american accent book

The American Accent GuideA

COMPREHENSIVE COURSE

on

THE SOUND SYSTEM

of

AMERICAN ENGLISH

by

BEVERLY A. LUJAN, M.S. ccc/sip

Speech- Language Pathologist

Edited by

C. J. S. Wallia, Ph. D.Editor, IndiaStar Review of Books

Instructor, Publishing & Editing Program,U.C. Berkeley extensionBerkeley, California USA

ISBN 0-9634139-6-1

© Copyright 2006

Lingual ArtsP.O. Box 522168

Salt Lake City, Utah 84152

All Rights Reserved. Printed in the United States of America. No part of this manual or accompanyingaudio materials may be reproduced, stored, or transmitted, in any form or by any means, electronic,mechanical, photocopying, audio dubbing or otherwise, without prior written permission from LingualArts, Inc.

ACKNOWLEDGEMENTS

TO MY MOTHER

My deepest gratitude to those who contributed their talent and support in this

endeavor. First and foremost to T.C. Van Ausdal and her abundant talents and

skills. Other contributors included Jan D. Mayer, Rob Ronald, Rod Burkholz, Brent

Marshall, Christine Thurmond, Amy Norris, Nathan Martinez, Dennis Misurell,

Mark Cantor, Rebecca Waddups, Adam Blackwell, Ron Carpenter, Jeff Hansen,

Mike Maughn, Laura Bedore, and Milan Claudio.

ABOUT THE AUTHOR

Beverly A. Lujan, M.S. - ccc/sip

Beverly Lujan is from a bilingual family and has always had a great interest indiverse cultures and languages. She brings particular sensitivity to the problemsthat non-native speakers sometimes have in speaking the English language clearlyand effectively.

Beverly studied Linguistics at San Diego State University and attained BS and MSdegrees in Speech Language Pathology from the University of Utah. Her research,teaching, and work in American English speech have focused on the problems ofnon-native speakers and of speech/ language-challenged individuals.

She has been a practicing speech therapist for over 18 years, counseling hundredsof non-native speakers of English in Utah from 26 countries around the world.She taught American English pronunciation to international students at HawthorneUniversity. She founded the Lingual Arts School in Salt Lake City that hasconducted courses and seminars on accent modification for corporate, governmentand educational clients. As a clinical supervisor at the University of Utah, shementored graduate students to provide training in assessment and instructionon accent reduction. She also taught English speaking skills in the public schoolsystem. She is certified by ASHA (The American Speech-Language and HearingAssociation) and is a member of TESOL (Teachers of English to Speakers of OtherLanguages).

Ms. Lujan developed The American Accent Guide as a direct result of her experiencein teaching English to non-native speakers. The exercises contained in the Guidewere developed as part of her work in the field.

See details at the end of this book.

Beverly A. Lujan offers speech evaluation and

personalized speech coaching for individuals, educational, and corporate clients.

CONTENTS

INTRODUCTION xiTHE PROGRAM xi

APPLICATION xi,THE PREMISE xi, THE DIALECT xii

THE APPROACH xii, THE LAYOUT xiii

Suggestions for the Student xvExplanatory Notes . . . . . . . . . . . . . . . . .. . . . . . . . . xixGlossary ... . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xx

SECTION 1 OVERVIEW OF AMERICAN ENGLISH SPEECH PATTERNS

INTONATION & STRESS 1.1INTONATION 1.1 STRESS 1.2

AT THE WORD LEVEL 1.2

BEYOND THE WORD LEVEL 1.4

FALLING AND RISING INFLECTION 1.5

Questions 1.5

PRIMARY STRESS AND FINAL INFLECTION 1.6

STRESS FOR EMPHASIS 1.7Stress for Emphasis and Final Inflection 1.7

RHYTHM 1.8

Reductions 1.9 Linking 1.9Practicing Rhythm and Stress 1.10

SECTION 2 THE ENGLISH VOWELS

INTRODUCTION TO ENGLISH VOWELS AND DIPHTHONGS 2.1

THE IPASYMBOLS FOR VOWELS 2.1

PRODUCTION AND CLASSIFICATION OF VOWELS 2.2

LENGTHS OF VOWELS AND DIPHTHONGS 2.3

THE SIMPLE VOWELS 2.4

THE SCHWA VOWEL 2.4

IAI THE STRESSED SCHWA (up) 2.5lal THE UNSTRESSED SCHWA (YJ2on) 2.5Iii (bee) 2.6/I (bit) 2.7 Contrast: li/- /II 2.8

Contrast: /1/- IA! 2.9

v

The COMPREHENSIVE American Accent Guide

THE SIMPLE VOWELS

hi (bgt)lrel (bgt)

(Continued)

2.9 Contrast: hi-I /\12.11 Contrast: hl- lrel

Contrast: Ire I - 1/\12.14 Contrast: 10/- lre/

Contrast: 101- 1/\12.17 Contrast: I'J 1- 1/\12.18 Contrast: lul - IAI

2.20 Contrast: lu/- lul2.21 ,2.24

2.21 Contrast: IAr/- letlContrast: IAr I - Ior I

101 (bgll)

I'J I (QMght)

lul (book)lul (soon)larl (athIT)

IArI (hgr.)

2.10

2.12

2.12

2.15

2.16

2.18

2.19

2.21

2.23

2.23

THE DIPHTHONGS 2.25

leII (bflit) 2.25 Contrast: I el - I ell 2.26

larl (bitg) 2.28 Contrast: I all - I rei 2.29

loul (Qwg) 2.29 Contrast: loul - 101 2.30

laul (out) 2.31 Contrast laul - loul 2.32

I'JII (bQJi.) 2.32

BONUS EXERCISES 2.31

MINIMAL PAIRS - Vowels/Dipthongs 2.33

SECTION 3 WORD STRESS

STRESS AND MEANING 3.1

COMPOUND WORDS 3.1 TWO-PART VERBS 3.2Two-Part Verbs as Idioms 3.4

PREFIXES AND SUFFIXES 3.5

PREFIXES AND WORD STRESS 3.5

SUFFIXES AND WORD STRESS 3.7

Meanings Determined by Stress on the Suffix 3.7

SUFFIXES AND STRESS PLACEMENT 3.8

PROPER NAMES, TITLES, TIMES 3.21

Abbreviations 3.22 Times and Dates 3.22

BONUS EXERCISE 3.23

Practice Word Lists:, ABBREVIATIONS 3.23 COMMON PREFIXES 3.23

COMPOUND WORDS 3.24 VERB & NOUN-STRESS PATTERNS 3.25Two - Three Syllable Words 3.25 Three - Four Syllable Words 3.25

Three - Five Syllable Words 3.26

VI

SECTION 4 THE RHYTHM OF AMERICAN ENGLISH

IDENTIFYING SPEECH RHYTHM 4 .1

REDUCED FORMS AND RHYTHM 4.3

REDUCING FUNCTION WORDS 4.4

Simplifying Vowels 4.4 The English Articles 4.4

Underlying Rules for Use of Articles 4.5

Simplifying Consonants 4.10


REDUCED WORD GROUPS 4.15

Combining Consonants 4.15

Linking with the Tapped t 4.16

Common Two-Word Reductions 4.16


Omissions of hand t 4.19

CONTRACTED FORMS . .. .. . .. .. .. . .. .. . .. .. .. . .. .. . .. . .. . .. .. . .. 4.20BONUS EXERCISES 4.23

REDUCED SEGMENTS WITH CONTRACTED FORMS 4.2.PUTTING IT ALL TOGETHER 4.26

Conversational Exercise 4.28

SECTION 5 THE AMERICAN ENGLISH CONSONANTS: The Stops & The Continuants

INTRODUCTION 5.1

THE IPA SYMBOLS FOR CONSONANTS 5.1CLASSIFICATION OF CONSONANTS 5.2

Tongue Tip Placement 5.3Use of Voice for Consonants 5.3Aspiration 5.3

/p, bl It, dl Ik, gl THE STOP CONSONANTS........ 5.5

INITIAL STOP CONSONANTS 5.5

FINAL STOP CONSONANTS 5.6

MIDDLE STOP CONSONANTS 5.7 Middle t, d 5.7

The Glottal Stop 5.7 The Tapped t 5.8LINKING: STOP CONSONANTS - VOWELS 5.9

LINKING: CONSONANTS - CONSONANTS 5.10

THE SUFFIX -ed 5.11

Stop Consonants + Suffix -ed 5.11

Contrast: Voiceless -ed - 'Voiced -ed 5. 12

Linking: Suffix -ed - Vowels 5.12

Linking: Suffix -ed - Consonants 5.l3BONUS EXERCISES 5.13

MINIMAL PAIRS - FINAL STOP CONSONANTS 5.16

SILENT SPELLINGS - p, b t, d k, g 5.17

Vll


THE CONTINUANT CONSONANTS

18, '01 (thin, then) 5.18

Contrast: 181- It! 5.19 Contrast 1'01- Idl 5.20

Contrast 181- Isl 5.21 Contrast 1'01- Izl 5.22

Sound Clusters 18,'01 5.22

PRACTICE WORDS 5.24


If, v] 5.26

Contrast If I - Ivl 5.26

Contrast If. vi - 18,'01 5.27

Suffix -s, Suffix -ed 5.27

Contrast: Ivl -/bl 5.28

Irregular Plurals Ilvzl 5.29

PRACTICE WORDS 5.29

BONUS EXERCISE 5.30

SECTION 6 THE AMERICAN ENGLISH CONSONANTS: The Sibilants

Is, zl 6.1IJ, 31 (share, rouge) ItS, d31 (0air,jam) 6.2

INITIAL SIBILANT SOUNDS 6.3

151 BLENDS 6.5FINAL SIBILANT SOUNDS 6.6

Contrast: Isl - Izl 6.6 Contrast: If!- Itf! 6.8

Contrast: Itf/ - Id31 6.8

Contrast: 131- Other Sibilant Sounds 6.9

STOP CONSONANTS + S 6.10

Suffix -s 6.10Contrast: Suffix - s Voiceless - Suffix -S Voiced 6.11

CONSONANT CLUSTERS WITH Isl 6.14

Contrast Isl Clusters 6.14Ipsl - Ibzl 6.11 Iksl - Igzl 6.12Iksl - Iskl 6.12 Itsl - Idzl 6.13

Suffixes:-es 6.15 -ize 6.16 -tion,- sion, -cian 6.17-cial, -tial 6.17 -cious, -tious, -xious 6.17-sian, -sion 6.18 -geous, gious 6.18-est 6.19 -ist 6.19

Vlll

THE SIBILANT SOUNDS (Continued)

SIBILANTS + Suffix -ed 6.18

Contrast: I-stl - I-zdlLinking Sibilants - Other Sibilants 6.21

Linking Sibilants + Suffix -ed - Vowels 6.22


Silent Spellings of S 6.24

Spelling "ch" Pronounced If I 6.24

MINIMALPAIRS- FINALSIBILANTSOUNDS 6.24

SECTION 7 THE AMERICAN ENGLISH CONSONANTS: The Glides & The Nasals

Irl 7.1

Irl BLENDS 7.2

Contrast Irl Blends: Voiceless - Voiced 7.3

MIDDLE Irl BLENDS 7.4 FINAL //rl BLENDS 7.5

Contrast: Irtl -/rdl Contrast Irsl -lrzIMore Practice Words - Irl Blends 7.6

BONUS EXERCISES 7.6-

/1/ 7.8

THE CLEAR III 7.8

LONG VOWEL + III 7.8

III BLENDS 7.9

Contrast III Blends: Voiceless - Voiced 7.10

FINAL III 7.10

A final consonant + IIITHE BACK III I 7.11

Contrast: III -I rl 7.12

Contrast: III Blends - Irl Blends 7.12

The Suffix -ly 7.13Conversational Exercise - Sounds Irl & III

SilentI 7.14MORE PRACTICE WORDS - Irl & III 7.14


Iwl 7.15Contrast: Ivl - Iwl 7.16

BONUS EXERCISE 7.17

Ijl (yet) 7.17

Contrast Ij/- Id31 7.17

Ihl 7.19

Silent h 7.19

BONUS EXERCISE 7.19

IX


THE NASAL SOUNDS

Iml, Inl 7.20

Contrast: Iml - Inl 7.20

Contrast: Voiceless - Voiced Endings 7.21

Contrast: III - I nl 7.21

!r) I (si!JJ:} 7.22

Contrast: Inl - IrJI 7.22Contrast: Ink! - IrJI 7.23

. Contrast Suffix Endings -s, -d 7.23

The Suffix - ing 7.24Contrast Endings -nking - nging 7.24

BONUS EXERCISE 7.24

SECTION 8 MORE ON STRESS AND INTONATION

INTONATION AND MEANING 8.1

Polite Tones 8.1 Mildly Rising Inflection 8.2

Sharply Rising Inflection 8.3 Swinging pitch inflection 8.3Sharply Falling Inflection 8.4

VARIATIONS AND EXCEPTIONS 8.5

Yes/No Question Form with Falling inflection 8.5

Declarative Form with Rising Inflection 8.5

wh Questions with Rising Inflection 8.5

VARIATIONS IN STRESS 8.5

Stress on Descriptive Words 8.7

Degrees of Stress 8.8Conversational Exercise 8.8

Stress with Lower Pitch 8.9PRACTICING STRESS FOR EMPHASIS 8.10

CLARIFYING AND EXPLAINING 8.10

INTONATION AND PAUSES . 8.12

MESSAGES THAT REQUIRE PAUSES 8.13

Addressing the Listener by Name 8.13

Responses beginning with Yes or No 8.14

Messages with Tag Forms 8.14PAUSES IN LONGER SENTENCES 8.16

Compound sentences 8.16

Parenthetical Statements 8.17

STATING OPTIONS 8.18 Two Options 8.18


More than Two Options 8.19STATING ITEMS OR SEQUENCES 8.19

Indefinite Listings or Choices 8.20


DESCRIPTIONS, DIRECTIONS or INSTRUCTIONS 8.21

Conversational Exercises - Putting it All Together... ... 8.21


x

INTRODUCTION

THE PROGRAMThe American Accent Guide, Second Edition, is a complete book and audio instructional

program on the sound system of American English. This program provides compre-hensive instruction on the intonation, stress, and rhythm of American English as

well as on pronunciation of the speech sounds. The interactive approach makes theinstruction engaging and efficient.

The American Accent Guide consists of a manual and eight hours of easy-to-follow audioinstruction, along with additional exercises and practice word lists.

APPLICATION

The approaches and techniques used in TheAmericanAccentGuidehave proven effectiveover the past 15 years with non-native students of many language backgrounds whospeak English at low intermediate to advanced levels.

The American Accent Guide can be used by individuals as a self-study program, and by

speech-language pathologists and ESL teachers as a main instructional resource.

It has been successfully used with individuals or with groups of same or of mixedlanguage backgrounds.

THE PREMISE

The American Accent Guide is based on the premise that improving speech and

communication in a new language is more efficient ifthe student gains an understanding

of the sound system of that language while practicing new skills.

In the process of learning to identify and apply new sounds and voice patterns, thestudent also attains improved comprehension of the language as it is spoken.

Xl


THE DIALECT

The dialect referred to by many as Standard American English is the model forthis program. This dialect is used widely in the United States as well as in partsof Canada. As the preferred standard of communication, it is also known as"broadcaster English."

Exercises in The American Accent Guide reflect the communication style of Americanculture, and they typify the use of language in everyday social and professionalsituations.

The International Phonetic Alphabet (IPA)

For the non-native speaker, a difficult part of learning how to speak English well isa result of written spellings. While there are 41 speech sounds in American English,there are only 26 letters to represent them. This Program uses the InternationalPhonetic Alphabet (IPA), a system that provides a symbol for each English voweland consonant sound. Several dictionaries featuring IPA symbols are now availableat bookstores. It is recommended that each student obtain one for personal use.

THE APPROACH

Interactive

Students participate in a variety of exercises. These involve listening and repeating,listening and responding, and many types of interactions utilizing analogies,synonyms, paraphrasing, and verbal exchanges.

Exercises lend themselves to interaction between teacher and student or studentand student.

Integrative

An integrative approach makes The American Accent Guide compact. It gives continuityto instruction and makes every lesson widely applicable to students of all languagebackgrounds.

While each section is complete in itself, the lessons address subject matter fromprevious sections, i.e.,

• Word Stress - Practice words in most lessons are groupedaccording to their stress patterns in order to facilitate usingproper word stress.

• Linking - Lessons on consonants show how to link soundsin order to facilitate English rhythm.

xu

Various lessons facilitate improved grammar and vocabulary, e.g.,

• Grammar and Usage

The section on Rhythm includes a lesson on the pronun-ciation and use of articles a, an, and the and reviews theunderlying rules for their use.

The section on Consonants addresses pronunciation andusage of suffixes and provides repeated practice of thesuffixes -ed , -s, -es, and «S,

• Vocabulary

Exercises using synonyms, antonyms, and paraphrasingare designed to help the student learn new vocabulary.

THE LAYOUTThe book is divided into eight sections, each with its own numbering sequence and acorresponding CD.

Following is a summary of sections in The American Accent Guide:

Section 1 AN OVERVIEW OF AMERICAN ENGLISH SPEECH PATTERNS

The overview shows how stress, intonation, and rhythm work together to create thevoice patterns of the English dialect that is standard in North America. It illustrates thekey role that vowel sounds have in stressed and in unstressed segments.

Section 2 THE AMERICAN ENGLISH VOWELS

Because of their impact on intelligibility and their role in stress and in rhythm, vowelsounds are addressed early in the program. A lesson on each of the 17 simple vowelsand diphthongs gives attention to the varying lengths of the sounds based on thedifferent contexts in which they normally occur.

Exercises contrast sounds that are often confused by learners of English, and briefprobes survey the student's ability to differentiate between these sounds.

Section 3 WORD STRESS

Lessons demonstrate the correlation between grammatical function and stress patternsof various word types, including compound words and two-part verbs. They showhow the suffix can determine which syllable is given primary stress, and they featureexercises that compare and contrast word stress patterns.

~ ~l _


Section 4 THE RHYTHM OF AMERICAN ENGLISH

The student is shown how to identify and apply new rhythm patterns. Focus is

given to common reduced forms of function words and to colloquialisms thatgive the American English dialect its characteristic rhythm.

Sections 5, 6 & 7 THE AMERICAN ENGLISH CONSONANTS

A lesson on each of the English consonants addresses variations of the sounds.

Sounds that occur frequently and are commonly difficult for the non-nativespeakers, such as, I, r; and th, are given greater focus.

Exercises contrast sounds often confused by learners of English, and they help tosurvey the student's ability to differentiate between sounds that are similar.

Main focus is given to consonant sounds at ends of words, the context most

commonly difficult for non-native speakers. The contrasts between voiceless andvoiced endings are addressed, for example: bat versus bad; lack versus lag.

Particular attention is given to articulation of consonant blends and clusters.

Contrasting voiced-voiceless endings that include suffixes (-ed and -s as in backed

= kt, bagged = gd; backs = ks, bags - gz) are practiced repeatedly.

Section 8 MORE ON INTONATION AND STRESS

Lessons introduce more patterns of intonation and stress and the underly-ing meanings they convey. Attention is given to the use of pauses and pitch

inflections that serve to emphasize and clarify meaning. Exercises include longer,

more complex sentences, and conclude with paragraphs.

XIV

Suggestionsfor the Student

Before you begin to work on speaking English more clearly, here are some hints tohelp you get started:

• Set your goals and establish your priorities

Try to identify what you want to improve and determine how much effort youwant to put against your goals. Work on as many goals at one time as you findcomfortable. For example, focus on a single pattern that is quite difficult for youor on several that are relatively easy.

• Practice Faithfully

Make a commitment to practice daily and repeat each lesson as often as isnecessary. Give yourself the practice time to do the job. It has been our experiencethat it takes at least three hours per week to make steady improvement in pro-nunciation. Language is an art, and it is the most complex of human behaviors- so there is no quick and easy way to master speaking a new language clearly.It does take dedicated practice and persistence.

As you learn to interpret and apply new speech sounds, you may achieve theadditional benefits of improved comprehension of spoken English and improvedEnglish grammar, particularly in using articles and suffixes. This can also helpyou become better aware of correct English spellings, particularly at ends ofwords.

• Focus on Good Listening

Increase your awareness of English pronunciation by focusing on the speechsounds and patterns of the spoken language as you listen to The American AccentGuide.

Remember that listening, not reading, is the key to learning English pronuncia-tion. It is recommended that you use the book along with the audio instructionat least the first time you study a section. Then practice again and again relyingprimarily on the audio instruction.

Listen to all of the American English conversational speech that you can. Americanmovies and television programs are also good ways to focus on American Englishspeech.

xv


• Relax, relax

New speech postures will feel unnatural at first. Learn to relax, becauseunnecessary tension can interfere with your speech movements. Try not totighten the muscles in your throat, your jaw, or your face. Whatever tension you

need to speak English is focused only in the tongue and the lips.

Proper breathing is important in order to relax and to speak effectively. Avoidholding your breath when you feel nervous. Allow each breath to flow deeplyand smoothly. You can practice proper breathing by closing your eyes andrelaxing as you focus entirely on your breathing. Feel each breath flow past yourthroat into your abdomen and out again. On a daily basis, practice meditationor another relaxation technique that will improve your concentration for speechand will promote good breathing practice.

Allow yourself to yawn and experience the feeling of openness in the throatarea. An open, relaxed posture in the back of the mouth and throat is essentialfor achieving the proper sound for English speech.

• Record Your Own Speech Frequently

Often you are not aware of how you are speaking a language until you hearyour own voice played back to you. Use a tape recorder to practice as you workon those sounds, words, and concepts with which you are having the mostdifficulty. This will allow you to track your progress and see the improvementyou are making. As you do this, you will gain confidence in your ability toproduce with ease new sounds and patterns. This experience will provide youwith enormous encouragement to continue practicing.

• Take Every Opportunity to Converse in English

To attain mastery of English speech requires that you also involve yourself asoften as you can in situations where you speak English. The more you engagein English conversation, the better chance you have to improve your Englishspeech. It will be especially helpful to converse with others who speak Ameri-can English.

XVI

• Familiarize yourself with the International Phonetic Alphabet (IPA)

In English, there are 41 speech sounds, represented by 26 letter symbols. Eachletter represents more than one sound. In addition, many of the sounds are spelledmore than one way.

To alleviate confusion with English spellings The American Accent Guide uses theInternational Phonetic Alphabet (IPA), a system that provides one symbol for eachsound. The IPA symbols will help you to identify more easily the individual soundsof American English. Remember to focus on sound rather than on spelling and touse the IPA symbols to identify the individual sounds. As a sound is addressed ina lesson, practice writing its symbol.

Various dictionaries featuring IPA symbols are now available at bookstores. It isrecommended that you obtain one for personal use.

• Facial Expressions and Gestures

All communication has non-verbal aspects. You can see how speakers of a languagein a culture use facial expression and gestures as part of their communication.Become aware of how speakers of American English use these in conjunction withvoice patterns to convey underlying meaning. Note how facial expression and/orgestures often accompany words that are stressed for emphasis.

As a part of learning English, pursue information on non-speech aspects ofcommunication as used by speakers of the language. There is increasinglymore literature and other resources available on the non-speech aspects ofcommunication. You can also increase your insights through watching movies andtelevision. If you can, videotape yourself conversing or delivering a speech, andmake notice of how you use non-speech aspects in your expression. Anyone whowishes to become a better speaker could benefit from observing him- or herself inthis manner.

• Use a mirror to learn new speech movements and postures

A mirror can help you as you practice new articulation movements andpostures, such as learning to place your tongue for the "th" sound, orlearning to round or retract your lips for a vowel sound. It is importantthat you be aware of visible speech movements and postures requiredto produce sounds correctly. These movements and postures alsoprovide the listener visual cues when you communicate in person.

XVll


• Train your Muscles for Speech

The use of muscles for speech varies from one language to another. Learningto speak a new language usually requires learning to position your mouth andtongue in new ways and training new muscles. Some vowel sounds in AmericanEnglish require rounding the lips and some require retracting them. It may bethat you will need to achieve greater flexibility as well in tongue movement inorder to speak the sounds of American English.

At right are tongue postures that are used in English speech. These posturescan be difficult for many non-native speakers. To train them, practice in front ofa mirror. Use your fingers and a spoon if necessary to help you position yourtongue as shown

tongue spread tongue narrowed

• Be Aware of Your Voice

Become aware of how you use your voice as you learn new intonation patterns.Voice originates in the larynx, which is commonly referred to as "the voice box."The larynx, houses the vocal cords and is located in the throat area. To feel thevocal cords vibrate as you speak, place your fingers on your throat. Sing or humdifferent tones and you will feel the larynx vibrate higher in the throat for higher-pitched tones and lower for lower-pitched tones.

• Incorporate New Sounds Gradually into Your Conversational Speech

Incorporating a new sound or speech pattern with ease into your conversationalspeech is usually a gradual process. Begin by using the new sound or patternduring short periods of conversational speech (perhaps five minutes) a few timesa day to increasingly longer periods until you can use it effortlessly.

XV111

Explanatory Notes

• In the audio instruction, some consonants are referred to by their sound,others by their spelling. This is because some sounds when produced bythemselves, cannot be heard clearly on a recording.

• Different words that have identical pronunciation, are written together,separated by slash marks. For example,

cite/sight/site.

• In word exercises, most words are grouped according to their stresspattern, as in the following examples:

daytime

(LISTEN - This icon appears where audio instruction begins on alesson.

manyminute

abouttoday

importantaccounting

READ ONLY - This icon appears when information is provided in writ-ing only.

TO ,kODUCE; Hol4do9l'llIlie1'lpofyourt<mgllC.wpbcc:lhtlOllp:sik$ap1lISttMlIpPttHsofyom mootl.-Rmelhc.~loftkloapto1!I'MdJhe.a1nol.trridttlofumta~~DIftt:!theatrfWwforntd~1br91lPtbe

•••••••

SHADOW THE SPEAKER

Travelingll~oneolthe"-IenjlClyablltlNngayou,*,do,provicIedyou__ mlat.ke •. First.ifyou •••

travelingbjlcar,beau •• youfillyourc.rwith

ga.bet •••.••.,.....••••••• nd.oIcou •••. mike

luretr.e oil Is at the rlghl level. Next.chKk

your tires. II the al.~r.llur. is Jow.nil you,

A shaded box contains information that isnot included in the audio instruction. Stopthe audio to read the.contents .

A box with a shadow invites you to shadow thespeaker. This means, read along and follow asclosely as you can the voice and speech patternsofthe speaker.

XIX


Glossary

Airflow: The breathed air used in speech.

Aspiration: The audible rush of air produced with some voiceless consonants.

Articulators: The structures that produce the speech sounds.

Articulation: The production of speech sounds.

Carryover: The process of applying newly-learned patterns in conversational speech.

Continuant: A linguistic classification for sounds that are produced with a continuousair flow.

Diphthong: A vowel produced as the articulators move from one place to another.

Final position: The occurrence of a sound at the end of a word.

Intelligibility: Speech clarity; the degree to which speech is understandable.

Intonation: The changes in voice during speech.

Inflection: The changes in pitch on intonation.

Initial position: The occurrence of a sound in the beginning of a word.

Larynx: The structure that contains the vocal cords. These vibrate the airflow toproduce voice. The larynx is sometimes referred to as the "voice box."

Linking: The airflow is held on one sound and released on the next sound.

Linking connects sounds between adjacent words and thereby givesflow to speech.

Middle position: The occurrence of a sound in the middle of a word.

Pitch: This term, usually associated with musical notes, refers in this courseto the voice tones in speech.

Reduced forms: The simplification of sounds or words.

Stress: The accent given a specific syllable by increasing its loudness and length,and changing its pitch.

Utterance: Any verbal expression.

Voiced consonant: A consonant sound produced as the vocal cords vibrate.

Voiceless consonant: A consonant sound produced without the use of voice.

xx

An OVERVIEW

of AMERICAN ENGLISH

SPEECH PATTERNS

This overview gives main focus to the vocal patterns of standard AmericanEnglish speech. We want to show you how intonation, stress, and rhythm worktogether and with the individual sounds, particularly the vowel sounds, to createthe English dialect that is considered standard in America and is also spokenwidely in parts of Canada.

