ALBUM OF PHONOLOGY

FACULTADA DE CIENCIAS SOCIALES ESCUELA DE IDIOMAS

SUBJECT: Phonology

PROFFESOR: Lic. Julio Blanco

ALBUM OF PHONOLOGY

CICLO: 02/2015 NAME



Guevara López Cesar Alexander

CARNET 31-1686-2014

INDEX

Index …………………………………………………………………………………2 Introduction……………………………………………………………………….…3 Body of handout…………………………………..…………………….……..…4-28 Conclusion……………………………………………………………………….....29 Bibliography………….……………………………………………………………..30

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INTRODUCTION This work shows different phonetics topics in which there are: consonants, vowels, ellipsis, schwas, assimilation, clusters, homograph and homophones. There are much information that is very important to learn to improve the language. But to know is necessary to study each one of the topics. The principal objective with this work is to give information and explain it to people learn so much, but one way to improve the language is practicing every day, read a lot of, for that this album has these bases.

Consonants sounds have the explanation, and there are examples how to use each one. With the vowel sound it is the same way, each have the enough information to understand it. Suprasegmentals has three basic topics that are ellipsis, schwas and assimilation, each is explained to understand it better. The others is structured with a good base.

When all topics read, will understand so much, and may have a greater knowledge because the reading is important to acquire new learning.

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CONSONANTS Consonant sounds are determined by: • the position of the tongue, lips, and teeth • the way air is released • the use of, or absence of, voice The Sound Ipl To make the sound /p/, put your lips together firmly, stop the air completely, then pop the lips open. Do not make a vocal sound. At the beginning of words, release /p/ with a puff of air. To be sure the puff of air is strong enough, place a small piece of paper in front of your mouth when pronouncing the following words. The paper should move considerably.

The picture shows the correct form to say the sound /p/.

We can to say many words with this sound: Pay, pat, peck, pit, pot, play, praise etc.

The best way to learn this sound is practicing the sentences: Please prepare the pizza for the party.

Pat helped me pick up the papers.

Put the stamps on the package.

The Sound Ibl

To pronounce /b/, place your lips together firmly; stop the air completely, and make a voiced sound.

We can to see the picture as shows a best way to put ours mouth.

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There are some words that I can to use with this consonant sound: Bag, bread, observe, cabs, rubber, sobbed

With these sentences I can to practice this sound because there are different words that start with sound /b/.

Billy grabbed the sobbing baby.

The bushes and bulbs are about to bloom.

Bob was bleeding, and his bones were broken.

Maybe Eliza beth brags a bit.

The Sound It! Place the tip of the tongue against the alveolar ridge, stop the air completely, then release the air. Do not make a vocal sound. There are several variations of this consonant.

To understand more how to move ours mouth, we can to see the picture.

Then a word begins with It!, make the sound with a noisy puff of air.

To be sure the puff of air is noisy enough, hold a small piece of paper in front of your mouth when pronouncing the following words. It should move considerably.

Some words with sound /t/: tap, team, twin, twelve, three etc.

EXAMPLES Those tenants tore up the apartment.

Leave the stew on the stove for two minutes.

Just a minute, please.

I put the buttons in my pocket.

Stand up straight.

Janet washed her skirt.

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The Sound Idl

To make the sound / d/ place the tip of the tongue on the alveolar ridge and make a voiced sound.

Hold the /d/ slightly at the beginning of a word, then release it with the next sound.

Some words with sound /d/: day, dime, does, dollar, do, dress, drive, dwarf etc.

EXAMPLES Dan drove us around before dinner.

Does Donna have a dollar?

David didn't do the dishes.

He said it.

I got it.

She did it.

That bed is old.

She had a bad cold.

He ate a bit of butter.

The Sound Ik/ To pronounce /k/, bring the back of the tongue to the velum, stop the air completely, and then release it with a voiceless sound.

