Portfolio Phonetics
UNIVERSIDAD DE SAN CARLOS DE GUATEMALA FACULTAD DE HUMANIDADES PROFESORADO DE ENSEÑANZA MEDIA PHONETICS PROFESSOR. JORGE LOPEZ
Building S12, Room 403
pORTFOLIO No.Carne
Name .
199920335 Rosa Maribel Hernández Muralles 201705533 Yesenia Beatriz Cifuentes Castañón 201705720
Casta Sucely Robles Pérez
201705640 Sharon Priscila Hernández Tuyuc
201706304 Diana Alejandra Flores Dièguez 201705732 Gerson Alexis Hernandez Beltran 201706235 Abigaíl Lourdes Galicia López 201706250 Nidia Azucena Monge Herrera
The description of speech
Main features of pronunciation We define an underlying pronunciation of a word in the usual way, as a string of phonemes. Closely related are base form pronunciations, the ones typically stored in 47 an ASR pronouncing dictionary. These are canonical pronunciations represented as strings of phones of various levels of granularity, depending on the degree of detail needed in a particular ASR system. We will typically treat baseforms as our “underlying� representations, from which we derive surface pronunciations, rather than using true phonemic underlying pronunciations.
The physiology of pronunciation
phonemic transcription Phonemic transcription is the most common type of phonetic transcription, used in many English dictionaries. How does phonemic transcription work? Suppose we have two different English sounds. Should we give them separate symbols in transcriptions? In phonemic transcription, the answer is “yes” only if there is an English word where saying one sound instead of another changes the meaning. For example, saying “d” instead of “t” in the word bet changes the meaning (the word becomes bed), therefore we use separate symbols for “d” and “t” in phonemic transcriptions. In other words, we say that “t” and “d” are two separate phonemes. On the other hand, the flap t (in this pronunciation of the word letter) and the regular “t” (in this one) are two very different sounds. However, there are no English words where saying the flap t instead of the regular “t” (or the other way around) changes the meaning. Therefore, in phonemic transcription, we use the same symbol for the flap t and the regular “t”. In other words, we say that the flap tand the regular “t” are the same phoneme.
Phonetics Studies the production, perception, and description, represented by written symbols, of speech sounds.
Phonology It is a branch of linguistics which is primarily concerned with how speech sounds are interpreted and systematized. It deals with the system and pattern of the sounds which exist within particular languages and its study includes vowels, consonants and suprasegmental features of the language.
Teaching pronunciation
why teach pronunciation Teaching English pronunciation is an area of language teaching that many English teachers avoid. While there are many textbooks and instruction manuals available, as well as books on the theories and methodologies of language teaching there is comparatively little on learning pronunciation. Why? Is it because we don't need to teach pronunciation or because it cannot be taught. Certainly, we need to teach pronunciation. There is a big difference between a ship and a sheep and a pear and a bear! When teaching any language as a foreign or second language, our first goal for our students is basic communication, and that can't happen if no one can understand what they are saying. There are some reasons to teach pronunciation. 1.. Pronunciation applies to all four skills. 2.. Pronunciation improves listening. 3.. Pronunciation is the physical aspect of language. 4.. Pronunciation affects self esteem. And the fifth reason – out of the four reasons to teach pronunciation – is that there is a different and new approach to teaching pronunciation, and that is what this website is about.
Drilling One of the main ways in which pronunciation is practised in the classroom is through drilling. In its most basic form, drilling simply involves the teacher saying a word os structure, and getting the class to repeat it. Being able to drill properly is a basic and fundamental language teaching skill. Drilling often follows on from the process, known as eliciting, of encouraging students to bring up a previously studied word, phrase or structure. The teacher generally uses prompts, pictures, mime, etc, to help the process along, and can give the relevant item to the students if none of them is able to effer it.
Chaining Can be used for sentences which prove difficult for students to pronounce, either because they are long, or because they include difficult words and sounds.
back chain The sentence is drilled and built up from the end, gradually adding to its length. Certain parts may be drilled separately, if they present problems. Each part of the sentence is modelled by the teacher, and the students repeat. Example: ….told him …. would´ve... …. would´ve told.. I would´ve told him. If I'd seen him… If I´d seen him, I would´ve told him.
Front chain The sentence is drilled and built up from the start gradually adding to its length. Certain parts may be drilled separately, if they present problems. each part of the sentence is modelled by the teacher, and the students repeat. Example: If I'd seen him… If I´d seen him, i would´ve…. I would´ve…. I would´ve told him If I´d seen him , i would´ve told him.
