing. 2. TH, which is often pronounced /t/.
3. Schwa insertion after a /t/ in word-final position that gives an Italian’s English a very peculiar accent.
Japanese
1. The letter C may be pronounced as SH. cent > shent 2. The sound W is replaced by V. want > vant
3. Initial V becomes B. vine > bine
4. The TH sound does not occur in Japanese. 5. Initial voiceless TH becomes S. think > sink 6. Initial voiced TH becomes D. these > dese 7. Final TH becomes S. with > wis
8. The L sound is usually replaced by an R type sound. led > red
Korean
1. The TH sound does not occur in Korean. 2. Initial TH becomes D. think > dink; that > dat 3. Final voiceless TH is replaced with S. with > wis 4. Final voiced TH becomes D. smooth > smood
6. The sound B becomes V. bat > vat
7. The J sound becomes a Z sound. jeep > zeep
8. The H or WH sounds become an F sound. held > feld; white > fight
Nigeria
1. Long vowels or diphthongs are shorter.(e.g.: car /kar/ instead of /ka:r/).
2. Local words (borrowings: e.g. "Na wa!" An interjection used to express positive feelings. Its meaning depends strongly on context of use and speaker's intonation; e.g.: Na wa for you, that you got that scholarship!)
3. Some initial English expression which went through semantic extension; e.g.: How far or how bodi? (from the human body!) to mean How are you/ How are you
feeling?
Norway
1. /z/, which does not exist in Norwegian. For this reason, some Norwegians have difficulties pronouncing words with voiced s and use unvoiced s.
2. Long o is normally pronounced /u:/ in Norwegian, while long u becomes /y:/. “Pool” might be heard like /py:l/ in a Norwegians English.
Polish
1. In the initial position, the letter J will always sound like a Y. January > Yanuary 2. There is no TH sound in Polish.
3. Initial voiceless TH can become T or F. three > tree or free 4. Initial voiced TH usually becomes D. that > dat
5. Final TH can be replaced by S or T. with > wis or wit 6. The letter W becomes V, want > vant
Portuguese
1. CH will sound like SH. cheep > sheep 2. The letter H is never pronounced.
3. Since Portuguese has many nasal sounds, this may cause the ESL student some problems in pronunciation.
Russian
1. English short vowel sounds are very difficult. 2. There is no TH sound in Russian.
3. Voiceless initial TH becomes S. think > sink 4. Voiced initial TH becomes Z. that > zat
5. Voiceless final TH becomes F, S, Z, or T. with > wif, wis, wiz, wit 6. Middle TH becomes Z. father > fazer
7. There is no W sound in Russian. It is replaced by the V sound. want > vant 8. The letter R is rolled or "growled" at the back of the throat.
9. A hard G sound replaces the letter H in foreign words. Ohio > Ogio
Sierra Leone
1. Long and short vowels: e.g.: words like lean, speak, east, beast are all produced with the same sound /i/, as well as the pairs sleep-slip,
beat-bit; "
3. /? / is realised in various ways, mostly as the sound is written: e.g.: as [o] in "mother", as [u] in "us", "but", "bus"
4. Ends of word are hardly produced: "old" as /o:l/, find as /fain/.
5. The personal pronoun "yu" for you; e.g.: Yu no fo se(as for meaning: you know). A typical Krio expression is: Aw di wok? (How is it going?)
Singapore
1. Equal stress on all syllables
2. Intonation has many short tone groups-there is no contrastive stress 3. final consonants are often unreleased, resulting in glottal stops /hi/ for hit
4. final consonant clusters are generally reduced to one spoken consonant: 'juss' for just, 'slep'/'sle' for slept
5. vowels in words like 'take', 'so' and 'dare' are often monophthongs 6. Tendency to omit articles
7. The present-tense inflection -s/ 8. The plural inflection -s/
9. The past-tense inflection -ed,-t/
10. Word Order: You have pen or not?/I got three sister./She come from China. 11. 'Already' is used as a marker of completive aspect
12. 'Use to' occurs as a marker of habitual aspect: She use to go to the market. (She goes to the market.)
13. 'Would' is used for future events
14. Direct/indirect objects are preposed: This book we don't have. 15. There is a preference for 'also' over 'too'
16. Chinese particles, such as lah and aa, are a common means of conveying emphasis and emotion: You wait me, aa? (Will you wait for me?)