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At the beginning of words, release /k/ with a puff of air. To make sure the puff of air is strong enough, hold a small piece of paper in front of your mouth as you say the following words. The paper should move considerably.

Some words with sound /k/: cat, clean, kettle, cost, crazy, khaki EXAMPLES Can you cut the cake for me?

Carolyn couldn't come to the concert.

His wicked uncle has no scruples.

Mike and Jack can work quickly.

The Sound Igl To make the sound /g/, bring the back of the tongue to the velum, stop the air briefly, then release it with a voiced sound.

Some words: game, glad, grade, egg, eggs, bigger, rugged, ghost etc.

EXAMPLES Go get your grandmother's glasses.

Peggy begged to go to the art gallery.

Gloria gives gracious get-togethers.

Please give me eight gallons of gas.

The Sound If I To make the sound If I, place the top teeth firmly on the inside of the bottom lip; release the air continuously with no voice.

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Some words that I can to say with sound /f/: Fall, food, after, flower, fish EXAMPLES Evelyn arrived in evening gloves at eleven.

Val survived the five-hour drive.

She is obviously envious, and I love it.

They've never voted in Virginia before.

The Sound Ichl To make the sound /ch/, place the center of the tongue on the palate; stop the air completely, then release it abruptly with a voiceless sound.

Some words with sound /ch/: situation, ritual, factual, congratulations, let you, don't you, won't you, can't you, didn't you, wouldn't you. etc EXAMPLES The teacher chose Chinese Checkers for the children.

Charles and Chuck lunched on cheese and chips.

Couldn't you eat your lunch, and then watch the match?

Didn't you watch the speech on channel 7?

The Sound Ijl To make the sound Ij/, place the center of the tongue against the palate, stop the air completely, then release it abruptly with a voiced sound.

Examples of words with sound /j/: jam, just, ajar, major, germ, gym, agency etc.

EXAMPLES I wanted you to come to my graduation.

Jim's a junior, majoring in education.

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Would you please register at the gym?

The Sound Ishl To make the sound Ish/, touch the palate with the sides of the tongue and release the air slowly through the passageway formed down the center of the tongue. Do not stop the air flow. Do not make a sound with your voice.

Some words with sound /sh/: Sugar, sure, shame, shoe, shef, social, special etc.

EXAMPLES Don't mention her anxious expression.

Sean assured me he'd shine his shoes.

Share the sugar with Charlotte.

She wished she had gone shopping.

The Sound /s/ To make the sound /s/, place the center of your tongue against the palate and release the air slowly, but do not stop the air, and do not make a sound with your voice.

Some words with sound /s/: Say, some, kiss, fast, cell etc.

EXAMPLES Let's sew some snowsuits, said Sally.

The sly fox sits in the forest and waits.

Let's ask the guests for a list of requests.

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The Sound /l/ To pronounce /l/, curl your tongue up; put the under side of the tongue firmly on the back of your top teeth and make a sound with your voice.

Some words with sound /Lake, love, solve, film, clean, glass etc.

EXAMPLES Lola likes to laugh a lot.

That fellow, Luke, loves the bowling alley.

She'll like the lovely landscape.

The Sound Irl To make the sound Irl, keep the tongue back; do not let your tongue touch inside your mouth; round your lips and push them forward. Make a voiced sound.

โ ข f. plus Ir I at the end of an adjective indicates its comparative form.

EXAMPLES Rita read three very short stories.

Roger, the writer, brought thirty red roses.

Remember to write to your friends.

Robert ran to the store for his mother.

The Sound Im/ To produce the sound /m/, press your lips together and make a voiced, humming sound; release the air through your nose.

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EXAMPLES My name is Emily.

Maybe my mother will make something.

I'm coming home with them tomorrow.

My roommate's from Maine.

The Sound In/ To pronounce /n/, place your tongue against your palate and hold it there; make a voiced sound and release the air through your nose.

EXAMPLES The sun shines.

The thin man is an African dancer.

Mine is fine.

Tony has taken the train.

Nancy has many new friends.