Minimal pairs Two words which are pronounced the same except for a single sound, the two sounds in contrast are separate phonemes because they significantly distinctive and this technique helps to identify and systematize the different speech sounds (phonemes) of a language. Examples: hut hot get got wick week lie die
Vowels
The characteristics of the “pure vowel sounds” Vowels are articulated when a voiced airstream is shaped using the tongue and the lips to modify the overall shape of the mouth. English speakers generally use twelve pure vowels and eight diphthongs. Moreover, vowels are produced when the airstream is voiced through the vibration of the vocal cords in the larynx, and then shaped using the tongue and the lips to modify the overall shape of the mouth. If you try saying /i:/ /e/ /æ/ /Ŋ//ɔ:/ /u:/ out loud, you should be able to feel that your tongue changes position in your mouth, yet it doesn’t actually obstruct the airflow. Try moving smoothly from one sound to the next, without stopping. In addition, you will also be aware of the shape of your lips changing, and your jaw moving.
Phoneme It is a functional speech unit sound which contrasts in the same environment with another opposite sound, e.g., the /f/ in fine and the /v/ in vine and this opposition is the principle from which results the total number of systematized speech sounds of a language.
Allophone Any of the variant pronunciation a phoneme. For e.g., the [p] sound in pin, spin, tip are allophones of the phoneme /p/. The phonemes are enclosed in slashes / / and the allophones in square brackets [ a ] [ a: ]
The pure vowel sounds The word ‘pure’ here is used to differentiate single vowel sounds from diphthongs, which we will consider later. The sounds have been divided up into categories, according to the characteristics of their articulation. The basic lips position which are used in describing the articulation of vowel sounds. Those positions of the lips can be categories as: rounded, spread, neutral.
Rounded: the lips are pushed forward into the shape of a circle. Example sound: /u/ Spread: The concerns of the lips are moved away from each other, as when smiling. Example sound: /i:/ Neutral : the lips are not noticeably rounded or spread. Example sound: /É™/
Close vowels For close vowel the tongue is quite high in the mouth. Moving from /i:/ through to /u:/, we also notice the different position of the tongue /i:/ is front vowel, and /u:/ is a back vowel. Characteristics of i: The front of the tongue is slightly behind and below the close front position (the ‘close’ position is where the tongue is closet to the roof of the mouth.) lips are spread. The tongue is tense, and the sides of the tongue touch the upper molars. For example: bead, key, cheese, scene, police, people. Difficult for: C, Gk, P, R, Tu.
The characteristics of I The part of the tongue slightly nearer the center is raised to just above the half –close position (not as high as in /i:/). The lips are spread loosely, and the tongue is more relaxed. The sides of the tongue may just touch the upper molars. For example: hit, sausage, biggest, rhythm, mountain, busy, women, sieve. Difficulties for: A,C,F,GK, It, P, Sc, Sp, Tu.
The characteristics of υ The part of the tongue just behind the center is raised, just above the half – close position. The lips are rounded, but loosely so. The tongue is relatively relaxed. For example: book, good, woman, push, pull. Difficulties for: F, Gk, It, P, Sp, Tu.
The characteristic u: The back of the tongue is raised just below the close position. Lips are rounded. The tongue is tense. For example: food, rude, true, who, fruit, soup. Difficulties for: C, P.
Mid vowels For mid vowels the tongue is neither high nor low in the mouth. Moving from /e/ through to / É”:/, we also notice the different positions of the tongue; /e/ is a front vowel, and / É”:/ is back vowel. The characteristics of e The front of tongue is between the half-open and half-close positions. Lips are loosely spread. The tongue is tenser than for /i/, and the sides of the tongue may touch the upper molars. For example: egg, left, said, head, read (past), instead, any, leisure, leopard.
The characteristics of ə The center of the tongue is between the half – close and half-open positions. Lips are relaxed, and neutrally spread. For example: about, paper, banana, nation, the (before consonants). The characteristics of З: The centre of tongue is between the half-close and half –open positions. Lips are relaxed, and neutrally spread. For example: shirt, her, word, further, pearl, serve, myrtle. The characteristics of ɔ: The back of the tongue is raised to between the half-open and half-close positions. Lips are loosely rounded. For example: fork, call, snore, taught, bought, board, saw, pour, broad, all, law, horse, hoarse.
