erika jamileth hernandez miranda
DESCRIPTION
Is a handout about topics of phonologyTRANSCRIPT
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Name: Erika Jamileth Hernández Miranda
Carnet: 31-1803-2014
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INTRODUCTION
In this a number of issues concerning the subject of phonology, which will be
highly explained in great detail by exercises and applications there of is
presented, these issues were reflected throughout this handout hoping to have
a good use and be helpful and utilized to the maximum for academic purposes
and to support future members the next course in this subject.
This handout is divided into four parts: Consonants, Vowels,
Suprasegmentals, Clusters, Homographs, Homophones and Minimal
Pairs; in which each of these topics are explained, present, implement and will
have a series of exercises to get a better comprehension and be more
understandable for students these issues; because they are unknowable in first
instance by the students when they start the course of this subject, as some
think it is difficult for the simple fact or properly pronounce each consonant or
vowel produce served on these issues; it is not normal but feel some doubt to
these criteria but as one moves with the course those doubts will go away with
as they will learn the maximum and for those students with poor pronunciation
or feel they have to improve a little this course help them to improve your
pronunciation as the English.
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INDEX
CONTENTS PAGES
Introduction------------------------------------------------------- II
INDEX--------------------------------------------------------------- III
Part One:----------------------------------------------------------- IV
Consonants ------------------------------------------------------ 5-15
Part Two:----------------------------------------------------------- 16
Vowels------------------------------------------------------------- 17-21
Part Three:-------------------------------------------------------- 22
Assimilation ------------------------------------------------------ 23
Ellipsis ------------------------------------------------------------- 25
Schwas (4)---------------------------------------------------------- 26-27
Part Four:---------------------------------------------------------- 28
Clusters and Minimal Pairs ---------------------------------- 29-30
Conclusion ------------------------------------------------------- 31
Bibliography ----------------------------------------------------- 32
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BILABIAL CONSONANTS
Made by bringing lips together and these consonant sounds are displayed:
/m/, /b/, /w/, and /p/; the third ones are: voiced because there are some
vibration in the vocal cords and that is where you feel some vibration when
producing our mouth, and the fourth consonant sound is a voiceless sound
because there is no vibration of the vocal cords when they are making.
The Sound /m/
To pronounce the sound /m/ press your lips together and
make a voiced, humming sound; release the air through your
nose. The classification is: place-bilabial, manner-nasal
and voicing-voiced.
The Sound /b/
To pronounce /b/, place your lips together firmly; stop the
air completely, and make a voiced sound. The
classification is: place-bilabial, manner-stop/plosive, and
voicing-voiced.
The Sound /w/
To make the sound /w/, 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 and the
classification is: place-bilabial, manner-
glide/approximant and voicing-voiced
The Sound /p/
To make the sound /p/, put your lips together firmly,
stop the air completely, them pop the lips open. Do not
make a vocal sound. The classification is: place-
bilabial, manner-stop/plosive, and voicing-
voiceless.
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Exercises:
1. Listen to the following sentences featuring the sound /p/ and repeat them
after the teacher.
Please prepare the pizza for the party.
Pat helped me pick up the papers.
Put the stamps on the package.
Mr. Bishop paid for the lamp in April.
Phillip didn’t give me a map.
Penny has the hiccoughs.
2. Circle words that the end with bilabial sounds
Money, bulb, we, climb, chrome, cup, paste, lamp
3. Identifying words that have bilabial sounds
Billy grabbed the sobbing baby.
David walks to the bank every day.
Bob was bleeding, and his bones were broken.
Stand up straight.
Maybe Elizabeth brags a bit.
INTERDENTAL CONSONANTS
Made by tip of the tongue between in the front teeth and these sounds are
displayed:The first one sound is: voiced and the last one is: voiceless.
Because in both there are differences when our mouth produce the first sound
is vibration in the vocal cords and the last not.