17. Words borrowed from regional languages: makan (food).-non-English interjections: ay yaah! (suggest exasperation), che! (express irritation or regret)
South Africa
1. Tendency to raise vowels such as "a, e, ä" so as to get /de'de/ for daddy. 2. Stress of /r/ in clusters such as /kr, gr,tr, dr/
Spanish
1. There are no voiceless consonant blends beginning with "S"; consequently, an "e" sound will precede these blends. street > estreet, school > eschool
2. There is no SH sound. It becomes CH. shoe > choe
3. The letters R and RR are formed in the front of the mouth and are trilled. 4. The letter H has no sound. The letter J always carries the H sound as does G before the vowels E or I.
5. The sound TH exists in Spanish, but the letters TH are never used together. D will have the TH sound wherever possible in a Spanish sentence. In Spanish, Z and C (before E or I ) carry the sound TH.
6. In many cases V will sound like a soft B sound. have> hab
Tagalog
2. The letter J has a Y sound. jam > yam
3. S and Z have the S sound. zip > sip; zebra > sebra
4. All words ending in TAIN have the same sound as the ending of the word "maintain." fountain > fountain
5. The TH sound is difficult.
6. Voiceless initial TH sounds like T. think > tink 7. Voiced initial TH sounds like D. these > dese 8. Final TH sounds like T. tooth > toot
9. The letter F has a P sound. fan > pan
Thai
1. Voiced final consonants in English are omitted. 2. Multiple final consonant clusters are impossible.
3. Voiceless consonant blends at the beginning of English words are difficult. ESL students will tend to voice them. stop > sadop; spend > sabend
4. The TH sound does not exist in the Thai language. 5. Voiceless initial TH becomes T. three > tree
6. Voiced initial TH becomes D. that > dat 7. Voiceless final TH becomes T. with > wit 8. The letter V has a W sound. visit > wisit
9. The letters R and L are interchanged because they sound the same. free > flee; fly > fry
10. CH sounds like SH. cheep > sheep
Turkish
1. There are no initial consonant clusters in Turkish.
1. Insert a vowel before or after the S. store > istore or sitore 2. The TH sound does not occur in Turkish.
3. Voiceless initial TH becomes S or T. thin > sin or tin 4. Voiced TH becomes Z or D. that > zat or dat
3. The letters V and W are confusing. V is especially difficult to produce before vowels.
4. W is replaced by oo as in noon. white > ooite
5. Words ending in B, D, or G will be substituted with P, T, or K respectively. nab > nap; lid > lit; pig > pik
6. Where P, T, or K occur in the middle of a word, B, D, or G will be substituted. dipper > dibber; butter > budder; bicker > bigger
Vietnamese
1. Pronunciation may be choppy for ESL students because the English language has so many words of more than one syllable.
2. The TH sound is difficult.
3. Voiceless initial TH can become T or S. think > tink or sink 4. Voiced initial TH can become Z. that > zat
5. CH has the Sh sound. cheep > sheep
6. The L can have the sound of R. load > road
7. The letter D is confusing. It may be replaced by J, Y, or Z. dig > zig; jig > yig or zig
Step Three: Master English Consonants CONSONANTS
1. /p/ This consonant is a voiceless stop.
DIRECTIONS 1. Relax lower jaw
2. Let tip of tongue rest behind lower teeth
3. Close lips firmly against each other so as to stop air from leaving mouth 4. Quickly release build up of pressure.
WORDS
WORD PHONETIC SPELLING
pea p}iy reaper riyp@r peep p}iyp pit p}It lippy lIpiy rip rIp poise p}Oyz opal owp}@l cowpoke kawpowk COMPARISONS /p/ Phonetic /b/ Phonetic
pea p}iy bee biy
reaper riyp@r Reba riyb@
peep p}iyp plebe pliyb
pit p}It bit bIt
lippy lIpiy Libby lIbiy
rip rIp rib rIb
poise p}Oyz boys bOyz
opal owp}@l global glowb@l
cowpoke kawpowk cowboy kawbOy
This consonant is a voiced stop. DIRECTIONS:
1. Relax lower jaw
2. Let tip of tongue rest behind lower teeth
3. Close lips firmly against each other so as to stop air from leaving mouth 4. Quickly release build up of pressure
5. Vibrate vocal chords
WORDS
WORD PHONETIC SPELLING
bee biy
Reba riyb@
plebe pliyb
bit bIt
rib rIb boys bOyz global glowb@l cowboy kawbOy COMPARISONS /p/ Phonetic /b/ Phonetic
pea p}iy bee biy
reaper riyp@r Reba riyb@
peep p}iyp plebe pliyb
pit p}It bit bIt
lippy lIpiy Libby lIbiy
rip rIp rib rIb
poise p}Oyz boys bOyz
opal owp}@l global glowb@l
cowpoke kawpowk cowboy kawbOy
3. /t/ This consonant is a voiceless stop.