INTONATION AND STRESSIn verbal communication, we do not express ourselves with words alone. Inaddition to our facial expressions, gestures, and other body movements, ourvocal patterns add. underlying meaning to what we say. One sentence can,therefore, have a variety of meanings depending on how it is expressed.

Each language has its own basic vocal patterns and ways in which theseare modified to convey underlying meaning. To communicate clearly andeffectively in a new language, it is, therefore, important to learn to apply thevocal patterns used by speakers of that language.

INTONATION

Intonation is simply how we use and change our voice. As we speak, the pitchtones in our voices change in a way that is similar to when we sing. Thesechanges are called pitch inflections.

• •••• ••Do you know what I mean?

1.1


STRESS

In English speech, intonation works together with stress to make certain parts in amessage clearer and more distinct. Stress is given to a word by accentuating certainsyllables. Normally, one syllable is accentuated more strongly than others. This is,therefore, the syllable with primary stress. Other stressed syllables are given second-ary stress.

A stressed syllable is spoken longer and louder and with higher pitch. The vowelwithin a stressed syllable is pronounced fully. An unstressed syllable, on the otherhand, is spoken shorter and quicker, making the vowel reduced.

THE SYLLABLE---------------------------------. ~

<PRIMARY STRESS • :::VOWEL PRONOUNCED FULLY --------------------------------- j

SECONDARY STRESS . "C

---------------------------------. ~VOWEL REDUCED -- unstressed syllable • "fi

:~---------------------------------. ~length of vowel····

As a result of reductions made to stressed syllables, most vowels in these syllablesare pronounced as the schwa, /a/, as in, condition or available. This vowel isrepresented by a symbol that looks like an upside-down e. This is a symbol of theInternational Phonetic Alphabet (IPA). The schwa is the shortest and simplest soundin English speech, and it is the sound most frequently used. Other vowels used oftenin unstressed syllables are the vowel III, as in citizen, and larl as in other.

AT THE WORD LEVEL

Within a word, pitch rises to its highest level on the syllable with primary stress.From there, it falls, or it rises more. This inflection in pitch is made as a step or as aglide. Following are examples:

STEP INFLECTION - Pitch steps down from the stressed syllable onto anunstressed syllable. Listen to examples spoken with a falling inflection.

simple amazing accurate impossible

1.2

Overview

Now listen to the same words spoken with rising inflection.

simple amazing accurate impossible

GLIDING INFLECTION - Pitch glides on the syllable with primary stress when the wordconsists of one syllable, or when that syllable ends a word. Listen to examples withfalling inflection:

now agreed guaranteed

Now listen to the same words with a rising inflection .

. ..}

now agreed guaranteed

Repeat the following words using a falling inflection:

moneyneveropen

correctenoughtoday

expensiveforevertomorrow

animalcustomermanager

applicationdemonstrationobligation

responsibility qualification

Repeat the following using a rising inflection:

.Jnever today forever

obligation responsibility qualification

1.3

The COMPREHENSIVE American Accent GuideFUNCTION WORDSCONTENT WORDS

Examples:NOUNS

VERBS

ADJECTIVES

ADVERBS

person place thinggo run thinkgood bad rightvery almost quite

BEYOND THE WORD LEVEL

Examples:

a, an, the, any, someis, are, am, do, does, didand, but, if, orcan, will, could, should, wouldin, on, of, into, about, withhe, she, it, they, him, her, them

ARTICLES

AUXILIARY (helping verbs)

CONJUNCTIONS

MODALS

PREPOSITIONS

PRONOUNS

In phrases or in sentences, only certain words are normally given stress. These arethe words classified as content words, because they contain most of the informationIII a message.

Content words are nouns, verbs, adjectives, and adverbs. Words that are normallynot stressed are classified as function words.

Function words serve more to provide the grammar structure that connects contentwords into phrases and sentences. Function words include articles, conjunctions,pronouns, and prepositions.

Listen to the following sentence:

The TIME is NOW.

CONTENT WORDS FUNCTION WORDS

TIME NOW the, is

As you can see, content words carry the meaning in a message. Listen to another example:

WHERE are ALL the PEOple?

CONTENT WORDS FUNCTION WORDS

WHERE ALL PEOple are, the

Are function words used in your native language? If they are not, you may havedifficulty applying them in your English speech. You may also have difficulty hearingsome function words as they are spoken in English, because they are normally reducedand are thereby spoken quickly.

1.4

Overview

FALLING AND RISING INFLECTION

Final inflection, which is the pitch change at the end of an utterance, has underlyingmeaning. Generally, in connected speech a fall in pitch indicates that the speaker hasfinished a thought, while a rise in pitch indicates that the speaker intends to continueon the thought. Listen to examples:

I know what you mean.

I know what you mean, but I don't agree.

Questions are spoken with either a falling or rising inflection.

Wh- Questions, which are those that beginwith question words such as who, what, orwhen, are normally spoken with a fallinginflection, as in:

The Question Words are:

what, when, where, which, who,whom, why & how

\Who called?

Repeat the following:

What's new?

Who is that?When does it start?Why not?How come?

What is it called?Where is it?Which way?How did you do that?

Yes/No Questions, which are those that request a yes or a no response, are normallyspoken with a rising inflection. Listen:

) )Is that right? Can you join me?


) )Are you ready?Will you be there?Do you think so?

Should I call?Would that be okay?Did you check your e-mail?

1.5

The COMPREHENSIVE American Accent GuidePRIMARY STRESS AND FINAL INFLECTION

In phrases and in sentences, primary stress is normally placed on the last content word,and that is where final inflection occurs. In the following sets of sentences, the first endswith a content word, and the second ends with one or more function words. Listen to anexample:

Grammatical Forms of Final Words

"'.. :..What did you think?What did you think! of it?

VERB

Preposition, Pronoun

Repeat the following sets to contrast their final inflection patterns.

• •Did you notice?Did you noticelher?

VERB

Pronoun

• • •We were familiad • •We were familiarl with it.

ADJECTIVE


• • •• !I waited patientlvl > •

I waited patiently!for them.ADVERB


• •• • •

Is it good enough?Is it good enough !for you?

ADVERB


.. . i· ·Did you show the notebook?Did you show the notebook: to her?

NOUN - (compound word)Preposition, Pronoun

l.6

Overview

STRESS FOR EMPHASIS

While primary stress is normally placed on the last content word of an utterance, ineveryday speaking situations intonation and stress work together in a flexible mannerto convey underlying meaning. Stress is shifted in a sentence to emphasize the wordsthat mean more specifically what the speaker wishes to express. Listen to an examplespoken first with normal stress.

Sam called last night.

Now listen to the sentence spoken with shifted stress.

Has anyone called? Sam called last night.

To communicate a distinction between what the listener expects and what you mean,you can shift stress to call attention to the distinction, as in the following response:

Sam must have called tonight. No, Sam called last night.

Stress can also be shifted within a word for clarification, as in the following:

I understand the people there are unfriendly.

Some are unfriendly, but most are friendly.

Stress for Emphasis and Final Inflection

When primary stress is shifted in a phrase or in a sentence, final inflection also shifts.Listen to an example with falling inflection.

We are interested. We are interested. We are interested.

Now listen to an example with rising inflection:

Are you interested? Are you interested? Are you interested?

Repeat examples with falling inflection:

This is correct.They are special.

This is correct. .They are special. .

This is correct.They are special.

1.7

The COMPREHENSIVE American Accent GuideRepeat examples with rising inflection:

Is this correct? .Do you agree? .

Is this correct? Is this correct?Do you agree? Do you agree?

RHYTHM

Rhythm in speech results from the timing in connected segments. This rhythmcan be compared to the timing in drumbeats. English syllables, for example, arelike long and short beats, with stressed syllables spoken longer and stronger, andunstressed syllables spoken quicker and lighter.

Function words are normally unstressed and therefore are often spoken with thesame timing as unstressed syllables. Following are pairs of words and phrases,for example, that usually sound identical in connected speech. Listen:

offense a fence

arresting

as sorted

are resting

assorted.

announce - an ounce

In each of the following sets, the items have the same timing. Listen:

today - The day. available It's capable.


entertainThey're the same.

entertainingWho is waiting?

• • •introduceWhat's the use?

introducingWe are choosing.

- .. • - .. • •organization

Where is the station?

organizational

What did you make of it?

1.8

Overview

Now listen to sentences and phrases with matching stress and rhythm.

Absolutely true!

That's completely false!

What on earth is that!

Extremely careful.

I can't remember.Do not forget it.

Repeat the following with matching stress and rhythm patterns.

Terribly difficult.

Where did you look for it?

Why can't you wait for me?

Absolutely ridiculous!

I had nothing to do with it!

That is not what I'm looking for!

Reductions

Besides reductions to unstressed syllables, other reductions are made to sounds orwords in connected speech which also influence its rhythm. (These reductions areaddressed in Section 4 of this Program.)

For example:

going to ...> "gonna" want to ...> "wanna"

Linking

Rhythm is also affected by the ways in which words are connected in running speech.In English, words are linked in the following ways:

• Often, the end of a word is pronounced as though it might beginthe next word. For example:

found it

talked all day

...>

...>

found~it .

• Two adjoining consonants that are identical are produced as one.For example:

What time?

Keep pace.

...>

...>

What~time?

Keep j pace.

1.9

The COMPREHENSIVE American Accent GuidePRACTICING RHYTHM AND STRESSPractice rhythm as well as stress for emphasis in the following phrases. Each setof phrases has matching rhythm and stress. The first is spoken with normal stressand the second with stress for emphasis. Listen to an example:

It's obvious. ... It's clear to me. It's obvious! ... It's clear to me!

Now repeat the following:

I'm positive.Careful.I'm thankful.Correct.Impossible.

I'm sure of it. I'm positive!Watch it. Careful!I thank you. I'm thankful!You're right. correct!This can't be it. Impossible!

I'm sure of it!Watch it!I thank you!You're right!This can't be it!

1.10

Conversational Exercise:Focus on the patterns of stress, intonation and rhythm as you listen to the followingdialogue.

Excuse me. are you the corRECT person to talk with to make reservationsfor dinner tonight?

................ Yes. That's MY responsibility.

Do you have anything open for 7:30 p.m.?

................ Let me open the reservation book and check RIGHT away.Now...let's see. That s 7:30 p.m. tonight. corRECT?

That's the right time.

................ Oh, and that's for TWO people? aGREED?

Well. let me corrECT you on that. It's actually for two COUPles.

Yes. It seems that we DO have something open

for FOUR at that time.

That's aMAZing! I thought getting reservations now would be imPOSsi-

ble.

I'm glad we had something open. Thanks for calling.

Knowing how to apply the proper voice patterns of intonation, stress, and rhythmis key to speaking English clearly and effectively. As you listen to the speakersin the audio instruction in this Program, give attention to how these componentswork together and with the individual sounds to produce the English dialect that isstandard in North America.

THE ENGLISH VOWELS

OJ INTRODUCTION TO ENGLISH VOWELS

A vowel is the sound that connects consonants together to create speech. Thereare two basic vowel types .

• The Simple Vowels are produced with the tongue, the jaw, andthe lips in one position.

• The Diphthongs are produced with the tongue, the jaw, and thelips moving from one position to another.

THE IPA SYMBOLS FOR VOWELS

There are 12 simple vowels and 5 diphthongs in English, but there are only five letters torepresent them. These are: a, e, i, 0 and u. Therefore, each letter represents more thanone sound. And each sound is spelled more than one way. The International PhoneticAlphabet (IPA) alleviates the confusion with English spellings by providing one symbol foreach sound.

IPASymbol As in: Spellings:

Iii eat ea, ee, e, Ie, ei, 1,eo, oe, uay, ae, y/II it

. .1,e, u, ee, u, y, ei

letl" ate a, e, ai, ay, ei, ey, ea, ue, ee, au, a_e, et181 end e, ue, ea, a, re, atlrel at a, ailal on a,ea,o,aw, ow, au, oahi old 0, a, ou, oa, aw, owlou/* own o,oa, ow, oe, oU,eau, oO,au,o_elul put 0,00, u,oulul soon u, ue, ew, 0, ou, oe, ui, wo, u_elal . .

ov~n a, u, 01, u, ei, at, e, 1,00, 0, eIAI Qven ia, ah, oe, ularl mother ur, er, or, ar, ure, yr, oarIArI her ur, er, ir, ear, or, ourtei!" Veye

. . ..1,y, uy, et, eye, ui, 1_e

lau/* how ou, ow, au181/* toy 01,OY

* These are diphthongs.


PRODUCTION AND CLASSIFICATION OF VOWELS

OJ The voiced airflow is shaped by the tongue, the jaw, and the lips to form vowels.These sounds are classified based on the position of the tongue in relation to thedimensions of the mouth, ranging from front to back and from high to low.

The jaw ranges in position fromhigh to low, aligned with the tongue.

The lips are retracted for vowels that are producedhigh and in front, and they are rounded for vowelsproduced high and in back. They remain neutral forother sounds.

Tongue/Jaw Lip TonguePosition Posture TensenessHigh Retracted tense

Tongue Lip

High Slightly retracted lax Tenseness Posture

Mid becoming Neutral becoming lax becoming Tense Roundedhigh retracted tense

Lax RoundedMid Neutral lax Lax becoming Rounded becoming

Tense more rounded

Low Neutral lax Lax Slightly rounded

The lips are neutral for vowels tarl, la/, and /AI . Lax Neutral•• These are dipthongs. The other dipthongs are: tall, laul, and 1011.

Nasal Passage

Ups

The TongueTongue

CENTER

LarynxVocal Cords .......•..•

,,,, BLADETtP

2.2

Vowels

OJLENGTHS OF VOWELS

English vowels vary in length. Some are referred to as long vowels andothers are referred to as short vowels. The length of a vowel is additionallyinfluenced as follows:

• A vowel in a stressed syllable is longer than a vowelin an unstressed syllable.

finish winning

• An open vowel (one that ends a word) is longer than aclosed vowel (one that is followed by a consonant).

Open vowels Closed vowels

memay

meanmain

• A closed vowel is longer when it is followed by avoiced consonant than when it is followed by avoiceless consonant.

ad - at bead - beat

(The difference between voiced and voiceless consonants is explained on page 5.3')

MIRROR WORK

: View your jaw and lip movements: as you practice new vowel sounds.

2.3


THE ENGLISH VOWELS

Each lesson on a simple vowel or diphthong demonstrates how that sound may varyin duration. The sound is shortest when followed by a voiceless consonant and longestwhen it ends a word. Listen to words with the sounds Iii and lei! as examples.

Vowel +Voiceless Consonant

Vowel +Voiced Consonant

Vowel +No Consonant

IiileII

beatsafe

beadsave

bel beesay

THE SIMPLE VOWELS

TO PRODUCE: Keep your tonguerelaxed in a central position. Thelips remain neutral.

THE SCHWA VOWEL

The schwa is the shortest, the most simple, and the most frequent sound in Englishspeech. The schwa vowel requires no movement of the tongue, the jaw, or the lips;and there is no visible face movement. The sound is felt only at the larynx as ashort, voiced sound.

There are two versions of the schwa: one stressed and one unstressed.

2.4

Vowels

II TO PRODUCE:Keep your tonguerelaxed in a central position. Thelips remain neutral.

THE STRESSED SCHWAThis sound is used in stressed syllables. Listen:

but/butt bud

/bAt/ /bAd/

cup cub

IkAp/ IkAb/

hunt hum

IhAnt/ IhAm/

Notice how the consonant after the vowel affects the vowel's length.

Practice the stressed schwa. Repeat:

mutt - mudtuck - tug

nut - none/nunrunt - run

let - THE UNSTRESSED SCHWAThis sound is used in unstressed syllables. The following words contain both thestressed and the unstressed schwa. Listen:

te, A/ /A.a/ /A.a/

above sudden trouble

Repeat these words:,adultadjustamong

cousinhusbandoven

conductenoughresult

SYNONYMS - Practice the schwa vowel, stressed and unstressed, in synonyms. After youhear A and B, repeat B.

Acarpetconfidence

Brugtrust

Aallow fora pairdifficulty

Bbudgeta coupletrouble

2.5


After you hear A, you say B. Then listen to the model.

A B A B

amount sum fortune

haste

luck

amusement fun rush

finished done

TO PRODUCE: With your lipsretracted, raise your tonguehighandshift itforward slightly.feeliiur t side~ pressagainst the r sides of yourmouth as your produce thislong vowel sound.

Listen:

beaUbeet bead be/bee feet/fete feed fee

Practice the vowel Ii/ as you focus on length. Repeat:

keep - keen - keyneat - need - knee

seek - seam/seem - sea/seeteach - team - tea/tee

The following words contain both the vowel Ii/ and the schwa. Repeat:

li, e! Ii, el to, if la)1

"\ "\

decent reason appeal complete

even recent appear machine

evil season believe police

2.6

Vowels

a TO PRODUCE: With your lipsretracted very slightly, raiseyour tongue mid-high in frontso that its sides touch theupper side teeth. Keep thetongue relaxed.

To find the right placementforI II, moveyourtonguebetweenvowelsIii and la/.

This vowel occurs frequently in English speech. It is a new sound for many non-nativespeakers of the language. Listen:

hit hid lit lid

Practice /II as you focus on its length. Repeat:

it in hint him mitt mid

wit win

sit sin

SYNONYMS - Practice the vowel /II in synonyms. After you hear A, and B, repeat B.

A B A B

boundary limit occupied busydanger risk terminate finishlarge big intimidate inhibit

This time after you hear A, you say B. Then listen to the model.

A

excavatestrike

B

dighit

A

smoochwealthy

B

kissrich

2.7


Contrast: Iif - /II

Can you differentiate between these sounds? Listen to word pairs. You will hearone word again. Which is it?

deed did

Answers: deed fit

feet fit heat hit

hit

Practice words and sentences with both vowels Iii and /II. Repeat, and listen againto the sentence each time.

bean - beenis - easesit - seatdid - deedwill- wheelfit - feetit - eat

The bean has been planted.It is. done with ease.Let's sit in that seat.Who did that deed?I will turn the wheel.Will they fit your feet?It will not eat.

Practice alternating between vowels /II and Iii in sentences. Feel your tongue relaxfor /II and tense for Iii. Repeat:

He did eat it.He will meet his niece.Did she give me this?

Ii, I, i, IIIi, I, i, I, il/I, i, I, i, II

He will need his jeans.Steve will leave it clean.Will he fill these bins?

Ii, I, i, I, ilIi, I, i, I, il/I, i, I, i, II

ANTONYMS - Practice contrasting vowels /Iland Iii in antonyms. After you hear A,select its antonym in B. You will hear a model after.

A

arrivedidn'tpoor

Blive/leavedid/deedrich/reach

A

headdieunfit

B

fit/feetlive/leavefit/feet

Answers: arrive - leave didn't - did poor - rich head - feet die - live unfit - fit

2.8

Vowels

/11w'SHORT

High in front and relaxedSlightly retracted

III/SHORTCentered and relaxedNeutral

LENGTI:TONGUE:LIPS:

Contrast: /II - 1111

been

Can you differentiate between these sounds? Listen to word pairs. You willhear one word again. Which is it?

bun him hum sin son/sun _

Answers: been him SIn

Repeat these words and sentences. Listen again to the sentence each time.

big - bughim - humwin - onetin - ton

How big is the bug? ~I heard him sing and hum.Win that one.The tin weighs a ton.

Practice words with both vowels /II and I al. Repeat:

Listen:

admitcommitunfit

minutetimidwomen

TO PRODUCE: Position your tonguemid-high in front and slightly forward.Keepyour lips neutral.

bent bend dead ledletdebt

2.9


Practice the vowel 18/ as you focus on vowel length. Repeat:

meant - mendpet - pen

spent - spendwent - wed

SYNONYMS - Practice the sound If) in synonyms. After you hear A, you say B. Youwill hear a model after.

A B A B

convey send permit letcurve bend untidy messyfinest best vacant empty

Contrast: tel - IAI

LENGntTONGUE:Llr;'S:

Ie/S¥JOR"Mid high, relaxedNeutral

/ /II

SHORTCentered, relaxedNeutral


bet but jest _just_ must messed

Answers: bet just must

te.et te.et te,et

Repeat the following words and sentences:

rest I need to rest. .. .met We have never met. .. .net They fish with a net. .. .

rust The metal has rust.mutt The dog is a mutt.nut Don't act like a nut.

Practice words containing both the vowel 18/ and the schwa. Repeat:

.\ .\addressaffectagaincollect

connectoffendselectupset

creditdebitmerittemplate

2.10

Vowels

TO PRODUCE: With yourtongue relaxed and its "middleraised mid-high, lower yourjaw slightly. Press down boththe back and the front of thetongue. Keep your lips neutral.

Listen:

can't can map man rank rang

Practice I rei as you focus on its length. Repeat:

mat - mad tank - tan rat - ram sank - sang

SYNONYMS - Practice the vowel lrel in synonyms. After you hear A and B, repeat B.

A B A B

chuckle laugh father daddeficiency lack obese fatevil bad prohibit ban

This time after you hear A, you say B. You will hear a model after.

A B A B

angry madapplaud __ clap

money cashunhappy __ sad

2.11


Contrast: tel -Leet

leISHORTMid high, relaxed.

/re/SHORTCentered and relaxed,low in front and in back.Neutral

LENGTH:TONGUE:

LIPS: Neutral


head had send sand ten tan

Answers: had send tan


guess - gas

head - hadmen - manpen - pan

said - sad

I guess the car needs gas. fn:>The head of the group had left.

Two men or one man?The pen is by the pan.

They said it was sad.

Contrast: teet -1111

LENGTH:TONGUE:

//\/SHORTCentered and relaxed.

/aa/SHORTHigh in middle, relaxed &low in front and in back.NeutralLIPS: Neutral

Can you differentiate between these sounds? Listen to word pairs. You will hear oneword again. Which is it?

bat but cap _ cup __ mast must

Answers: bat cap mast

Repeat the following words and sentences. Listen to the sentence again each time.

bat - butcap - cupcat - cutlack -luckmust - mastran - run

The bat can hear but not see.The cap is by that cup.The cat will cut the string.That team has a lack of luck.A sailboat must have a mast.I ran and I will run again.

2.12

Vowels

SYNONYMS - Contrast lael with IAI in synonyms. After you hear A and B, repeat B.

A B

container cancrumble crush

A

collapseparticle

B

crashcrumb

This time after you hear A, you say B. You will hear a model after.

A

recklesshurry

B

rashrush

A

joggedjog

B

ranrun

Practice words containing both the vowel Irei and the schwa. Repeat:

/re,a/ / e.eet

• .\attachattackcommandJapan

assethappensaladtalent

Listen carefully to the statements and answer the questions. You will hear a modelafter each response.

He spilled a cup of water on his cap.

How much water did he spill?On what?

A cup.His cap.

He has a mutt. It is named Matt.

What does he have?What is its name?

A mutt.Matt.

She called Dan when she was done.

Whom did she call?When?

Dan.When she was done.

2.13


II

Listen:

got gone

to FdroElUCE: Low3'r your"jaw, as you press down slightlythe back of your tongue. Keep~~!Jr19 retped,nd IlJtral~

hot hall lot log

Practice 1a 1 as you focus on its length. Repeat:

cop - calljot - job

not - nodpot - pond

rock - rodtop - tall

Each word group contains 1al and the schwa. Repeat:

l a.el

commonhonestofficepromise

to,at

o'clockuponalongbelong

SYNONYMS - Practice the sound lal in synonyms. Upon hearing A and B, say B.

A

blemishcorruptsuitable

B

spotrottenproper

A

timelytruthful

prompthonest

B

This time upon hearing A, you say B. Then listen to the model.

A

cry aloudsteal

B

sobrob

A B

highest topstone rock

2.14

Vowels

LENGTH:TONt3UI::JAW;LIPS:

101SHORTLow in back, relaxedLoweredNeutral

lrelSHORTMid-high and relaxedLowered slightlyNeutral

Contrast: lal-/rel

hot hat pot Pat on Ann


Answers: hat pot Ann

Now practice both sounds /re/ and /0/ in one sentence. Repeat and then listenagain to the sentence each time.

Ann - onhot - hatnot - gnatPat - potrock - rackRon - ran

~Ann is on the phone.It's too hot to wear a hat.That insect is not a gnat.Pat made a PQ1of tea.Try not to rock the rack.Ron and I ran.

Listen carefully to the following statements and answer the questions. You willhear a model after each response.

He took off his hat, because the weather was hot.

What did he take off?How was the weather?

His hat.Hot.

She washed the pot, and Pat dried it.

What did she wash?Who dried it?

The pot.Pat.

The rack was light, but the rock was heavy.

What was light?What was heavy?

The rack.The rock.

2.15


Contrast: 101 - IAI

LENGTH:

TONGUE:

JAW:LIPS:

101SHORTLow in back, relaxed

Lowered

Neutral

IAISHORT

Central and relaxed

Central

Neutral


got_ gut_ hog_ hug _ not_ nut

Answers: gut hog not

Repeat these words and sentences. Then listen to the sentence again each time.

boss - bushug - hoghot - hutnot - nutcolor - collar

My boss takes the bus.Can you illJg a big hog?It was hot inside the hut.I could not crack the nut.What color is the collar?

Listen carefully to the following statements and answer the questions. You willhear a model after each response.

He talked with his boss, as he waited for the bus.

With whom did he talk?What was he waiting for?

His boss.The bus.

They stayed in the hut, when the weather was hot.

Where did they stay?How was the weather?

In the hut.Hot.

She called Don when she was done.

Whom did she call?When?

Don.When she was done.

The collar was torn, and the color was faded.

What was torn?What was faded?

The collar.Theca/or.

2.16

Vowels

/0/ versus /0/English dictionaries make a distinction between these vowels, 'and both \towels are used widely in the Eastemand Southern regions of the United States. In the Midwest and Western regions, including California, however,the vowel 101 is used instead of /3/ in many words.In audio exercises accompanying this book; you will hear the vowe1la! used predominantly.

Listen:

bought bond colt cold

Practice the vowel /'J/ as you focus on its length. Repeat:

TO PRODUCE: Lower your jawand slightly raise your tonguein back to mid-high. Roundyour lips slightly.

walk wall salt song pause paw

lawn law

A

agedagree

B

oldconform

A Bform moldincreased more

A

chillycombat

B

coldwar

wrong raw

SYNONYMS - Practice the vowel /'J/ in synonyms. Upon hearing A and B, repeat B.


A B

door

2.17

entranceonce more encore


Contrast: I:JI -11l1Can you differentiate between these sounds? Listen to a pair of words. You will hearone word again. Which is it?

bought _ but_ caught _ cut dawn done

Answers: bought cut done

Repeat these words and sentences:

caught The criminal was caught. cut The prices were cut.dawn I woke up before dawn. .. done What have you done?cough I heard someone cough. .. cuff The shirt has a dirty cuff.

TO PRODUCE: Raise yourtongue in back so that itssides touch the upper sidesof your mouth. Keep thetongue relaxed. Round yourlips. Produce a short vowelsound.

Listen:

cook could foot fu II put pull

Repeat these words:

book took cookieshook wood cookingstood wool looking

2.18

Vowels

SYNONYMS -Practice the vowel /u/ in synonyms. Upon hearing A and B, repeat B.

A

engine coverpad

B

hoodcushion

A

shrubstream

B

bushbrook

This time, upon hearing A, you say B. Then listen to the model.

A

dragglance

B_ pull

look

A

shovelady

B

pushwoman

Practice the vowel /u/ in sentences. Repeat, and then listen again.

~Could you Q..Y.t the book here?

He took the cookie.

Would you look for a good cook?

It looks like it could be full.

Contrast: lo! - IAI schwa

LENGTH:

TO'MGUE:LIPS:

lal

SHORTMi83highin!~cl< alrelaxJNeutral

1111SHORTcehtral

Neutral


book buck look luck

Answers: book look took


Is a dollar a buck? .I wish you luck. . .

Tuck in your shirt. . .

buckluck

tuck

booklook

took

tuck took

Did you read the book?Take a good look.I took the shirt.

2.19


IIListen:

duke doom do suit

Practice lul as you focus on its length. Repeat:

noose news knew

TO PRODUCE:Raise yourtongue high from the middleto the back, and tense itslightly so that its sidespress lightly against theupper sides of your mouth.Round your lips. Produce along vowel.

soon sue

hoop whom who

Say the vowel lul twice in phrases. Repeat:

Do two.Due soon.