The Sound leI To make the sound /8/, hold the tip of your tongue between your top and bottom teeth; force the air out with a voiceless sound.

Some words with sound /e/: Thank, thing, teeth, month etc.

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EXAMPLES He thought thirty thousand dollars was nothing.

She took an oath to tell the truth.

The Sound /I/ To pronounce /0/, hold the tip of your tongue between your top and bottom teeth; release the air with a voiced sound.

They, these, those, the, lather, together, breathing, rhythm, bathe, clothe, breathe, bathes, clothes, soothed etc.

EXAMPLES The mother soothed the teething baby.

My brother loathes this weather.

Father seethed when he saw these leather pants.

The Sound Ih/ To make the sound /h/, keep your tongue free and force air from the throat with a voiceless sound.

Hay, hill, hope, huge, hurry, mahogany, Ohio, alcohol, preheat etc.

EXAMPLES Does (h)e have any hope?

Hi! What's your hurry?

Howard is hiding in Ohio.

They have a huge hotel at Lake Tahoe.

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The Sound Iwl To make the sound jwj, relax your tongue, then round your lips and press them back against the front of your teeth. Make a sound as you release your lips.

Some words with the sound: Was, way, away, where, why etc.

EXAMPLES When will we go away?

The wind whistled in the woods.

Dwight and Duane went to Guam.

Why was there a war?

One of the twins walked twenty miles.

The Sound Iyl To pronounce Iy I, spread your tongue flat and toward the back of your mouth; do not let your tongue touch the palate. Next, make a wide smile with your lips and bring your tongue forward with a voiced sound.

EXAMPLES May I use your iron?

Yes, you may use it any time.

He's a popular hockey player at the university this year.

The Miami lawyer was triumphant yesterday.

The Sound /z/ To make the Izl sound, place the center of the tongue against the palate; release the air slowly, without stopping. Make a sound with your voice.

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Some words with sound /h/: zero, lazy, freeze, Xerox, xylophone, anxiety, easy, cousin, cheese etc.

EXAMPLES He washes his cars in Charles's garages.

She teaches Bruce's niece's friend.

Rose's daughter wishes she had new glasses.

VOWELS SOUND The sound /a/ is easy to pronounce. To make it, simply open your mouth very slightly, and make a noise. It does not sound like a formed vowel, and it isn't. The lips and tongue are relaxed, and the voice makes a short, soft noise. lal in Unstressed Syllables

EXAMPLES I heard her journey was worth the worry.

The sugar was the color of earth.

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The early bird gets the worm.

The vowel Sound /I/ To make the /I/ sound, lower your jaw slightly. The lips are relaxed and are about % inch (6 mm) apart.

The sound is short.

EXAMPLES: Jim is in the picture.

Miss Smith is thin.

Bring chicken for dinner.

Listen to this ridiculous list.

The pretty women are busy in the gym.

The vowel sound /u/ This vowel is formed by keeping the jaw slightly open. The lips are 1. inch (6 mm) apart and pushed outward to make an open circle.

The sound is short.

EXAMPLES OF WORDS: put, push, look, book, could, would, woman etc.

WITH THESE EXAMPLES WE CAN TO PRACTICE THE VOWEL SOUND: Look in the cookbook for a good pudding.

He would if he could.

It should be good wool.

The woman took a good look at the wolf.

Vowel sound /iy/ To make this sound, set your lips 1/2 % inch (1 em) apart. Widen your lips into a big smile.

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The sound is long. Count to two silently to be sure it is long enough.

SOMES EXAMPLES TO PRACTICE: Please freeze the peas.

Neither he nor she believes me.

We can easily read the agreement.

Vowel Sound /uw/ To make the /uw / sound, keep the mouth slightly open and the lips % inch (1 em) apart. The lips are tense, and pushed forward into a small circle.

The sound is long.

EXAMPLES Sue knew the truth.

Choose blue for the new room.

It blooms soon, in June.

The news is too gloomy.