The first sound:
To pronounce this sound, hold the tip of your tongue between
your top and bottom teeth; release the air with a voiced
sound. The classification is: place-interdental/dental,
manner-fricative, and voicing- voiced.
The second sound:
To make this sound, hold the tip of your tongue between your
top and bottom teeth; force the air out with a voiceless sound.
The classification is: place-interdental/dental, manner-
fricative, and voicing-voiceless.
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Exercises:
1. Identifying consonant sounds: initial and ending positions.
Faith _____________ _____________
Bathe ____________ ______________
Thunder__________ ______________
Thirty ____________ _______________
Mother ____________ ________________
Seethed ___________ ________________
2. Write 25 words that initial with interdental sounds.
3. In the next sentences, identifying interdental sounds that initial and
ending position.
We both need something for our throads.
He thought thirty thousand dollars was nothing.
She took an oath to tell the truth.
LABIODENTAL CONSONANTS
Made by lower lip against upper, front teeth and these sounds are displayed:
/v/, /f/; the first one is a sound: voiced and the last one is a sound: voiceless ;
because when our mouth produce the first sound there is vibration in the vocal
cords and the last one not.
The sound /v/:
To make the sound /v/, place the upper teeth against the inside
of lower lip and release the air with a voiced sound.
The sound /f/:
To make the sound /f/, place the top teeth firmly on the inside
on the bottom lip; release the air continuously with no voice.
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Exercises:
1. Listen to the following sentences and repeat them after the teacher.
Freddy found fresh flowers for his friend.
Francie lifted her finger to show off her sapphire.
Ralph´s life is tough, but he laughs.
Phil´s life is soft, but he frets.
He ate the fish and half a loaf of bread, then left.
2. Circle the words that have labidental sounds.
Fresh, google, faith, loaf, mountain, friend, family, chaos, vowel,
3. Underline the words that have not labiodentals sounds.
Sean, take, football, banana, nice, day, fan, color, hero, fantastic, flower
ALVEOLAR CONSONANTS
Made by tongue near the alveolar ridge and these sounds are displayed: /z/, /n/,
/r/, /l/, /d/, and /t/, /s/; the fifth ones are voiced sound and the third last ones are
voiceless sound due to the variation that exists between the vibration that
occurs in the first five sounds and where in the past three there
is none.
The sound /z/:
To make the /z/ sound, place the center of the tongue against
the palate, release the air slowly, without stopping. Make a
sound with your voice. The classification is: place-alveolar,
manner-fricative, and voicing-voiced.
The sound /n/:
To make the sound /n/, place your tongue against your palate
and hold it there; make a voiced sound and release the air
through your nose. The classification is: place-alveolar,
manner-nasal, and voicing-voiced.
The sound /r/:
To pronounce the sound /r/, keep the tongue back; do
not let your tongue touch inside your mouth; round
your lips and push them forward. Make a voiced
sound. The classification is: place-alveolar, manner-
retroflex, and voicing-voiced.
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The sound /l/:
To make the sound /l/, curl your tongue up; put the
underside of the tongue firmly on the back of your top teeth
and make a sound with your voice. The classification is:
place-alveolar, manner-lateral, and voicing-voiced.
The sound /d/:
To make the sound /d/, place the tip of the tongue on the
alveolar ridge and make a voiced sound. The classification
is: place-alveolar, manner-stop/plosive, and voicing-
voiced.
The sound /t/:
Place the tip of the tongue against the alveolar ridge, stop
the air completely; and then release the air. Do not make a
vocal sound and the classification is: place-alveolar,
manner-stop/plosive, and voicing-voiceless.
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. The
classification is: place alveolar, manner- fricative, and
voicing-voiceless.
Exercises:
1. Read these sentences and identifying that words have alveolar
sounds
Those tenants tore up the apartment.
Just a minute, please.
Billy grabbed the sobbing baby.
Please prepare the pizza for the party.
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Dan drove us around before dinner.
The sly fox sits in the forest and waits.