New shoes.Too soon.

You do.Who moved?

SYNONYMS -Practice the vowel lul in synonyms. Upon hearing A and B, repeat B.

A

doubleevidence

B

twoclue

A B

fresh newunrefined crude

This time after hearing A, you say B. Then listen to the model.

A

nakednoon time

B

nudenoon

A

tossedselect

B

threwchoose

Practice word groups containing the vowel lu/ plus another vowel. Repeat:

/a,u/ /I,U/

assumeballoon

issuetissue

/I,U/

removerenew

2.20

Vowels

LENGTH:TONGUE:

Contrast: lu! - lut

lulLONGHigh in backand tensed.

$1~b!19~ouhded

lu/SHORTMid-high in backand relaxed.

Lelll\fOUnded


Luke look pool_ pull_ soot

Answers: look pool suit

suit

Practice using sounds lul and lul in the following phrases. Repeat:

lu, u/

New wool.Too full.Who took?You cook.

to, u/

Could do.Cook soon.Took two.Good food.

There is a stressed version as well as anunstressed version of this sound.

TO PRODUCE: Arch your tonguehigh in the middle with its sidestouching the upper sides ofyour mouth. Draw the tonguetip backward. keeping the lipsrelaxed.DO NOT touch any part of yourmO~1hwith the tongue tip.

ill

Tf)etongue remaIns in onepoJition during sound l'dr/.This produces a sound that isdifferent from the consonant ttl.If you can produce Ir I, prolongthe sound without moving yourtongue and you will say thesound /ar/.

2.21


'"r' STRESSED

Listen:

hurt heard her first firm fur

Practice / sr] as you focus on its length. Repeat:

perk - perm - per surf - serve - sir work - word - were

Practice groups of words containing the vowel / /\f/ plus another vowel. Repeat:

duringhurryjuryjourney

perfectpersonpurchasepurpose

alertconcerndisturbprefer

SYNONYMS - Practice / sr! in synonyms. Upon hearing A and B, repeat B.

A B A B

blister burn bravery couragegain earn city urbananxiety concern leniency mercy


A

gentlemanlabor

B

sirwork

A

solidworld

B

.firmearth

2.22

Vowels

Contrast: lsrl=-Lerl

For /M/, the tongue stays in one position; for l etl the tongue glides from vowel181 to Ir/.


fur fair per_ pair_ stir stare

Answers: fur pair stare

Note the contrast between the sounds lsr] and tet! as you repeat word pairs.

curry - carrycourage - carriageduring - daring

furry - fairyhurry - hairyjury - Jerry


her I spoke with her. .. .

fur The cat has soft fur. . .were That's where we were .

per How much per person? .

hair I cut my hair.fare How much is the bus fare?wear What did you wear?

pair Which pair of shoes?

Contrast: Inr! - IorlFor IArI, the tongue stays in one position; for l zt], the tongue glides from vowel hito Ir/.


firm form shirt short were wore

Answers: firm short wore


were Tell me where you were. wore That is what I wore.

fur The animal has soft fur. for What is that for?

shirt That is a good-looking shirt. short That movie was short.

2.23


far! - UNSTRESSED

Listen:

aftergather

bothersister

Say these words:

dinnereffortfavor

properotherwater

correctdirectperhaps

When /ar/ occurs twice in a word, keep the tongue raised in one position for bothoccurrences. Repeat:

errormirrorterror

emperorlaborerterrorist

cheeseburgerhamburger

SYNONYMS Practice the vowel /ar/ in synonyms. Upon hearing A and B, repeat B.

A

afterwardamusementbygone

B

laterhumorformer

A B

not ever neverpreferred better


A

acrossbelow

B

overunder

A B

dad _ fathermom mother

2.24

THE DIPHTHONGS

Vowels

A diphthong combines two vowels to create one sound. The diphthongs are all longsounds. The tongue and the mouth move from one position to another to form adiphthong, as in the following. Listen:

l etl gaugeIall height

l oul doughlaul count

TO PRODUCE: Move from thewell b the Vowellill raisIQ9

r t and retracting your lipsslightly. Practice moving smoothlybetween the two vowels until youproduce diphthong lesl.If you have difficulty producingthis sound before a consonant (as1ndate). d9 the following:

Break the word into parts(example: date ~ /der + t/).Repeat the parts saying themcloser and closer together, untilyou can say them as one word.

Listen:

raid wadewaitrate ray way

Practice lei! as you focus on its length. Repeat:

date - days - daymate - made - may

gate - game - gaypace - pain - pay

Repeat these phrases:

Day eight.May wait.Same rate.

Pay late.Same day.Hate waste.

They came.Way late.Main train.

2.25

The COMPREHENSIVE American Accent GuideSYNONYMS - Practice lerl in synonyms. After you hear A and B, Repeat B.

A

attackdocile

B

raidtame

A Bhumiliation shamepopularity fame

This time, after you hear A, you say B. You will hear a model after.

A

donatedflavor

B

gavetaste

A

tardyperhaps

B

latemaybe

Practice words with both Iell and the schwa vowel. Repeat:

Io.et! te.eit lo.et!

arrange away estateattain buffet obtainawait contain today

Contrast: lel=Lesl

date debt main men wait wet


Answers: debt matn wet

Repeat these words and sentences. Listen again each time.

met - matewet - waitget - gatedebt - datelet - late

He met his mate there.You'll get wet if you don't wait.I will ggl; the gate.Pay the debt by that date.Don't let them be late.

2.26

Vowels

ANTONYMS - Contrast lell with tet in antonyms. After you hear A and its opposite,B, repeat B.

A

releasecondemn

B

presspraise

A

earlydon't allow

B

latelet

After you hear A, you say its opposite, B. Then listen to the model.

A

eastpreserve

B

westwaste

A

dryproceed

B

wetwait

Listen carefully to the statements and then answer the questions. You will hear amodel after each response.

She opened the gate to get in.

What did she open?What for?

_ The gate._ To get in.

The debt is due on that date.

What is due?When?

The debt.On that date.

Repeat these phrases with both sounds Iell and Iel:

l ei.el l ei.el

Day ten.Eight men.Wait there.

Pay then.Say when.They said.

2.27


Listen:

TO PRODUCE: Beginwithyour tongue slightly low in the center,and raise it intothe vowel foIl. AStyourise. YO\i jaw,IstraOJ;rour lips sliifltly.

If you find this vowel especially difficult to produce when it is followed by aconsonant,as in time orlike, do the following:

Breakthe words ini> paf'tst (Example:lime;: ltOI + m/). Repeatthe twopartscloser and closer together,untilyou can say them as one word.

ice I'm eye bite buys buy

Practice I all as you focus on its length. Repeat:

dice - dime - die/dyelight - lied - lie


type - time - tiecite/site/sight - side/sighed - sigh

let.et] l st.ett lsi.etl

Fine time.Right side.

Like mine.Right kind.

I might.Try mine.

Practice words with both laII and the schwa lel . Repeat:

alikealive

l e.etl tet.e!le.etl

complypolite

finalrival

SYNONYMS - Practice let! in synonyms. After you hear A and B, repeat B.

A Bbashful shydetect find

A B

indication signpleasant nice

2.28

VowelsAfter you hear A, you say B. Listen to the model after.

A

purchasequiet

B

buysilent

A Bsimilar alikethis evening _ tonight

Contrast: letl - lee!

/aII leelDIPHTHONG SIMPLE VOWEL

LENGTH: LONG SHORT

TONGUE: From low in middle Mid·high in front.to high in front. Low in front & in back.From relaxed to tense. Relaxed

LIPS: From neutral to retracted. NeutralRepeat these words and sentences:

minefinesidelight

Those are mine. . .I feel fine .It's on the right side.That is a bright light. .

manfansadlad

I saw the man.We need a fan.The movie was sad.A boy is called a lad.

Practice both I rei and Iall in these phrases. Repeat:

lee, all leu, eel

Add mine.Sad time.

Fine lad.Kind man.

TO PRODUCE: Begin with your tongue low inback, and your lips rounded slightly. Thenraise your tongue in back to fuf, as you roundyour lips more.

@)@)~~

( \ I

Listen:

goat goal go wrote rode row

2.29

The COMPREHENSIVE American Accent GuideRepeat these words:

dope - dome - doe/doughhope - home - hoe

note - known - know/nosoap - sewn/sown - sew/so


l oo, out l oo, out

Go home.No coat.

So slow.Low tone.

Practice words with loul and the schwa la/. Repeat:

l oo, a/ l ou, a/ fa, out

focusmodem

noticeopen

agoarose

fa, out

opposesuppose

SYNONYMS - Practice foul in synonyms. After you hear A and B, repeat B.

A

jacketdrenchnear

B

coatsoakclose

A

out of moneyfalseunderstand

B

brokephonyknow

loot 101

Contrast: loul - 101

LIPS: Neutral

LENGTH:TONGUE:

DIPHTHONG

LONG

Moves from mid highto high in back I relaxed.

Rounded to more rounded,Can you differentiate between thesesounds? Listen to word pairs. Youwill hear one word again. Whichis it?

hole hall

SIMPLE VOWEL

SHORT

Low in back I relaxed.

not rote/wrote _ rot _note

Answers: hall not wrote

Repeat these words and sentences. Listen again after each sentence.

John - Joanrod - roadwon't - wantnote - notcoat - cot

He is John, and she is Joan. fin:>There was a rod on the road.I won't go unless I want to.The note is not there.The coat is on the cot.

2.30

Vowels

ROOUgE: Begin "'WIthyour jaw lowered, yourtongue low in the middle,and your lips relaxed. Thenmove into vowel Iu/ or lul,raIsing your Jawand tonguegod rounding your lips.,If

Listen:

bound bow noun

Repeat these words:

bout - bowedroute - roundout - owl


lau, au, aul

Count down now.Found out how.

now sound sow

drought - drowndoubt - downhouse - how

lau, au, aul

Count out loud.Sounds how loud?

Practice words that contain both the schwa /a/ and /aul. Repeat:

i e.eol

aboutaccountallowed

la,aul

amountannouncearound

SYNONYMS - Practice the diphthong /au/ in synonyms. After you hear A and B,repeat B.

A

distrusttone

B

doubtsound

A

letencircle

B

allowsurround

2.31



A

circularcity

B

roundtown

A

noisyyell

B

loudshout

Contrast: laul - lootCan you differentiate betweenthese sounds? Listen to wordpairs. You will hear one wordagain. Which is it?

found phoned _

ieu!DIPHTHONG

LONGMoves from low tohigWin back! relaxed.

Go from neutral to rounded.

lootDIPHTHONG

LONG

Moves from mid tohigh in back I d.

Go from roundedio morerounded.

LENGTH:TONGUE:

LIPS:

now know/no _ tonetown

Answers: phoned know / no town


found - phonedhose - househow - hoenow - know

I found out who phoned. fJ'l::>The hose is by the house.How do I hoe the garden?Now I know.

II m"" 1m.?TO PRODUCE: Begin with your longue low in back and your lips rounded. Then raiseyour tongue high in front and retract your lipS, as for vowel IiI or /II .•

Listen:

boil boy

2.32

join joy

Vowels

Repeat these word pairs:

coil - coy soil - soy toil - toy

Practice words with the schwa lal and I'JII. Repeat:

t a, ail le, :JIt

annoyappointavoid

destroyenjoyemploy

SYNONYMS - Practice I'JII in synonyms. After you hear A and B, repeat B.A B A Battach join male child boydamp moist option choice

This time, after you hear A, you say B. Then listen to the model.

A

gladnesscelebrate

A

tipbother

B

pointannoy

B

joyrejoice

Conversational Exercise:

Practice pronouncing the vowels and diphthongs in connected speech. Shadow thespeaker in the following conversational exercise.

Traveling is undoubtedly one of the most enjoyable things you can do,

provided you avoid common mistakes. First, if you are traveling by car,

be sure you fill your car with gas before you leave and, of course, make

sure the oil is at the right level. Next, check your tires. If the air pressure

is low, fill your tires to the higher level recommended by the manufacturer.

You may need to bring a map to read in case you lose your way. Also, be

sure to obey all the traffic laws along your route. One rule to remember is

that red means "stop," and green means "go." Try not to drive when you're

tired. If you feel drowsy, pull over to the side of the road and rest, or let

someone else drive. It's the smartest advice on how get to where you are

going, safe and sound.

2.33


Practice the diphthongs: In the following phrases each word contains a diphthong. Saythe phrase aloud.

They go out.Iowe eight.Say why now.

The correct IPA spelling: Select the correct pronunciation fOT the underlined words.

Pronunciation iii 01' II!?1. Where have you ~?2. What!lli:!yoli do there?3. How is y other?4. Eat your les.

BONUS EXERCISES

I knowhow.No way out.I know why.

So Iknow.How they go.Why buy now?

/bm/ _ Ibin/Idld/_/aidlltz!/It I _

5. Did the gloves fit?6. Didthe Mgt melt th(%ioo~7. IJid you save me'

en willYO!;! arr

Ifit/_Ihit/ __Isit/_fwill_

Answ~:1./blnl 2./dld/

Answers: 1./bedl 2. /g~sl 3. Ipenl 4./b~g/ 5. /s~tl 6./s~d/

AnS\VetS:l. /dAk/ 2./dAn/ 3./goll 4. /jag/ 5./hAgI 6./kAlarl '1./nAtl 8./hat!

Which IPA symbol represents the vowel or diphthong in each of the following words?

Pronunciation lEI or /te!?1. I slept ina soft mm.2. The car needs ~.3. Iwrote witha blackIl!ill.

Pronunciation lasl or /III?1. She wore a red gm.2. Didyou wear a hat?3. Iwish you good Jygs.4. I likeditvery much.

Answers: 1. /krepl

Pronunciation hi/ or tatt1. Itwalk2.13. We have 9Q! 0go.4. I liketo jQgforexercise.

5. IfItl 1:1.!hit/ 1. lfiltl 8. /wIII

Ibed/_ /bred_ 4. There are grooories inthe lmg. Ibeg/_ reg/_Iges/_ Igres/_ 5. First 1 stood, and then 1 ~ Isetl /sret/_/pen/_ Ipren/_ 6. The news was very sad. Ised/_/sredl _

/krep/ _ /kl\p/ _ 5. Youmust see that movie. Imrest/_ /ml\st/_/hretl _ Ihl\t/_ 6. We had fun at the party. Ifrenl Ifl\n/_/Irekl _ /ll\k/_ 7. Thafs a baseball bill. fbretl Ibl\t/_/mretJl_ Iml\tJI_

2. Ihret/a. Ill\kl 4. /ml\tf/ 5. /ml\st/ 6. IfAn/ 7. /bret/

g/_/hag/_I~l!sglar/_

Inat/_Ihat/__

Answers:

1./0/ 2. lou/ 3./al/ 4./01 5./~/ 6./11 7.1&/ S./aul 9./el/ 10.1&/ 11.Ii/ 12. I~I

1. hot_2.home __

3. high_4. hold_

/ii, III, text, tel, teet, 101, Iool, laII, leo}, 131, 1311

5. hat_6. hit_

7.hair_ 9.hate_8. how_ 10. head__

11. heal12. ham

2.34

Vowels

Practice the IPA symbols for simple vowels & diphthongs:

Identify the wordswJ:JttelL,(n IP~symbols:

1./wet/_ 5./waI/_ 9./bret/_ 13./bers/_ 17./tarm/_ 2Udaun/_ 25./hrt/_2./borl/_ 6./sed/_ 10./wer/_ 14./sred/_ 18./Jar/_ 22./daIl/_ 26.ded/_3./tum/_ 7./hau/_ 11.)hu/_ 1§./per/_ 19./kold/_ 23./haI/_ 27./lelt/_4./nou/_ 8./Jou/_ 12.'Jminf__ 1'6: ItOI7"- 20./mred/_ 24./kout/_ 28./gud/_

Correct:1. wet 5.why 9. bat 13. base 17. time 21. down 25. hit2. b<m 6. said 10. way/weigh '4. sad 18. shy 22. dial 26. dead3. him 7. how 11. who 15. pay 19. cold 23. high 27. late4. know/no 8. show 12. mean 16. toy 20. mad 24. coat 28. good

Write the'IPA symbo] ot:thevo~il s0'ild cqutained in each wprd,For example: bat lcel bed lei

1. boat- 5. bay_ 9. boot_ 13. but_ 17. bed_2. beal_ 6. birQ__ 1.2: borl'L..,,- 14. ball_._ 18. bull_3. out_ 7. cat_ n. date_ 15. type_ 19. put_4. deed- 8. did- 12. cow_ 16. toy_ 20. phone_

Correct:1. 00' 5. e,J; 9. u 13. I\, '7. e2. i 6. Ar 10. 0 14. a 18. u3. au 7. ee 11. er 15. ar 19. u4. i 8. I 12. au 16. or 20. ou

Compare tongue position for simple vowels & diphthongs:

Say the words in each set and compare the positioning of your tongue for the vowel sounds.Which vowel sound isproduced !}lore a~the front in the mouth.

1. bet - boot 4. boat - beat 7. lot -let 10.cat - caught2. feet - foot 5. put - pat 8. tip - top 11. knee-now3. hate - hot 6. we· woe 9. how - high 12. came - combCorte¢~:

1. bet 4. beat 7. let to. cat2. feet 5. pat 8. tip 11. knee

3. hate 6. we 9. high 12. came

Say the words iff each set and compare the poSitioning of your tongue for the vowel sound.Which vowel sound is produced higher in the mouth?

1. see-saw 4. boot - bought 7. bet - boat 10. lot - let2. rot - root 5. late -lot 8. saw - see' 11.sit- sat3. put - pot 6. fought - feet 9. meet - mat 12. mud - mood

Correct:1. see 4. boot 7. bet to. let2. toot 5. late 8. see 11. sit3. put 6. feet 9. meet 12. mood

2.35


bead- bidbean - been/binbeatlbeet • bitcheap - chipdeeo· diddeem...- dimdeep - (jipdeep~r - dipperfeast - fistfeel • fillf~etlfete • fit

'bih - buobit -,putdid - duddl~- DoUgJdug

bid - bedQig - begbill- bellbin - Benbft- bet,.,

bed -budb~st.bustbet «butden - done

diq· deadfill·~fl:fllhid~headl1i11•• h~1I

2.36

Vowels

backs - boxbag -bogband -bondbass- bossbat - bouglitbatch - botchblack - blockbrat - broughtcab - cobcad - codcap - copcat - cot, caught

MINIMAL PAIRS ...continued

bed - badbend- bandbet - batbetter - batterblend - blandblessed - blastdead- daddeo,iii;b)andense - danae

bucks - boxbuddy - bodybum - bombbuss - bossbut/bVtt • boughtcub -'cobcuff - coughcup - copcut - cot/caughtdona- dawnduck - dockfun - fawn

fed - fadlend - fanned.~em*guess - sguest - gassedhead - hadhem - ham

g~en. ~nfead/led • lad

gun - gonegush - goshgut - gotbug - hog

jug - jogjut - jotcolor - collar/caller

e

cup - cop

can - concast - costchap- chop~Iack - kMiWcrass- sDan - Don/dawn.fan - fawnfat - fought

• fox- go~

gnat - knot/nothack - hock

l el - leelleft - laughedlend -land

las~.• man

mesh - mashmet - matnet - gnatpe<m -pacl<pen- pan

11)/,"- Iq(M .:.11cut" caughtdone - DonDoug/dug· dogfun - fawnfuo£1 " fondl.gut ~ gothut- hotjug - jogjut· jotIuc!l- ..Jocism4lug'-~og Pi

lust - lost

lair-/or:J1hag - hoghat - hotjab- jobj g

olack -Iocklag -loglap -lop

slaughed - loftMack - mock

pest - pastpet- pat.re'nt· rantsaid - sadsend - sandset - satshell- shall

4t.ech - t8m1<'temper - tamper

ten - tantend - tannedtext;- taxedtrek - trackvest - vastvet - vatwreck - rack

muck· mock shut - shotnut - knot/not slush - sloshpun - pawn spun - spawnpuppy - poppy stuck - stock/stalk

futt • pot stump - stompTub - Rob sub - sobrun - Ron suck - sockRuss - Ross sucker - soccerrut - rot sung - songscuff -i~off thug~~thawe.dshuck - shock tuck - talkshun- Sean/Shawn

map - mopnab - knobpad - podDan - pawn'!@'PfWI

t·pat- porack - rockramp - rompran - Ron!at • rot,~[ougQl'&ack - socksang - songsap - sop

sass - saucesat - soughtshall- shawlsmack- smockspan- spawnstack - stock, stalkstamp - stomptack- talktap - topwhack-walk

2.37


MINIMAL PAIRS ...continued

back - buckbag - bugbass - busbatter - buttercap - cupcat - cutcram - crumb

teet - IAI

crash - crushdam/damn - dumbdamp - dumpDan - donedrank - drunkfan - funfanny - funny

ham - humlack -lucklamp -lumplast - lustmad - mudmast - mustpan - pun

about - a boat doubt - dote known - noun sow - sew/sobough/bow- bowlbeau drown - drone loud -load tout - totebow - bow/bough foul- foal now - know/no wow - woeclown - clone found - phoned out - oatcowl- coal how - how pouch - poachcrown - crone jowl- Joe route - wrote

bell- baf!Ben - banebest- baste/basedbled - bladebread - braidbreast - bracedchest - chastedebt - dateEd - aid/aideell- ail/ale

a-Iad -J'dback - bikebad-Bidebat - 1511ecanned- kind

etch· hfed - fadefell - failgel- jailget - gait/gateless -lacelet - latehell - hail/haleJen -JaneKen - cane

Ire/-laII

cat - kitedad - dieddarn- dimefat· fightqram- grimegrand - grind

laul - loot

rag - rugran - runrant - runtshack - shuckstack - stuckstaff - stuffstamp - stump

kept - capedmen- main/manemet- matepen - painpest - pastepress - praiserest - racedsaid - Sadesell - sail/saleshed- shade

lack -likeMac- Mikeman- minemat - might/mitegnat· nightpan - pine

tack - tucktan - tontask - tusktrack - trucktramp - trump

• taketeU • tall/taletest - tastetread - tradetrend - trainedwed - wadewell - whale/wailwest - waist/wastewet - waitwren - rain

,rap/wrap - riperat - right/write

• stripetyKe

ap- typevan - vine

2.38

WORD STRESS

(To speak English clearly one must use proper stress on words. The way a word isstressed can affect its meaning. So it is important to focus on word stress as a part oflearning to speak English clearly and effectively.

In this section, we will review some ofthe most basic and frequently used word-stresspatterns. There are many word-stress patterns in English. Most words consist of morethan one syllable, with both stressed and unstressed syllables. There are also wordsthat consist of two words which combined, create one meaning. We will begin withthese.

STRESS AND MEANING

COMPOUND WORDS

A compound word combines two words into one and creates its own meaning. Acompound word may be written as one word or as two. The first is spoken withprimary stress, and the second with secondary stress. Listen:

bus stop freeway newspaper coffee shop

Repeat these compound words:

airportdrive inhandshake

drawbackoutcomepassport

credit cardpaperworkparking lot

3.1

The COMPREHENSIVE American Accent GuideIn the following sets of exchanges, practice contrasting a compound word with its twocomponent words. After you hear A and B, repeat B.

A

Wheredidyougrowthoseplants? .Wheredo they live? .

Didyou missyourfamily? .Didyoucomedownwith the flu? .

Whichbookdidyoutake? .Whatdidyoudo? .

Didyou seea streetsign? .Didyou seea busgo by? .

B

In the greenhouse.In the green house.

Yes, I was homesick.Yes, I was home sick.

I took the paperback.I took the paper back.

No, I saw a bus stop.No, I saw a bus stop.

These sentences contain both the compound word and its component words. Repeat:

I had my hair cut last month, so I need another haircut.

She is not my girlfriend, she is a girl friend.

TWO-PART VERBS

Many idioms are two-part verbs, and many two-part verbs are idioms. A two-partverb consists of a verb and a preposition, as in sit down or stand up. Certain verb-and- preposition combinations that are two-part verbs are also compound words.The difference is in their stress patterns. In a two-part verb, it is the second word,the preposition, which is stressed. Contrast two-part verbs with compound words.Listen:

two-part verb compound word two-part verb

\ \-check up take off take offclean up takeover - take over

compound word

checkupcleanup

Listen to these words and sentences:

check in Check in time is 11 a.m .rip off A rip off is a theft. . .

check inrip off

Did you check in on time?To rip off is to steal.

3.2

Word Stress


workoutwork out .

I had a good workout today.I work out at the spa.

layoff .layoff .

The company is planning a layoff.How many employees did they layoff?

backup Is there a backup copy of the letter?back up I back up all my computer files.

tryout They are holding tryouts for the team.tryout She will try out for the play.

check incheck in

Check in time is at 11 a.m.What time did you check in?

Some two-part verbs, like the following, can be separated. Practice saying thefollowing two-part verbs. After you hear A and B, repeat B.

A

Here's my phone number. . .It's a real problem! .Was the story true? .We should start right away. . .

B

I'll call you UJ2tomorrow.Hope you can work it mLt.No, they made it UJ2.Yes, let's not P.Y1 it Qff.

COMPOUND WORDS

~eacfline hand~lfa~edrive-in passportfreeway pickupgreenhouse restroom

See page 3.25 for more compound words.

credit card"overtimepaperworkparking lot

Some two-part verbs have more than one meaning. Items in A provide clues to the meaningsof the two-part verbs in B.

AIt was not true. •.•.....•..~...••., ' .Are they stil1'mad ateflch otber',?"w,.•... , .Have you dEfcided yet? , .•..............•.Is hard work enough? .

make up

B

Did thel make up the story?0, tAeymade up.'

No, I haven't made up my mind.Hard work is important, but it doesn't alwaysmake up for experience.

work outA B·I do my eXE$iises at tJ:Legym. J,_~•.•..••.••;,••[email protected] work q~t at the sea.We found a solution, ..•••.... How did you work it out?Everything went according to plan. ........• I'm glad everything is working out.

3.3


3.4

Word StressPrefixes and suffixes allow a word to takevarious fOnDS and meanings. For example:

information + commercial = infomercialdocumentary + drama = docudrama

likelikesliked

alike likelylikenessunlike e

likeablelikenelikellh

unlikelylikeliestlikeliness

Prefixes and suffixes also allow the Englishvocabulary to continue to grow. FOTexample,

PREFIXES AND SUFFIXES

SOME COMMON PREFIXES

bl-co-de-dts-lm-in-mls-out-pre-re-un-

biweeklyco-paymentdepartdisapl9earimmofalintakemisbehaveoutcomeprehistoricreactunlike

bi-lingualco-siqnerdetaindistractimpatientinvestmisunderstandoutperformpreviewrecycleunrest

bi-racialcoincidencederaildiscoverimmovableinvitemistrustoutdoprenatalrerununtie

See page 3.24 for a more complete list.

Many English words consist of a root word plus a prefix at the beginning or a suffix at theend. The root word is sometimes easy to identify. For example:

In biweekly the root word is week.

PREFIXES AND WORD STRESS

In co-worker, the root word is work.

Prefixes are used in many English words, and they carry meaning. Most prefixes areunstressed. (Stresses on suffixes are less predictable.) When the prefix is stressed, itis often a noun; when the prefix is unstressed, it is often a verb. Although these wordsare spelled the same, the difference between them is made clear in spoken English bytheir stress patterns.

To contrast stress and pronunciation on such noun-and-verb pairs, listen:

noun verb

"\• •

object objectpresent presentproduce produce

Repeat these words and sentences in order to hear the contrast between nouns and verbs.

record - record That is a good record.Please record the lecture.

survey - survey........... They are taking a survey.They must survey the damage.

conduct - conduct ..... They were rewarded for good conduct.They will conduct a workshop.

content - content........ What is the content of the letter?We were content with the outcome.

3.5


Practice both the noun and the verb in one sentence. Repeat, and then listen again.

They might object if the object is not removed. tn:>They will not permit you to enter without a permit.A farmer can produce a lot of produce.

EXCEPTIONS: Following are examples of words that serve as either nouns or verbs. In these types of words, the nounand the verb have the same stress and the same pronunciation. For example: noun - That is a good purchase. verb-They will purchase it.