DIRECTIONS: 1. Relax lower jaw
2. Let tip press firmly against upper gum ridge, behind the front teeth. 3. Quickly drop the tongue as the air is expelled.
WORDS
WORD PHONETIC SPELLING
teen tiyn till tIl tents tEnts heating hiytIÎ bitter bIt@r renting rEntIÎ beat biyt sit sIt set sEt COMPARISONS /t/ Phonetic /d/ Phonetic
teen tiyn dean diyn
till tIl dill dIl
tents tEnts dents dEnts
heating hiytIÎ heeding hiydIÎ
bitter bIt@r bidder bId@r
renting rEntIÎ rending rEndIÎ
beat biyt bead biyd
sit sIt Sid sId
63. /d/ This consonant is a voiced stop. DIRECTIONS:
1. Relax lower jaw
2. Let tip press firmly against upper gum ridge, behind the front teeth. 3. Quickly drop the tongue as the air is expelled.
4. Vibrate vocal chords.
WORDS
WORD PHONETIC SPELLING
dill dIl dents dEnts heeding hiydIÎ bidder bId@r rending rEndIÎ bead biyd Sid sId said sEd COMPARISONS /t/ Phonetic /d/ Phonetic
teen tiyn dean diyn
till tIl dill dIl
tents tEnts dents dEnts
heating hiytIÎ heeding hiydIÎ
bitter bIt@r bidder bId@r
renting rEntIÎ rending rEndIÎ
beat biyt bead biyd
sit sIt Sid sId
set sEt said sEd
64. /k/ This consonant is a voiceless stop. DIRECTIONS:
1. Relax lower jaw
2. Rest tongue lightly behind lower teeth
3. Raise the back of the tongue toward the soft palate 4. Stop the air flow
WORDS
WORD PHONETIC SPELLING
keys kiyz Meeker mIk@r leek liyk kilt kIlt wrecker wrEk@r back b{k curl k@rl buck b@k cod kad COMPARISONS /k/ Phonetic /g/ Phonetic
keys kiyz geezer giyz@r
leek liyk league liyg
kilt kIlt guilt gIlt
wrecker wrEk@r reggae rEgey
back b{k bag b{g
curl k@rl girl g@rl
buck b@k bug b@g
cod kad God gad
65. /g/ This consonant is a voiced stop. DIRECTIONS:
1. Relax the lower jaw 2. Open the mouth slightly.
3. Raise the back of the tongue towards the roof of the mouth 4. Stop the air stream
5. Quickly drop the tongue and release the air. 6. Vibrate the vocal chords.
WORDS
WORD PHONETIC SPELLING
geezer giyz@r meagre miyg@r league liyg guilt gIlt reggae rEgey bag b{g
girl g@rl
bug b@g
God gad
COMPARISONS
/k/ Phonetic /g/ Phonetic
keys kiyz geezer giyz@r
Meeker mIk@r meagre miyg@r
leek liyk league liyg
kilt kIlt guilt gIlt
wrecker wrEk@r reggae rEgey
back b{k bag b{g
curl k@rl girl g@rl
buck b@k bug b@g
cod kad God gad
66. /T/
This consonant is a voiceless interdental fricative. DIRECTIONS
1. Relax lower jaw
2. Let tip of tongue rest between the upper and lower teeth. 3. Keep the tongue in contact with the upper molars. 4. Direct air over the tongue and under the top teeth.