He washes his cars in a carwash.
Lola likes to laugh a lot.
2. Write words that initial and ending with alveolar sounds.
3. Find differences in these sounds
D: /m/ and /s/, /j/ and /t/, /f/ and //l, /b/ and /z/
ALVEOPALATAL CONSONANTS
Made by tongue, near the hard palate and these sounds are displayed: /j/, /zh/,
/jh/, and /sh/, /ch/; the third ones are voiced sound and the seconds are
voiceless sound; because when we pronounce first sounds both in the case
leading vocal cord vibration occurs therefore in the other what no.
The sound /j/:
To make the sound /j/, place the center of the tongue against
the palate, stop the air completely, and then release it abruptly
with a voiced sound and the classification is: place-
alveopalatal, manner-glide/approximant, and voicing-
voiced.
The sound /zh/:
To make the sound /zh/, touch your palate with the sides of your tongue, and
release the air slowly through the passageway formed down the center of the
tongue. Do not stop the air; make a sound with your voice. The classification is:
place- alveopalatal, manner-fricative, and voicing-voiced.
This sound is produced by first stopping the air flow entirely,
then directing it with the tongue to the sharp edge of the teeth,
causing high frequency turbulence and the classification is:
place-alveopalatal, manner-affricative, and voicing-voiced.
The sound / sh/:
To pronounce the sound /sh/, touch the palate with the sides of the tongue and
release the air slowly through the the passageway formed down the center of
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the tongue. Do not stop the air; make a sound with your voice. The classification
is: place- alveopalatal, manner-fricative, and voicing-voiceless.
The sound /ch/:
To make the sound /ch/, place the center of the tongue on the palate; stop the
air completely and then release it abruptly with a voiceless sound and the
classification is: place-alveopalatal, manner-africative, and voicing-
voiceless.
Exercises:
1. Write 25 words that have alveopalatal sounds
2. Circle the words that end with alveopalatal sounds
She, match, yacht, vision, cash, judge, yes, dog, John
3. Listen carefully and then repeat after the teacher
Do not mention her anxious expression.
Sean assured me he´d shine his shoes.
Share the sugar with Charlotte.
She wished she had gone shopping.
The teacher chose Chinese checkers for the children.
Charles and Chuck lunched on cheese and chips.
They usually watch television for pleasure.
She occasionally wears her beige blouse.
Take the usual measurements.
They found the treasure in Asia.
VELAR CONSONANTS
Made by the tongue is in contact with the lower side of the soft palate and we
call these velar sounds, and displayed these consonant sounds: /g/, /n+g/, and
/k/; the third ones are voiced sound and the last one is voiceless sound
because the first three have vibration in the vocal cords when the produce and
the latter has no vibration.
Look the figures about these consonants.
The sound /g/:
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To make the sound /g/, bring the back of the tongue to the velum, stop the air
briefly, and then release it with a voiced sound. The classification is: place-
velar, manner-stop/plosive, and voicing-voiced.
The sound /n+g/:
To make this sound, bring the back of your tongue up against the velum, close
the air off completely, and release it through the nose. The classification is:
place-velar, manner-nasal, and voicing-voiced.
The sound /k/:
To pronounce /k/, bring the back of the tongue to the velum, stop the air
completely, and then release it with a voiceless sound and the classification is:
place-velar, manner-stop/plosive, and voicing-voiceless.
Exercises:
1. Read each four-word series aloud. Circle the ONE word in each group of
four that is NOT pronounced with /k/
1. Course Count Choose Chorus
2. Can´t Can Cent Cone
3. Canada Texas Kansas Massachusetts
4. Key Keep Keen Kneel
5. Celery Corn Carrots Cabbage
6. Mix Box Explain Xylophone
7. Knee Carol Ankle Cheek
8. Charles Much Chris Michael
9. Mechanic Back Chrome Christmas
10. Milk Cider Coffee Cream
2. Circle the words that begin with velar sounds.
King, go, quick, vision, cage, Google, think
3. Write 25 words that end with velar sounds
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GLOTTAL SOUND
Produced at the larynx and displayed this consonant sound /h/, is a voiceless
sound because in the moment when produced it with our mouth, this sound
hasn´t vibration in the vocal cords.