NOUN & VERB FORMS

addressaffectconductcontractcontrastconvert

addressaffectconductcontractcontrastconvert

rerunsubjectsurveyimplementsupplement

demanddesignexchange

rerunsubjectsurveyImplementsupplement

COMMON SUFFIXES

Primary stress is placed on the syllable before the following suffixes:

-lal ............. artificial credential potential-graphy "'.- ......... biography geography photography-lan .... ,~" ...~." . muslclan librarian po~~jcian-le ." ~-~:,....... ~tlahtrc .. ~clfic ffi!1 SPf:r,ptfic·Ieal ............ comical ,ogical typical-ience ........... patience conscience convenience-ient ........... convenient deficient sufficient-ify ............ justify terrify testify-ily ............ primarily necessarily temporarily-inal .." ~...... criminal terminal original-ion ........... opiruon ellion religion-ional .ii1~•••••• " ~'Xceptl0/J;!:1J caSion~: vocational-loue •• "0 ~ ••• ~ ••• ~elicious contagio ":$ suspicious-ious,-eous,-uous envious courageous continuous-ity ........... ability facility stability-logy ........... apology biology technology

Primary stress is placed two syllables before these suffixes:

-ary .... "..... iqary"li . 'tar-lJraph "";....... graprlJ ragf'-itude/-itute attitude magnitu e.Ise/-ize advertise modernize

Primary stress is placed on these suffixes:-ee absentee-eer ~areer-ese Chinese-ique . 15:outiqu.ette . brunette

refugeeengineer

AI"p,anese'~chniqueoassette

traineevolunteerI?o~gueseunrquecigarette

3.6

Word StressSUFFIXES AND WORD STRESS

Suffixes serve to mark past tense verbs and plural nouns. Suffixes also serve to changeword structure. For example:

creation: a noun create: a verb creative: an adjective creatively: an adverb

Meanings Determined by Stress on the Suffix

Most suffixes change a word into either a noun, a verb, an adjective, or an adverb.However, there are exceptions. Certain suffixes can denote either a noun or a verb. Thedifference between them is made clear in the way they are stressed. The noun is spokenwith the suffix unstressed, and the verb is spoken with the suffix stressed. Listen to theseexamples:

adjective verb adjective verb

alternateduplicate

alternateduplicate

appropriate - appropriate

Repeat these words and sentences in order to contrast nouns and verbs:

associateassociate

He is an associate of mine.Do you associate with your neighbors?

duplicateduplicate

This is a duplicate copy.Please duplicate this key.

estimateestimate

Here is an estimate of the costs.Will you please estimate the charges?

separate .separate .

Do you want separate checks?Separate them by code.

appropriate .appropriate .

It is not appropriate to interrupt.The company will appropriate the funds.

Practice both the noun and the verb in one sentence. Repeat, and then listen again.

Can you estimate when the estimate will be complete? ~

She will graduate from graduate school next Spring.

3.7


SUFFIXES AND STRESS PLACEMENT

verb adjective verb adjective

Meanings Determined by the Suffix

In the exercises that follow, we will practice some common suffixes. We will reviewgeneral underlying rules that determine how a suffix affects word stress. We will focuson primary stress as well as on secondary stress and on reduced syllables. You willnotice that pronunciation, especially of vowels, is also based on a word's stress pattern.

Most exercises provide enough examples to demonstrate predictable patterns.

-able

This suffix forms adjectives, and it does not affect stress. Listen to the following verbsand the corresponding adjectives:

dispose - disposable manage - manageable

Repeat these words:

excuse - excusable market - marketable

predict - predictable

EXCEPTIONS: The following are exceptions. These adjectives are pronounced either oftwo ways. Listen:

reparablecomparable

oror

reparablecomparable

-ity, -ilityThese suffixes form nouns. As a general rule, stress is placed on the syllable before thesuffix.

Listen to this adjective and the corresponding noun formed by the suffix -ity.

adjective noun

.\serene serenity

3.8

Word Stres

Repeat these pairs:

mature I maturitysecure / securitysincere I sincerity

•..".--.,...,..". ,.,""'"-,~,."""''"'-- - - - ~ - - - -= ,.~.-,. -.'~--> "., -- """"'" ••. ~- ~""I Do you live near Universe City?

Thepi~~~"~h~~~'y~~'go%h~~~~~J:~ .. i~~__~_~"<C":":'~~-::'~'~":;.~'~'~'~"~h_~~s~~_I~v~_~e~~_t~:~_n~v_e:~I!~._i

Listen to these adjectives and the corresponding nouns formed by the suffix -ility:

adjective noun adjective noun

able ability credible credibility

To practice applying stress on long words, break the word into manageable parts, andthen say the complete word.

Lets practice on the word responsibility. Repeat:

respon si bilityresponsi bilityresponsibility

Plural suffix: -ities

ability - abilitiescapability - capabilitiespossibility - possibilitiesresponsibility - responsibilities

Repeat the following words. Listen again to the noun.

availableresponsible -

availabilityresponsibility

capablepossible

capabilitypossibility

eligible eligibility

3


Practice suffixes in these exchanges. After you hear A and B, repeat B.

A

I like sincere people. . .What is the availability? .What is possible? .Is the schedule flexible enough? .

B

Yes, sincerity is important.The availability of what?There are many possibilities.We need more flexibility than that.

Listen to this dialogue:

It's late, and they haven't arrived ................................ What do you think possibly happened?

It's possible they got lost................................ Another possibility is that they forgot.

Practice applying proper stress: In each set below, say the last word to complete twomatching pairs. After you hear three words, say the fourth. Then listen to the model.

mature - maturity / sincere - __secure - security / serene - __probable - probability / possible - __available - availability / responsible - __

sincerityserenitypossibilityresponsibility

-ive, -ittveThese suffixes form adjectives. As a general rule, primary stress is placed on the syllablebefore the suffix. Repeat these pairs of verbs and the corresponding adjectives:

-;ve -itive

verb adjective verb adjective

"\ '\

impress - impressive compete competitivepermit permissive declare declarativedescribe - descriptive repeat repetitive

EXCEPTION: The following is an exception. Listen to this pair. Which syllable is omittedin the adjective?

decor decorative

3.10

Word Stress

Practice suffixes in exchanges. After you hear A and B, repeat B.

A

They made a good impression .Dothey liketo compete? .There was too much repetition .

B

Yes, they were impressive.They are very competitive.Yes, it was repetitive.

-ion, -sion, -tion

These suffixes form nouns. As a general rule, primary stress is placed on the syllablebefore the suffix.

verb noun

Listen to these verbs and the corresponding nouns:

rebelconvert

rebellionconversion

Repeat these pairs:'

collide /collisiondecide / decision

divide / divisionrevise / revision

EXCEPTIONS Primary stress is placed on the first syllable in these words. Repeat them:

supervision television

Repeat these verbs and nouns with the suffixes -sion IIanl and -tion IIan/:

verb noun verb noun

.\discuss - discussionomit - omissionpermit permission

attract - attractioncollect collectionelect election

Repeat these pairs:

connect - connectioncorrect - correction

inspect - inspectionselect - selection

3.11


The following are verbs and their corresponding nouns. Notice that in additionto a shift in primary stress the first syllable in the noun is given secondary stress.Listen:

verb noun

competecompose

competitioncomposition

It is important to apply secondary stress when necessary.

Instead of, competition, say, competition.

Repeat these pairs. Listen again to the noun.

defineopposerepeat

definitionopposition

- repetition

Focus on both primary and secondary stress as you repeat these verbs and nouns:

constituteinstitutesubstitute

constitutioninstitutionsubstitution

Listen to these verbs and the corresponding nouns. Notice that the first syllable isreduced in the verb, while it is stressed in the noun. Repeat these words:

verb noun verb noun

"\ confirm - confirmationconverse - conversationdeclare declaration

admire admiration resign resignation

Repeat these pairs:

invite - invitationobserve - observation

prepare - preparationreserve - reservation

3.12

Word Stress

The suffix -ate on a verb becomes -ation on a noun. Listen:

verb noun

hesitate hesitation

Focus on both primary and secondary stress as you repeat these words.

complicate - complicationconcentrate - concentration

demonstrate - demonstrationgenerate - generation

celebrate - celebration ~educate - educationimitate imitationimmigrate - immigration

Repeat the following pairs. Listen again to each pair.

Practice pronouncing suffixes in the following exchanges. After you hear A and B,repeat B.

A

Was there enough to select from?Are you going to.aQQ!y? .Were you invited? .We need to reserve seats .Would you like a substitution? .

B

No, the selection was poor.I filled out an application today.Yes, we got an invitation in the mail.

I'll call and make reservations.

Yes, but can you substitute rice for pasta?

The following are longer verbs and the corresponding nouns. How many syllables arein the verb, and how many are in the noun? Listen:

verb noun

abbreviateaccom modate -

abbreviationaccommodation

Answer: four, five

Listen again as you focus on the second syllable in both words.

eliminate - elimination negotiate - negQtiation

3.13

The COMPREHENSIVE American Accent GuideNote that the second syllable is given primary stress on the verb and secondary stresson the noun. Remember to stress the noun correctly. For example:

Instead ofInstead of

appreciation,accommodation,

saysay

appreciation.accommodation

Practice breaking these five-syllable words into manageable parts. Let's try the wordappreciation. Repeat:

appre ci ation appre ciation appreciation

verb noun

Repeat the following words. Listen again to the noun.

noun

appreciate - appreciationassociate - association

Repeat these pairs:

cooperate - cooperationdiscriminate - discrimination

verb

communicate - communicationcongratulate - congratulations

investigate - investigationparticipate - participation

Practice saying suffixes in the following exchanges. After you hear A and B, repeat B.

A

Congratulations. . .Didthey cooperate? .Didthey investigate it? .Didthey appreciate that? .Howdo you abbreviate this? .

B

Congratulations for what?They gave their full cooperation.There is an investigation underway.Yes, they showed their appreciation.There is no abbreviation for that.

Practice applying stress. After you hear three words, say the fourth. Then listen to themodel.

concentrate - concentration / celebrate - __complicate - complication / dedicate - __institutes - institutions / substitutes - __

celebrationdedicationsubstitutions

accommodate - accommodation / cooperate - __discriminate - discrimination / participate - __negotiate - negotiation / appreciate-

cooperationparticipationappreciation

3.14

Word Stress-ify

This suffix forms verbs. As a general rule, primary stress is placed on the syllable before thesuffix. Listen to these words and the corresponding verbs:

noun verb adjective verb

class classify simple - simplify

verb noun

Now practice adding the suffix -tion. Repeat. Then listen again to the noun:

beautifyverify

beautificationverification

Notice again that stress shifts to the syllable before the suffix -tion.

Focus on both primary and secondary stress as you repeat these words:

certify - certificationclassify - classification

qualify - qualificationspecify - specification

Repeat these pairs:

justify - justificationsimplify - simplification

Practice saying suffixes in the following exchanges. After you hear A and B, repeat B.

A B

Dothey ill!illlfy for the job? Yes, their qualifications are good.

Canthey justify it? There is no justification for it.

Where are the specifications? Are these the specifications you want?

3.15

-The COMPREHENSIVE American Accent Guide

Practice applying proper stress. After you hear three words, say the fourth. Then listento the model.

amplify - amplification / justify-classify - classifications / qualify-verify - verification / specify - __

justificationqualificationsspecification

See page 3.26 for a list of words with the suffix -tion. I

-izeThis suffix forms verbs. It does not affect primary stress.

Repeat these adjectives and the corresponding verbs:

real - realize sanitary - sanitize social - socialize

Repeat the following verbs and nouns ending in the suffix -tion. Listen again to thenoun.

verb noun

realizegeneralizestandardize

realizationgeneralizationstandardization

-a/

This suffix forms adjectives. It does not affect primary stress. Repeat these nouns andthe corresponding adjectives:

noun adjective noun adjective

comic -criticlogic

comicalcritical

- logical

conventionoccasionvocation

conventionaloccasionalvocational

3.16

Word Stress

-ial, -cial, -tial

These suffixes form adjectives. As a general rule, primary stress is placed on thesyllable before the suffix. The following are nouns and the corresponding adjectivesformed by these suffixes. Listen:


memory memorialcommerce - commercial

territoryresident

territorialresidential


Repeat these nouns and adjectives:

offi cefinancecommerce

officialfinancialcommercial

confidenceresidence

confidential- residential


What is occupational?...................... It has to do with one's occupation.

What is vocational?...................... It has to do with vocation.

They mean about the same.Yes, my occupation is also my vocation.

-Iy, -ally

These suffixes form adverbs. Neither suffix affects primary stress. Listen to theseadjectives and the corresponding adverbs:

adjective adverb

•basiccriticthorough

basicallycriticallythoroughly

3.17


Notice that the suffixes -ly and -ally are pronounced the same. Repeat these noun-and-adverb pairs:

noun

actualcasualtotal

initialspecific -

adverb

actuallycasuallytotally

initiallyspecifically

noun adverb

practical -physical

practicallyphysically

absolute - absolutely

EXCEPTIONS: - The following adverbs are exceptions. They are pronounced with primarystress on either the first syllable or the syllable before -ly. Listen:

negativelyrelativelypositively

ororor

negativelyrelativelypositively

Repeat these adjectives and the corresponding adverbs:

adjective

officialpotential -

emotionalexceptionaloccasionalprofessional -

adverb

officiallypotentially

emotionallyexceptionallyoccasionallyprofessionally

adjective adverb

confidential confidentially

3.18

Word Stress

Practice the suffix ly in exchanges. After you hear A and B, repeat B.

A

Is the answer positive? .How severe was the damage? .Is that the absolute truth? .Was that intentional? .

B

Yes, I'm positively sure.It was severely damaged.Absolutely.No. I didn't do it intentionally.


convention - conventional/intention -severe - severely / sincere - __practical - practically / physical - __intentional - intentionally / professional - __residence - residential/confidence -

intentionalsincerelyphysicallyprofessionallyconfidential

-ian, -cianThese suffixes form nouns relating to other nouns. As a general rule, primary stress isplaced on the syllable before the suffix.

Practice saying the suffix -ian. Repeat: /

noun noun noun noun

comedy

Canada

comedian

Canadian

library librarian

Practice saying the suffix -cian. Repeat:

musicclinic

- musician- clinician

electric electricianmathematics - mathematician

Practice changing adjectives to nouns. Repeat:

adjective noun adjective noun

musicalphysicaltechnical

- musician- physician- technician

political politician

3.19

The COMPREHENSIVE American Accent GuideListen to these dialogues:

Is he a physician, a musician or a politician?............. He's a doctor who is interested in music and politics.

She's musically talented ................What musical instrument does she play?

She plays classical piano.

-logy, -graphy, -metry, -omy

These suffixes form nouns. As a general rule, primary stress is placed on the syllablebefore the suffix.

The following are nouns and two forms of corresponding adjectives. Repeat, andlisten again to the last word.

noun adjective adjective

economygeographygeometry

economicgeographicgeometric

economicalgeographicalgeometrical

Repeat these nouns, adjectives, and adverbs. Listen again to the adverb.

noun adjective adverb

geographic - geography / photographic - __biology - biological/psychology - __ecological - ecology / technological - __

photographypsychologicaltechnology

biologyecologygeologypsychologytechnology

biologicalecologicalgeologicalpsychologicaltech nolog ica I

biologicallyecologicallygeologicallypsychologicallytechnologically


3.20

Word Stress

After you hear A and B, repeat B.

A BName a branch of math. Geometry.What is a technician's field? Technology.Did you study geography? No, but I like National Geographic.

You take great photographs. I studied photography.

-eticThis suffix forms adjectives. As a general rule, primary stress is placed on the syllablebefore this suffix.


Repeat these nouns and the corresponding adjectives:

empathyenergysympathy -

empatheticenergeticsympathetic

apology apologetic

PROPER NAMES, TITLES, TIMESThe last word in a proper name or title is given primary stress. Repeat the following examples:

Mahatma GandhiMartin Luther KingMr. and Mrs. John DoeThe President of the United StatesAmbassador of the United Nations

Columbia UniversityThe College of LawSt. John's College at Cambridge

The Metropolitan Museum of Fine Arts

Repeat the following names of North American cities and states or provinces:

Atlanta, GeorgiaChicago, IllinoisDenver, Colorado

San Francisco, California

Toronto, OntarioMontreal, Quebec

Repeat the following names of publications:

Sports Illustrated Los Angeles Times Time Magazine

3.21


Repeat the following names of roads:

Memory LanePark AvenuePacific Highway

Carriage CircleWashington BoulevardTobacco Road

EXCEPTION: The names of streets are an exception. Stress is placed on the word beforeStreet. Repeat the following:

Main Street Second Street Twenty First Street

Abbreviations - The last letter receives primary stress in abbreviations. Repeat thefollowing:

CO10

DVOHDTV

ATMASAP

USAUK

Practice saying abbreviations in the following responses. After you hear A and B,repeat B.

A B

Bachelor of Arts BA

Medical Doctor MO

Doctor of Philosophy........................... PhO

Master of Science MS

Doctor of Dental Science DDS

Master of Business Administration MBA

Times and Dates - The final item is given primary stress on times and dates. Repeat:

Ten to five.12:00 o'clock.1:30 p.m.4:05 am.

Wednesday the 20th.

Monday afternoon, June 10th.•

Saturday morning, the 20th .•

Friday, October 15, 2004.

Listen to the following dialogue:

Where do you live?

......... In Washington.Washington, D.C.?

......... No, in Washington State.What is your address?

.......... 113 Thirteenth Street, Seattle, Washington.

3.22

Word StressPractice applying proper stress in the following responses. After you hear A and B, repeat B.

A B

Where is The United Nations Building? In New York City.What is the highest mountain in the world? Mt. Everest.Where are The Hawaiian Islands? In the Pacific Ocean.Where is Buckingham Palace? In London, England.Where is the Acropolis? In Athens, Greece.Where is The Capitol of the United States? In Washington, D.C.Where is The Eiffel Tower? In Paris, France.Where is The Golden Gate Bridge? In San Francisco, California.What is the last day of the 1900's? Decem ber 31, 1999.What does UCLA stand for? The University of California in Los Angeles.

BONUS EXERCISEPractice applying proper stress on names - Name at least one each of the following:

1. An address of someone you Know.

2. A famous musician.

3. A university liege.

4. A professor wh you know.

5. The city and country where you were born.

6. An English teacher.

1,. otlsactor"

8. ous actress.

ABBREVIATIONS

cassette disc

video cassette recorder

unidentified flying object

Alcoholics Anonymous

Automatic Teller Machine

British Broadcasting Corporation

Certified Public Accountant

Chief Executive Officer

RUFO

AA

ATM

BBC

CPA

CEO

GED

LA

NBC

NPR

NYU

PBS

UK

US

sNational Broadcasting Company

National Public Radio

New York University

Public Broadcasting Service

United Kingdom

United States

3.23


3.24

Word Stress

airplane daytime homework postmarkairport deadline hot dog restroomarmrest deskt~p ~ot tub roommatebackground doormat 'housework scorecardbacklog doorstep ice box shortcutbackpack downtown jetlag sidekickbacktrack drive-in joy stick sidelinebackyard driveway keyboard sidewalkbathroom earthquake keypad six packbathtub feedback landlord skylightbedroom flashback laptop snowmanbillboard flashflood lifestyle softwareblackboard flashlight lifetime someonebookcase football light switch staircasebookmark footrest mailbox stop signbookshelf freeway makeshift suitcasebookstore French fries network sunsetboom box gearshift notebook takeoutboyfriend girlfriend notepad toothbrushbridegroom haircut part time toothpastebriefcase hairdo passport touchdownbunk bed hairstyle past time trademarkbus stop han ake llaycheck "' uptowncarport har re payday washclothcheckbook headcounf phone booth well farecourtyard headlarnp playground wheelchaircrosswalk high school popcorn windshielddaycare highway postcard wristwatch

3.25

COMPOUND WORDS

A compound word combines two words into a single word wit~ its own meaning. The compoundword may be written as one word or as two words. The first IS spoken with pnmary stress, andthe second with secondary streS~!M

basketballcoffee shopcomic bookcopyrightcredit carddatabasedlninaroomfingerprintgrocery storeliving roomovercastovercoat

overpasspaperbackpaperworkrailroad trackshopping cartshopping mallsteering wheelswimming pooltaxi cabtennis matchtraffic lightunderpass

baby sittermotor cycletrouble shooterundertakingvacuum cleaner

bus drivercab driverhandwritingnewspaperpost officeschool teacherscratch paperscrewdriverSkyscrapersunglassesturn signal


3.26

VERB & NOUN STRESS PATTERNS

Two-Syllable Verb and the Corresponding Three-5yllable Noun

VERB NOUN VERB NOUN VERB NOUN

"\ "\ "\

adopt adoption employ employment prevent preventionadmit admission except exception produce" productionassume assumption expense expensive profess professionattend attention extinct extinction progress' progressionattract attraction frustrate frustration project' projectioncollect collection impress j ssion pr iftectioncompress compression infect in ection re reactionconduct" conduction inject injection receive receptionconfess confession inscribe inscription reduce reductionconnect connection inspect inspection reflect reflectionconstruct construction instruct instruction regress regressionconvene convention jntend int~ntion reje~~ fej~ctionconvict" conviction invent invention relate relationcorrect correction locate location repair reparationcreate creation migrate migration restrict restrictiondeceive deception narrate narration retract retractiondeduct deduction object' 0 rotate rotationdescribe descrl'pllon obstruct 0 s Sc:l!leotiondestroy destruction oppress s ribe subscriptiondetain detention perfect" transcribe transcriptiondetect detection permit' permission translate translationdictate dictation possess possession transmit transmissiondirect direction predict prediction vacate vacationdonate donaU!;>n prescribe ,pr'fl:efiption vibrlife VJbrationelect election pretend pretension

* These words also function as nouns, wirh primary stress on the first syllable.

Word Stress

!Ii

pOnd[ng Fourl'SyUable Nolin

operate

radiate

segregate

separatesituate

VER~

NOUN

operatlofradiation

segregation

separation

situation

sttmulatton

sfipula;tJon

tetminatioh

toletation

vacolnatlonvegetatfon

yentiJaHon

NOUN

..recommendationrepresentation

3.27


VERB & NOUN STRESS PATTERNScontinued ....

Four-Syllable Verb and the Corresponding Five-Syllable Noun

VERB NOUN VERB NOUN VERB NOUN

~

• • • • •

abbreviate abbreviation congratulate congratulations refrigerate refrigeration

accelerate acceleration cooperate cooperation humiliate humiliation

accommodate accommodation coordinate coordination incinerate incineration

appreciate appreciation decelerate deceleration initiate initiation

approximate approximation discriminate discrimination investigate investigation

articulate articulation elaborate elaboration manipulate manipulation

asphyxiate asphyxiation eliminate elimination negotiate negotiation

associate association evaporate evaporation participate participation

communicate communication exaggerate exaggeration procrastinate procrastination

3.28

THE RHYTHMof

AMERICAN ENGLISH

Rhythm. Just what is it? Rhythm is a pattern in timing. We can see rhythm patternsin many things, such as in dancing, in music, and in speech. The rhythm of speechis based on the timing of sound segments. In English, these segments are the wordsyllables.

IDENTIFYING SPEECH RHYTHM

One for the money.Two for the show.Three to get ready,and four to go.

Every spoken language has a distinct rhythm. This rhythm is easily seen in itsmusic, its poems, and its rhymes. The rhythm of English can be identified, forexample, in this common rhyme.

The uneven timing in stressed and in unstressed syllables gives English speech itscharacteristic rhythm. This timing consists of long and short beats as of a drum.Listen:

• • • • • • • • •I'd LIKE to TAKE my DOG for a WALK.

A person who speaks English with the rhythm of another language is said to speakwith an accent. Many who speak English with an accent tend to apply equal stresson all syllables. In English, this pattern is used only on messages which consist ofone-syllable content words. Listen to an example, and then to beats matching itsrhythm:

• • • • • • • •THAT BUS STOPS HERE TWO TIMES EACH WEEK

The COMPREHENSIVE American Accent GuideNow listen to a pattern that is more typical:

• • • • • • • •The BUS STOPSat LEAST TWICE a WEEK.

• • • • • • • •

To further contrast equal stress with unequal stress, listen to these sentences:

TAKE MORE TIME OUT. The TIME is OUT.

Note that content words are spoken fully and clearly, while function words are simplifiedand spoken quickly.

This time listen, and then use your fingers to tap the beats of the rhythm you just heard .

• • • • •READ ONE BOOK EACH DAY.

• • • • •READ a BOOK a DAY.

• • • • • •THOSE BOOTS DON'T LOOK LIKE MINE.

• • • • • •The BOOTS on TOP are MINE.

To distinguish how function words affect timing, listen to sentences with just contentwords. Then listen to those sentences with added function words:

CALL RIGHT BACK.I will CALL you RIGHT BACK.Will you CALL me RIGHT BACK?

Notice that the added function words do not make the sentence sound significantly longer.Here's another example:

TIME GOES FAST.TIME will GO FAST.Will the TIME GO as FAST?

4.2

RhythmThis time, repeat what you hear and tap a beat on each stressed syllable .

• • • •JUST TRY. I was JUST TRYing it.BUY MORE. I will BUY MORE of them .

• • • • • •CLOSE THAT DOOR. I was CLOSing THAT DOOR.TAKE MORE TIME. It will TAKE some MORE TIME.

In the following dialogue, the sets of sentences in A and those in B each have a matchingrhythm. Repeat both sides, as you tap a beat on each content word.

A B

• • • • • •WHAT do you THINK? I was THINKing toDAY would be GREAT for a WALK.WHERE should we GO? It's a WONderful DAY for a WALK in the PARK.WHEN should we LEAVE? I'll be REAdy as SOON as I FINish my WORK.

Canyou identify the rhythmpatterns in your native language? Are you applyingthat rhythm toyour English speech?

To apply the rhythm of English, it may be necessary that you slow your speechrate to allowfor proper timing on syllables.

Knowing reduced forms will help you to comprehend spoken English moreeasily, and using them will help yOu achieve the rhythm of the dialect that isstandard in North America.

REDUCED FORMS AND RHYTHM

Reduced forms are words or groups of words that are normally spoken simply andquickly. Vowels become unstressed and consonants combine or become silent. Forexample:

Who is he? ------'7 /hU~IZI/ What do you mean? ------'7 /wJ\.daja~min/

Reduced forms give flow and rhythm to speech and make it easier to express wholethoughts. Even the most articulate speakers of the standard English dialect of NorthAmerica use them.

4.3


REDUCING FUNCTION WORDS

a, an, and the, as in: some and any, as in:

Simplifying Vowels

Function words are normally spoken with reduced vowels. In many cases, theschwa vowel, the most simple English sound, is used. The word can, for example, ispronounced /kan/, as in,

/ken/ /ken/

I can wait. Can anyone do that?

On the other hand, in certain circumstances function words are spoken clearly, withthe vowel pronounced fully. These circumstances are:

a) When the function word is stressed for emphasis, as in,

Yes, I can make it. Can you really?

b) When the function word ends an utterance, as in:

I think I can. We can.

The English Articles - The articles are:

A desk.An office.The conference room.

Some day.Any time.

4.4

Rhythm

Can you determine when to use an article? One sentence in each set below is not correct Which is it?

1. a) 'I have a nice friend. .. ,1?;l 1 hswenice fr!~nd.2. a) The car needs a gas. ... b) The car needs gas.3. a) They brought some gifts..... b} They brought gifts.4. a) I watched a video. ... b) I watched videos.5. a) We don't have an~Jllaps. ... p~We ,Elon'tIi'ave map. ".

Answers: 1. b, 2. a, 3. c) 4. c) 5. b)

c) I have nice friends.c) The car needs some gas.c) They brought gift.c) I watched video.c) We don't have maps.

Utlder!yingeRules for CJseof Articles

the - (definite article) Use this article with a singular or a plural noun:

!!i!1) When you are identifying the items you are referencing.

I saw the movie that you recommended. I like the paintings on your wall.

2) When you assume the listener is familiar with what you are referencing.

It's somewhere in/he city. It's at the library.

a, an - (indefinite articles) Use these with a singular noun that is not yet identified.

I watched a video. I watched an interesting video.