WORDS
WORD PHONETIC SPELLING
theme Tiym arithmetic @rITm@tIk pith pIT thatch T{T catheter k{T@t@r bath b{T thigh Tay oath’s owTs thousand TowZ@nd COMPARISONS /T/ Phonetic /D/ Phonetic
theme Tiym thee Diy
arithmetic @rITm@tIk rhythm rIDIm
teeth tiyT teethe tiyD
thatch T{T that D{t
catheter k{T@t@r gather g{D@r
bath b{T bathe beyD
thigh Tay thy Day
oath’s owTs oaths owDz
thousand TowZ@nd thou Daw
This consonant is a voiced interdental fricative. DIRECTIONS:
1. Relax lower jaw
2. Let tip of tongue rest between the upper and lower teeth. 3. Keep the tongue in contact with the upper molars.
4. Direct air over the tongue and under the top teeth. 5. Vibrate the vocal chords.
WORDS
WORD PHONETIC SPELLING
bee biy
Reba riyb@
plebe pliyb
bit bIt
rib rIb boys bOyz global glowb@l cowboy kawbOy COMPARISONS /p/ Phonetic /b/ Phonetic
pea p}iy bee biy
reaper riyp@r Reba riyb@
peep p}iyp plebe pliyb
pit p}It bit bIt
lippy lIpiy Libby lIbiy
rip rIp rib rIb
poise p}Oyz boys bOyz
opal owp}@l global glowb@l
cowpoke kawpowk cowboy kawbOy
68. /s/
This consonant is a voiceless sibilant. DIRECTIONS:
1. Keep the teeth close together
2. Make the body of the tongue grooved
3. Let the tip of the tongue be free and pointing toward the gum ridge. 4. Sides of tongue may or may not touch sides of upper teeth.
WORDS WORD PHONETIC SPELLING
see siy policing p@liycIÎ obese owbiys Sioux suw Macy meysiy rejoice r@DOyc moose muws bets bEts sinks sI Îks COMPARISONS /s/ Phonetic /z/ Phonetic
see siy Z ziy
policing p@liycIÎ pleasing pliyzIÎ
Sioux suw zoo zuw
Macy meysiy mazey meyziy
rejoice r@DOyc joys jOyz
moose muws moos muwz
bets bEts beds bEdz
sinks sI Îks sings sIÎz
69. /z/ This consonant is a voiced stop. DIRECTIONS:
1. Keep the teeth close together
2. Make the body of the tongue grooved
3. Let the tip of the tongue be free and pointing toward the gum ridge. 4. Sides of tongue may or may not touch sides of upper teeth.
WORDS
WORD PHONETIC SPELLING
Z ziy pleasing pliyzIÎ bees biyz zoo zuw mazey meyziy joys jOyz moos muwz beds bEdz sings sIÎz COMPARISONS /z/ Phonetic /s/ Phonetic
Z ziy see siy
pleasing pliyzIÎ policing p@liycIÎ
bees biyz obese owbiys
zoo zuw Sioux suw
mazey meyziy Macy meysiy
joys jOyz rejoice r@DOyc
moos muwz moose muws
beds bEdz bets bEts
sings sIÎz sinks sI Îks
70. /S/
This consonant is a voiceless palato-alevolar fricative continuant. DIRECTIONS:
1. Relax lower jaw
2. Raise tip and blade of tongue to gum ridge without touching it 3. Touch sides of tongue to upper teeth.
4. Arch front of tongue
5. Direct breath over tip of tongue in a narrow stream 6. Keep lips neutral
7. Do not vibrate vocal chords.
WORDS WORD PHONETIC SPELLING
she Siy shut S@t shrew Sruw ocean owS@n Russia r@S@ tissue tISuw essential @sEnS@l racial reyS@l fashion f{S@n COMPARISONS
/S/ Phonetic /Z/ Phonetic
she Siy genre Zanrey
shut S@t Zsa Zsa ZaZa
shrew Sruw gendarme Zandarm
ocean owS@n leisure liyZUr
Russia r@S@ vision viyZ@n
tissue tISuw regime r@Ziym
essential @sEnS@l prestige pr@stiyZ
racial reyS@l camouflage k{m@flaZ
fashion f{S@n beige beyZ
71. /Z/
This consonant is a voiced patato-alevolar fricative continuant. DIRECTIONS:
1. Relax lower jaw
2. Raise tip and blade of tongue to gum ridge without touching it 3. Touch sides of tongue to upper teeth.
4. Arch front of tongue
5. Direct breath over tip of tongue in a narrow stream 6. Keep lips neutral
WORDS WORD PHONETIC SPELLING
genre Zanrey
Zsa Zsa ZaZa
gendarme Zandarm leisure liyZUr vision viyZ@n regime r@Ziym prestige pr@stiyZ camouflage k{m@flaZ beige beyZ COMPARISONS /S/ Phonetic /Z/ Phonetic
she Siy genre Zanrey
shut S@t Zsa Zsa ZaZa
shrew Sruw gendarme Zandarm
ocean owS@n leisure liyZUr
Russia r@S@ vision viyZ@n
tissue tISuw regime r@Ziym
essential @sEnS@l prestige pr@stiyZ
racial reyS@l camouflage k{m@flaZ
fashion f{S@n beige beyZ
72. /h/
DIRECTIONS 1. relax lower jaw
2. rest tongue behind lower teeth 3. emit a puff of air through mouth.