Vowel Sound /iuw/ The /iuw / sound is a combination of the sounds /iy/ and /uw/. The lips are ½ % inch (1 cm) apart. Begin with the lips spread into a big smile, then push them forward into a circle.

The sound is short.

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EXAMPLES A few beauties were in the picture.

Your cues are confusing.

He was accused of abuse.

Are you used to using the computer?

Vowel Sound /ʌ/ To make this sound, keep the mouth slightly open, with lips about ½ % inch (1 cm) apart.

The sound is short.

Some words with sound n/ /: up, under, love, done, son, cousin, does, rough, was, flood, blood etc.

EXAMPLES OF SENTENCES Buffy cut up the shrubs.

The dust is under the rug.

The mother won some of the money, but not enough.

I'd love to come on Sunday if it's sunny.

Vowel sound lƐI To make this sound, lower your jaw slightly. The lips are tense and spread outward in a half-smile.

The sound is short.

EXAMPLES: Send Ben for his friend.

Let's rent a tent.

Esther never gets upset.

Fred said it again and again.

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Vowel sound lowl To pronounce lowl, with your lips about ~ inch (1.3 cm) apart, round them into a circle. Begin the sound, then move your lips into a smaller circle.

The sound is long.

EXAMPLES: Oh no, don't go!

Show Joe the snowmobile.

Flo chose to row the old boat.

Throw your stole over your shoulder.

Vowel sound /oiy/ The /oiy/ sound is a combination of two sounds beginning with /o/ and ending in liyI. The lips, setabout ~ inch (1.3 cm) apart, begin in a circle. They move quickly to form a wide smile, % inch (1 cm) apart.

The sound is long.

Some words: poise, noisy, boil, soil, coin, boy, etc.

EXAMPLES: Roy's toys are noisy.

The boy pointed to the poison.

Troy's ploy was foiled.

The spoiled boy destroyed Floyd's joy.

Vowel sound /eə/ To make this sound, keep your jaw halfway open. The lips are 1/2, inch (1.3 cm) apart. Tense your lips, and form a wide, downward smile. Begin the sound, then move your lips close together into the ləl position.

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The sound is long.

Some words: ran, laugh, fast, pass, craft etc.

EXAMPLES: The fair-haired man ran in the sand.

Where are the spare pairs Stan and Dan wear?

They're not your socks. They’re theirs.

Frances laughed when she passed him on the stairs.

They're cramming for their exams over there.

Vowel sound /eiy/ This is a combination of sounds. Begin with your lips in the first position of l æ l, about ~ inch (1.3 cm) apart and with a wide, downward smile. Then, slowly widen them into an upward smile, forming /iy/.

Count to two silently to be sure the sound is long enough.

EXAMPLES It rained eight days.

The suede cape has a great shape.

Renee ate creme brulee at the buffet today.

The rain in Spain stays mainly in the plain.

She laid the frail lace on the table.

Vowel sound /ɔ/ To make the vowel sound / ɔ /, drop your jaw until the lips are ½ % inch (1.5 em) apart. Tense your lips and round them forward halfway.

The sound is long.

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EXAMPLES: Draw water from the faucet.

The water is always calm in August.

I thought Audrey saw a lawyer.

You ought to have brought your daughter.

Vowel sound / æ/ To make this sound, keep your lips ½ % inch (1.5 em) apart and form a half-smile, with tense lips.

The sound is short.

EXAMPLES: Pack the bags.

Have a snack, Jack.

Pat's cat is fat.

Her plaid jacket has black snaps.

Vowel sound /æow/ This is a combination of vowel sounds. Begin with l æ l by setting your lips ½ % inch (1.5 cm) apart; then, glide into lowI, forming a circle with your lips.

The sound is long.

EXAMPLES: Our townhouse has a brown mouse.

Are we allowed to speak aloud?

We found our gowns downtown.

Shower the flowers for an hour.

How's the sauerkraut?