To speak English correctly, you need to include articles. The following dialoguesprovide examples of when to use and when not to use articles.

trow do'You geftot~ top floor? K There:IS an elevator, an escalator, and stairs.(Idenrfied noun) (Unidentified Nouns) (Indefinite number)

Do you ever take the stairs? Idon't like stairs; they take too long.(ldent!ft~dnoiJ(411 members of a class)

Do you take the elevator?(Identified noun)

Elevators scare me.(Nolin referenced in general terms)

ij,ow do you !it thet:e? .. w' .••. ",.., .•••• I talfythe escalator,(ldeifitji~d ndifln)

What is an escalator? Look over there.(Unidentified noun)

The ill()"Yingstairs? ,.......... That r.(Identifiedplural noun) (After is and beforepredicate)

Do YOliknd_minda'l ~Pkno~.r,i1iRa,bUt' dOlll~wtJ1iul,§he'sthe Linda that you k:n.ow.(No article withproper name) (Unidentifiednoun) (Identificationof a class)

4.5


the Say loal before a consonant. Move the tongue directly from 101to the consonant,as In,

/58 peest/

The past. (th' past)

Say loil before a vowel, as in,

The idea.

To contrast loal with loil, listen:

15a/* 15il

The bad. - The ad.

/58 tarrn/

The time. (th'time)

The office.

15al 15il

The sale. - The ale.

ANTONYMS - Practice the sounds loal and loil in these antonyms. Repeat:

The difficult one; the easy one.

The full one; the empty one.

The closed door; the open door.

The lower limit; the upper limit.

The west side; the east side.

The new way; the old way.

* /5/: IPA symbol for the sound usually spelled tho (Section 5)

a, an Use a before consonants, and an before vowels. Listen to these wordsreduced:

lal lanl

A spy. - An eye.

lei lenl

A border - An order.

ANTONYMS - Practice both articles in these antonyms. Repeat:

lal lanl

A question. - An answer.A full one. - An empty one.

A new idea. - An old idea.

lal lanl

A difficult one.

A lower level.

A beginning.

- An easy one.- An upper level.

- An end.

4.6

Rhythm

Stressing articles gives emphasis to the words they reference. Listen:

A B

Who's that man? That man is the president. *Is that an old invention? No, it's a new technology.Is it one of the best? No, it's the best.*

Other Function Wordsas, at, can Listen to these function words reduced:

/az/ Just as good. fat! Home at last. /kan/ What can happen?

Now repeat:/az/

As good as gold.As soon as possible.

/at/

Look at that.All at once.

/kan/

We can try.Can anyone join?

In the following exchanges, function words as, at, and can are reduced orstressed. Listen:

A B

Is that as good as this? Not as good, but almost.

Can you be ready by nine? I'll see if I can.

If you can, let me know.

Tell me where it's at. It's at the end of the street.

Near the corner? No, at the corner.

are, or, for, your - Listen to these function words reduced:

./ ar /

/far/

Yes or no?Twofor one.

/ar//jar/*

These are fine.What's your name?


/ar/

/far/

One or the other.What's for dinner?

/far/

/jar/*It's for you.Are those your keys?

* /j/: IPA symbol for the sound usually spelledy. (Section 7)

4.7


In the following exchanges, are, or, and for are reduced or stressed. Listen:

A BHow about Tuesday or Wednesday?....... No, just one: Tuesday or Wednesday.

Are these fine? They are, but those are better.

Is this from your friend? No, it's for my friend.

How was your day? Fine, and yours?

was Listen to this function word reduced:

/waz/

What was that?Was that interesting?

Repeat:/waz/

Who was there?That was thoughtful.Was that part of the agreement?

Listen to was reduced and stressed in this dialogue:

Who was at the conference?............... I was.

I thought you were out of town.................. I was, but I got back on time.

will Listen to this function word reduced:

/wal/ /wal/

It will rain. What will happen?

Repeat:

When will that be? Who will know? Will that be okay?

Listen to will reduced and stressed:

Will you be there? I will, but I don't know what time.

4.8

Rhythm

could, should, would Listen to these function words reduced:

Ikedl Ifed/* Iwedl

It could rain. We should ask. I would not ask.

Repeat:

What could happen? Who should attend? Would that matter?

Listen to could, should, and would reduced or stressed in this dialogue:

Would you like to go?........... I would, but I should finish this.

You could finish later.But I would miss the deadline.

That could be a problem.It would be.

* If I : IPA symbol for the sound usually spelled sh. (Section 6)

that This word can serve as an adverb that indicates reference, or as a functionword. As an adverb it spoken fully, as in:

That one. I doubt that.

As a function word, that is normally reduced. Listen:

15etl 15etl

I heard that you called.

158tl

Tell me that it's okay.I know that it's right.

Practice that as a reduced function word. Repeat:

I doubt that I'll go.

I'm glad that you're happy.

I hope that everyone makes it.

I heerd that everything went well.

4.9

The COMPREHENSIVE American Accent GuideListen to that stressed and reduced in this dialogue:

That's the book that I read.Do you recommend that I read it?

I think that you would like that one better.

to, you Listen to these function words reduced:

Ida/

What do you need?

Idaz/ Idldl

When did it start?

Ital Easy to do. Ijal You have to try it.

Repeat:

Ita I Ready to wear.Easy to forget.

Ijal Will you go?Were you there?

Listen to the words to and you reduced and stressed:

Are you going to the party?................. Yes, are you going?I want to.. Hope to see you there.

do, does, did These words can serve as verbs or as helping verbs. As verbs, theyare spoken clearly with the vowel pronounced fully, as in:

They do accounting.She does computer graphics.I did my paperwork.

As helping verbs, do, does, and did are normally reduced. Listen:

What does it mean?

Practice do, does, and did as helping verbs. Repeat:

What do they want?How did that happen?

Where does it belong?Where did the time go?

4.10

Rhythm

Listen to do, did, and does reduced or stressed in these exchanges:

A

Do you know what I mean? .Does she agree with you? .Did they complete the assignment? .

B

No, what do you mean?Yes, she does agree with me.They did.

Simplifying Consonants

In some function words, certain consonants are often omitted or not spoken clearly,as in the function words that follow.

and This conjunction is often pronounced landi, as in:

Ian I rock 'n roll. Now and then.

landl Nice and easy. You and I.

Before a consonant, the d in and is often not clearly pronounced as in,

Practice reducing and in these antonyms. Repeat:

Hot and cold.

Good and bad.

Night and day.

This and that.Stop and go.Before and after.

In this dialogue, and is spoken reduced or stressed. Listen:

Would you like soup or salad?

........................ I'd like soup and salad.What kind of dressing?

........................ Oil and vinegar.What to drink?

Coffee with cream and sugar.

And for dessert, we have cake or ice cream.

......................... I'll take cake and ice cream.

4.11


le, ev! Ie, evl t», evl

of The preposition spelled o.f. is pronounced lavl, unlike the preposition spelledo.t.i. which is pronounced laf/. In the word of, the f is often not clearly pronouncedwhen it is before a consonant, as in,

lal

Lots of luck.

lal

It's kind of nice.


Out of date.Out of order.

One of each.All of a sudden.

Most of the time.One of the best.

have, has, had These words serve as verbs or as helping verbs. As verbs, theyare pronounced clearly, as in:

We have plans. Tom has to know. Teresa had a great time.

As helping verbs, have, has, and had are normally reduced, with h omitted. Listen:

lavl lazl ladl

What have you been up to? Tom has gone to work. Teresa had arrived.

I might have known. What has happened? They had already left.

Repeat these sentences:

In these exchanges, have, has, and had are reduced or stressed. Listen:

A

Who had applied? .

Who has change for a dollar? .

Has Sheila made an appointment? .

B

She had.I have it.

She has one tomorrow.

4.12

Rhythm

In the following dialogue, listen to have as a verb or as a helping verb:

Have you made plans?

.................... Yes, we have a commitment.We'll have to try another time.

................... We have the following week open.

he, him, his, her, hers These pronouns are often spoken with the h silent, as in:

ler] Give her this copy. JImJ Tell him I'll call him later.


Tell her hello for me.I'd like to meet her.

I just saw him.Do you know him well?

In this dialogue, listen to him reduced or stressed:

I ran into Robert.

....................... Where did you see him?

I saw him downtown with his brother Dan.

....................... Dan? I haven't met him.

them This word is normally reduced in two ways. Listen:

lOamI lam I

Get th/m. . .Check thm out. .

Get 'em.Check 'em out.

Practice them reduced two ways. Repeat:

lOamI

Who has them now? .Do we need them? .Give them to me. . .Take them .

laml

Who has them now?Do we need them?Give them to me.Take them.

In this dialogue, them is reduced and stressed. Listen:

Which of them do you like?

...................... I like them, over there.

Would you like to try them on?...................... Not necessary, I'll take them.

4.13


Practice applying articles:

In the fo !lowing sets, er)'tet;ltlle al?prQ;pt;iatephrases. Then say pothpprases. .

1) _late bus. - ~early bus. 4) _ open door, - _,qlo§ed d09["2) _ down side. - _ up side. 5) _ did ope. 'o'k- new one,3) _ entrance. - _ exit. 6) ...4, end; -...4, beginning,

'w

one .» _ boringone.g. - _ weS'twiog.

~ 9) ,.- question. - uanswer,

Correct:

1) A late bus. - i\u eatly bus.2) A down up side.3) An entrance. exit.

1) 1 brought _ a.\?ple1 .'_

2) r need __ pe.neil, ~. er3) I want)! red ""-':.2_~

4) 1 saw ~ elephani;! -+- .

Correct;

1) I brought an apple, a pear, and a2) I need a pencil, an e .3) I'want a red one, an4) I saw an elephant, a tiger,and it

4.14

Practice reducing function wordsi

the following sentences b~pome analogies when, the' aPl?{Complete each analogy and the:\! say ilil.asydUnracticeexample:

Last word:

Puppies iartel dogs, asJdt.tens laWinter IlZte/ cold as 8zim'f1Ui!r tl:Z

1) Night is to dark as day_,2) Nottn t« to south as east_.

3) Ears are to hearing as eyes_,4) The'moon is to night as the sun_.

5) Hunger is to food as thirst __ .

6) Girls are to women as boys_.

1) light 2) west7) near, 8) hands

Rhythm

Practice reducing function words:Practice reducing the function word and as you name two each ofthe following. For example:Sports: Swimming fen! soccer.

1. C%rsw2. Numbers Onder 10.3. kinds of pets.4. kinds of fruit.

5. flavors pf ice cream6. Seasons of the year.7. Days of the week.8. Months of the year.

Circle the function words in the following sentences. Then say each sentences with thefunction words reduced.

1. The sky is blue.2. How was it?3. The big house on the corn

4er is mine.

4. Why don't you tell me abotlt1t.5. What wililrappen next?6. What do you think of that?

7. Put it on the table.8. What time is it now?9. Nine is my lucky number.

10. That is one of a kind.11, Should I try now, or later?12. It's close to the end.

Correct:1. The sky is blue.2.How~3. The big house ~ corner is mine.4. Why don't ~ tell me about it.5. What Mll happen next?6. What ~ think Qf that?

7. Put ~ table.8. What time i.s.it now?9. Nine is m¥ lucky number.

10. That is.one.of.a.kind.11. ShmJJ.dl try now, mlater?12. III close ~ end.

REDUCED WORD GROUPS

Combining Consonants - Final t followed by y is often pronounced ItJ!, as in,

/tJa/* Wonuou? Why can 'U!.ou?

Final d followed by y is often pronounced /d3/, as in,

Didyou? Woutdxou go?


/tJa/

Don 'U!.ou think so?Aren t.so« interested?Do whatyou want.

/d3e/

Couldyou please?Where didyou go?Wouldyou like to dance?

Now say sentences with both reductions:

Wouldyou, or wouldn 'tyoutWhere didyou putyour keys?

Wouldyou let me know whaLJ!,OU want?

1

* /tJf : IPA symbol for the sound usually spelled ch. (Section 6) I** /d3/: IPA symbol fot the sound usually spelledj, or g. (Section 6)

4.15


Listen to both reduced and stressed forms in these exchanges:

I've got to go now. What do you want us to do? You oughtto give it a try.

What did you think of the play?.................... It was great. What did you think?

I thought it was fantastic!

When di~get your order?

.................... Today. When did you get yours?Yesterday.

Linking with the Tapped t - Between vowels, final t or d are usually tapped, as in:

Notatall. What~abouUt?

.* Production of the tapped t is addressed on page 5.8.


WhatJs your name?Wait~a minute.Thatis what) heard.

Where couldit be?You saidjtall.How abouta drink?

Practice the tapped t in idioms. After you hear A and B, repeat B.

A

I'll do that later. .. .Is it)mpossible? .Do you think the chances are good? .What do you think of it? .

B

Don't putitoff.Yes, it's outof the question.I wouldn't beton it.I'm crazy aboutIt.

Common Two-Word Reductions

Some function words combine into reduced phrases. In the following, the tapped t isused. Listen:

ought to

got to

what do

latalIgatalIWl\dal

We oughtto leave soon.I've got fo make the deadline.What jdo you think?


4.l6

Rhythm

Listen to these exchanges with both reduced and stressed forms:

A B

What.jdo you expect? Not much, and what do you expect?

We ought.Jo plan ahead. Yes, we ought to.

I've got_to leave soon.You've got to be kidding!

What_do you mean?You just got here.

want to - /wAna/ The phrase want to is often reduced to /wl\na/, as in:

Want to join me? Why do you want to do that?


We al/ want to go.I want to learn how.

I don't want to miss the train.What do you want to know?

Listen to want to reduced or stressed:

What do you want to do?

What do you want to do?

I want to go to the lecture.

I want to also.

going to - /gl\na/ Listen to going to followed by a noun:

I'm going to school. I'm going to the dentist.

Listen to going to followed by a verb or by a verb phrase:

What are we going to do? We're going to have to rush!

Going to followed by a noun is always pronounced /g:)11)tu/, * while going to followedby a verb or verb phrase is often pronounced /gl\na/. Repeat these sentences with thepronunciation /gl\na/:

Are you going to be home later?We're going to go somewhere.

I'm going to do my best.What are you going to do next?

• /rJ/ : IPA symbol that represents the consonant sound usually spelled ng. (See page 7.22)

4.17

The COMPREHENSIVE American Accent GuideRepeat sentences with both pronunciations IgoII) tul and Igl\na/:

I'm going to the City, so I'm going to take the subway.

We're going to have to hurry, if we're going to the wedding.

Listen to both going to and gonna in these exchanges:

Are you going to finish that today?.......................................... Yes, I am going to.

We're going to New York City......................................... Are you going to see any Broadway shows?

Yes, we're going to see THE LION KING.

4.18

Rhythm

Apply reduced forms, Examples: /Izrtl Is it __ ? /dazlt/ Does it have ?

Practice reduced forms in questions:

Play the game Twenty QuestionsRules of the game: Two or more persons can participate. One individual thinks of a person,a place, or a thing, and the other(s) try to guess what the person, place, or thing is by askingquestions. Only questions that request a response of yes or no are allowed. The goal of theperson(s) asking questions is to guess correctly before asking twenty question.

Omissions of hand t The h in he, his, her, and hers is often omitted when thesepronouns connect with other words, particularly function words, as in:

IIzil Is he your friend? /rzarl Is her name Diana?


Is he here yet?No, what time does his bus arrive?

Here is his schedule.

Okay, this is his arrival time.

is, does + pronoun Repeat these sentences:

fIzi/ Where is he?fIZIZ/ What is his name?fIzar/ What is her fax number?

/dAZi/ What does he do?/dAZIZ/ When does his plane leave?

/dAzar/ She does her work neatly.

was, has + pronoun Repeat these sentences:

/wAzi/ Where was he?/WAZIZ/ Was his report ready?

/WAzar/ What was her reason?

/hcezi/ Has he made reservations?

/hcezrz/ Who has his phone number?

/hcezar/ She has her ticket.

4.19


had, did + pronoun Repeat these sentences:

/hCEdi/ What had he done?/heedrz,' He had his turn./heedar/ Had her mother arrived?

/drdi//drdrz//drdar/

When did he call?Did his fax arrive?Did her family visit?

will, would + pronoun Repeat these sentences:

/wrli//wrliz//wrlar/

Will he be there?Will his family be there?When will her plane arrive?

/wlldi//wlldiz//wlldar/

Would he be interested?Would his sister know his whereabouts?Would her plans change?

The h on pronouns is pronounced when the pronoun is stressed for emphasis. Listento this dialogue:

I saw Paul at the hospital................... What was he doing there?

He was visiting his father................... Is he a patient?

No, he's an anesthesiologist.

CONTRACTED FORMS

Standard contracted forms of English, like other reduced forms, give English speechits characteristic rhythm. With some practice, you will discover that they add easeto speaking.

am, are Practice these contracted forms. Listen to A and B, then repeat B. Thenlisten again.

A B A B

I am I'm ready ~you are You're welcome.

we are We're on our way.they are They're just fine.

have Practice the following. Listen to A and B, then repeat B. Listen again.

A

I haveyou havewe havethey havecould havewould have

B

I've been working.You've done a good job.We've been wondering about that.They've gone to lunch.We could've done more.I would've been prepared.

4.20

Rhythmwill Practice the following. Listen to A and B, then repeat B. Then listen again.

A

I willyou willshe willhe willit willwe willthey willwho will

B

illsee you later. ~You'll soon find out.She'll look into it.He'll be here anytime.It'll be too late.We'll let you know.They'll ship it today.Who'll know the difference?

In these exchanges, words contracted in A are stressed for emphasis in B. Listen:

A

I'm not sure. .. .They're delicious.. .. .I've never tried those .I think they've left. .. .I'm sure he'll do a great job .illtake the box to the car.

B

I am.They are tasty.I have tried them.Yes, they have left.He will do a great job.No, I'LL take it for you.

is, has These are spelled and pronounced the same. Practice saying both in thefollowing. After you hear A and B, repeat B.

A

he isshe isiUsthat iswhat iswhere iswho is

B

He's left .She's friendly .It's late .That's all right. .What's happening? .Where's the dog? .Who's applying? .

A

he hasshe hasit hasthat haswhat haswhere haswho has

B

He's gone.She's got many friends.It's gotten late.That's got to be all right.What's happened?Where's the dog gone?Who's applied?

Practice contracting is and has. After you hear A and B, repeat B.

A

Has he gone? .Is he going? .

Is she an undergraduate? .Has she finished school? .

Is the movie almost over? .Has the movie started? .

Is he an adolescent? .Has he matured? .

B

Yes, he's gone.Yes, he's going.

No, she's a graduate student.Yes, she's graduated.

No, it's just starting.It's already started.

No, he's a grown up.Yes, he's grown up.

4.21


Practice sentences with contractions of both is and has. Repeat.

It's sunny, so it's got to be warm.He's finished, so he's going home.Who's already done, and who's still working?

would, had Contracted forms of would and had with a particular pronoun arespelled and pronounced the same. Practice saying contracted forms of both would andhad in the following. After you hear A and B, repeat B.

A BI would I'd listen. . .He would He'd agree. . .she would She'd know about it. .you would You'd want to go. . .we would We'd be interested .they would They'd leave early. . .who would Who'd take it? .

A BI had I'd listened.he had He'd agreed.she had She'd known about it.you had You'd already gone.we had We'd been interested.they had They'd left early.who had Who'd taken it?

BYes, I'd go.Yes, I'd gone.

Yes, he'd take it.Yes, he'd taken it.

Yes, she'd be there.Yes, she'd been there.

Practice contracting would and had. After you hear A and B, repeat B.

AWould you go? .Had you gone? .

Would he take it? .Had he taken it? .

Would she be there? .Had she been there? .

Would I like it? .Had I been told? .

What would you do about it? .What had you done about it? .

I think you'd like it.I think you'd been told.

We'd complain about it.We'd complained about it.

How would they feel? They'd be disappointed.How had they felt? They'd been disappointed.

Practice sentences with contractions of both would and had. Repeat:

We'd left early, so we'd be on time.I thought I'd go because I'd never been there.If you'd prefer that one, you'd better take it.

In the following exchanges, words contracted in A are stressed for emphasis in B.Listen:

A

He'd never agree to that. . .I'd be shocked .They'd done a good job. . .

B

Right, he would never agree.I would be too.They had.

4.22

Rhythm

BONUS EXERCISES

Practice contracted forms - For each sentence, identify the two words that are contained in thecontracted form. Select A, or B.

is or has? A 13 A1. ~already left. He is He has 5. ~happened? What is

2. ~ my best friend. She is She has 6. Where's he been? Where is

3. It's already here. It is It has 7. Who's going? Who is

4. That's fine. That is_ That has __

Correct: 1) B 2) A 3) A 4) A 5) '13 6) 13 7)A

had or would?

BWhat has

Where has_

Who has

1. J.:Q al ready seen it.

2. J.:Q prefer that one:

3. ~ like that.

4.~seenit.

A B A

I had I would 5. He'd already left. he had

Ihad __ I would __ 6. ~ like to join you. w&had

She had she would 7. \lll.!'J.Q:.dever know? who had

They had_ they would_

he would

we would

who would

Correct: : 1) A 2) B 3) B 4) A

B

5) A 6) B 7) B

Practice contracted forms within reduced phrases - Change each negative statement to a negativequestion. Then state the question using the reduced form of the words that are underlined.

1. It isn't official.

2.~here.

3. His application isn't complete.

4. Her exam isn't on Tuesday.

Questions:1. /IZlOIt/ of.ficial?2. /IzInr/ here?3. ttztsva! application complete?4. /rzmar! exam on Tuesday?

1. It wasn't fair.2. He wasn't there.3. His mother wasn't home.

4. Her brother wasn't there.

As Questions:1. /wAZmt/ fair?2. !wAZnzi! there?3. /wAzmz! mother home?4. /wflznar! brother there?

1. It didn't rain after all.2. He didn't get the job.3. His bike has a flat tire.4. Her CD player broke,

As Questions:1. Idtdnrt/ rain after all?2. !drdnt/ get the job?3. Idrdmzl bike have a flat tire?4. Idrdnar / CD player break?

5. It doesn't work.

6. He doesn't know it.7. His phone doesn't ring.

8. ~ computer doesn't have enough memory.

5. !dxzrnrt/ work?6. I dxzmr/ know It.

'7. Idflz:rOIz/ phone ring?8. IdAzmar/ computer have enough memory?

5. It hasn't started.6. He hasn't left.7. His mother hasn't arrived.

8. Her class hasn't started.

5. /heeznrt/ started?.6. Ihcezni/ left?7. !hcezmz/ mother arrived?8. /heeznsr/ class started?

4. It hadn't been cancelled.5. He hadn't responded.6. His mother hadn't arrived.7. Her class hadn't started.

4. !hcednrtl been cancelled?5. Ihcedm/ responded?6. /heedruz/ mother arrived?7. /hesdnsr / class started?

4.23


1. It wouldn't be the same.2. He wouldn't be there.3. It shouldn't be easy?

4. It couldn't be complete.5. He couldn't be on time.6. He shouldn't be there.

As Questions:

1. IWAdmtl be the same?

2. IWAdml be there?

3. IJAdmtl be easy?

4. lkAdmt/ be complete?

5. IkAdml be on time?

6. IJAdm/ be there?

Pronunciation: To produce the blend lanl in didn t hadn't, couldn't, wouldn't, or shouldn't,do tQe followio.g;:£>~aceyour tougue . alveolar ridge fo~ d as Y;~isba;rply raise thetongue centelto direct the aitfiow th enasalpassage.

The following pronunciations are acceptable as well:

/drdsnt, eedent, kudsnt, wudant, judsnt/

REDUCED SEGMENTS WITH CONTRACTED FORMS

The final' in a contracted form is often omitted. When a pronoun such as he or havefollow, the h is omitted as well. For example,

"couldn 't he" is pronounced Ikudnil

"couldn't have" is pronounced Ikudnav/

couldn't, shouldn't, wouldn't + have

The following are full pronunciations and reduced forms of these. Listen:

could not have .should not have .

would not have .

couldn '{haveshouldn't have

wouldn 'I have

Repeat these sentences with reduced forms:

We couldn't have forgotten.It shouldn't have happened.I wouldn 'f have done that.

4.24

RhythmIn the following, couldn't have, shouldn't have, and wouldn't have are each spokenas reduced forms; and then they are stressed for emphasis in two ways. Listen:

It couldn't have been It couldn't have been It could not have been.

They shouldn't have. They shouldn't have They should not have.

I wouldn't have. I wouldn't have. I would not have.

In the following exchanges, listen to A and B, then repeat B.A

B

I took care of it for you. Oh, you shouldn't have.It couldn't have been worse. I agree, it could not have.Had I known that, I would have gone. I wouldn't have.

isn't, doesn't + pronounPractice these in reduced forms. Listen to A and B, then repeat B. Listen again to B.

A

/Izamt//Izani//Izanar//dl\zamt//dl\zamz//dl\zanar/

B

Isn't it pleasant?Isn't he due back soon?Isn't her middle name Anne?Doesn 'f it make sense to you?Doesn 'f his answering machine work?Doesn 'f her hair look nice?

The following sentences contain both positive and negative reduced forms. Repeatthem:

Is it, or isn 't if?Is he, or isn 't he?

Does it, or doesn't it?Does he, or doesn't he?

hasn't, wasn't + pronoun

Practice reduced forms of these. Listen to A and B, then repeat B. Listen to B again.A

/heezanrt//heezani//hffizanar/

/wl\zamt//wl\zani//wl\zanar/

B

Why hasn 't it been shipped?Hasn 't he picked up the phone?Hasn 't her package arrived?

Wasn 'f if your turn?Why wasn 'f he there?That wasn 't her fault.

The following sentences contain both positive and negative reduced forms. Repeatthem:

Has it, or hasn 't it?Has he, or hasn 'f he?

Was it, or wasn 't it?Was he, or wasn't he?

4.25


didn't, hadn't + pronoun Practice these in reduced forms. Listen to A and B, thenrepeat B. Listen again to B.

A

/drdnrt//drdni/Idrdnar/

/heednrt//heedni//heednar//heednrz/

B

Didn't it matter at all?Why didn't he show up?Didn't her membership expire?

Hadn't it occurred to you?Why hadn't he returned?Hadn't her sister called?Hadn't his family arrived?

The following sentences contain both positive and negative reduced forms. Repeat them:

Did it, or didn 'f it?

Did he, or didn 't he?Had it, or hadn 't it?Had he, or hadn 't he?

couldn't, shouldn't, wouldn't + pronoun Practice these in reduced forms. Listento A and B, then repeat B. Listen again to B.

A

/kudmt/

Ikudni//wudmt/

Iwudnar/

IJudmt/

IJudni/

B

Couldn't it be possible? tn>Couldn 't he be there?Wouldn't it be wise?Why wouldn't her car start?

Shouldn't it be left alone?Shouldn't he be notified?

The following sentences contain both positive and negative reduced forms. Repeat them:

Couldn't it, or could it?Would he, or wouldn t he?Shouldn't he, or should he?

In these exchanges the responses are spoken with emphasis. Listen:

A

He isn't going. . .

That isn't her signature, is it? .

Doesn't he live nearby? .

The package has not arrived yet. .

He wasn't at the meeting .

B

Isn't he?

No, that is not her signature.

No, he does not.

Hasn't it?

Wasn't he?

4.26

PUTTING IT ALL TOGETHER

Rhythm

Practice using reduced forms and contracted forms to achieve the rhythm of AmericanEnglish. In the following groups of exchanges, the items in A and in B each havematching rhythm. After you hear A and B, repeat B.

A

Did you agree? .Did you apply? .Where had they gone? .Would you have known? .

Wasn't that plenty? .Wouldn't it matter? .Didn't she make it? .Hadn't he noticed? .

When should we meet? .When could you go? .When will you call? .Where should we meet? .

Isn't it about complete? .Isn't he a friend of yours? .Wasn't she about to leave? .Doesn't it belong to you? .

Did they get any help? .Do you need any more? .Are you ready to start? .Are you planning to go? .

Where did you learn to dance? .What are you doing next? .When would she like to start? .Why did you stay at home? .

What are your plans for summer?What do you want to study? .When do you think you'll do that?Why don't you try to call them? ...

B

• • • ••I could not agree.I applied today.They had gone to town.I might not have guessed.

• •• ••• •It isn't merely enough.It wouldn't matter at all.She didn't make it on time.He might've noticed it too.

• • • •• •We can meet after lunch.I could leave in an hour.We will call you at ten.We should meet at the park.