See the figure about this consonant.
The sound /h/:
To make the sound /h/, keep your tongue free and force
air from the throat with a voiceless sound and the
classification is: place-glottal, manner-fricative, and
voicing-voiceless sound.
Exercises:
1. Describe and classify the following phonemes
/b/
/h/
/j/
/v/
/z/
/r/
/m/
/g/
/w/
/t/
/d/
/zh/
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2. Read the following words aloud. Write each word under the symbol that
represents the consonant sound of the boldface letter(s).
Grass Square Explain Written Whole Awake
Coast Whose One We Pour Queer
Blame There Somehow Ticket Chorus Ghost
Inhale Regular Simple Fix Weather Listen
Kitten Meal League Brag Billion Wrist
Brave Write History Western Salad Wind
/k/ as in cake /g/ as in go /l/ as in lamp /r/ as in red
___________ ___________ ___________ ___________
___________ ___________ ___________ ___________
___________ ___________ ___________ ___________
___________ ___________ ___________ ___________
___________ ___________ ____________ ___________
___________ ___________ ____________ ____________
___________ ___________ ____________ ____________
/w/ as in we /h/ as in hat
___________ ___________
___________ ___________
___________ ___________
___________ ___________
___________ ___________
___________ ___________
___________ ___________
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TIPS
The stop/plosives are produced with complete closure in the vocal cords
followed by a gradual release.
A nasal is produced by a structure of complete oral closure, but in this
there is no closure of nasal passage and the velum is lowered.
Fricative in this means that the air is not blocked at any point, and
therefore there is no plosion.
Affricatives are a combination of a plosive and an affricative with a
complete closure, but instead of a plosion, they have a very slow release,
moving backwards to a place where a friction can be hard.
Approximants are produced by two articulators coming close together,
but not close enough to cause friction.
Laterals are sounds where the air escapes around the sides of the
tongue.
Retroflex is a constriction but not turbulence.
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The sound /i: /
To make this sound, set your lips approximately 1cm apart. Widen your lips into
a big smile. This sound is long and its classification is: high-tense-front-
unrounded.
See the figure about this vowel.
The sound /I/:
To make the /I/ sound, lower your jaw slightly and the lips are relaxed. This
sound is short and its classification is: high-front-relax-unrounded.
See the figure about this vowel.
The sound /e/:
Begin with your lips in the first position and then, slowly widen them into an
upward smile, the sound is long and its classification is: middle-front-tense-
unrounded.
See the figure about this vowel.
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The sound /E/:
To make this sound, lower your jaw slightly. The lips are
tense, and spread outward in a half-smile, the sound is short
and its classification is: middle-front-relax-unrounded.
See the figure about this vowel.
The sound /ae/:
To make this sound, keep your lips 1.5cm apart and
form a half-smile, with tense lips. The sound is short and
its classification is: low-front-tense-unrounded.
See the figure about this vowel.
The sound:
This sound is easy to pronounce. To make it, simply
open your mouth very slightly, and make a noise.
The lips and the tongue are relaxed, and the voice
makes a short and its classification is: middle-
central-relax-unrounded.
The sound:
To make this sound, keep the mouth slightly open, the
sound is short and its classification is: middle-central-
relax-unrounded.
The sound /u: /:
To make this sound, keep the mouth slightly open and the
lips ate tense, and pushed forward into a small circle and
its classification is: high-back-tense-rounded.
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The sound /u/:
This vowel is formed by keeping the jaw slightly open. The
lips are apart and pushed outward to make an open circle,
the sound is short and its classification is: high-back-relax-
rounded.
The sound /o/:
To pronounce this sound, with your lips about 1.3cm, round them into a circle.