Open vowels For open vowels, the tongue is low in the mouth. Moving from /æ/ through to / ɔ/, we also notice the different positions of the tongue; /æ/ is a front vowel, and /ɔ/ is back vowel. The characteristics of æ The front of the tongue is raised to just blow the half-open position. Lips are neutrally open. For example: hat, attack, antique, plait
The characteristics of A. The centre of the tongue is raised to just above the fully open position. Lips are neutrally open. For example: run, uncle, front, nourish, does, come, flood. The characteristic of ι: The tongue, between the centre and the back, is in the fully open position. Lips are neutrally open. For example: far, part, half, class, command, clerk, memoir, aunty, hearth. The characteristics of Ɔ The back of the tongue is in the fully open position. Lips are lightly rounded. For example: dog, often, cough, want, because, knowledge, Australia.
Diphthong *A diphthong consists of a vowel plus a glide that occur in the same syllable, the tongue moving smoothly from one position to the other without hiatus, as in sign, now, boy. *According to Norman Stageberg’s phonological system, there are three diphthongs in the American English language: /ay/ as in by, /aw/ as in now, and /ɔy/ as in choice. *According to Gerald Kelly the Received English British accent has eight diphthongs.
Centring diphthongs Centring diphthongs glide from a front or back position towards a more central position. The two front diphthongs start with spread lips, the back diphthong starts with loosely rounded lips. All end with spread or neutral lip position. The back centring diphthong seems to be getting out of fashion and is being replaced by by young people. In SBE there are three centring diphthong phonemes.
characteristics of diphtongues Characteristics: The glide begins in the position for /I/, moving down and back towards /É™ /. The lips are neutral. but with a small movement from spread to open. Examples:beer, beard, fear, here
Characteristics: The glide begins in the position for /ʊ/, moving forwards and down towards /ə/. The lips are loosely rounded. becoming neutrally spread. Examples:sure, moore, tour, obscure
Characteristics: The glide begins in the position for /e/, moving back toward /ə/. The lips remain neutrally open. Examples:where, wear, chair, dare
Closing diphthongs Are those in which the second element is a closer vowel than the first: that is, the tongue ends higher in the mouth, for example /ai/ ('I') Characteristics: The glide begins in the position for /É”/, moving up and forward towards /ÉŞ/. The lips start open and rounded, and change to neutral. Examples: toy, avoid, voice, enjoy
Characteristics: The glide begins in the position for /e/, moving up and slightly back towards /I/. the lips are spread. Examples:cake, way, weigh, say Characteristics: The glide begins in an open position, between front and centre, moving up and slightly forward towards /I/ . The lips move from neutral, to loosely spread. Examples: high, tie, buy
Characteristics: The glide begins in the position for /É™/, moving up and back toward /ĘŠ/. The lips are neutral, but change to loosely rounded. Examples: go, snow, toast, know Characteristics: The glide begins in a position quite similar to /a/, moving up towards / /. The lips start neutral, with a movement to loosely rounded. The glide is not always completed, as the movement involved is extensive. Example: house, loud, down
Raising awareness of vowel sounds The aim of dealing with a sound in isolation in the classroom should be to help learners towards more successful pronunciation of the particular phoneme and which is having an effect on communication and intelligibility. In class which is learning general English, it would not make sense to divert attention away from that purpose in order to teach the complete catalogue of English phonemes, unless the teacher and the class have decided that it would be advantageous.
Sample Lesson The activities in the following sample lessons can be used in various ways, whether for raising awareness of a pronunciation issue or as revision of something already covered. This reflect the nature of what goes on in the classroom, teachers will have to, eventually, deal with vowels and consonant together.
Further ideas for activities Phonemic crosswords, irratable vowels, vowels U like
Consonants
The Charcteristics of the consonant sounds As we saw in Chapter 1, consonant are formed by interrumpting , restricting or diverting the airflow in a variety of ways. There are three ways of describing the consonant sounds: 1. the manner of articulation 2.the place of articulation 3. the force of articulation The manner of articulation refers to the interaction between the various articulators and the airstream. Plosive affricate fricative nasal lateral approximant
Raising awareness of consonant sounds Teachers focus on individual sounds usually as a response to a communicative difficulty which arises, or because they are an integral feature of the language being taught. Using diagrams and learner-friendly explanations. With vowels we are attempting to describe the movement of the tongue with a space, which is extremely difficult. With consonants, however, we can talk about the parts of the mouth and throat which touch, and how they restrict, interrupt or divert the airflow.