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Vowel sound /a/ To make this sound, drop your jaw until the lips are about % inch (2 cm) apart, but relaxed.

The sound is short but takes a little longer because your mouth is open so wide!

EXAMPLES: Roz is fond of dolls.

John got an honest job.

Bob stopped in the shop for a mop.

Vowel sound /aiy/ The /aiy/ sound is a double vowel. Begin sounding the /a/, with the lips about ~ inch (2 cm) apart. Then move your lips to the /iy / position, forming a big smile.

This is a long sound.

EXAMPLES: Ida buys nice surprises.

I'm twice your size, Liza!

Try my pie, Ira! That guy might buy my cycle.

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SUPRASEGMENTAL ELLIPSIS When a person entirely drops the sound of an unstressed syllable altogether and not just reduce the pronunciation to the schwa sound. This effect reduces the number of syllable that a listener my hear. Both pronunciation are correct.

An ellipsis can also occur, usually in very casual speak, when native speaker drops the beginning of a word that has a schwa sound in it.

How to use an ellipsis?

Some people will pronounce probably with three syllables for example: prob-a-bly, others will pronounce it with two syllables for example: pro-bly.

Other examples: tem-per-a-ture, this word has four syllables.

In many dialects unstressed syllables are not reduced to /ə/. Instead they are completely dropped.

For examples: General, average, every, finally, memory etc.

SCHWAS The schwa is the vowel sound in many lightly pronounced unaccented syllables in words of more than one syllable. It is sometimes signified by the pronunciation "uh" or symbolized by an upside-down rotated.

There are four types of schwas.

SCHWA /ə/ The reduced vowel sound called schwa is the most common vowel sound in spoken English. Schwa is a quick, relaxed, neutral vowel pronunciation very close to a short u. The purpose of schwa is to allow unstressed syllables to be said more quickly so the main beats of spoken words are easier to place on the stressed syllables. Schwa does not have an exact and standard pronunciation.

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2. as a reduced vowel sound in a function word Some words with this schwa: ago, soda.

SCHWA /ʌ/ Monosyllabic words stressed syllable in a multisyllable words spelling cases.

For example there are some words with this schwa:     

rough: /rʌf/ cut: /kʌ/ done: /dʌn/ some: /sʌn/ trouble: /trʌbl/

SCHWA /ʌ/ + r Monosyllabic words.

Stressed syllable in multisyllable words.

Spelling cases:   

bird: ir hurt: ur fern: er

SCHWA /ə/ + r There are some words with this schwa:      

sugar after nature paper silver picture

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ASSIMILATION Assimilation is when two sounds come together and change or melt into a new sound. Assimilations may happen inside a word, or between two words, when the final sound of a word touches the first sound of the next word (because when we speak we join all the words together).

There are 4 assimilations that are very important, because the sound changes a lot and the student of English can notice the difference and feel confused about it.

The sound /j/ is usually found in the letter Y, the letter I and the letter U (when it is or was in the past pronounced /ju:/) 1- /t/ + /j/ = /tʃ/ (T+Y=CH /dʒ/ For example:  

Can´t you came?

Haven´t you

2- /d/ + /j/ = /dʒ/ (D+Y=J) For example:  

Should you stay?

Did you

3- /s/ + /j/ = /ʃ/ (S+Y=SH) For example:  

Pass your plate.

What´s your.

4- /z/ + /j/ = /ʒ/ For example:  

Where´s your car.

When´s your.

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CLUSTERS A consonant cluster is a group of two or more consonant sounds that come before (onset), after (coda), or between (medial) vowels. Also known simply as cluster.

Consonant cluster simplification (or reduction) sometimes occurs when one consonant (or more) in a sequence of adjacent consonants is elided or dropped. In everyday speech, for instance, the phrase "best boy" may be pronounced "bes' boy," and "first time" may be pronounced "firs' time").

