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Six sick slick slim sycamore saplings.
A box of biscuits, a batch of mixed biscuits
A skunk sat on a stump and thunk the stump stunk,
but the stump thunk the skunk stunk.
Red lorry, yellow lorry, red lorry, yellow lorry.
Unique New York.
Six thick thistle sticks. Six thick thistles stick.
Is this your sister's sixth zither, sir?
A big black bug bit a big black bear,
made the big black bear bleed blood.
The sixth sick sheik's sixth sheep's sick.
Toy boat. Toy boat. Toy boat.
One smart fellow, he felt smart.
Two smart fellows, they felt smart.
Three smart fellows, they all felt smart.
Pope Sixtus VI's six texts.
I slit the sheet, the sheet I slit, and on the slitted sheet I sit.
She sells sea shells by the sea shore.
The shells she sells are surely seashells.
So if she sells shells on the seashore,
I'm sure she sells seashore shells.
Mrs. Smith's Fish Sauce Shop.
Shy Shelly says she shall sew sheets.
Three free throws.
Sam's shop stocks short spotted socks.
Knapsack straps.
Which wristwatches are Swiss wristwatches?
Lesser leather never weathered wetter weather better.
Inchworms itching.
A noisy noise annoys an oyster.
The myth of Miss Muffet.
Friendly Frank flips fine flapjacks.
Vincent vowed vengeance very vehemently.
Cheap ship trip.
I cannot bear to see a bear
Bear down upon a hare.
When bare of hair he strips the hare,
Right there I cry, "Forbear!"
Lovely lemon liniment.
Gertie's great-grandma grew aghast at Gertie's grammar.
Tim, the thin twin tinsmith
Fat frogs flying past fast.
Flee from fog to fight flu fast!
Greek grapes.
The boot black bought the black boot back.
How much wood would a woodchuck chuck
if a woodchuck could chuck wood?
He would chuck, he would, as much as he could,
and chuck as much wood as a woodchuck would
if a woodchuck could chuck wood.
We surely shall see the sun shine soon.
Moose noshing much mush.
Sly Sam slurps Sally's soup.
Six short slow shepherds.
Which witch wished which wicked wish?
Old oily Ollie oils old oily autos.
The two-twenty-two train tore through the tunnel.
Twelve twins twirled twelve twigs.
Three gray geese in the green grass grazing.
Gray were the geese and green was the grass.
Many an anemone sees an enemy anemone.
Nine nice night nurses nursing nicely.
Peggy Babcock.
Black bug's blood.
Flash message!
Six sticky sucker sticks.
If Stu chews shoes, should Stu
choose the shoes he chews?
Crisp crusts crackle crunchily.
Give papa a cup of proper coffee in a copper coffee cup.
Six sharp smart sharks.
What a shame such a shapely sash
should such shabby stitches show.
Sure the ship's shipshape, sir.
Betty better butter Brad's bread.
Sixish.
Don't pamper damp scamp tramps that camp under ramp lamps.
Six shimmering sharks sharply striking shins.
I thought a thought.
But the thought I thought wasn't the thought I thought I thought.
Brad's big black bath brush broke.
Thieves seize skis.
Chop shops stock chops.
Strict strong stringy Stephen Stretch
slickly snared six sickly silky snakes.
Truly rural.
The blue bluebird blinks.
Betty and Bob brought back blue balloons from the big bazaar.
The Leith police dismisseth us.
The seething seas ceaseth
and twiceth the seething seas sufficeth us.
Plague-bearing prairie dogs.
Ed had edited it.
She sifted thistles through her thistle-sifter.
Give me the gift of a grip top sock:
a drip-drape, ship-shape, tip-top sock.
While we were walking, we were watching window washers
wash Washington's windows with warm washing water.
Freshly fried fresh flesh.
Pacific Lithograph.
Six twin screwed steel steam cruisers.
The crow flew over the river with a lump of raw liver.
Preshrunk silk shirts
A bloke's back bike brake block broke.
A pleasant place to place a plaice is a place where a plaice is pleased to be placed.