Sample Lessons The activities in the following sample lessons can be used in various ways, whether for raising awareness of a pronunciation issue, or as practice of a point which has been investigated and explained in a lesson. You will also notice that some of the activities might equally well be used for practicing vowels, and some necessarily include study and practice of both vowels and consonants. This reflects the nature of what goes on in the classroom, often teachers will necessarily be dealing with vowels and consonant together.
Plosives
Approximants
consonant and Vowel Sound
Tongue Twister
Fill the Grid
Word and sentence stress
Word stress In English, we do not say each syllable with the same force or strength. In one word, we accentuate ONE syllable. We say one syllable very loudly (big, strong, important) and all the other syllables very quietly.Fluent speakers of English listen for the STRESSED syllables, not the weak syllables. If you use word stress in your speech, you will instantly and automatically improve your pronunciation and your comprehension.
Unstress word The syllables that are not stressed are weak or small or quiet. The vowel sound heard in the unstressed syllable is frequently the schwa (short u or short i sound) and is represented in the dictionary with the upside-down e. Stressed syllables are often perceived as being more forceful than non-stressed syllables. An example of the unstressed syllable would be the word, open. It is pronounced "O-pun" and the 2nd syllable is the unstressed syllable in the word. The unstressed syllable or schwa sound in multi-syllable words is not "sloppy" English; rather correct pronunciation for word Vocabulary.�
Rules of word stress 1. One word has only one stress. (One word cannot have two stresses. If you hear two stresses, you hear two words. Two stresses cannot be one word. It is true that there can be a "secondary" stress in some words. But a secondary stress is much smaller than the main [primary] stress, and is only used in long words.) 2. We can only stress vowels, not consonants.
A. Stress on first syllable Rule
Example
Most 2-syllable nouns
PRESent, EXport, CHIna, TAble
Most 2-syllable adjectives
PRESent, SLENder, CLEVer, HAPpy
B. Stress on last syllable Rule
Example
Most 2-syllable verbs
preSENT, exPORT, deCIDE, beGIN
C. Stress on penultimate syllable (penultimate = second from end) rule
example
Words ending in -ic
GRAPHic, geoGRAPHic, geoLOGic
Words ending in -sion and -tion
teleVIsion, reveLAtion
D. Stress on ante-penultimate syllable (ante-penultimate = third from end) Rule
Example
Words ending in -cy, -ty, -phy and -gy
deMOcracy, dependaBIlity, phoTOgraphy, geOLogy
Words ending in -al
CRItical, geoLOGical
E. Compound words (words with two parts) Rule
Example
For compound nouns, the stress is on the first part
BLACKbird, GREENhouse
For compound adjectives, the stress is on the secondpart
bad-TEMpered, old-FASHioned
For compound verbs, the stress is on the second part
underSTAND, overFLOW
Word Stress levels In long words, it is often necessary to stress more than one syllable. For example, the word indivisibility has more than one stressed syllable. However, not all of the stressed syllables are given the same importance: there exists more than one level of stress in English. In this example, the syllable bil is the one is stressed the most, which is called primary stress. The syllable in receives what is called secondary stress, and the syllable vi tertiary stress.
1. Primary stress 2. Secondary stress
BI in
3. Tertiary stress 0.Unstressed syllables
vi di
si
li
ty
Stress Timing A stress-timed language is a language where the stressed syllables are said at approximately regular intervals, and unstressed syllables shorten to fit this rhythm. Stress-timed languages can be compared with syllable-timed ones, where each syllable takes roughly the same amount of time. Example English and German are examples of stress-timed languages, while Spanish and Cantonese are syllable-timed.
SYLLABLE TIMING A syllable-timed language is a language whose syllables take approximately equal amounts of time to pronounce. It can be compared with a stress-timed language, where there is approximately the same amount of time between stressed syllables. Learners whose first language can be described as syllable-timed often have problems recognising and then producing features of English such as contractions, main and secondary stress, and elision. Example French is described as a syllable-timed language, English as a stress-timed one.