Begin the sound, and then move your lips into a smaller circle; the sound is long
and its classification is: middle-back-tense-rounded.
See the figure about this vowel.
The sound:
To make this vowel sound, drop your jaw until the lips are 1.5 cm apart. Tnese
your lips and round them forward halfway, the sound is long and its
classification is: middle-back-relax-rounded.
The sound /a/:
To make this sound, drop your jaw until the lips are about 2 cm apart, but
relaxed, the sound is short, but takes a little longer because your mouth is open
so wide and its classification is: low-back-relax-rounded.
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Exercises:
1. Put the following words into the corresponding colums:
a. I i:
__________________ ill- eel- kneel- nil- will- wheel
field- bean- filled- bin- ski- sick
b. ֿכ a u:
______________________ board- two- bored- call- pot
moth- cough- do- through--thought
c. Є Λ a
_______________________ wreck- hut- set- hot
Buddy- said- peld- body
cup- rot- cop- rut
2. Classify the following phonemes:
/i: /
/ֿכ/
/u: /
/Λ/
/æ/
3. In a table, write down 10 words that containing
/I/ /Λ/ /u: / /є/ /a/ /ә/ / ֿכ/
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4. Transcribe the following words
Fat Red Dove Pick Look Do
Lawn Bet Fun Fill Put
Oaf Prey Beat Six Cud Tuesday
Feet Lend Beg Fell Does Key
5. Write down words that containing these sound
/I/ /i:/ /e/ /є/ /ә/ /æ/ /Λ/ /u:/ /u/
6. Listen to the following examples and repeat them after the teacher
Be Key Niece If Head Pad
He Honey Ski In Says Cheap Suite Able
Oh Cat
Bee Fear Chassis Capable Soul Back
See People Debris Shoe Suede Fat
Sweet Amoeba Chamois Soup Great Sat
Marry Either Put Luck Lawn Got
Happy Receive Push Tuck Broad Not
7. Give an 6 examples to each following sounds
/æ/, /Λ/, /u:/, /u/, /ә/
8. Listen to the following sentences, which contain the /a/ sound followed by
/r/, and then identifying the words that containing this combination sound.
Are the stars far from Mars?
The hard part is to start the car.
Sergeant Barton was the guard.
He carved a large heart in the bark
9. Transcription to these words
School Autumn
Them Back
Be Dove
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ASSIMILATION
Assimilation has a very precise meaning when it’s related to studies of
languages. Is a common phonological process by which the phonetics of a
speech segment becomes more like another segment in a word. In other words
it’s when a letter (sound) is influenced by the letter (sound) before or after it so
that it changes its sound and/or spelling. The word assimilation itself it’s said to
be assimilated; it is derived from the Latin prefix ad- meaning to and simil-
meaning like but, instead of being assimilated, it has the easier pronunciation of
assimilated. A common example of assimilation is “don’t be silly” where the /n/
and /t/ are assimilated to /m/ by the following /b/, in many accents the natural
sound is “dombe silly”. Assimilation can be synchronic being an active process
in a language at a given point in time or diachronic being a historical sound
change. There are 4 configurations found: the increase in phonetic similarity
may be between adjacent segments or between segments separated by one or
more intervening segments; the changes could be in reference to a preceding
segment or a following one. Even when all four occur, it changes in regard to a
following adjacent segment account for virtually all assimilatory changes.
Assimilation to an adjacent segment is vastly more frequent than assimilation to
a non-adjacent one. If a sound changes with reference to a following segment, it
is called “regressive assimilation”, the changes with reference to a preceding
segment are called “progressive assimilation”. A lot of people find these terms
very confusing because they seem to mean the opposite of the intended
meaning. To avoid the problem exist a variety of alternative terms. “Regressive
assimilation” is also known as right to left, leading or reciprocal assimilation.
“Progressive assimilation” is known as left to right or preservative.