I correctly recollect Rebecca MacGregor's reckoning.
Good blood, bad blood.
Quick kiss. Quicker kiss.
I saw Esau kissing Kate. I saw Esau,
he saw me, and she saw I saw Esau.
Cedar shingles should be shaved and saved.
Lily ladles little Letty's lentil soup.
Shelter for six sick scenic sightseers.
Listen to the local yokel yodel.
Give Mr. Snipa's wife's knife a swipe.
Whereat with blade,
with bloody, blameful blade,
he bravely broached his boiling bloody breast.
Are our oars oak?
Can you imagine an imaginary menagerie manager
imagining managing an imaginary menagerie?
A lusty lady loved a lawyer
and longed to lure him from his laboratory.
The epitome of femininity.
Kris Kringle carefully crunched on candy canes.
Please pay promptly.
What time does the wristwatch strap shop shut?
Girl gargoyle, guy gargoyle.
If a Hottentot taught a Hottentot tot
Will you, William?
Mix, Miss Mix!
Who washed Washington's white woolen underwear
when Washington's washer woman went west?
Two toads, totally tired.
Freshly-fried flying fish.
The sawingest saw I ever saw saw
was the saw I saw saw in Arkansas.
Just think, that sphinx has a sphincter that stinks!
Strange strategic statistics.
Sarah sitting in her Chevrolet,
All she does is sits and shifts,
All she does is sits and shifts.
Hi-Tech Traveling Tractor Trailor Truck Tracker
Six slippery snails, slid slowly seaward.
Three twigs twined tightly.
The ochre ogre ogled the poker.
Shredded Swiss chesse.
The soldiers shouldered shooters on their shoulders.
Theophiles Thistle, the successful thistle-sifter,
in sifting a sieve full of un-sifted thistles,
thrust three thousand thistles through the thick of his thumb.
Success to the successful thistle-sifter!
Thank the other three brothers of their father's mother's brother's side.
They both, though, have thirty-three thick thimbles to thaw.
Irish wristwatch.
Fred fed Ted bread, and Ted fed Fred bread.
Cows graze in groves on grass which grows in grooves in groves.
Tragedy strategy.
Practical assignments
Stress
Task 1
Write the words listed below in groups according to the following accentual patterns:
-æ - (-); - -æ; - -æ - (æ-); -æ -æ; -æ - -æ (-):
expose, re-pay, illustrate, forbear, make-up, debate, admission, event, get off, dressing-table, vacancy, pedagogic, vice-dean, discontent, demonstration, well-bred, exact, compensate, antiphonic, exclamation, foresee, multiply, begin, submarine, blue-eyed, celebrate, ice-cream, behave, parenthetic, tape recorder, procession, registration, well-shaped, paraphrase, economic, parenthesis, introduction, machinery.
Task 2
Write the words listed below in groups according to the following accentual patterns:
-æ - (-); - -æ; - -æ - (æ-); -æ -æ; -æ - -æ (-):
Advertise, conversation, demonstrate, believe, antifascist, sitting-room, recognize, composition, postwar, forget, appreciate, situate, armchair, patriotic, academy, inconvenient, election, forbid, gas-stove, economy, blackboard,criticize, recollect, well-known, beefsteak, vice-president, revolution, become, get up, fair-haired, redress, sympathetic, make up, fourteen, picturesque, put on.
Task 3
Write the words listed below in groups according to the following accentual patterns:
-æ - (-); - -æ - (-); %- - - -æ -; - %- - -æ -; -æ - -æ - (-); %- - - - -æ -:
Father, phonetics, compound, organisation, phonotactics, practice, saying, communication, allophone, attitude, international, loudness, nucleus, intensity, opposition, pronunciation, syllable, classify, reduction, articulation, phoneme, modification, prosody, palatalisation, quality.
Linking of words in connected speech
1. Linking “r”
Practise the following word combinations and phrases
"father-in-Îlaw a "lecture on Îhistory "ask for a Îfavour
"mother-in-Îlaw a picture of aÎcity "send for a Îdoctor
"daughter-in-Îlaw a "teacher of ÎEnglish a "glass or a Îcup
"brother-in-Îlaw the "author of the Înovel "closed or Îopen
"father and Îmother the "Tower of ÎLondon "German or ÎEnglish
"neither is ÎAnn "Arthur is Îhere.