Intonation
What is Intonation? , and why teach it The term intonation refers to the way the voices goes up and goes down in pitch when we are speaking. It is a fundamental part of way we express our own thoughts and it enables us to understand those of others. It is an aspect of language that we are very sensitive to, but mostly at an unconscious level. We perceive intonation, understand, examine the intricacies of everything, we say or hear.
discourse Defines any meaningful stretch of language. Analysing intonation within discourse, means that the wider context of a conversation or monologue, is taken into account, and enables us to see how intonation conveys ideas and information.
tone languages They use the voice in a quite different way. The pitch and movement of the voice on a syllable determines the meaning. TONES, TONIC SYLLABLES AND TONE UNITS Utterances and made up of syllables and the syllables where the main pitch movement in the utterance occurs are call: Tonic Syllables. The syllables that establish a pitch that stays constant up to the tonic syllables are called: Onset Syllable
tone unit Tone units are conventionally noted by being enclosed within two pairs of slanted lines. So and utterance consisting of one tone unit is shown like this: She LIVES in LONdon. GRAMMAR AND INTONATION: Many attempts have been made to show connections between intonation patterns, and particular types of grammatical structure and the following list show some of this.
Information Question: With, who, what, where, falling intonation. Question Expecting yes/no answer: Have you got a pen? Statements Falling: He lives in the house on the corner. Imperative Falling: Sit down, put it on the table. Questions tags: Expecting confirmation falling (you´re french, aren´t you. He´s very tall, isin´t he? Question Tags: Showing less certainly rising, you´re french, aren´t you? Your train leaves at six, doesn´t it?
They also cover a range of different levels: 1. Lesson 1- Questions tags (Elementary) 2. Lesson 2- Asking permission (Intermediate) In this lesson the teacher is dealing with some functional language for asking permission, such as: Do you mind if I open the window? 3. Lesson 3- Instructions and questions (All levels) Tape of two native speakers, typed transcript, worksheets. 4. Lesson 4- Expressing views (intermediate).Video/ audio tape of television/Radio discussion. 5. Lesson 5- Expressing attitudes (Elementary)Cards with imaginary presents written on, prompt cards with adjectives written on, roles cards 6. Lesson 6- Making deductions (Intermediate to Advanced)
attitude and intonation Another way of looking at intonation is to consider how it varies according to the speaker's attitude towards a situation. For example: The simple sentence That would be nice (in response to an invitation, let's say) might show enormous enthusiasm, mild pleasure, surprise, relief, sarcasm and boredom, amongst other possibilities. Many things contribute to how the message is delivered and understood including, for example, our observation of the speaker's body language and our knowledge of his personality and likes and dislikes.
discourse and intonation A discourse approach to intonation examines how the stresses we make, and the tone we employ when speaking, relate our utterances to the surrounding language. The term discourse as mentioned before refers to a stretch of meaningful language. Intonation can be used to present ideas and information within utterances, conversations or monologues. For example: You need a pen, a pencil and some paper the voice tends to rise on pen and pencil, indicating that there is something more to come. The voice may then fall on paper, to indicate that is the end of the list.
More levels: Lesson 7: Indirect questions (Pre-intermediate to Intermediate) Remedial. A lesson is in progress, and the students are working on an activity involving indirect questions. They are doing a speaking activity where the language being practiced. 8. Lesson 8: Tone Units (Advanced): Tape recorder, video camera and player, transcript of student´s presentation. A teacher is working one to one with a student who needs to give a presentation at a conference. In rehearsing the presentation, the teacher notices that the intonation and tone units used by the student affect the quality of the presentation.
how teachable is intonation A part of the art of successful teaching is in helping students to narrow down the number of available options, and to make appropriate choices with the language they use. This should be also be the teacher´s aim when teaching intonation. Investigating the links between intonation and certain types of sentence and intonation and attitude, can be helpful to a degree. However, the analysis of intonation in spoken discourse gives a relatively straight-forward way of describing an narrowing down a whole range of intonation possibilities.
Other aspects of connected speech
Why “other� aspects of connected speech? In more careful speech (such as when delbe moreivering a talk, for example, or when modifying our speech for social purpose such as teaching), we may lead to use them less. Certain features may also be more or less common in different accents and varieties of English, and personal habits and preferences also have an influence.
Elision The term elision describes the disappearance of a sound. For example, in the utterance He leaves next week, speakers would generally elide (leave out) the t, in next saying/ neks/ wi:k/ Again here, the reason is an economy of effort, and in some instances the difficulty of putting certain consonants together while maintaining a regular speech sound rhythm and speed.