• • • • • • • •No, they did not complete the task.No, he is not a friend of mine.No, she had just returned from there.No, it does not belong to us.

• • • •• • •They did it all by themselves.We've got enough for a week.I'm going to start in a while.I'm sure we'll go if we can.

• • • • • •I learned to dance in school.I'll have to get a job.She plans to start today.I stayed at home to rest.

• • • • • •I plan to go to school.I want to study math.I think I'll start in June.I'll have to look them up.

4.27


Conversational Exercise

Practice the rhythm patterns you have learned in this section. Repeat both speakers in thefollowing conversation.

So...got any suggestions for lunch?

Anywhere you want to go is fine with me.

How does Middle Eastern food sound?

Didn't we have that last week?

Yeah, I guess we did. How about that sandwich shop down the street?

Well, last time I went there, we couldn't find a seat, andI have way too much work to do to wait.

Okay, How does Thai food strike you? I'm really in the mood for curry.

Gee. Thai food doesn't sit well with my sensitive stomach.

So...got any suggestions for lunch?

Anywhere you want to go is fine with me.

4.28

THE

ENGLISH CONSONANTS

CD INTRODUCTION TO ENGLISH CONSONANTS

THE IPA SYMBOLS FOR CONSONANTS

Following are each of the 24 English consonants and the IPA symbols that representthem. Notice that some of the symbols are identical to spellings in written English.

IPA AS IN: SPELLINGS

Ipl ]2ay p,ppIbl QOY b, bb,pbItI lea t, tt, ed, ght, thIdl gay d,ddIkl key k, c, ck,cc, chIgl go g,gg, gh, gueItJI chew ch, tch, ti, t, te, tuId31 jet j, g,gg,d~ge, dge,diIfI fee f, ff, ph, ghIvl yan v, f, ph191 think th101 the thIsl see s, c, cc, sc, ps, ZIzl ~oo Z, ZZ, s, ssIJI she sh, si, ce, ti, ci, s, ch131 beige . .si, su, g, ZIIhl hot h, wh,jIwl way w, u, 0, whIjl you y, I, U

Irl run rr, rr, wr, rhII/ lie 1, 11Iml me m,mb,mn,mmInl no n,nn,kn,pn,gnIgl SIng ng,ngue

5.1


CLASSIFICATION OF CONSONANTS

These consonants are classified by the place where they are produced and by the manner inwhich they are produced.

The Speech Structures:

Alveolar.

Pre Palate

Teeth ..

Nasal Passage

Lips •.. : .......•

···········..... Tongue Tip

Jaw

Larynx ...Also known as the "voice box"and contains the vocal cords.

PLACE of ARTICULATION

MANNER Top Teeth Tongue Tip Tongue Tip ongue Blade Tongue Front Tongue Center Tongue Back Nearof & • • • • • & Velum the Larynx

ARTICULATION The Lips Bottom Lip Top Teeth Alveolar Ridge Pre-palate Front Palate Central Palate

Airflow stopped p, b t.d k, 9and released sharply

Airflow released through f, V 8,5 s, z 1.3 ha constricted passage

Airflow stopped and t1. d3then releasedcontinuously

Airflow released W j ras the tongue glides

Airflow released over Ione side of tongue

Airflow released m n IJthrough nasal passage

2

Consonants

OJ Tongue Tip PlacementThe tongue tip rests behind the bottom front teeth during most of English speech. Thevery back of the tongue stays in a low, relaxed position, creating a feeling of openness inthe back of the mouth.

Use of Voice for ConsonantsNine of the English consonants are produced without voice. Each of these, except /h/,has a partner sound that is produced in the same place and in the same manner, but withVOIce.

Voiceless:

Voiced:

IplIbl

It I Ikl

Idl Igl

If I

Ivl181 Isl ISI

lal Izl 131

Ihl

To contrast the feel of a voiceless consonant with that of a voiced consonant, placeyour hand on your throat to feel the larynx as you say these word pairs:

pin - bin ten - den came - game

The vibration at your throat should be shorter in duration on the first word of eachpair. This is because no voice is used for the first consonant on those words.

If you stop the voice too quickly on words ending with voiced consonants, you mightsay one word when you mean to say another. For example:

lap instead of lab bat instead of bad back instead of bag

To feel the contrast between a voiceless ending and a voiced ending, place yourhand on the larynx area and say these word pairs:

voiceless - voiced voiceless - voiced voiceless - voiced

tap tabat add

cap - cabbat bad

nap nabsat sad

Vibration should be slightly longer on a word that ends with a voiced consonant. Youwill find that producing the final consonant with voice makes the preceding vowellonger.

Page 5.16 contains more wordpairs for contrastingvoiceless endings with voiced endings.

Aspiration

At the beginnings of words, stop consonants are released with a slight burst of air. Thesound of air produced is called aspiration. To contrast the aspiration of a voicelesssound with that of a voiced sound, hold the back of your hand close to your mouth asyou say the words below. You should feel stronger aspiration on the first word of eachset.

ten - den pin - bin come - gum


Ipl - voiceless Ib/- voiced

TO PRODUCE: Stop the airflow by holding your lipstogether. Then part the lips quickly to release theairflow with sudden pressure.

It! - voiceless Id/- voiced

TO PRODUCE: Place your tongue tip on the alveolarridge (the bump behind your upper front teeth)to stop the airflow. Then lower the tip sharply torelease the airflow with sudden pressure.

Ikl - voiceless Ig/- voiced

TO PRODUCE: Raise the back of your tongueagainst the palate to stop the airflow. Drop thetongue quickly to release the airflow with suddenpressure.

5.4

Consonants

THE STOP CONSONANTS

The stop consonants are pairs of sounds that are produced in the same way except that one isvoiceless and the other is voiced. They are:

Ipl pitIt I tenIkl cap

Ibl bitIdl den191 gap

INITIAL STOP CONSONANTS

Listen to the contrast between voiceless stop consonants and voiced stop consonants.

pan - banpay - bay

too/two - dotip - dip

came - gamecap - gap

Can you hear a marked difference between a voiceless and a voiced initial oonsonant?Listen to word pairs. You will hear one word again. Which is it?

pit_ bit_ could good _ten den

llnsvvers: pit den could

Repeat these pairs:

cave - gavecoat - goat

pan - banpay - bay

time - dimeten - den

After you hear A and B, repeat B.

A BHow's the weather? It's cold.What kind of ring? It's gold.

What is a ringlet? A curl.Is it a boyar a girl? A girl.

Is that a jacket? It's a coat.Is that a sheep? It's a goat.

5.5

A laboratory is called a _ lab. The napkin is on my _ lap.


FINAL STOP CONSONANTS

Contrast: Voiceless Endings - Voiced EndingsAt the ends of words stop consonants are not aspirated. Instead, they are releasedsoftly. Listen:

at add cap cab back bag

Can you differentiate between these voiceless and voiced final consonants? Listento word pairs. You will hear one word again. Which is it?

neat_ need

Answers: cub lack need

Contrast voiceless and voiced final consonants. Repeat these word pairs as you focuson their endings.

back - bagbuck - bug

lap - labknack - nag

rote/ wrote - roadset - said

Which ending is longer, the voiceless or the voiced?

Contrast voiceless with voiced endings in these sentences. Repeat:

I'll be right back. What's in the bag?It sat on my @Q. She works in a lab.Look under the mat. Don't get mad.The room looks neat. What did you need?The sun has set. It's what you said.

Complete each set of sentences to contrast their endings. Upon hearing A, say B.You will hear a model after.

A

He wore a blueB A

He took a taxiB

cab.cap.

It's not good, it's _ bad. In baseball, you use a _ bat.

I sleep in a_ bed. A gamble is a _ bet.

We went for a long _ ride. Left is opposite of _ right.

ConsonantsPractice using voiceless and voiced endings. Listen carefully to these statements andanswer the questions. You will hear a model after each response.

He left his cap in the cab.

What did he leave?Where?

His cap.In the cab.

He carried a bag on his back.

What did he carry?Where?

A bag.On his back.

They found the rag on a rack.

What did they find?Where?

The rag.On the rack.

Abe sat down and watched the ape.

Who sat down?What did he watch?

Abe.The ape.

They will write and then go for a ride.

What will they do first?What will they do next?

Write.Go for a ride.

MIDDLE STOP CONSONANTS

A middle voiceless consonant is aspirated when it begins a stressed syllable. Listenfor a contrast:

appear - upperupon - open

occur - acrebecome - backup

Practice aspirating middle stop consonants. Repeat:

appear - appearanceappeal - appealingaccount - accounting

become - becomingoccur - occurringcontain - containing

Middle t and d

The Glottal Stop - Middle t followed by n is produced as a glottal stop. This soundis made by stopping the airflow at the larynx and then releasing it quickly, as in"button." Listen to the contrast between aspirated t and the glottal stop.

attain - eaten contain - cotton retain - written

5.7

The COMPREHENSIVE American Accent GuideListen to the glottal stop in word pairs:

button - buttoning sweeten - sweetening

Repeat these words:

fatten - fattening lighten - lightening tighten - tightening


button Push the button.certain I'm not certain.witness........ Was there a witness?fattening Those sweets are fattening.lightening When there's thunder, there's lightening.

The glottal stop is occasionally used for t at the ends of words. For instance, one sideof a phone conversation might sound like this:

What?I hope not.Was it?

Where at?What's that?Oh, that one.

tapped aspirated tapped aspirated

The Tapped T - Between vowels, t and d are sometimes produced as the tapped t. Thissound is made by tapping the tongue tip across the alveolar ridge. It is identical to the rsound in many languages, as in "vedy nice" for "very nice."

Listen to the contrast between the tapped t and the aspirated t or d:

eating - attendadding - adapt

matingauto

- maintain- adore

Listen to words that sound the same because both t and d are produced as the tapped t.

atom - Adamheating - heeding

liter - leadermatter - madder

Practice words that contain the aspirated t or d as well as the tapped t. Repeat:

potatototal

tomatodata

tutordating

5.8

ConsonantsLINKING: STOP CONSONANTS with VOWELS

Final t and d are produced as the tapped t when they occur after a vowel and arefollowed by another vowel. Listen:

Who wrote the letter?........ We wrote.It,Who rode the bus? We rode Jt.

Who set the table? We setIt.Who said that? . We sald.jt.

Practice the tapped t in sentences. After you hear A and B, repeat B.

A

Are you ready? .Should I total it? .Is the report ready? .Did you like the joke? .Did you have plans? .Your efforts were rewarded .Did you decide? .

B

No, wait~a minute.Yes, add.Jt up.It~is ready.I didn't geUt.No, we plaved It by ear.Yes, they paidjoff,I haven't even thouqhtjaboutIt.

A B

As you listen to the following dialogue, mark the t's and d's that are produced as thetapped t.

What do you need from the store? I made out a list. Here it is.

See you later. Wait a minute, I thought of something else.

What is it? We need potatoes, lettuce, tomatoes, and avocados.

Is that everything? Oh yes, we need cat litter too.

What....do you need from the store?

See you later.

What is it?

Is that everything?

I madeout;a list. Here it.Js.

The tapped t shown in bold letters:

Wait....a minute, I thought....of something else.

We need potatoes, lettuce, tomatoes and avocados.

Oh yes, we need cat litter too.

o

5.9


LINKING: STOP CONSONANTS with VOWELS

A final consonant other than t or d is linked to a vowel as though it begins the nextword. Listen, and focus on the responses:

Ipl

What's on the table?. The capjs.

Ik/

The door is unlocked... I'll lock jt,

Ibl

What's in the street?.. The cab js.

191Write down the time. .. I'll logJt.

PARAPHRASE - Practice linking. Items in A and B have similar meanings. After youhear both, repeat B.

A

Squeezeit. .Tastethe drink. . .Sendthe packages. . .Pretendyou know how .Takea quick look. . .

B

Grip_it.Sip.Jt.

Ship.jhern.Fake_it.Take_a peek.

This time, after you hear A, state the response in B. Listen to the models after.

A

Cut it up. . .Tradeit for another. .Embracethem. . .Inspect it. .

B

Chop jt.Swap jt.Hug fhem.Checkitout.

LINKING: CONSONANTS - CONSONANTS

Avoid adding an extra vowel between consonants. The result can dramatically changemeaning. Listen:

Add numbers. - Add a number.Take turns. - Take a turn.

Type papers. - Type a paper.Wrap gifts. - Wrap a gift.

In English speech, identical consonants between words are produced as one. Listen:

Good_day. WhaCtime? The topjprioritv, Take.jcare,

5.10

Consonants

To link different stop consonants, on the other hand, hold the airflow on the first oneand release it on the second. Listen:

big~time.

Practice linking consonants in these compound words. Repeat:

backQackhoLctog

notebookpopcorn

feedbackwe.b.p.age

Practice linking stop consonants in sentences. After you hear A and B, repeat B.

A

Who did the driving? .Which one do you want? .Were you the photographer? .Is it a kitten? .They look like football players. .. .

B

We took..turns.I'll take.jboth.Yes, I took.pictures.No, it's a big~cat.Yes, they're big~guys.

THE SUFFIX -ed

The Suffix -ed forms past tense verbs and adjectives.For example:

past tense verB: The furnace heated the building.adjective: The apartment pool is heated.

Stop Consonants + Suffix -ed

The suffix -ed is pronounced ladl after tor d, for example:

want - wanted need - needed date - dated

The suffix -ed is pronounced It I after voiceless consonants and Idl after voiced consonants,for example:

Ik, ktl

Ig, gdl

back - backedbag - bagged

Ip, ptl

Ib, bdlrope - ropedrobe - robed

EXCEPTIONS - In the following adjectives, the ending -ed ispronounced lad/:

crooked jagged naked ragged wicked

Can you hear the suffix -ed clearly? Listen to word pairs. You will hear one word again.Which is it?

talk talkedtap _ tapped_

beg _ begged_rob_ robbed

Answers: talk tapped begged rob

5.11


Contrast: Voiceless -ed - Voiced -edPay attention to the lengths of the vowels in the following word sets. Listen:

Iptl Ibdl

mopped - mobbednapped - nabbed

Iktl Igdl

backed - baggedlocked - logged

Which sound longer, the voiceless, or the voiced endings?

Repeat these words:

Itedl

notedrentedwanted

Idadl

addedloadedneeded

Iptl

dippeddroppedstopped

Iktlknockedlookedtalked

Ibdlnabbedrobbedsobbed

Igdlbeggedhuggedtagged

LINKING: Suffix -ed to Vowels: Practice linking the suffix -ed to vowels. After youhear A and B, repeat B.

A B

ladl Were they on time? No, we waited.and waited for them.Did you share? We dlvlded.It equally.Will she be there? We tnvlted.her;

Iptl Did the audience like it? They dapped.,a lot.It broke. Who droppedIt?Did you take it with you?... No, I shlpped.jt.

Ibdl The bathtub looks clean. ... I scrubbed.Jt.

Iktl Did you change your mind? Yes, I backedout.Did you ring the doorbell?.. No, I knockedon the door.Is the VCRready? Yes, it's hooked.jup.

Igdl The TV is not working. Is it pluqqed In?Did they boast? Yes, they braqqedja lot.

5.12

Consonants

LINKING: Suffix -ed - Consonants - Practice linking the suffix -ed with consonantsin responses. After you hear A and B, repeat B.

A

How long did you wait? .Did you like it there? .How did they look? .Which one did you like? .What did you think? .How much weight did you lose? .

B

I waitedtwo hours.I hated.to leave.They lookedtired,I likedboth.They lookedqreat,I droppedten pounds.

r..rrtThe suffix -ed is not pronounced precisely when if'is linked to another consonant.Eorif1ailec[ the sounds very rnuchljl$:e mqil the in the followingsent

/ already mailed the letter. I will mail the letter.

The suffix. -ed is not heard at all when it is linked to tor d. For example: talked tosounds identical to talk to in the following sentences:

I talked to her yesterday I talk to her every day

SYNONYMS - Practice the suffix -ed on groups of verb synonyms. Repeat each word:

1. arrested - detained - captured - apprehended

2. bet - gambled - risked - speculated

3. expected - awaited - anticipated - contemplated

4. found - detected - located - discovered

5. remembered - recalled - recollected - reminisced

6. ordered - required - demanded - r.equested

7. tested - sampled - inspected - examined

8. succeeded - accomplished - prevailed - triumphed

BONUS EXERCISES

Compare the lengths of vowel sounds - In each set that follows, circle the word thatcontains the longer vowel or diphthong sound.

1. bid - bit 4. safe - save 7. my- might 10. been - bean2. mate - made 5. house - how 8. lack -lag 11. mutt - mud3. wake - way 6. bite - buy 9. feet - feed 12. said - set

Answers:I. bid 4. save 7.my 10. bean2. made 5. how 8. lag II. mud3. way 6. buy 9. feed 12. said

5.13


Compare the lengths of voWel sounds -ill (}I~hset ihat follows, one wcftd has avoiceless ending, and the other has a voiced ending. Which of the two words is spokenwith a longer vowel?

1. mate made 5. lied light -2. hack hag - 6. locked logged_3. sight - sighed_ 7. pig pick -4. roped _ robed 8. (apped_ tabbed

Answers: r. made 2. hag 3. sighed 4. robed 5. lied 6. logged 7. pig 8. tabbed

Review the vowel sounds- Say the following words aloud as you practice pronouncingthe stop consonants with different vowels.

Ipl Ibl It I Idl Ikl IglIii pea belbee team deem keep geeseIII pin bin/been tip dip kid givelei pet bet ten den kept guestletl pay bay tame dame came gamelre/ pass bass taR ~afl cab gabfA! pun bun ton done come gum101 pot ball taught dot caught/cot gotloul post boast toe/tow doe/dough coat goatlu/ pull bull took could goodlul pooch booth to/too/two do/due cool gooselal/ pie by/bye/buy ~ie die/dye kind guJdelaul pout about tout doubt cow gown

Practice the suffix -edSYNONYNS - In each the following word groups, all of the words are synonyms, except one. Sayall the words and state which one is ,o,otsimi}a:rin mealJ,mgto tue others.

,@

1. arrested - detained - talked - captured - apprehended2. bet - awaited - gambled - risked - speculated3. expected - awaited - rejected - anticipated - contemplated4. found - detected - located - ordered - discovered5. looked - reme~bered - tecalle~ - recoyected -J~minisced6. ordered - requited - demandE1g-requested - answered7. tested - started - sampled - inspected - examined8. succeeded - stopped - accomplished - prevailed - triumphed9. believed - demanded - accepted - understood - concluded

The different word; I. talked 2 a6. answered 7.s

3. rejected 4. ordered 5. looked8~sttlpped 9. ~Emanded

5.14

Consonants

Practice the suffix -ed:

The following sentences are either in the present or in the future tense. Change the verbto past tense and state the sentence. Remember to link the suffixed -ed to the sound thatfollows it.

1. I like everything about it.

2. I will thank everyone.

3. We will look everywhere.

4. I arrive on time.

5. I intend to call my parents.

6. They work hard to finish the job.

7. The bus will stop here.

8. I will pick up the phone.

9. We investigate the problem.

10. She will finish early.

11. The police will arrest him.

12. She will invite all her friends.

As to Past Tense:l. I likedeverything about it2. I thankedeveryone,3. We lookedeverywhere,4. I arrived on time.5. I intend~ _to call my parents.6. They worked _hard_ to finish the job.

7. The bus stopped _here.8. I pickedup the phone.9. We investigatedthe problem.10. She finishedearly,I I. The police arrestedhim.12. She invitedall her friends.

Practice irregular past tense verbs:The following sentences are either in the present or in future tense. Change the verb toits irregular past tense form and then state the sentence.

1. I think it is right.

2. I take the morning train.

3. I will bring you flowers.

4. I find the right street.

5. She will go to that college.

6. The kids run all the way to school ..

7. We wiil buy a new computer.

8. We drive carefully.

As Irregular Past Tense:I. I J;bQygb! it was right.2. I took the morning train.3. I broyght you flowers.4. I found the right street.

5. She ~ to that college.6. The kids ran all the way to school.7. We bought a new computer.8. We ~ carefully.

Practice the suffix oed in conversational speech:Tell about events in your day. Use regular verbs that require suffix -ed as well as irregularverbs. For example:

"I walked to the bus stop and waited about ten minutes for the bus. The busdropped me off at the library. There, I studied, I looked up information, andchecked out some books ...."

------- ---- ------5.15


P. bcap - cabcup - cubflap - flabgap - gab

t, d

at - ad/addate - aid/aidebat - badbeat/beet-beadbet - bedbit - bidbrat - Bradbright - bridebrute - brewedbut - budcoat - codecot - cod

k,g

back - bagbuck - bugclock - clogDick - digduck - Dougdock - dogflack - flagflock - flog

pt, bd

roped - robedlooped - lubed

kt, gd

backed - baggedbucked - buggedflocked, - flogged

MINIMAl::PAIRSof

F~ALSTOPCONSONANTS

lap -labloop -Jube

mop - mobnap - nab

cute - cuedfat - fadfate - fadefloat - flowedfright - friedgloat - glowedgrate/great - gradehat - hadheat - heedmate - made/maidoat - owedpat - pad

frock - froghack - hagJack - jagjock - jogknack - nagleak - leaguelack -laglock - log

mopped - mobbednapped - nabbed

lacked - laggedlocked - loggedplucked - plugged

gup - pubPip - ribrope - robeslap - slab

rate - raidrTghtlrite/write - riderot - rodrote/wrote - road/rodesat - sadseat - seedset - said

'W!lght/site- slde/sighErdslight - slideslit - slidstate - stayedstraight - strayed

luck - lugpeck - pegpick - pigpluck - plugrack - ragRick - rigt'sack - sagshack - shag

ripped - r12bed,,,: .)@

roped - rmled

sacked - saggedsnacked - snagged

ed/tG!§l- t~gg~tl

slop - slobsOI1- sobtap - tabswap - swab

suit - suedsuite/sweet - Swedetight - tide/tiedtote - toadtrait - tradetrite - triedwait/weight - wadelweighedwef-wedwept - webbedwheat - weed/we'dwhite - wide

smock - smogsnack - snagstack - stagtack - tag*tuck - tug

'W'whack - wagwick - wig

swapped - swabbedtapped - tapped

tucked - tuggedwhacked - wagged

5.16

Consonants

SILENT SPELLINGS

Spellings p, b - These are not p}.;onounced it} the following words:

bome' douJ<rl thumJl cOW~ cupboardclirnJ{ dume' tome' coup pneumoniacorni1' larni1' wom){ psalm j1'seudonymcrumb' lim){ plurnaer psyche psychologistdem nurnl1' plumJoflng psychic psychology

sueite recei,fft

Spellings t, d - These are not pronounced in the following words:

ballet filleY hasren mustn't morYgagebouquet gourmeY lis;en brisjle Chrisjfnasbuffe)" rapport moisren cas)1e nanasornedebur' valet offen hustle han!ikerchiefdepoY fas/e n soften whistle Weclnesday

wrestle

Spellings k, c, g - These are not pronounced in the following words:

bou~tbri~tbrou~tcau~tdrou~tfe~fiphtfou9"thei~thi~~ackJlneeJlnockJ<hOW

li)lhtmi~tni.¢'tou~trei~ri~tsi~si~tsou~ttau¢ltthougfitwei~wei~twrou,9'f1t

aliin fprei.¢tass~ 'nowledgeben~n rnusplecarnpaigf sovereijmchampagneGonsiindesi)indistrau,9'f1tIndiyfmali¢iresi~toni~t

aIi,¢lmentarraipnmentassi.¢'mentconsi~mentdesi,¢ler

5.l7


CONTINUANT CONSONANTS

The sounds that follow in this section are produced with continuous airflow.

TO PRODUCE: Keep your tongue flattened, as youraise its sides against your upper side teeth. Place theflattened tongue tip below the upper front teeth, allowinga passage for the airflow.

The airflow must be continuous. If you are placing yourtongue tip below the top teeth but are still producing as~und that is. more Ilk~ It! Qr Id~\.you are.stopping theairflow. To a'old'this, Ibwerthe tiP sufficiently. '

Try the following technique: Place the tongue tip lowenough to produce the sound Ihl, and then raise itgradually uritil'you are producing 19t. Practiced!on thewords below. Say them at first with the Ihl sound, andthen gradually raise the tip until you are saying them with10/. While you do this, hold the back of rour hand close toyeur mouth '80 that you can casSellethat the air is flowingbetween the tip and upper teeth.

lei - voiceless lal - voiced

}

Fe'Y if:nglish wo~ds cO'ntain1he sounds 10, 51. Som~ of these words, nowev,er, areused very frequently, including; W

the, this, that, these, those, they, than, then, and thank.

5.18

Consonants

lei thin, thank

lal then, that

Contrast: lei - It I


thank_ tank_thick tick_

bath_ bat_booth boot_

Answers: thank tick bath booth

Say the following words to contrast the 181 and It! sounds. Remember that the airflowis continuous for /8/, while stopped for It/. Repeat:

thought - taughtthread - treadthin - tin

threw/throuqh - truethree - treewith - wit

both - boatfaith - fatemath - mat

See page 5.24 for more practice words that contain the sounds 161 and It/.

Now repeat these words and sentences:

thank - tankthick - tickbath - batbooth - boot

Whom should I thank? .The fog is thick .I took a hot bath .Where's the phone booth? .

I filled up the tank.It's a loud tick.Is that a bird or a bat?Where's the other boot?

Try sentences with both /e/ and /t/. Repeat, and then listen again.

Is it one tree, or three?

We both went on the boat.

Thank you for filling the tank. ~

Is it true you are through?

5.19..


Practice contrasting the 181and It I sounds. After you hear A, say the correct responsein B. You will hear a model after.

AIt involves numbers. . .Short for Matthew. .. .

It's an idea. .. .Past tense for teach. .

The upper leg. .. .Short for necktie. .. .

A kind of enclosure. .. ..You wear it on your foot.

No one can avoid this. ..A liability. .. .

BMath.Matt.

A thought.Taught.

The thigh.Tie.

A booth.A boot.

Death.A debt.

A

A washing .It's used in baseball. .

BA bath.A bat.

It's a number .A tall woody plant. .

Three.A tree.

Opposite of thick. . .A kind of metal. .

Thin.Tin.

One and the other. . .A water craft. .

BothA boat.

Contrast: lal - Idl

they _breathe

Can you hear the contrast between the 101 and Idl sounds? Listen to these word pairs.You will hear one word again. Which is it?

therethen

dareden

Answers: there den

day_breed

day breathe

Remember that the airflow is continuous for 101,while it is stopped for Id/. Repeat:

those - dozethough - dough

Now say these words and sentences. Repeat:

then - den

there - dare

they - daythose - doze

lather - laddersoothe - sued

Now or then? It's in the den.

Leave it there. Do you dare?Who are they? Have a nice day.

I need those. A nap is a doze.

Practice both 101 and Idl in sentences. Repeat, and listen again.

I then went to the den. t:n>They took one day.

Did you say dose or those?I don't dare go there.

5.20

Consonants

Contrast: 161 - Isl

Can you differentiate between 181 and Is/? Listen to these word pairs. You will hearone word again. Which is it?

faith faceforth/fourth force

thank sankthing_ sing_

thank thingAnswers: faith force


mouth - mousetenth - tense

think - sinkthought - sought

thumb - some/sumworth - worse


forth - forcethaw- sawworth - worsething - singthumb - sum

He paced back and forth.To melt is to thaw. .. .How much is it worth? .That is a good thing. .. .Press with your thumb. .. .

It hit with force.That's not what I saw.It couldn't be worse.I heard the chorus sing.The total is the sum.

Practice both 181 and Isl in sentences. Repeat, and listen again.

It's no sin to be thin. ~

I think it's in the sink.

There's something on my thumb.

After you hear A, state the correct response in B. You will hear a model after.

A B A B

It's part of the hand.... The thumb. Opposite of thin. Thick.Thetotal. The sum. He's ill. He's sick.

It means narrow. Thin. Another namefor object. _ Thing.A wrongdoing. A sin. What a choir does. Sing.

The date after the third. The fourth. It's below the nose. The mouth.It means power. Force. It's by the computer.... The mouse.

5.21


Contrast: f()/ - /z/Can you differentiate between these sounds? Listen to word pairs. You will hear oneword again. Which is it?

breathe breeze clothing_ closing_ then Zen

Answers: breeze clothing Zen


breathe - breeze

clothing - closing

teething·- teasing

We all must breathe. I feel a cool breeze.

eighth length width

I like the clothing The store is closing.