"neither are Îwe I "can’t hear Îanything.
the "door is Îopen The "teacher is in the Îclassroom.
the "floor is Îclean They are in the "other Îroom.
they are Îeasy She has a "shower every Îday.
they are Îours We have a "seminar on ÎWednesday.
A consonant with a vowel at the junction of words
Practise the following words, word combinations and phrases:
an Îuncle "went a"way the "first of ÎJanuary
an Îactress "half an Îhour the "fourth of ÎApril
his Îaunt "once or Îtwice the "fifth of ÎMarch
his Îuncle my "wife and ÎI the "eighth of ÎAugust
the "ninth of OcÎtober "Good Îevening. It’s "always Îgreen
the e"leventh of DeÎcember "Good afterÎnoon It’s "almost Îopen
the "twelfth of NoÎvember It’s "all Îright. It’s "always Îlate
the "thirteenth of SepÎtember It’s "also Înice. It’s "Andrew’s Îaunt.
Two adjacent vowels in a word and at a word boundary
Practise the following words, word combinations and phrases:
the Îartist to Îearn the Îtwentieth the Îeasiest Îtrying
the Îactress to Îown the Îthirtieth the Îearlliest Îgoing
the ÎIndian to Îenvy the Îfortieth the Îheaviest Îdrying
the Îearth to Îargue the "fiftieth the Îhappiest Îcrying
the Îonly to Îoccupy the Îsixtieth Îyellowish Îliving
the Îeleventh to inÎvent the Îeightieth Îbluish Îstaying
"very Îoften "only a "few Îdays It’s a "new Îopera.
"very Îinteresting "every "other Îday It’s a "very easy Îexercise.
"pretty Îawful "nearly a "whole Îweek There are "only Îeight.
Assimilation
Task 1. Loss of plosion
a) Practise the following words, word combinations and phrases.
a"bout Îtwelve a "big Îgarden Îvictory a "light Îdress
"eight Îtext-books a "bad Îdinner " quite Îcommon a "white Îdog
"black Îcoffee a "big Îbreakfast "what Îcolour a "thick °dictionary
a "black Îcoat a "cold Îday "up-to-Îdate "eight Îgirls
a "cheap Îpen a "hundred Îtimes "quite Îclean "sit Îdown
a "big Îtown the "second Îdaughter "What colour is that Îdress?
a "round Îtable "thousand Îpounds It "doesn’t take me Îlong.
a "big Îcottage for the "third Îtime "What kind of "tape do you Îwant?
Îsudden "good Înews clothes at Îlast It’ll be Îfine
Îpardon "top Îmarks Îglimpse at Îleast It’ll be Îlate
Îdarkness "last Înight Îhandle "goob-Îlooking It’ll beÎnice
Îblackmail an "old Îman Îjungle "good Îluck She "doesn’t Îneed it
Îstatement "not Înew Îmodel "hard Îlife I "don’t Îknow
Îointment "right Înow Îbottle a "big Îlawn It "isn’t Înew
a Îfortnight "not Înow Îbicycle a "bright Îlight It "isn’t ÎNell
b) Read the following conversational contexts:
1. - She didn’t reply.
- Write to her again, then.
2. - I won’t be able to phone you.
- Drop me a line, then.
3. - I had to wait for three hours.
- Bad luck! What a shame!
4. - It was most kind of you.
- Don’t mention it. I was glad I was able to help.
5. - It’s all very puzzling.
- I couldn’t agree more.
5. - She won’t be back till ten.
- I’ll ring her up later, then.
7. - You look smart in this coat.
- Does it suit me?
8. - How much were you paying for the room?
- Eight pounds a week.
9. - Do you feel like going to the cinema?
- I’d like that very much. Thank you.
10. - Couldn’t you take the day off?
- Well, it might be possible.