Occasionally two sounds may influence one another in reciprocal assimilation.
When such a change results in a single segment with some of the features of
both components, it is known as coalescence or fusion.
For examples:
1. / t / changes to / p / before / m / / b / or / p /
2. / d / changes to / b / before / m / / b / or / p /
3. / n / changes to / m / before / m / / b / or / p /
4. / t / changes to / k / before / k / or /g/
5. / d / changes to / g / before / k / or / g /
6. / n / changes to /ŋ/ before / k / or / g /
7. / s / changes to /ʃ/ before /ʃ/ or / j /
8. / z / changes to /ʒ/ before /ʃ/ or / j /
9. /θ/ changes to / s / before / s /
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ELLIPSIS
Refers to the omission from a clause of one or more words that are
nevertheless understood in the context of the remaining elements. Ellipsis
happens when we leave out (in other words, we don´t use) items which we
would normally expect to use in a sentence if we followed the grammatical
rules. The following examples show ellipsis. The item refers left out are in
brackets [ ]……. In many dialects, unstressed syllables are not reduced to /ә/;
instead, they are completely dropped.
Types of ellipsis:
Gapping :
Occurs in coordinate structures. Redundant material that is present in the
immediately preceding clause can be "gapped". This gapped material usually
contains a finite verb. Canonical cases have a true "gap" insofar as a remnant
appears to the left and to the right of the elided material.
For examples:
John can play the guitar, and Mary can play the violin. - Gapping
Fred took a picture of you, and Susan took a picture of me. – Gapping
Stripping:
Stripping is also known as bare argument ellipsis. Many linguists take stripping
to be a particular manifestation of gapping whereby just one remnant appears in
the gapped clause instead of the two (or more) that occur in instances of
gapping. The fact that stripping is limited to occurring in coordinate structures is
the main reason why stripping is integrated into the analysis of gapping:
For examples:
John can play the guitar, and Mary can play the guitar too. – Stripping
Sam has attempted problem 1 twice, and he has attempted. – Stripping.
Nominal ellipsis:
Occurs when the noun and potentially accompanying modifiers are omitted from a noun phrase. Nominal ellipsis occurs with a limited set of determinatives in English, whereas it is much freer in other languages. The following examples illustrate nominal ellipsis with cardinal and ordinal numbers:
For examples:
Fred did three onerous tasks because Susan had done two oneourus tasks - nominal ellipsis.
The first train and the second train have arrived. –N-ellipsis
And the following two sentences illustrate nominal ellipsis with possessive
determiners: I heard Mary's dog, and you heard Bill's dog- N-ellipsis.
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SCHWAS
Monollysabic words stressed syllable in a
multisyllable word spelling cases:
“u”
“o” For examples:
“ou” rough /rΛf/ trouble /trΛbl/
“oo” cut /kΛt/ month /mΛnθ/
“oe” done /dΛn/ us /Λs/
“a” some /sΛm/ won /wΛn/
Monosyllabic words stressed syllable in
multisyllabic words spelling cases:
“ir"
“ur” For examples:
“er” word /wзd/ verb
/vзb/
sterm /stзm/ curve /kзb/
hurt /hзt/ urn /зn/
Cases: a, e, i, o, u; unstressed section
unstressed syllables in multisyllabic words.
First stress- schwa, the rest.
For examples:
Amaze asleep oven zebra circus
upon
Spelling cases: “ar” sugar, “er” after, “or”
color, “ure” nature.
For examples: sugar, after, color, nature,
paper.
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Exercises:
1. What did you understand about assimilation?
2. Write two kind of assimilation.
3. Write some examples of assimilation.
4. What is ellipsis?
5. Give three examples of ellipsis.
6. In the following words underline these schwas /Λ/ and /ә/
Love___________ Zebra__________
Blood___________ Oven___________
Does___________ Some___________
Cut_____________ Signal___________
Amaze__________ Buffalo___________
Open ___________ Famous__________
Mother___________ Us_______________
Hug _____________ What_____________
Lesson ___________ Cousin____________
Up ______________ But______________
Month ____________ Cup______________
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CLUSTERS
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.