The baby is teething. I was only teasing.

Practice both 10/ and Izl sounds in sentences. Repeat, and listen again.

The clothing store is closing.

Breathe in the cool breeze.

He then studied Zen.

Practice numbers containing the sound 18/. Repeat:

3, 13 30,333 1000, 1033 3000,3030

Sound Clusters - 18, ()IWhen 181follows Inl, place the tongue tip for Inl in the same place as for 18/, with thetongue tip between the upper and lower teeth. Repeat these numbers:

In the following words, the consonant before 18, 01 is produced in the same place as18, 01. First stop the airflow, and then lower the tongue tip quickly for 18, 01. Repeat:

5.22

Consonants

To produce /8/ + /s/, move the tongue tip from the position of /8/ into the position of/s/ without touching the alveolar ridge. Repeat:

boothseighths

fifthsfourths

monthstenths

Practice linking /8, 51 with It! or Id/. Repeat:

What~thing?Who didthat?I'll waitthere.

Didthey?I wouldthank him.You might)hink that.

SYNONYMS - Practice 18, 5/ sounds in synonyms. After you hear A, say its synonym,B. Then listen to the model.

A B A B

defrost thaw arithmetic mathdisturb bother dirt _ filthdirty _ filthy religion _ faithgrateful _ thankful richness wealthskinny thin dentures _ false teethan idea _ a thought sports athletics

ANTONYMS - Practice both /8, 5/ sounds in antonyms within phrases. After you hear A, sayits opposite, B. Listen to the model after.

A B A B

They're apart _ They're together. Two sisters. Two brothers.It's a birth. Its a death. I have nothing. I have something.It's ours. Its theirs. I like those. I like these.It's either. It s neither. Look at that. Look at this.My father. _ My mother. Very thick. Very thin.Is it here? Is it there? Go with us. Go with them.They're nearer. _ They're farther. We are. They are.Go north. Go south. What's the length? - What s the width?Do it now. Do it then. With sugar. Without sugar.

Practice the sounds /8, 51 in a dialogue. After you hear A and B, repeat B.

A B

I think these are the best ones.No, there's another kind over there. .Yes, they're the new ones. .. .

I thought they were the only ones.Those on the right?I think those are even better than these.

5.23


5.24

Conversational ExerciseThe following dialogue typifies the frequent use of the /8, 5/ sounds in conversationalspeech. Listen.

Excuse me? Do you have that in blue?

................... Do I have this in blue?No, that!

This?

No, that right there.Just so we understand each other, is this the "that"you were referring to?

That's it! But I do have a question. What exactly is thedifference between this, that, and those over there?

.................... Well, it basically boils down to this: This, that, and the other.

That I can understand. Thanks for clearing that up for me.

.................... Hey. It's this simple: That's my job.

Practice Words with Sounds /01 & l(jl

As yo'ff'say theJ'611owJng wor~. 'r.fIowpass een 'our tonllie tip'8lld your 1;rontupl1er teeth.Hold the back of your hand close to your mouth to feel a continuous airflow;

Initial 161

•th uJthi tythirtythousand

• •'*ptI'IorCfugh

Thursdaythanktheftthickthiefthigh

thinkthirdthornthoughtthumb

tfiankfullythoroughly

Final & I!IU(,ldl~,alt

• •boothbothdeatheatthfaith

mathmothmouth,teett¥1

with

authorethicsnOJlllnpsam-eth infji!

truthful

athletebathtubphone@gooth

~Qotm;'yClshtoothpaste

athletic'authenticpathetics'hthetic

Initial & Final fal

\t"'anthatthemthere/their

\theythisthoughthose

bythereforetherein

\'bathebreathesmooth

Middle faf

• • • • • •eitherfatherfeatherIeath

motherneitherother

smoothiesoothingweather/whether

botherbreathingbrotherclottling

anothertogether

Consonants

w 4. neither 5. mother 6. there 7. fartherbrotlitlt 12. no,thing 13. those 14. thin

18. length 19. with

BONUS EXERCISES

Identify pronunciations of the suffix -ed:How are the endings of the following words pronounced? Select from the sounds shown abovethe words.

od/ Iptl Ibdl /ktl Igdl 1ft! Ivdl lodl[W

7. a~ted__8.loved __9.added __

4.~egged_5. robbed6. peaked __

10. baked__11. laughed__12. bathed__

1. packed__2. tipped__3. booted__

Correct:

I. Ikt!2. Ipt!3. laQJ

4. Igdl

!: ~I

7. lad!8. Ivdl9. ~d1

10. !ktlII. 1ft!12. Mdl

Practice the sounds leI and lat in sentences:SYNONYMS - Below are sets of synonyms. For each item say a sentence containing both words.For example:

"Another word for arith'me#Cfo~lhath." or ';4.r#hmette mea11§tnf);same as math. "

A B A B A B

1. arithmetic math 5. dirty filthy 9. religion faith2. defrost thaw 6. disturb bother 10. richness wealth3, dentures false teeth 7. grateful thankful 11. skinny thin4. dirt filtl! ' 8. idea thouglit 12. spcrts athletics

ANTONYNS- Match each word under A with its antonym under B (The first set is matched for you).Then say sentences containing both words. For example:

"Apart is the opposite of together./' or '

J3

theresouthfarthertogetherdeaththe'winelt ermotherthen

and tOfJether are"opposites. "

4

11. sister12. something13. these14. thick15. this16. us17.18. th19. without

13

lengththatthembrotherwithnothingthosetheythin

1. apart2. birth3. deposit4. either5. father6. here7. 'bearer8. north9. now10. ours

Corresponding Antonym:

1.'together 2. death 3.with.~. sou~. 'r' tficng.ip·, thei'15. that . 16. them w17. they

5.25


TO PRODUCE: Placeyourbottom lip underyourtrontupperteeth,allowing a passage tor a continuous airflow.

Sound/t/isaspiratedwhen itbeginsa wordorastressedsyllable.

-r-If I voiceless lvl - voiced

fine, few, phone vine, view, vinyl

Contrast: If I - IvlCan you differentiate between these sounds? Listen to these word pairs. You will hearone word again. Which is it?

face vase leaf leave safe save

Answers: vase leave save

Repeat these words:

fan - van

fine - vine

rifle - rival

surface - service

Repeat these words and sentences.

vine - fine The vine looks fine.

refuse - reviews I refuse to read the reviews.

leave -leaf

save - safe

Did you leave the leaf?

Save the money in a safe.

5.26

Consonants

Contrast: If, vI - 16, (jl

Can you differentiate between /8, 5/ and If I or Iv/? Listen to word pairs. You willhear one word again. Which one is it?

Answers: thirst fink vat


think - finkthirst - firstthese - feesthat - vat

Stop and think. . .This will quench your thirst. . .I'll take one of these. . .Take a look at that! .

Is a cheater a fink?Do first things first.What are the fees?The big tub is a vat.

See page 5.29 and 5.30 for more practice words on the sounds If! and Iv!

f + suffix ~S 'i../fslV + -suffix - s = Ivzl

Suffix -sSuffix -s is voiceless after If I, and it is voiced after Iv/. Listen:

proofs - proves safes - saves waifs - waves

Repeat these words:

laughsparagraphsphotographs

lovesinvolvesdissolves

negativesrelatives

f + suffix -ed = 1ft{v + -suffix - ed = /vdl

Suffix -edSuffix -ed is voiceless after If I, and it is voiced after Iv/. Listen:

laughed - loved lift - lived proofed - proved

5.27

The COMPREHENSIVE American Accent GuideRepeat the following words:

1ft! Ivdl

coughedcraftlift

livedprovedshoved

Ivdl

behavedbelievedinvolved

Practice If I and Ivl plus -ed. After you hear A and B, repeat B.

Iftl

A

Did he find it funny? .Did they work hard? .Did you leave late? .Was it included? .

A

Does he still have a mustache?How was the movie? .Did you have any doubt? .Did the package arrive? .

B

Yes, he laughed about it.No, they goofed off.

No, I left early.No, it was left out.

Ivdl

B

No, he shaved it off.

I loved it.No, I believed it.Yes, I received it yesterday.

Contrast: Ivl - IblFor Ivl the airflow is directed between the upper teeth and the bottom lip. For Ib/, theairflow is stopped by the lips, and then released quickly. These sounds are usuallypronounced as spelled.

Can you differentiate between the sounds Iv/ and Ibl? Listen to these word pairs. Youwill hear one word again. Which is it?

van_ ban

Answers: ban vest very

Repeat words and sentences to contrast Ivl with Ib/:

curve - curb Drive around the curve. Park near the curb.

very- berry

vest - best

vet - bet

vote - boat

I'm very thankful. A berry is a tiny fruit.

He wore a vest. Which is the best?

I took my pet to the vet. A gambler likes to bet.

Register to vote. They travel by boat.

5.28

Consonants

Words that end with -lfbecomeplural by changing fto v andadding the suffix -es.

Irregular Plurals - /Ivz/

Practice the singular as well as the plural formsof words that end with If Repeat:

Ilfl Ilvzl /lfl Ilvzl

self - selvesshelf - shelves

himself - themselvesyourself - yourselves

Practice Words with Sound If I

initial If I

"\ "\ "\ • • •fade fight foot factor familiarfail firm fowl/foul famous fantasticfan fist full fancy foreverfat fG)Jf1 fun favorfed food phone fiction

final If I

~ "\ "\ "\ "\•

beef laugh roof tough beliefbrief loaf rough safe reliefcough off scarf turf enoughdeaf proof surf wife

5.29


Practice Words with Sound Ivl

initial Ivl, ,•

vain/vane/vein verse valid vacuumvan vest vary/very valuevault void victim volumevow vote visit

finallVI, , , .,drive leave prove alivegave live rove arrivegive love shave believehave move shove receive

BONUS EXERCISES

Practice contrasting the sounds Ivl and Ib/:For each item, select the correct word from the two shown in parenthesis. Then say the sentence.Remember that both Iv! and Ib! are pronounced just as they are spelled.

1. A (ban, van) is bigger than a car.2. Cold air came out of the (bent, vent).3. Did you ever (bet, vet) on a racehorse?4. A (bow, vow) is a kind of promise.5. That is not a (boat, vote), it is a big ship.6. He wore a (best, vest) under his jacket.7. What kind of (berry, very) is in that pie?8. The (curve, curb) is in the shape of an's',9. If you are sophisticated, you are (suave, swab).

Answers: 1. van, 2. vent, 3. bet, 4. vow,S. boat, 6. vest, 7. berry, 8. curve, 9. suave

Practice pronunciations of suffix -ed:Talk about the places where you have lived or have visited. Focus on your use of: past tenseverbs. For example:

"J was born in __ ' and lived there until I was _. During that time, I visited __ . I

moved to in and have lived there since. In the past few years, I have traveled

to "

5.30

Consonants

THE SIBILANT SOUNDS

Isl - voiceless

The sound 151 is similar to thehissing sound of a leaking tire .

TOP ROD UC E: Hold y~ur tongue tip behindyour bottom teeth and place the tonguesides against the upper sides of your mouth.

,,~aise .,the front, o(the tongue toward thealveolar ridge to form a narrow passage.Direct the airflow forward continuouslythrougrn the;passage.

l zl - voiced

The sound Izl is similar tothe buzzing sound of a bee.

. ------------------------------------------------------------ ..Lip Posture for 151 and Izl/

Retract for high-front vowels,as in: see lease easy

~ ( ,Round for high-back vowels,as in: soon so whose/who s

6.1


Ifl - voicelessshe nation wish

131 - voicedpleasure beige

In English this sound occursonlY inthe middle or at the ends of words.

Itfl - voicelesschew watching each

Id3 I - voicedjam major edge

Lip Posture for IfI, 131,Itfl, Id31

~~'

Round the lips and project them outward slightly.

6.2

Consonants

THE SIBILANT SOUNDSA sibilant is a sound that has a whistle-like quality. The sibilant speech sounds arepairs of sounds produced in the same way, except that one sound is voiceless and theother is voiced. The sibilants are:

151 say, so, ace Izl zoo, zip, maze

Ifl she, ship, ash 131 rouge, beige, pleasure

Itfl chew, chip, each Id31 jaw,jam, age

INITIAL SIBILANT SOUNDS

Can you hear the difference between different sibilant sounds? Listen to word pairs.You will hear one word again. Which is it?

sack Zachsea/see_ she_

chunk_ junk_share_ chair_

Zoe_ Joeages_ Asia's_

Answers:sac junk

share

Zoe

Asia'sshe

Contrast the various sibilant sounds. Repeat these word pairs:

sip - zip

Sue/sue - zoo

ship - chip

shop - chop

sign - shine

so - show

cheap - Jeep

choke - joke

To practice contrasting the sibilant sounds, repeat these words and sentences. Thenlisten again.

sane Not crazy, but sane.

Jane Her name is Jane.

chain How long is the chain?

shack They live in a shack.

sack Look in the sack.

Zach

Jack

seat

sheet

cheat

Zachary is called Zach. trl::>

Have you heard from Jack?

I'll save you a seat.

I signed the sheet.

It's not fair to cheat.

6.3


Practice contrasting initial sibilants in exchanges. Listen to A and B, and then repeat B.

A

It's below the mouth. . .It's below the knee. . .

What kind of animal?What kind of vehicle?

What's that game? .Who's that? .

What's another word for select. .What would you like to drink? .

Is it a difficult task? .Is it a seaside? .

Here's a drink. .. .How will you get there? .

Is it like this one? .Is it embarrassing? .

I wasn't serious. .. .I couldn't stop coughing. . .

Is it a tiny piece? .Is that good stuff? .

B

The chin.The shin.

A sheep.A Jeep.

It's chess.It's Jess.

Choose.Juice.

Yes, it's a chore.Yes, it's a shore.

I'll take a sip.I'll take a ship.

Yes, it's the same.Yes, it's a shame.

Were you joking?Were you choking?

No it's a chunk.No, it's junk.

Listen carefully to these statements and answer the questions. You will hear modelsafter each response.

Jess was visiting, and we played chess.

Who was visiting?What did they play?

Jess.Chess.

While driving the Jeep, she spotted the sheep.

What was she driving?What did she spot?

The Jeep.The sheep.

Sue was late because she had lost her shoe.

Who was late?What had she lost?

Sue.Her shoe.

He found the chunk, and mistook it for junk.

What did he find?What did he mistake it for?

The chunk.Junk.

6.4

Consonants

stm"~taysm - smile

sp w spysn - snow

sk ~ skysl - slav\!

ISI BLENDS

The consonant /s/ combineswith certain other consonantsto form s blends.

TOPRODUCE:As you are releasingthe airflow for /s/, form theadjoining consonant:IstJ As you release /s/, place the tongue lip for It!.tiki As you release Is/, raise the tongue back for Ik/.11$81,Ism! A\you releasl'l'/s/, close the lips for Ipl or for Im/ ..IslI,/snl As you release Isl, place the tongue tip for III or for In/.

Listen to words with s blends:

school stop spend sleep

To produce an s blend, form the second consonant while releasing /s/. To say stand,for example, place your tongue tip in position for /t/ as you release /s/. Practice sblends. Repeat:

Istl Iskl Ispl

speakspendsport

Isml

Stevestepstop

smallsmellsmile

scanschoolsky

Is/I

slimslowslum

Isnl

snapsneaksnow

Refining the s Blend - Avoid adding a vowel sound before an s blend, as in "estay"for stay, or "esky" for sky. This can change meaning. Listen:

A

What's another word for respect. .What is water vapor? .

A facial expression .Opposite of frown .

Repeat these responses:

A

An institution of learning.Where did you go today?

An opinion or position. .. .Opposite of sit.. .

An aroma or scent. .To sniff .

Part of a bicycle wheel. .Past tense for speak. .. .

B

Esteem.Steam.

A smile.Smile.

BA school.School.

A stand.Stand.

A smell.Smell.

A spoke.Spoke.

6.5


lace lays_ miss Ms. race raise

Avoid inserting a vowel in s blends. This can change meaning. Listen:

Where's the best location? That spot.Is that a pan? That's a pot.

Who is James Bond? .. That spy.Is that a cake? That's a pie.

Now repeat the responses:

A B

What do you find attractive? That smile.How far is that? That's a mile.

How small is the micro chip? That small.What is that building? It's a mall.

What did you find in the garden? That snail.What is that sharp object? That's a nail.

\FINAL SIBILANT SOUNDS

Contrast: 151 - IzlListen:

hearse - hers hiss - his this - these

Which ending is longer, the voiceless or the voiced?

Can you hear the difference between the final sounds /s/ and Izl? Listen to word pairs.You will hear one word again. Which is it?

Answers: lace Ms. race


loose -loseloss -laws

rice - risethis - these

6.6

ConsonantsPractice final Isl and final Izl in exchanges. After you hear A and B, repeat B. Thenlisten again.

A

It means location. . .Broadway is famous for these. . .

Opposite of conflict. . .A kind of vegetable. . .

A contest. .An increase in pay. . .

The damage .They're made to protect us .

What made the drinks cold? .What do you notice first? .

What are you looking for? .What are you hoping for? .

Are they fleas? .Are they true? .

B

Place.Plays.

Peace.Peas.

A race.A raise.

The loss.The laws.

The ice.The eyes.

The price.The prize.

No, they are lice.No, they are lies.

Frequently Used Words Ending in Izl - The s spelling is voiced in these exchanges.Listen:

A

Is it? .

Was it? .

Guess whose? .

Listen to A and B, and then repeat B.

A

Was, or wasn't it? .Does it? .Whose was that? .Has he called? .Was she here? .Is it as old? .

B

It is.It was.

Whose?

B

It was.

It does.

It was his.

He has.

She was.

As old as what?

6.7


Contrast: III - ItII

Listen:

crush - crutch lash - latch mash - match

Repeat these words:

cash - catch wash - watch wish - which/witch

batch - badge etch - edge h - age

Practice the final /J/ and the final /tJ/ in exchanges. After you hear A and B, repeatB. Then listen again.

A

What are you washing? .What are you digging? .

B

A dish.A ditch.

What should I do with the potatoes? Mash them.What should I do with the socks? .... Match them.

It's dirty. . Okay, I'll wash it.Pleasetake care of this. Okay, I'll watch it.

Contrast: Itfl - Id31

Contrast the voiceless ending ItJI with the voiced ending Id3/. Listen:

After you hear A and B, repeat B. Then listen again.

A BWhat is a belt? A cinch. ~What is a slight burn? A singe.

I'm learning calligraphy .I'm 29 years old. . .

That's a good h. J{That's a good age.

That's a large wash load .Is that a large button? .

It's a big batch.It's a big badge.

6.8

Consonants

Is the store in the mall?.......... No, it's close to the mall.

What time do they close?... They close at six, and open at nine.

Word meanings determined by voiceless or voiced endings:

Certain words can function either as nouns or as verbs. When spoken with a voicelessending, the word is a noun. When spoken with a voiced ending, it is a verb.

Isl Izl Islverbnoun noun

abu~e - abu~eadvice - adviseclose - close

Izlverb

excu~e - excu~ehouse - houseu~e - u~e

Noun· Isl (voiceless)

Mistreatment is abuse. .. .That's a good excuse. .. ,. .I need some ~ .......................•• ,.Do you have any ~ for that? .I live ~ to work. .. .

Verb- Izi (voiced)

Po not abuse your privilegesExcuse me.I ~ you to wait.I \!ViII~ this.Please ~ the door.

The following dialogues contain nouns (voiceless endings), and verbs (voiced endings).

I asked for gdvice........... What kind of advice?

On what to do with my life... What did they advise you?

They advised me to think for myself.

ladvaislladvaisl

/advaizlladvaizdl

Iklousl/klouz/Iklouzl

Contrast: 131 - Other Sibilant Sounds

Listen to words contrasting the sibilant sounds Izl and 13/:

bays beige

Now repeat:

use all - usual enclose hers - enclosures

Listen to words contrasting the sounds ISI and 13/:

masher - measure pressure - pleasure

6.9

The COMPREHENSIVE American Accent GuideRepeat:

trash it - treasure Russian - Persian vicious - vision

Listen to words contrasting the sounds /d3/ and /3/:

aging - Asia

Repeat these words:

legion - leisure virgin - version message - massage

Repeat these sentences. Then listen again.

The Persian rug is beige.Asia has many treasures.

They measured the garage.Does aging affect vision?

Grammatical Form(third person verb)(plural)(possessive)(contraction: noun + is)(contraction: noun + has)

Iz/VoieettVowel+zThe plaintiff sues.There are.two,Stles,It's Sue's fault.Sue's home.SU~$ gon!.l home.

IZ/Vof!edConsonant + zHe bags groceries.Ineedtw0~,The bag's contents.The~full.The ~*beerpfilled.

He~thed09·H6wmlfny~?The pefs owner.The pet's eating.The~eateri.

STOP CONSONANTS + S

Suffix -s

Can you hear the suffix -s attached to consonants? Listen to words, once with a suffix andonce without. You will hear one word again. Which is it?

caps_cap_ dates date bags_ bag_

Answers: cap date bags

6.10

ConsonantsContrast: Suffix -s Voiceless - Suffix -S Voiced

The suffix -s is voiceless after voiceless consonants, and it is voiced after voicedconsonants. Listen:

backs - bags laps/lapse - labs rates - raids

Note again that voiced endings are longer than voiceless endings.

To produce stop consonants + /s/, stop the airflow and then release it sharply for Is/.Listen:

ups aches its

Repeat words with voiceless endings:

tops talks tots

Now repeat words with voiced endings:

tubs tugs duds

Can you hear the difference between voiceless suffix -s and voiced suffix -s? Listento word pairs. You will hear one word again. Which is it?

knacks nags_ ropes _ robes fats fads

To Produce: Stop the airflow for Ipl orIbl, and then release it sharply for Isl

Answers: nags robes fats

Ips/-/bzlRepeat these words to contrast thevoiceless ending Ips/ with the voicedending /bz/:

caps - cabslaps/lapse - labs

rips - ribsropes - robes

Repeat these sentences. Then listen again each time.

Perhaps they are cabs. tn:>They sell caps and robes.

6.11

- -----------------------------------

The COMPREHENSIVE American Accent GuideIks/-/gzl

Repeat these words to contrast thevoiceless ending /ks/ with the voicedending /gz/.

backs - bagslacks/lax - lags

bucks - bugsdocks - dogs

Iksl -/sklContrast the sound /ks/ with the sound /sk/. Can you hear the difference betweenwords such as ax and ask? Listen to word pairs. You will hear one word again.Which is it?

ax ask bricks_ brisk Mack's/Max mask

Answers: ax bricks mask

Repeat these word pairs: .

ax - askDick's - disc/disk

Rick's - risktacks/tax - task

Repeat these sentences. Then listen again.

Ask at the desk.Is that Dick's compact disc?

En:>Rick's friend took a riskThe task is to figure the tax.

Iksl

Spelling X is pronounced voiceless asin extra, or voiced as in exactly.

Spelling x as a voiceless sound. Listen:

extra except extreme

Repeat these words:

lacks/laxtacks/taxwhacks/wax

indexPhoenixTexas

excessexpandexpense

expireexposeextend

excitingexcitementexpensive

6.12

ConsonantsSpelling x as a voiced sound. Listen:

/gz/

exist existing

Note that x is a voiced sound at beginnings of stressed syllables. Repeat thesewords:

exactexempt

exactlyexample

exaggerate exaggeration

Repeat sentences with both voiceless and voiced endings. Listen again to the model.

~Phoenix is not in Texas.

Is it tax exempt?

a»It's exactly what I expected.

That is an excellent example.

accessory accent successSpelling cc is pronounced/ks/ in the following:

Its/-/dzlT<rPROIUCl:: 'As/-Stopthe airflowat the alveolarridge,andthen releaseit sharplyfor /s/. For IdzJ add voice.

beats/beets - beadsfats - fads

kits - kidsmates - maids

seats - seedsrights/rites/writes - rides

Repeat these words to contrast endings /ts/ and /dz/:

Repeat these words and sentences. Listen again to the model.

kits - kids We need first aid kits.They're acting like kids.

mates - maids Should we bring our mates?Motels employ maids.

seats - seeds We took the front seats.We planted the seeds.

6.13

The COMPREHENSIVE American Accent GuidePronouncing Contracted Forms - Use the s blends to practice contracted forms.After you hear A and B, repeat B.

A B

Which stall is empty? That stall.He's seven feet tall. That's tall.

Which character did you like? That spy.What kind of dessert is it? That's pie.

Which school? That school.What's slang for "that's great"? That's cool.

What should we do with the boxes?.... Let's stack them up.What should we do with the rugs? Let's tack them down.

A

desiresembraces

B

wantshugs

A

permitsretains

B

letskeeps

SYNONYMS - Practice voiceless as well as voiced endings in synonyms. After youhear A and B, repeat B. Then listen again.

This time after you hear A, say B. Then listen to the model.

A

baby sealsdollarsinsects

B

cubsbucks

_ bugs

A

Fathershelperssacks

B

Dadsaides

_ bags

CONSONANT CLUSTERS WITH /S/

Consonant clusters are groups of consonants. Listen to consonant clusters ending with /s/.

drafts facts waists/wastes

Note that these clusters actually sound like a double s. Listen again, casts. Topractice consonant clusters with final /s/, break up words, and then put themtogether. Example: for feasts say "feas-ts," then "feasts." Listen:

Iftsl Istsl Iktsl

craf ts - crafts lis ts - lists fac ts - facts

6.14

ConsonantsRepeat the following:

cas Is - costs tes Is - tests ac Is - acts

Practice consonant clusters in exchanges. After you hear A and B, repeat B. Then listenagam.

A

How long is the play? .Did you try? .How much do I owe? .What is the truth? .

B

It has three acts. tn>I made some attempts.Here are the costs.These are the facts.

(verb - third person singular)(plural noun)

The supervisor bosses the crew.1have two bosses.

suffixes -es, and-s are pronounced Iz/ when added tosibilant sounds.

Suffix / ez / (-es)The suffix -s attached to sibilants is pronounced I ezl . Listen:

racescrashes

George'sRich's/riches

Say words to contrast several sibilants + suffix -es. Repeat:

aces - h's - agess's - etches - edges

races - raises/razes - ragesmasses - mashes - matches


cashes - catches A bank cashes checks. A cat catches mice.

h's - ages Handshake has two h's .

He watches TV.

When were the dark ages?

washes - watches He washes his car. . .

Practice the suffix -es in exchanges. After you hear A and B, repeat B. Then listen again.

A BDid you have a good weekend? . Yes, we went to the races.Is it a good place to work? They pay good wages.How many languages do you speak?.. I speak two languages.How was he punished? He lost his privileges.Why did you choose that? It has many advantages.

6.15


ANTONYMS - Practice the suffix -es in antonyms. After you hear A, say its opposite, B.Listen to the model after.

A

disadvantagesrepairspulls

B

__ advantages__ damages__ pushes

A

shrinksstartsthrows

B

stretches__ finishes

catches

SYNONYMS - Practice the suffix -es in synonyms. After you hear the first word, say itssynonym. You will hear a model after.

A

fragmentssofashugs

B

__ piecescouchesembraces

A

VOWS

hurries

B

__ promisesrushes

SYNONYMS - Practice the different pronunciations of suffix -S in groups of synonyms thatare third person singular verbs, as in "He lives there" or "She works there." Repeat:

checks - inspects - examines - investigatesprefers - favors - chooses - picks - selectshelps - assists - aids - supportsloves - adores - treasures - cherishessleeps - naps - dozes - snoozestalks - speaks - discusses - communicates

Suffix letz! (-ize) - Practice using the suffix -ize on verbs, as you also focus oncorrect word stress. Repeat:

critic - criticizevandal - vandalizesterile - sterilize

emphasis - emphasizeanalysis - analyze

Practice the suffix -ize in exchanges. After you hear A and B, repeat B. Listen again.A BWhat is their specialty? They specialize in computers. rroWill you have a summary? Yes, I'll summarize it.He seems social. He does like to socialize.

Practice changing a noun to a verb by adding the suffix -ize. After you hear A, say B.Then listen to the model.

A

realsocialmodernscandal

B

realizesocializemodernizescandalize

6.16

Consonants

Suffix !fan! (-tion, -sion, -cian) - Practice the suffix IIenl on nouns as you focus alsoon word stress. Repeat:

actioncautionmention

additionambitioncondition

admissioncommissionposition

permissionphysiciantechnician

Practice the suffix IIenl in exchanges. After you hear A, and B, repeat B. Then listen again.