11. - I’m dreadfully sorry, but I’ve broken a plate.
- Oh, that doesn’t matter.
12. - There’s a variety show at eight o’clock.
- We mustn’t miss that.
13. - What’s your opinion of his work?
- It’s not bad.
14. - May I see your passport, please?
- Oh, I haven’t got it with me.
15. - Let’s have dinner out tonight.
- That’s a good idea.Why not go for a walk first? It’s only six o’clock.
16. - I’ve just called in to say good-bye.
- What time are you leaving?
17. - What dress do you think I’d better put on?
- Oh! I don’t know.
18. - Seen my hat anywhere? I’ve lost it.
- What colour is it?
Task 2. Different degrees of aspiration
a) Practise the following words:
tight - Îappetite - style test - Îprotest - step
tale - Îdetail - stale pot - Îteapot - spot
case - Îstaircase - skate tip - Îcity - stick
coat - toÎbacco - scold cup - Îteacup - scull
piece - Îmantelpiece - speak tact - Îcontact - stamp
Îtutor - ÎInstitute - Îstudent kin - Îticket - skin
Îpeaceful - Îmasterpiece - Îspeed tent - Îarchitect - stench
Îtulip - Îstatic - Îstupid Îtimid - phoÎnetic - Îstingy
b) Read the following conversational contexts:
1. - Hallo, Kitty here. Can I speak to Peter, please?
- Sorry, but he’s out.
2. - Hallo, Patrick Cowel speaking. Could I talk to Stella, please?
- I’m afraid she’s not here. Can you call later?
3. - They haven’t time to finish the job.
- That’s no reason for not starting it.
4. - You will stay a bit longer, won’t you?
-I’m sorry I can’t.
5. - What do you think of the place?
- Oh, it’s a delightful spot.
6. - By the way, where do you live?
- Near King’s Cross station.
7. - I do wish I could go.
- I’m not stopping you.
8. - Whatever was he thinking of?
- I can’t imagine.
9. - I want to see the football match after the news.
- Don’t you want to see part two after the serial?
Task 3. Alveolar consonants before interdental
a) Practise the following words, word combinations and phrases:
the Îseventh in Îthat "all the Îtime "quite Îthin
the Îninth in Îthis "all the Îstudents "can’t Îthink
the Îtenth on Îthat as Îthough "last ÎThursday
the Îthirteenth and Îthis is the Îother "isn’t Îthrough
the Îhundredth and the Îothers has Îthis "isn’t Îthin
"Cross the Îriver this Îtheater "Tell the Îtruth He’s Îthirsty
"Pass the Îsalt is Îthere "Write the Îword He’s Îthirty
"Press the Îbutton "six-Îthirty "Meet the Îtrain "Find "thick Înotebooks
"What’s the Îmatter? "six Îthousand It’s Îthundering It was Îthundering
"What’s the Îtime? is Îthat "What’s Îthick? It was ÎThursday
b) Read the following conversational contexts:
1. – Can I book two seats for tomorrow nights?
– Would you like something in the second row?
2. – What’s the postage on these letters to Spain?
– I’ll have to check.
3. – I’ve just been promoted.
– That’s the best news I’ve heard for a long time.
4. – Is there anything worth watching on the other channel?
– I think it’s a documentary.
5. – Excuse me, can you tell me where South Street is, please?
– Take the second turn on the left and then ask again.
6. – Excuse me, but I’m trying to find the town hall.
– Take the third turn on the right and go straight on.
7. – Do you think the manager could see me tomorrow before nine-thirty?
– He won’t be till ten thirty.
8. – Why don’t they work in the evenings?
– Some of them do, I believe.
9. – What’s the time, please?
– I suppose it’s about twelve.
Task 4. Consonants before [r]
a) Practise the following words and word combinations:
drop truth through Îpractice
draft Îtravel throw Îpresent
drove a Îtrolley-bus thrice surÎprise
"Andrew a Îportrait Îthreshold a "tape-reÎcorder
a Îbedroom a Îgreat Îrisk a Îbathroom a "sharp Îrazor
a "good Îreason a "white Îrose "both Îrings a "deep Îriver
"bad reÎsults "Pete Îwrote "both Îroads "deep Îroots
cross a "thick Îrope French Îfrighten
cruel a "dark Îroom France Îfrosty
preÎscribe a "pink Îrose fruit a "brief reÎport
b) Read the following conversational contexts:
1.- Is it still possible to get tickets for tonight?