Prevocalic (onset) clusters In CV syllables (i.e. syllables with only one consonant in the onset) any consonant can occupy the initial position, with the exception of the voiced post-alveolar fricative /ʒ/ (as in the word beige) and the voiced velar nasal /ŋ/ (as in the word wing).

Two-consonant clusters In CCV syllables there is a sequence of two consonants without an intervening vowel. Sequences such as this are called clusters (sometimes known as blends).

As you might expect, there are restrictions on which consonants can combine to create these two-consonant clusters.

There are some examples: Initial consonant clusters: /pl/ plead – please – pleasant – plenty – plan – plastic – platter – plaza – plot – plural – plume – plug – pluck – plum – plump – plus – play – place – plain – plane – plague – plywood – plight – plow – plosive.

HOMOGRAPH Words that have the same spelling but differ in origin, meaning, and sometimes pronunciation, such as the verb bear (to carry or endure) and the noun bear (the animal with a shaggy coat). Adjective: homographic.

Some homographs are also heteronyms: words with the same spelling but different pronunciations and meanings, such as the verb moped (past tense of mope) and the noun moped (a motorbike).

A homograph is generally considered a type of homonym.

This is an example of homograph.

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There is a whole class of homographs that end in -ate, usually with one being a verb and the other being a noun or an adjective related to it.

For example: 

"Advocate" can be pronounced with a long "a" sound and mean “to speak or write in support of”



"Advocate" can also be pronounced with a short "a" sound and refer to a person who supports or pleads the cause of another.

Common Homographs Now that you know what they are, here are 5 examples of homographs: 

accent - stress or emphasis/a manner of speaking or pronunciation influenced by the region in which one lives or grew up



axes - the plural of ax or axe/the plural of axis



bass - a deep voice or tone/a kind of fish



bow - to bend at the waist/the front of a boat/a pair of tied loops



buffet - to hit, punch or slap/a self-serve food bar

HOMOPHONES Homophones are words that are pronounced the same but they have different meanings and are usually spelled differently as well. They usually occur in groups of two but sometimes they can be three or four in a group. It’s important to recognize and identify the most common homophones because the spelling can change the entire meaning of a sentence Album of phonology

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Some examples of homophones: 1. accessary, accessory 2. ad, add 3. ail, ale 4. air, heir 5. aisle, I'll, isle 6. all, awl 7. allowed, aloud 8. alms, arms 9. altar, alter 10. arc, ark

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CONCLUSION: The information presented in this album it contains new methodologies used to provide previous knowledge. These issues have provided a better understanding to apply and use it according to its management. To use the themes studied is necessary to practice each, because important is to know how you have to apply and thus can teach people who want to learn and learn from them.

With the study of this issues it has learned new forms and rules to can to use the correct forms, because there are moments when it needs to know some topic and with this album It has achieved a higher level of knowledge than before, each issue has become a fundamental analysis, which has served to further explain the subject, and each of the issues raised have been explained and applied for readers to acquire a positive learning.

Learned words and structures can be applied in all areas of the English language because these issues connect ideas which can be shares, which allow teaching and practice,

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BIBLIOGRAPHY

https://www.youtube.com/watch?v=BBhrpu-3fIE https://www.youtube.com/watch?v=h4yrIuCE6UM https://www.youtube.com/watch?v=qMM_hwyHxaI https://www.youtube.com/watch?v=XlSeYt6PN6s https://www.youtube.com/watch?v=CuLrP2f3akI https://www.youtube.com/watch?v=xJvK1WBKnt0 https://www.youtube.com/watch?v=1MrftJ1bGlA https://www.youtube.com/watch?v=99JWcCWmqr4 https://www.youtube.com/watch?v=Wxu5STbkTuY https://www.youtube.com/watch?v=m1Xw3dIph-0 https://www.youtube.com/watch?v=3z3_MBHSMSc https://www.youtube.com/watch?v=oUa4FqVn2pA https://www.youtube.com/watch?v=qsUc63DGhyE https://www.youtube.com/watch?v=82DpQtSsHDk

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