WORDS WORD PHONETIC SPELLING
he hiy heavy hEviy hurry h@riy height hayt huge huwD whore hOr Houston hyust@n humid hYumId who huw /h/ Phonetic No “H” Phonetic
heart hart art art
hear hiyr ear iyr
hand h{nd and {nd
inhibit InhIb@t inhibition In@bIS@n
prohibit prowhIb@t prohibition prow@bIS@n
historic hIstOrIk prehistoric priyIstOrIk
73. /y/
This consonant is a voiced palatal consonant glide. DIRECTIONS:
1. Let lower jaw hang relaxed
2. rest tip of tongue behind lower teeth. 3. Arch front of tongue toward hard palate.
WORDS WORD PHONETIC SPELLING
yes yEs yet yEt yell yEl yam y{m you yuw young y@® yowl yawl reuinion riyuwny@n Dracula dr{kyul@ COMPARISONS
/y/ Phonetic /D/ Phonetic
yes yEs jest DEst
yet yEt jet DEt
yell yEl gel Del
yam y{m jam D{m
you yuw Jew Duw
young y@® junk D@Îk
yowl yawl jowl wl
reuinion riyuwny@n rejuvenate r@Duwv@ne
yt
74. /w/
This consonant is a voiced bilabial consonant glide. DIRECTIONS:
1. Relax the lower jaw
2. Rest tongue behind lower teeth 3. Round lips
4. Arch back of tongue as for vowel sound /uw/
5. Lips move to shape of following vowel (always followed by a vowel in English) 6. Vibrate vocal chords
WORDS
WORD PHONETIC SPELLING
weed wiyd witch wIT wig wiyg wit wIt wither wID@r weather wED@r
wet wEt
wealth wElT
wend wEnd
COMPARISONS
w Phonetic ÷ Phonetic v Phonetic
we’ll wiyl wheel ÷iyl veal viyl
witch wIT which ÷IT vale veyl
wit wIt whit ÷It vim vIm
women wIm@n whim ÷Im vim vIm
worse w@rs when ÷En verse v@rs
weed wiyd wheat ÷iyt Vedic viydIk
wet wEt whet ÷Et vet vEt
why way whine ÷ayn vine vayn
wile wayl while ÷ayl vile vayl
75. /÷/
This consonant is a voiceless bilabial consonant glide.. DIRECTIONS:
1. Relax the lower jaw
2. Rest tongue behind lower teeth 4. Round lips
5. Arch back of tongue as for vowel sound /uw/
WORDS
WORD PHONETIC SPELLING
wheel ÷iyl which ÷IT whit ÷It whim ÷Im when ÷En wheat ÷iyt whet ÷Et whine ÷ayn while ÷ayl COMPARISONS
we’ll wiyl wheel ÷iyl veal viyl
witch wIT which ÷IT vale veyl
wit wIt whit ÷It vim vIm
women wIm@n whim ÷Im vim vIm
worse w@rs when ÷En verse v@rs
weed wiyd wheat ÷iyt Vedic viydIk
wet wEt whet ÷Et vet vEt
why way whine ÷ayn vine vayn
wile wayl while ÷ayl vile vayl
76. /f /
This consonant is a voiceless labio-dental fricative continuant. DIRECTIONS:
1. Let lower jaw hang relaxed.
2. Touch tongue to back of lower teeth. 3. Press lower lip to edges of upper lip. 4. Force out air between teeth and lower lip.
WORDS WORD PHONETIC SPELLING
fees fiyz beefy biyfI sheaf Siyf fervor f@rv@r perfume p@rfyum fane feyn focal fowk@l fear fI@r fire us fayr@s COMPARISONS
f Phonetic v Phonetic p Phonetic
fee fiy vee viy pea piy
fat f{t vat v{t pat p{t
fast f{st vast v{st past p{st
few fyuw view vyuw pew pyuw
coffee cafiy covey k@viy copy kapiy
loaf lowf loave lowv lope lowp
scarf skarf carve karv carp karp
Sheaffer Sef@r shaver Seyv@r shaper Seyp@r
woeful wowf@l oval owv@l opal owp@l
77. /v/
DIRECTIONS:
1. Let lower jaw hang relaxed.
2. Touch tongue to back of lower teeth. 3. Press lower lip to edges of upper lip. 4. Force out air between teeth and lower lip. 5. Vibrate vocal chords.