- No, I’m afraid you’ve left it rather late.
2.- How could he let you know?
- He could have written.
3.- It was all your fault.
- But it wasn’t. And I can prove it.
4. I’m sorry to trouble you, but could I borrow your spade?
- It’s no trouble. I’m not using it at the moment.
5.- Could you make up this prescription for me, please?
- I’ll do it for you straight away.
6.- You’re quite a stranger. Where have you been travelling?
- I’ve had a few weeks with my friend in Brussels.
7.- What do you think of life in France?
- I still feel pretty homesick. Everything seems so strange.
8.- What are your first impressions of Greece?
- It’s quite different from what I expected.
9.- Are you sure this drive is not too much trouble?
- No, it won’t take a minute to drop you off.
Task 5. Consonants before the bilabial sonorant [w]
a) Practise the following words and word combinations:
Îquarrel swan twice dwell
Îquarter Îswallow twinkle Dwen
Îquality Îswarthy Îtwilight dwarf
Îawkward perÎsuade Îfootwear Îhardware
Îequal thisÎwoman it Îwill a Îlanguage
Îquick-tempered it’s Îwhite it Îwon’t Îdwelling house
b) Read the following conversational contexts:
1.- Was there any difference between them?
- Very slight, as far as I could see.
2.- Quick. The kettle’s boiling over.
- I’m just coming.
3.- Nice and bright this morning.
- Yes, quite different from the forecast.
4.- It’s good to see the sun again.
- A big improvement on what we’ve been having.
5.- Hasn’t he been there often?
- Once or twice at the most.
6.- We are quite sold out, l’m afraid.
- Then I must try somewhere else, I suppose.
7.- They are twins, aren’t they?
- Yes, but they’re not a bit alike.
8.- Could you tell me where they live?
- Number twenty-four.
9.- I saw Grace at the Taylors’ party.
- Oh! And who else was there?
Rhythm and Rhythmic Groups
To acquire correct reading habits it is advisable to attach the unstressed syllables to the preceding stressed word rather than to the following one.
Task 1.
"John’s a"way on °business.
"Thank you for the °letter.
"What a de"lightful sur°prise.
"Somebody "called when you were °out.
"Will it be a "nuisance if I "leave it ™here?
They "went for a "walk in the °park.
I’m "going to the "theatre to °night.
I "sent them a "photo of the °children.
You can "get there by "bus from °Liverpool Street.
I "think it would be "better to "wait till to °morrow.
Per"haps we might "go to the "theatre to°gether for once.
I "don’t "think they will have "come "back from their "trip to "Paris by °then.
I would have "tried to "see his "point of °view.
Task 2.
"As we felt "hot and "dusty "after our ™tripÅ we "bathed and °rested a while. By that "time it was "five °thirty, Å and we de"cided to "stroll "down to the ™dining-roomÅ and "see "what was on the "menu for °dinner. We de"cided not to "eat until "six o’°clock. "So "since there was "half an "hour to ™killÅ we "went into the "lounge to "watch the °television for a %while.
Task 3.
A "bad "tempered ™dogÅ "one ™dayÅ "found his "way into a °manger, Å and "found it ↑so "nice and ™comfortable Å that he "made up his "mind to stop °there. When "ever the "cattle came "near to "eat their ™hay Å he "growled and "barked at them to "frighten them °off. “What a "very "selfish °dog,” ex%claimed %one of the %oxen. “He "can’t "eat the "hay him™self Å and he "won’t let Îus %eat Å who Îcan.
Scales and Terminal Tones
Practice reading these sentences.
a) "That¤s °good. "That¤s Îgood. "That’s ™good. "That’s ægood?
"Don’t°leave. "Don’t Îleave. "Don’t ™leave. "Don’t æleave?