Se the figure that explain about three consonant-clusters:
There are, therefore, 26 two-consonant clusters in English: /sm/, /sn/, /st/, /sw/,
/sk/, /sl/, /sp/, /sf/, /θw/, /dw/, /tw/, /θr/, /dr/, /tr/, /kw/, /kr/, /kl/, /pr/, /fr/, /br/, /gr/,
/pl/, /fl/, /bl/, /gl/ and /ʃr/. Table 1 sets out examples of each of these syllable-
initial combinations in actual words.
HOMOGRAPHS
Is a word that shares the same written form as another word but has a different
meaning. The two words are spelt identically but pronounced differently. Here
confusion is not possible in spoken language but could occur in written
language.
See these examples about the homographs.
bear (verb) – to support or carry
bear (noun) – the animal
sow (verb) – to plant seed
sow (noun) – female pig
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Word Example of first meaning Example of second meaning
lead Gold is heavier than lead. The mother duck will lead her ducklings
around.
close "Will you please close that door!" The tiger was now so close that I could smell
it...
wind The wind howled through the
woodlands. Wind your watch.
minute I will be there in a minute. That is a very minute amount.
HOMOPHONES
A homophone is a word that is pronounced the same as another word but
differs in meaning, and may differ in spelling. The words may be spelled the
same, such as rose (flower) and rose (past tense of "rise"), or differently, such
as carat, caret, and carrot, or to, two, and too. Homophones that are spelled the
same are also both homographs and homonyms. Homophones that are spelled
differently are also called heterographs.
See the figure about some examples of homophones.
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MINIMAL PAIRS
A minimal pair is a pair of words that vary by only a single sound, usually
meaning sounds that may confuse English learners, like the /f/ and /v/
in fan and van, or the /e/ and /ɪ/ in desk and disk.
For some examples:
Vowel Sounds
Minimal Pairs /ɪ/ and /i:/ sit seat
Minimal Pairs /e/ and /ɪ/ desk disk
Minimal Pairs /e/ and /eɪ/ wet wait
Minimal Pairs /æ/ and /ʌ/ bat but
Minimal Pairs /əʊ/ and /ɔ:/ so saw
Minimal Pairs /ɒ/ and /əʊ/ bad bed not note
Minimal Pairs /æ/ and /e/
Minimal Pairs /ɑ:/ and /ɜ:/ fast first
Consonant Sounds
Minimal Pairs /b/ and /v/ berry very Minimal Pairs /ð/ and /z/ with whizz
Minimal Pairs /b/ and /p/ buy pie
Minimal Pairs /n/ and /ŋ/ thin thing
Minimal Pairs /l/ and /r/ alive arrive
Minimal Pairs /ʧ/ and /t/ catch cat
Minimal Pairs /s/ and /ʃ/ sea she
Minimal Pairs /f/ and /v/ fan van
Minimal Pairs /f/ and /h/ fat hat
Minimal Pairs /f/ and /θ/ free three
Minimal Pairs /s/ and /θ/ sink think
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CONCLUSION
By following agenda a number of topics covered in this semester -02, which are expected to be of great value and yet be practical when starting the next corresponding semester were designed; as they have been drawn in the most practical and manageable way you may have or want the student who needs it because these issues were seen by the person who designed this handout and I really hope me know and so it is very easy the comprehension all topics here exposed and wish for nothing but success and luck for future apprentices in this subject. Not forgetting also must be looking forward to this subject because it is very interesting and if they are lucky that Mr. White is your teacher, because believe me that will be the best educator and then enjoy it.
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BIBLIOGRAPHY
https://www.screncast.com
https://www.powtoon.com
https://www.e-maze.com
https://www.youtube.com/watch?V=ENljFU-
2Bg&feature=youtu.be&hd=1