WORDS WORD PHONETIC SPELLING
vee viy van v{n voo vuw vie vay veer vI@r have h{v civility s@vIl@tiy Venus viyn@s strive strayv
COMPARISONS
f Phonetic v Phonetic b Phonetic
fee fiy vee viy bee biy
fan f{n van v{n ban b{n
few do fyuwduw voodoo vuwduw boohoo buwhuw
fie fay vie vay buy bay
fear fI@r veer vI@r beer bI@r
half h{f have h{v rehab riyh{b
affinity @fIn@tiy civility s@vIl@tiy ability @bIl@tiy
feed us fiyd@s Venus viyn@s bean us biyn@s
strife strayf strive strayv tribe trayb
78. /m/
This consonant is a voiced bilabial nasal continuant consonant. DIRECTIONS
1. Bring lips together gently. 2. Relax lower jaw
3. Relax tongue on floor of mouth 4. Lower the soft palate
WORDS
/m/ Phonetic /b/ Phonetic
me miy bee biy
match m{T batch b{T
mud m@d bud b@d
moo muw boo buw
maul ma@l bawl bawl
jamming D{mIÎ{ jabbing j{bIÎ
cam k{m cab k{b
tum t@m tub t@b
79. / n/
This consonant is a voiced alveolar continuant consonant sound. DIRECTIONS:
1. Let lower jaw be relaxed. 2. Relax and lower soft palate 3. Touch tip of tongue to gum ridge
4. Resonate vibrated breath through nasal passage
WORDS
WORD PHONETIC SPELLING
nil nIl nub n@b neigh ney no now runner r@n@r raining reynIÎ seen siyn den dEn pane peyn
COMPARISONS
/n/ Phonetic /d/ Phonetic
nil nIl dill dIl
nub n@b dub d@b
neigh ney day dey
no now doe dow
runner r@n@r rudder r@d@r
raining reynIÎ raiding reydIÎ
seen siyn seed siyd
den dEn dead dEd
pane peyn paid peyd
80. /l/
This consonant is a voiced alveolar lateral continuant. DIRECTIONS:
1. Relax the jaw 2. Open the mouth 3. Broaden the tongue
4. Put the tip of the tongue on the gum ridge 5. Let air pass over sides of tongue.
WORDS
WORD PHONETIC SPELLING
leap liyp lick lIk loquacious lowkweyS@s low low silly sIliy relish rElIS valley v{liy foliage fOylID COMPARISONS /l/ Phonetic /r / Phonetic
late leyt rate reyt
cloud klawd crowd krawd
glue gluw grew gruw
lime laim rhyme raym
alive @layv arrive @raiv
play pley pray prey
blush bl@S brush br@S
fly flay fry fray
glass gl{s grass gr{s
81. /Î/
This consonant is a voiced velar nasal continuant. DIRECTIONS:
1. Let lower jaw hang relaxed 2. Lower soft palate
3. Raise back of tongue as for sounds /k/ and /g/
WORDS
WORD PHONETIC SPELLING
English IîlIS ping pIÎ bing bIÎ clung kl@Î tongue t@Î length leyÎT shrink SrIÎk precincts priysIÎks banks b{Îks COMPARISONS /Î/ Phonetic /n/ Phonetic
English IîlIS nil nIl
ping pIÎ nub n@b
bing bIÎ neigh ney
clung kl@Î no now
tongue t@Î runner r@n@r
length leyÎT raining reynIÎ
shrink SrIÎk seen siyn
precincts priysIÎks den dEn
banks b{Îks pane peyn
82. /T/
DIRECTIONS:
1. Let the lower jaw hang relaxed
2. Have the upper and lower teeth almost touch 3. Blend a quick /t/ sound followed by /S/ 4. Arch front of tongue
5. Direct breath over tip of tongue in a narrow stream 6. Protrude the lips slightly
7. Do not vibrate vocal chords.
WORDS WORD PHONETIC SPELLING
each iyT rich rIT wretch wrET catch k{T birch b@rT much m@T blotch blaT aitch eyT