"Ask °John. "Ask ÎJohn. "Ask ™John. "Ask æJohn?
"Not °now. "Not Înow. "Not ™now. "Not ænow?
"Who’s °that? "Who’s Îthat? "Who’s ™that? "Who’s æthat?
"Why °not? "Why Înot? "Why ™not? "Why ænot?
"What °for? "What Îfor? "What ™for? "What æfor?
"How °strange. "How Îstrange "How ™strange. "How æstrange?
"Next °week. "Next Îweek. "Next ™week. "Next æweek?
"Come ™here. "Come Îhere. "Come ™here. "Come æhere?
b) "Who did you °go with?
"Who did you Îgo with?
"Who did you ™go with?
%Who did you ægo with?
c) I "think you’d "better "ask the °others.
I "think you’d "better "ask the Îothers.
I "think you’d "better "ask the ™others.
You "think I’d "better "ask the æothers?
d) I’ll "finish it °now.
I’ll "finish it Înow.
I’ll "finish it ™now.
You’ll "finish it ænow?
e) You can "easily "catchthe "last °train.
You can "easily "catch the "last Îtrain.
You can "easily "catch the "last ™train.
You can "easily "catch the "last ætrain?
f) "Does she "know the °way?
"Does she "know the Îway?
"Does she "know the ™way?
"Does she "know the æway?
g) It’s "always "better to °wait.
It’s "always "better to Îwait.
It’s "always "better to ™wait.
It’s "always "better to æwait?
h) "How "long do you "want to °keep it?
"How "long do you "want to Îkeep it?
How "long do you "want to ™keep it?
How "long do I "want to ækeep it?
i) "Nobody "told me "what to °do about it.
"Nobody "told me "what to Îdo about it.
"Nobody "told me "what to ™do about it.
"Nobody "told me "what to ædo about it?
j) "John "told me "not to °come.
"John "told me "not to Îcome.
"John "told me "not to ™come.
"John "told me "not to æcome?
k) "Henry "said he’d "wait for us at °home.
"Henry "said he’d "wait for us at Îhome.
"Henry "said he’d "wait for us at ™home.
"Henry "said he’d "wait for us at æhome?
l) °Why does he re%fuse to %listen?
ÎWhy does he re%fuse to %listen?
™Why does he re"fuse to "listen?
æWhy does he re"fuse to "listen?
m) °Who’s going to sup%port him?
ÎWho’s going to sup%port him?
™Who’s going to sup"port him?
æWho’s going to sup"port him?
n) I "don’t "think I’II°follow your ad%vice.
I’m a"fraid I’ve "made a misÎtake.
Don’t "take it too "much to ™heart.
"Why don’t I "write to the æsecretary?
Could "anything have been "simpler than °that?
"Are you "travelling on your ™own?
My "message didn’t "reach him in ætime?
I "don’t be"lieve it’s Îpossible.
It "doesn’t ™matter, dear.
I "thought it was "going to Îrain.
It’s "much too "late to have "any re"grets °now.
"When did I æsee him?
From ™which station?
You "saw him ™when?
™What time do you "want me?
I "saw him a "few Îmoments a%go.
Word Phonetic Analysis Model
1. Spell the word.
2. Define the number of phonemes, constituting the word and give their definition and orthographical representation.
3. Define the allophones by which the phonemes are realized in the phonetic structure of the word.
4. Divide the word into syllables. Define their types. Mark the stressed syllable.
5. Give the accentual pattern of the word and examples of words of the same accentual pattern.
Sentence Phonetic Analysis Model
1. Define the communicative type of the sentence.
2. Show the syntagmatic division of the sentence.
3. Lay all the necessary tonetic stress marks in the intonation groups. Define the communicative centres in the intonation groups according to the meaning and modality expressed in the sentence.