Some rules for elision 1. The most common elisions in English are /t, and d/ when they appear within a consonant cluster. 2. Complex consonant cluster are simplified. 3. Can disappear in unstressed syllables. 4. v/ can disappear in of, before consonants.
LInking and intrusion When two vowels meet, speakers often link them in various ways. Linking; some accents of English are described as rhotic, which means that when the letter r, appears in the written word after a vowel. Intrusive; Where two vowel sounds meet and there is no written letter r, speakers with non rhotic accents will still often introduce the /t/ phoneme in order to ease the transition.
assimilation Describes how sounds modify each other when they meet, usually across word boundaries, but within words too. The best description is that in reading out articulation for the next sound, certain sounds are either absorbed or modified into others.
Juncture It is the term that describes the phenomenon when pronouncing the contrast of underlined words on the following utterances; I scream Ice-cream
my train might rain
COnstractions. Occur where two words combined to the extent that the two are pronounced as one word or one syllable. These have beocme conventionalised in written language. Common examples are as follows: I´m / you´re, he´s, she´s we´re can´t, won´t
Pronunciation and spelling
English spelling is not phonetic: The 44 different sounds we use when speaking English are written down using only 26 letters. this means that even though there obviously is some correspondence between sounds and letters, many of them can represent than one sound. In some languages there is a high level of correspondence between spelling and pronunciation; Japanese, Italian and Spanish are the best example of so-called ‘phonetic’ languages
Regular Features of English Pronunciation and Spelling Single Letter and Sound associations: In English there are 21 consonant letters, making 24 sounds, and 5 vowel letters, making 20 sounds. the vowels are the most likely cause of pronunciation or spelling difficulties for learners of English. Many letters have one main sound associated with them, such as B,D,F,H,J. admittedly these letters can be silent in certain words.
Vowels
words with diphtongs /iy/ 1. ea:
sea, leave
2. ee:
feet, meet
3. ie:
believe
4. ei:
deceive
5. oe:
toe
6. ey:
key
Words with diphtongs /i/ 1. 2. 3. 4. 5. 6. 7.
i: ie: e: ia: ee: y: ui:
dip sieve England marriage sleep gym juice
WORDS WITH DIPHTHONGS /ey/ 1. 2. 3. 4. 5. 6. 7.
ai: aim , rain, mail, pain. a: late, take, name, grape au: gauge, ay: lay, pay ,ray, way. ea: break, ei: vein, abseil, foreign ey: obey, they
WORDS WITH DIPHTHONGS / / 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
e: met, egg, bed, help ea: feather, dead, health, sweat a: any, ant,ax ai: said, fail, tail, fairy ay:say,lay,may eo: people, leopard oe: foerid,toe,doe. ie: friend, their ei: heifer, eight ae: cake, frame,shade,flake
WORDS WITH DIPHTHONGS /u/ 1. 2. 3. 4. 5. 6. 7. 8. 9.
UE: blue, true, glue OU: rough, touch, young U: put, bush, push EW: sew, flew UI: build, guilt, fruit O: front, month, son OE: nose, vote, home EU: euphemism, feud, neutral OO: shoot, pool, food
Words with diphtongs /OW/ 1. 2. 3. 4. 5. 6.
O: do, who, whow OA: road, board, boast OW: go, know, boat OU: famous, soul, house OE: toe, doe, canoe EW: sew, flew, nephew, grew
Words with diphthongs /aw/ 1. OU: out, hour, house, loud. 2. OW: now, down, how, 3. OUGH: bough, plough.
Words with diphthongs /ɔy/ 1. OY: toy, oyster, enjoy, boy, joy 2. OI: avoid, join, voice.
Words with diphthongs / ay/ 1. 2. 3. 4. 5. 6. 7.
ie: die, friend, pie, lie,tie, skies. eye: eyebrow, shay. ai: rain, tail, mail, wait, pain, maid, train. uy: buy, height. ye: type, enzyme, cyme. igh: high, bright, fight, knite. ui: juice, suit, suitcase, bruise.
1. 2. 3. 4. 5. 6.
É”
Words with diphthongs / /
aw: raw,thaw, hawk, scrawl. o: octopus, off, clock, crock. oa: coach, soak, goal, foal, soap. ou: out, house, mouth, mount, proud. au: sauce, paul, fraud, pause. oo: door, room, moose, raccoon. cartoon.