4. Transcribe the sentence. Define the cases of vowel reduction and assimilation.
5. Draw the tonogram of the sentence. Define the structure of each intonation group.
Preparatory Tests
Preparatory Test 1
1. Listen to the words and write them down in transcription. Lay stress-tone marks.
/™i:t/ /°SIp/ /™pli:z/
/°sIt/ /™si:t/ /™pIl/
/°peg/ /™lIk/ /°bel/
/™s{nwIdZ/ /°tSi:z/ /°m{n/
/°fIlm/ /™ben/ /™hIl/
/°Intr@stIN/ /°{ks/ /™si:mz/
/°IndI@nz/ /™s{d/ /°ten/
/mIsIz°smIT/ /™pi:l/ /°p{n/
/™p{sIndZ@/ /°tSIk/ /°bred/
2. Transcribe the following words. Lay stress-tone marks.
tongue larynx
alveolar ridge vocal cords
front vowel hard palate
back uvula
muscular rounded
3. Lay stress-tone marks, transcribe and give tonograms of the following:
Peter: Hello, Guy. How are you?
Mr. Hunt: I’m fine, thank you.
Peter: Very well, thank you. How are you, Sarah?
Mrs. Hunt: Fine, thank you.
4. Listen to the conversation, write the utterances down and lay stress-tone marks.
Tim: Last name?
Sheila: Morgan.
Tim: First name?
Sheila: Sheila.
Tim: Address?
Sheila: 34 Rue Temple, Geneva, Switzerland.
Preparatory test 2
1. Listen to the words and write them down in transcription. Lay stress-tone marks.
/°pIti/ /™jVN/ /°pUt/
/°eni/ /™pO:t/ /™su:n/
/™bi:n/ /°lUk/ /°g3:l/
/°bend/ /°su:n/ /°fO:k/
/°s{d/ /™bVn/ /°wUm@n/
/°dVl/ /™hVg/ /™tu:/
/°kVntri/ /°kA:t/ /™su:p/
/™pA:m/ /°bA:n/ /°f3:/
/°dQg/ /°kO:t/ /°n3:s/
2. Transcribe the following words. Lay stress-tone marks.
phoneme pronounce
speech sound monophthong
articulation diphthong
muscular tension diphthongoid
pronunciation narrow variant
3. Lay stress-tone marks, transcribe and give tonograms of the following:
Peter: Are you Swiss?
Sheila: No, I’m English.
Peter: Here’s a taxi. Taxi!
Where are Simon and Jane?
Mrs. Hunt: Here they are.
Peter: Good. The Beardsley Hotel, please.
Taxi driver: Yes, Sir.
4. Listen to the conversation, write the utterances down and lay stress-tone marks.
Tim: Date of birth?
Sheila: The second of May, 1950.
Tim: Place of birth?
Sheila: Exeter, Davon.
Tim: Sex?
Sheila: Female.
Tim: Nationality?
Sheila: British.
Preparatory Test 3
1. Listen to the words and write them down in transcription. Lay stress-tone marks.
/™D3:zdeI/ /°Vgli/ /°skO:/
/™h3:t/ /°kVmp@ni/ /°fO:w@d/
/°tO:n/ /°tr{v@lIN/ /™fUd/
/°pu:l/ /"{mst@%d{m/ /°bUk/
/°bu:t/ /%Vnd@"st{nd/ /°lQk/
/°bedrUm/ /™grA:s/ /"A:ft@%nu:n/
/™gUd/ /™grA:nd/ /°lO:n/
/°spO:ts/ /°smA:t/ /°fUl/
/™eni/ /™sQri/ /°fUtbO:l/
2. Transcribe the following words. Lay stress-tone marks.
vowel lateral
consonant obstruction
classification nasal cavity
occlusive sonorant
constrictive reduction
3. Lay stress-tone marks, transcribe and give tonograms of the following:
I’m Carol Fenton.
I’m Mrs. Hunt’s sister.
This evening my sister’s family is coming to celebrate my nephew’s birthday.
I’ve planned a small party but Simon doesn’t know about it yet.
It’s a surprise.
4. Listen to the conversation, write the utterances down and lay stress-tone marks.
Mrs. Fenton: Hello, Sheila.
Sheila: How do you do, Mrs. Fenton.
Mrs. Fenton: Please, call me Carol.
Now sit down everyone.
I’ve made some tea.
It’s in the kitchen.
Can Jane help me?
Mrs. Hunt: Of course, she can.
Preparatory test 4
1. Listen to the words and write them down in transcription. Lay stress-tone marks.
/°kVp/ /™OIl/ /°dZ3:n@lIst/
/™kQt/ /°kOIn/ /°pIktS@/
/°hA:t/ /°haU/ /°kO:t/
/°fu:l/ /°wQt/ /™naID@/
/™h3:d/ /™fI@/ /°heIt/
/°k{mr@/ /°tSe@/ /@°pOIntm@nt/
/°sVk/ /™bA:k/ /™v@Ukl/
/™kO:d/ /™hu:/ /°nI@rIst/
/™haIt/ /™w3:m/ /°kjU@/
2. Transcribe the following words. Lay stress-tone marks.
palatalisation spread
nucleus strong
falling weak
rising raise
pre-head element
3. Lay stress-tone marks, transcribe and give tonograms of the following:
My aunt and uncle are so kind. They remember my birthday every year. I’ve already received one present. Mum’s parents have sent me two pounds.
4. Listen to the conversation, write the utterances down and lay stress-tone marks.
Mrs. Hunt: Hello, Sheila.
Sheila: How are your sons?
Mrs. Fenton: Tim’s still living with us.
Mrs. Hunt: Has he finished university yet?
Mrs. Fenton: Yes, he has. He’s worked here in London for eighteen months.
Pedagogical classification of pronunciation errors and problems
I. Most important pronunciation errors or problems
A. Those which occur most frequently
(1) pronunciation of a particular phoneme (e.g. /r/as [rr]).
(2) mispronunciation of a common morpheme (e.g. past tense -ed as [@d] after voiceless stops, as in worked, slopped).
(3) mispronunciation of a common lexical item (e.g. she, can't).
B. Those which are the most serious, i.e. have the greatest effect on intelligibility
(1) stress placed on wrong words or syllables of words.
(2)misleading intonation (e.g. high pitched intonation on old information; a sharp rise or fall, or a separate intonation pattern on each word).
(3) loss of one or more final consonants (e.g. in can't, sent, dusk).
II. Pronunciation errors or problems that will benefit most from remediation
A. Those whose improvement will have the greatest effect on performance
(1) a very soft or monotonous voice.
(2)incorrect stress or intonation.
(3) loss of final consonants in lexical items.
B. Those for which there is the greatest chance of successful remediation, i.e. those which will be the easiest to correct
(1) a very soft or monotonous voice.
(2) misleading intonation.
(3) stress on an incorrect word.
III. Errors or problems identified by the learners of their language needing attention
A. Stereotyped errors
(1) unreduced vowels.
(2) substitutions such as /i:/and/I/, /l/and /r/, /s/ and /S/.
(3) loss of -ed and -(e)s endings.
B. Errors causing embarrassment or obvious miscommunication
(1) incorrect stress or intonation.
(2) mispronunciation of common words (e.g. she, his).
(3) Unintential profanity caused by phonemic substitutions (e.g. opening of the initial consonant in sit or lowering/laxing of the vowel in sheet).
C. Items they would like to pronounce correctly
(1) new words, phrases or sentences which they have recendy encountered in their reading or picked up from friends or the media.
(2) common or favorite expressions.
(3) key words in their field of specialization.
IV. Errors or problems in areas of language that are of importance for the learner's social, ocademicr or professional needs
A. Errors or problems in communicational pragmatics
(1) inappropriate voice quality (e.g. talking on the telephone socially or professionally, disagreeing with someone in different social, academic or professional circumstances).
(2) incorrect or misleading intonation.
(3) failure to use prosodic backgrounding and foregrounding to indicate the informational structure of messages.
B. Errors or problems related to specialized areas of language
(1) stress placed on the wrong syllables of key words in the learner's field of specialization.
(2) lack of elision and other coarticulatory effects in commonly used or key phrases.
(3) commonly mispronounced words or expressions needed for social, academic or professional encounters.
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