A B ~I won a lottery. Congratulations!Why do you go to school? For an education.What does a yellow traffic signalmean? Proceed with caution.What you find in a dictionary. Definitions.The way a word is pronounced. Pronunciation.A specialist in technical work. . A technician.A person skilled in magic. A magician.A specialist in electricity. An electrician.A person engaged in politics A politician.Four basic math functions. Addition, subtraction, division, and multiplication.

Suffix /fall (-cial, -tial) - Practice the suffix IIel1 in adjectives as you focus also on wordstress. Repeat:

financialinitialofficial

artificialbeneficialconfidential

A

It's a secret. .It is not natural. .The law has passed .It's good for you .It's the beginning .It is economic .

B

It's confidential.It's artificial.It's official.It's beneficial.It's initial.It's financial.

PARAPHRASING - The B responses are paraphrases of the A statements. After you hear Aand B, repeat B. Then listen again.

Suffix Ifasl (-cious, -tious, -xious) - Practice the suffix IIezl on adjectives as youfocus also on word stress. Repeat:

cautiousluscious

ambitiousnutritious

obnoxioussuspicious

6.17


PARAPHRASING - The B responses are paraphrases of the A statements. After you hear Aand B, repeat B. Then listen again.

A

They are bad tempered and cruel. .They are very valuable. . .It is roomy .They taste very good. . .She's polite and friendly .

B ~They are vicious.They're precious.It is spacious.They are delicious.She's gracious.

Suffix !3an! (-sian, -sion) -Practice the suffix !Jan! on nouns as you focus also onword stress. Repeat:

Asianfusionversion

confusionexplosionoccasion

decisiondivisionprecision

inclusionCaucasianParisian

subdivisionsupervisiontelevision

PARAPHRASING - The B responses are paraphrases of the A statements. After you hear Aand B, say B. Then listen again.

A

Tell me your side of the story .They are supervisors. .. .The ruler is precise. .. .It's a special event. .He's a medical doctor. .. .I have made up my mind. .. .

B ~Tell me your version.They provide supervision.It measures with precision.It's a special occasion.He's a physician.I've made a decision.

Suffix /d38Z/ (-geous, -gious) - Practice the suffix /d3az/ on adjectives, as you alsofocus on word stress. Repeat:

gorgeous courageous religious outrageous

PARAPHRASING -The B responses are paraphrases of the A statements. After you hear Aand B, repeat B. Then listen again.

A

They are faithful. .They are brave .It is shocking! .She is very beautiful. .

B

They are religious.They are courageous.It's outrageous!She is gorgeous.

6.18

Consonants

Suffix lestl (-est)

SUPERLATIVES -Superlative means surpassing all others. Practice the suffix -est in thesesuperlatives. Repeat:

biggestfastest

highestlongest

niceststrongest

noisiestsloppiest

ANTONYMS - Practice the suffix -est in antonyms within phrases. After you hear A and B,repeat B. Then listen again.

This time, you state the antonym. After you hear A, say its opposite, B. Listen to themodel.

A

The meanest person. . .The quietest crowd. . .The sloppiest room. . .

A

The slowest train. . .The shortest meeting. . .The weakest coffee. . .The lowest point. .The smallest computer. .

B

The nicest person.The noisiest crowd.The neatest room.

B

Thefastest train.The longest meeting.The strongest coffee.The highest point.The biggest computer.

Suffix ltstl (-ist) - The suffix -ist on a noun indicates a title, or a person who practicesor is skilled in something. Repeat these words:

artistdentistfloristtourist

optimistpessimistpharmacist

perfectionistpsychiatristreceptionist

SIBILANTS + Suffix -ed

The suffix -ed is voiceless after voicelesssibilants, as in raced and searched; and itis voiced after voiced sibilants, as in raisedand surged.

Pronunciations

Isl + -ed = Istl racedIzl + -ed = Izdl raisedIJI + -ed = IJtl washedItJl + -ed = ItJtl patchedId3/ + -ed = Id3dl paged

Contrast: Voiceless Ending I-stl - Voiced Ending I-zdl

Istl -/zdlRepeat these word pairs:

cost - causedfaced - phased

post - posedraced - raised/razed

6.19


Practice words with voiceless endings and then words with voiced endings. Repeat:

Istl Izdl

guessed/guestleased/leastmissed/mistpassed/past

harassedimpressedinsist

accusedamazedconfused

opposedrefusedsupposed

After you hear A and B, repeat B:

A BWhat's the best route? It depends on how fast you want to get there.

What about distance? Twenty-First Street is the shortest,and Forty-First Street is the longest.

Then Twenty-First must be the fastest ..... It has the most stops, andTwenty-First Street has the least.

Okay, which has the best scenery?

hushedrushedwished

famishedfinishednourished

IftlPractice the sound IJI with suffix -ed. Repeat:

SYNONYMS -Practice the suffix -ed in synonyms. After you hear A and B, say B. Thenlisten again.

A

hungry .completed .nurtured .

B

famishedfinishednourished

This time you state the synonym. After you hear A, say B.Then listen to the model.

A

desiredhurriedsilenced

B

wishedrushedhushed

ItftlPractice the sound ItJ/ with the suffix -ed. Repeat:

matchedpatched

touchedwatched

attachedapproached

6.20

Consonants

SYNONYMS - Practice the suffix -ed in synonyms. After you hear A and B, say B.Then listen again.

A

extendedsoaked

B

stretcheddrenched

A Btossed pitchedwent toward approached

This time you state the synonym. After you hear A, say B. Then listen to the model.

A

handledexchanged

B

touchedswitched

A

pairedfastened

Id3dlPractice the sound /d3/ with the suffix -ed. Repeat:

damagedmanaged

packagedprivileged

arrangedalleged

B

matchedattached

acknowledgedencouraged

SYNONYMS - Practice the suffix -ed in synonyms. After you hear A and B, repeat B.Then listen again.

A

determinedadvantaged

B ~

judgedprivileged

A

motivatedrecognized

B ~

encouragedacknowledged

This time you state the synonym. After you hear A, say B. Then listen to the model.

A.

controlledprepared

B

_ managed_ arranged

A

spoiledwrapped

B

_ damaged_ packaged

Linking: Sibilants with Other Sibilants

There is no break between sibilants adjoining each other between words. Listen:

Isshe?Which~scene?

Repeat:

/IZfI//wrtjsin/

Lesschance.It'sjunk.

It hascharm.Which~store is it?

/lcstjeens//Itsd3t\nk/

They cashchecks,It's a huqestorm.

6.21


The final t and d are not pronounced between sibilants in adjoining words. Listen toexamples:

I switchedchannels.

Repeat these phrases. Then listen again.

The beststuff,The lonqeststep.The moststyllsh.

The biggest~stack.

The lateststory, frl::>The worststorm,The srnartestcholce.

ANTONYMS - Practice linking in antonyms within phrases. After you hear A, say itsopposite, B. Then listen to the model.

A

The first stop. .. .The worst show. .. .The least generous. . .The smallest chance. . .The least successful. .

B

The laststop.The bestshow.

The most generous.The biggestchance.The mostsuccessful.

Linking: Sibilants + Suffixed -ed - Vowels

Say the suffix -ed as though it begins the next word. Listen:

passed, uplosthim

/peestxp '/lastrm/

Repeat these examples. Then listen again.

Who erasedIt? frl::>I cashed It.

missedoutcaused jt

/mrstaut//kazdrt/

It's punchedout. frl::>They encouraqedhim.

Now practice linking in exchanges. After you hear A and B, repeat B.

IstlA

Where's the key? .How did they feel? .No, thank you. .. .I missed the chance. . .

B

I lostIt.They were embarrassedabout it.But I insiston it.You passedup an opportunity.

6.22

Consonants

Izdl There was a fire .Were you for it? .Did they accept? .Did she leave early? .

Iftl Did you hurry? .When did you finish? .Was the apartment furnished. . .Did you pull it? .

l tft! Where could it be? .Who cleaned up after the party? .Who watched the late show? .Did you get there? .

Id3dl Did you make reservations? .Did they sell rice in bulk? .How did you find him? .Who broke it? .

What causedit?No, I opposedIt,They refused jt,Yes, she excusedherself,

I rushedall the way.I finishedit yesterday.No, we furnished jt.No, I pushed jt.

I've searchedand searched.Everyone pltched jn.We watched It.Yes, we reachedIt.

Yes, I arranqedeverythinq.No, they packaqedlt.I paqedhlm,It was damaqedalready.

Conversational ExerciseNow practice the different sibilant sounds in the following exercise. Repeat:

THE OCTOPUSThe octopus has been a most fascinating andmysterious creature.! I have seen it as a mischievous

.•• ~~ and cute character in cartoons,! but as a scary seamonster in movies.!

Actually, the octopus is a member of the mollusk family.!It has no skeleton and is a cousin to squids, clams, and snails.! The octopusis graceful and curious rather than aggressive.! It is rather shy, and it avoidshumans.! Instead, it hunts at night for its favorite sea delicacy,! crabs, andother crustaceans such as lobsters,! oysters, shrimps, and clams.!

The octopus has excellent eyesight and is clever.! To disguise itself, itchanges its shape and its colorl to match surrounding sand and rocks.! Itslips into narrow holes in wallsl and escapes danger by ejecting ink/ thatcreates a cloud-like smoke.!

Next time I scuba dive,! I'd be ecstatic to see an octopus.! Butwhat if I spot instead a big scary shark?!

6.23


Silent Spellings of S -The spelling s is not pronounced in the following:

i¢leArkansas'

-The spelling ch is pronounced III in theThe spelling ch pronounced If!following:

chicnichequichecQateau

chauffeurChevycharadechiv~!rY

chagrinchaletchampagneCharlotte

Chicagochandelierchaperone

MI ALPAIRSFINAL SIBILANT SOUNDS

If I - Itfl

bash - batchcash - catchlash - latchleash - leech/leachmus chwis

/51 - If I

crass - crashlass - lashlease - leashmass - mashmess - mesh

BONUS EXERCISES

Review the vowel sounds - Practice sibilant sounds with different vowels asyou say the following words:

Isl /zl III ItII Id31

iiI seei> ch Jeep

/II sip zlp o gyp

tetl same chain Jane

lrel sack Zack champ Jam1111 sun shun chunk junk

101 sock shock chalk jock

loot sew/so/sow Zoe show choke joke

101 soot shooIu! So 0 Junfij

lat! sigh chtld jivelaul sound chow jowlI:JII soy choice joy

6.24

Consonants

6.25


Practice words with the Suffix -s

SYNONYNS - In each of the following word groups, all of the words, exception of one, aresynonyms. Practice the suffix -s as you say the words in each group and state which wordis not similar in meaning to the others.

1.2.3.4.5.6.7.8.

checks - inspects - examines - takes - investigatesprefers - favors - questions - chooses - picks - selectsrejects - gets - obtains - acquires - gainshates - dislikes - detests - despises - requestsdenies - helps. - assists - aids supports

, 0loves - attempts - adores - res - cherishessleeps avors - naps oozestal ks - disc-k!s omrmfmicat

Correct: L ates

CLASSIFICATIONS - Each item lists two animals that belong in one of the categories shown inthe box below. Say the names of both animals and state their category. For example:

leopards - cheetahs Leopards and cheetahs are members of the cat family. -or-Leopards and cheetahs are felines.

1. lizards - snakes2. cheetahs - leopards3. rabbits - squirrels

4. coyotes - wolves5. lions - tigers6. rats - mice

7. frogs - toads8. alligators - crocodiles

REJ;>TILF;Slizard family

RODENtSrat family

FELINEScat family

CANINESdogfamily

Practice the Suffix ttst] (- ist)Following are labels that can describe a person. Create sentences using any of the words thatyou know. Provide definitions if you can. For example:

novelistpharmacist

A novelist is aperson who writes novels.The pharmacist filled my prescription.

chemistdentistfloristtourist

soloistspecialistterroristvocalist

biologist cardiologisteconomistgeologistperfection ist

optimistpessimistphysicistscientist

6.26 ]

Consonants

MlnT

Wb() would saYl'hat? -lJllderA a~~quotesunder-B. Match each quote in A witlfa persexample:

t youB.T

t hearJi:oJ;U a person describedake a statement using both. For

An artist would stry, "May 1paint your picture"?

B AA pharmacist. 5. Do you like these roses?A piEWist. Life is wonderful.An artIst. 7. You hq,ve no dawties.A perfectionist. 8. Let's visit the Eiffel Tower.

9. There is no hope.

B

An optimist.A florist.A tourist.A pessimist.A dentist.

A

1. May I paint your picture?2. It has to beperfect.

".,& ·bi!iW3.7!1ere is your prescripT ton.4. ] play with the symphony.

B

A florist..An optimist.

.A dentist.A tourist.

A pessimist.

Answers:A

1. May I paint your picture?2. It to be perfect.3. H ur pre'<$;jptiQn.4. 1 playin the symphony.

B A5. Do you like these roses?

Life is derful.You ha cavities.

8. Let's 'Visitthe Eiffel Tower.

9. There is no hope.

A pianist.

Practice the Consonant Blends Iksl & Igzl

Following are sets of words that are Gither synonyms or antonyms. Say both words and statewhether they are~ony:tus Oiantonm.::For e!~ple:

"Inhale and exhale are opposites.""Test and exam are synonyms. "

- or- "Inhale means the opposite of exhale. "- or - "Test and exam have similar meanings. "

1. costly - expensive2. include - exclude3. "fall - sucseed4. inhale - exhale

5. precise - exactp. cheap - inexpensive

minimugl - maximum8. tired - exhausted

9. reject - accept10. repair - fix11. simple - complex12. surplus - excess

Correct:1. synonyms2. antonyms3. antonyms4. antonyms

5. synonyms6. synonyms7. antonyms8. synonyms

)$

9. antonym10. synonyms11. antonyms

12. synonyms

Discuss what you know about, or what interest you may have, in any of the following topics.Focus on pronunciation of the sound 1kB1.

gymnasticsmathematics

politics academicscomicsphysicspsychics

aerobicsathleticsceraraies

Practice the sounds Iks/ and /gzl as you complete the following sentences:

1. To relax, I ...2. For exercise, I ...3. The most ex4. If s6'hething

5. When I'm exhausted, ....6. If I expect to be successful,.7. Befor king a school exam, ...

. You d experience in ~rder to ...

6.27


Practice the Blend IkslUse the word except or exception - In each word group below all of the words, with exceptionof ope, share a olass ...fcatw;ewSay tile words a:ydthe):li~tate )Wbioh'Pl'le.~oranges, limes, apples, lemons All are citrus fruits; except for apples.

All are citrus fruits with the exception of apples.

1. carrotssaoplee, squas~, pq,tatoes

2. trucks, helicopters, jets, airplanes

3. freeways, sidewalks, streets, highways

4. lions, tigers, leopards, elephants

5f centirpeter$l$l1'lilesW.wlfters,kilometers

6. houses, condominiums, garages, apartments

7. months, days, meters, weeks

8. Japal), Korea, Turkey, Taiwan

The Exception:

1. apples - (not vegetables)2. trucks - (not air transportation)3. sidewalk;r;: (not.~or.vehicle4. elephan~· - (notil:! the citt fa

5. miles· (not a metric measurement)6. ages -(not a-place to.live in)7. ~(,!101fs,l/leasurJ? of ~)8. urkey - (not a countr' in A$l~

Practice Sibilants 'I:: Suffix teat (-etf)Practice applying the suffix-edto sibilants. Each item below contains two seritence§.Determine which sentence requires the suffix -ed. Then say both sentencescorrectly.

1. I always (dress up, dressed up) for weddings. . .

2. I had to (guess, guessed) the answer. . .

3. If I don't hurry, I will (miss, missed) the bus. • •.......••" .

4. We had (finish, finished) on time ....................• ,,, , .

5. I (rush, rushed) whenever I'm running late. .. .

6. The car looked shiny, because they (washf washed) it.

I (dress up, dressed up) for the party yesterday.

I (guess, guessed) an answer to the test yesterday.

Ididn't hurry, so I (mis~f missed) the bjls.

We did (finish, finished) on time.

I(rush, rushed) because Iwas running late.

The car will look shiny after they (wash, washed) it.

Correctly Said:

I. I always ~ for weddings.2. I had to gill:.S.S. the answers.

!:~;h~';f' w~~ thelJus. .. ... ".-

5. 1rnsh whenever I'm running late.6. The car looked shiny, because they :l!l.iiShl:d it.

I dressed up for the party yesterday.I~ an answer on the test yesterday.I didp.'t hut.1Wi. So l~!!4e bus.WCf!~a~ on time.I mshl:d because I was running late.The car will look shiny after they ~ it.

Practice the Suffix-sMake statements about life in the city. Include one or more of the words below in eachsentence.

crowds

noise

offices

re~aurantsrush hour

'f:hops

sidewalks

skyscrapers

stores

strangers

sffeets. subways

theaters

traffic lights

bright lights

buses

businesses

cafes

coffee shops

6.28

Consonants

THE GLIDE SOUNDS

TO PRODUCE: Arch your tongue in the middle and place its sides against the upper sides of yourmouth. Draw the tongue tip back or roll it backward without touching the alveolar ridge. Keep your lipsneutral.

MIRROR WORK - View your mouth in the mirror as you practice raising your tongue for the sound frIo

• Be careful not to touch the alveolar ridge ..y.Jithyour tongue tip, or you will produce the tapped t or the II/sound instead.

• Avoid vibrating or tapping your tongue tip against the alveolar ridge. Practice rolling the tip backwardwithout touching any part of the mouth.

w• To produce a clear English Ttl souna, focus on raising the tongue in front. Keep the back of your tonguedown and the back of your mouth widely open.

LipPosture:The lips are not involved in producing the /rl sound, but they are rounded when the neighboringvowels require lip rounding, as in: 01;1'011', rude, round.

IIIf you can produce the vowel tart, use itto help you train the sound Irl as follows:Prolong the lerl sound. Then witi10utmoving your tongue, say a word that startswith Ir/. Remember to avoid touching thealveolar ridge.

ec-readar- redet-rid

at-ridear-ryear-ray

This sound is influenced by its neighboring sounds. Therefore, it is produced in morethan one way.

With your tongue sides touching the sides of your mouth, raise and lower your tonguetip slowly for Irl as you repeat these words:

arroweracarry

heromarry/Mary/merryvary/very

Practice by prolonging the Irl sound and then lowering the tongue tip slowly, withoutsliding it forward. This will keep the tip from touching the alveolar ridge. Repeat thesewords.

read/reedrim

rentran

rain/reignright/rite/write

rote/wroteroot/route

7.1

The COMPREHENSIVE American Accent GuideIrl BLENDS

Sound Irl combines with other consonantsto form r blends, as in, brand, dress, orfriend.

kr - crygr - grandfr -fry

br - brandpr - praydr - drytr - try

To produce these sounds, position your tongue for /rl as you begin forming the firstconsonant.

lpr, brlPosition your tongue for Irl as you join your lips for Ipl or Ib/.Repeat these words:

promptprint

prayerpraise

briefbring

brushbroke

l tr, drlTo help you position your tongue for Itrl, produce the soundIt I as ItSI. Repeat:

treetry

truetrade

trusttrauma

To help you position your tongue for Idrl, produce the soundIdl as Id3/. Repeat:

draindream

drovedrive

drama

lkr, grlPosition your tongue for Irl as you raise it in the back for Ikl or Ig/.Repeat:

creepcrimecrook

crudecrazycrooked

grate/greatgrantgreen

groupgrowgrateful

frownfragilefragment

IfrlRaise your tongue for Irl as you position the lower lip for IfI. Repeat:

freefrontfriend

7.2

Consonants

IstrlWhile releasing Isl, slide your tongue backward into Itrl. Repeat:

streetstressstrict

strikestrokestranger

IOrlWhile releasing 181, slide your tongue backward into Ir/. Avoidtouching the alveolar ridge. Repeat:

threethrill

threatthrew/th roug h/th ru

IIrlWhile releasing II!, draw your tongue backward for Ir/. Repeat:

shred shrimp shrink

Contrast: Irl Blends - VoicelessNoiced

Can you differentiate between r blends that begin voiceless and those that begin voiced?Listen to word pairs. You will hear one word again. Which is it?

crow grow_ pride _ bride try_ dry_

Answers: grow pride dry

crate - great

crew - grew

crow - grow

train - drain

try - dry

It's in a crate. I'm feeling great.

The ship has a crew. The tree grew and grew.

Is that bird a crow? How tall will that grow?

Is that the last train? . It went down the drain.

I'd like to try. The clothes are dry.

Practice r blends in the following words and sentences. Repeat:

7.3


Respond to statements using the correct r blend. After you hear A, say B. Then listento the model.

A B A B

A type of container .... A crate. A construction lift. A crane.Big or extensive. Great. Rice or wheat. Grain.

Breaking the law. Crime. Opposite of false. True.Dirt. Grime. Past tense for draw .... Drew.

A type of black bird .... A crow. The stem of a tree. The trunk.To increase in size. ... _ To grow. Intoxicated. Drunk.

Another name for wrinkle. Crease.Oil or fat. Grease.

There are some words in which the vowel before Irl is not pronounced. Repeatthe following:

asplrlnbev¢rageconferencecoveraqe

desperatediff¢rentfaverlteinterest

pref¢renceseparatesev¢ralrestaurant

MIDDLE /r/ BLENDS

The combinations of It! or Id/ + Irl are tapped, except when t beginsa stressed syllable. Listen to examples:

party partake

lrt, rdl - Position your tongue for Irl, as you tap the alveolar ridgefor It I or Id/. Repeat:

ordersorting

ordealsardine

Irdnl - The sound spelled rdn canbe produced as in garden Igardenlor as in Igardn/. Repeat thefollowing:

TOPRODUCE:WhileproducingthesoundIdI,raisethetonguetoblocktheairflowanddirectitinsteadthroughthenasalpassage.

burdengardenpardon

coordinatecoordinationordinary

7.4

Consonantslrtnl - In the following, the spelling 't' is pronounced as aglottal stop. Repeat:

carton certain curtain important certainly

IrOI - Make 181 continuous. Repeat the following:

birthforthlfourth

afterthoughtoverthrow

Practice blending Irl with other consonants in these sentences. Repeat:

Be at the corner in the morning.The carton is not important.

What party does it pertain to?

My birthday is on the fourth.I'll be in New York on Thursday.

Are you a cartoon artist?

Practice names of North American States and Provinces. Repeat:

AlbertaArizonaGeorgiaOregon

New YorkNew HampshireNew BrunswickWest Virginia

MissouriNebraskaOntarioVirginia

FINAL /r/ BLENDS

Contrast: Irtl - IrdlThe suffix -ed is voiced after Irl, as in hard. The following contrast voiceless withvoiced endings. Listen:

abort aboard chart charred


Burt -- birdcourt -- cordheart -- hardhurt -- heard

His name is Burt. It sounds like a bird.The judge is in court. How long is the cord?It's shaped like a heart. I worked very hard.I didn't get hurt. What have you heard?

Contrast: Irsl - IrzlSuffix -s is voiced after Irl, as in hers. Listen to the contrast between the voiceless andthe voiced endings.

/rs/ /rz/course cores

/rs/ /rz/pierce peers

7.5


7.6


fierce - fears

force - fours

hearse - hersscarce - scares

source - sores

The storm was fierce. . .

The wind blew with force. . .It's a funeral hearse. . .

Rare also means scarce. . .

The supplier is the source. . .

A coward has fears.

Eight equals two fours.

What belongs to her is hers.

Frightens also means scares.This will heal the sores.

Mod PRACTICE WORDSIrl Blends

'\ -• • • • • •

actress drama abroed impress attractive celebratebreakfast" drastic across prepare impression sacrificecountry hungry agree pretend improvement microwavecredit transfer attract regret ingredient acrobatcrisis treatment degree subtract subtraction

BONUS EXERCISESPractice the Irl sound.

What colors are the following items? State your responses in complete sentences.

4. radishes5. oranges6. polar bears

7. watermelons8. The American flag9. The flag of my native country

1. grass2. gorillas3. grapes

What colors you are wearing today?

~. &the .fol~9'Wiblg:iteur quarts in a gallon.

exatttple:

3. months- year4. quarters - dollar

1. centimeters - meter2. hours - day

5. seconds - hour6. years - century

State how the two words in each item are different and how they are alike. For example:

composer - conductor a) A composer writes music, and a conductor leads an orchestra.b) A composer and a conductor both work with music.

1. helicopter - airplane2. car - truck3. rat - mouse

4. radio - tape player5. leopard - tiger6. guitar - violin

7. rectangle - triangle8. orange - grapefruit9. cauliflower - broccoli

10. flower - tree

Consonants

In each of the following groups~ one :item does !&otbelong. State which item does not belongand why. For example:

meter liter centimeter kilometer Liter does not belong. Meters, centimeters andkilometers measure length. A liter measures liquid.

1. Madrid Rome Germany Paris2. motorcycle helicopter car truck3. orange grapefruit pear lemon4. radishes turnips corn carrots5. stairs elevator sidewalk escalator

6. October November April September7. Monday Tuesday Saturday Wednesday8. horrible terrible wonderful dreadful9. tree flower rock grass

Correct: 1. Germany - (not a city) 2. helicopter . (not a ground vehicle) 3. pear (not a citrus fruit)4. corn - (not a root vegetable) 5. sidewalk - (not for going up or down)6. April- (not a fall or autumn month) 7. Saturday - ( not a week day)a. wonderful - (not a description of something bad) 9. rock- (not a type of plant)

Complete each item below to make an analogy. Use complete sentences. For example:

fish - ocean I bird - __ Afish is to the ocean as a bird is to the sky.

1. correct - right I incorrect- __2. calendar- day I watch· __3. celery- vegetable I orange-4. chair - furniture / shirt- .5. 100%· 25% I Dollar· _6. four - number I red-

7. bracelet - wrist I ring - __8. rocket - astronaut / airplane __9. shark - fish I parrot __10. mother - grandmother I father __11. Canada - North America / Brazil - __12. San Francisco - California I Miami·

Missing Words: 1) wrong 2) hour, or minute 3) fruit 4) clothing 5) quarter 6) color7) finger 8) pilot 9) bird 10) grandfather 11) South America 12) Florida

What are your favorites? State one item or more in each of the following categories. Usecomplete sentences and include the word favorite; For example:

flower My favorite flower is a rose. - or - A rose is my favorite flower.

4. color5. fruit6. sport

7. dessert8. restaurant9. ice cream flavor

10. singer11. TV program12. musical instrument

1. actor2. actress3. drink

What are your preferences? The following sets provide two choices. State which of the two youwould prefer. Use complete sentences. For example:

cook - wash dishes I lPould rather cook than tuasb dishes. or, I prefer cooking to llJoshittg dishes.

1. Dance. - Watch others dance.2. Work indoors.' Work outdoors.3. Be the driver. - Be a passenger.4. Sing. - Listen to others sing.5. Watch TV. - Listen to the radio.

6. Read a newspaper. • Read a magazine.7. Watch a video at home. - Go out to a movie.8. Travel by airplane. - Travel by train.9. Wear the color green. - Wear the color purple.

10. Listen to piano music. - Listen to guitar music.

7.7


o TO PRODUCE: The Basic 11/: With your tonguerelaxed and flattened, place the upper surfaceof the tongue tip on the alveolar ridge. Lowerohe side of th gue to allow passage for the

'iElitflow,

You must hold "the 11/ sound long enough, oryou may produce a tapped t instead. Practicethe feel of the /1/ sound by holding the tonguetip in place, as described above, and producinga long /1/ sound.

The /1/ sound is influenced by its neighboring sounds. Therefore, it is produced inmore than one way.

THE CLEAR /1/

This sound occurs at the beginning of words as in let, or after short vowels, as in all.To help you strengthen your /1/ sound, hold the top surface of your tongue tip on thealveolar ridge. Repeat the following:

Initial /1/

leadlatelidlightloud

Final/l/ Middle /1/

allfullilltalltell

allowcollectfeelingAlabamaIllinois

LONG VOWEL + /1/

When final /1/ follows a long vowel, a schwa vowel is added before /1/. Listen:

lie!

real

Repeat these words:

l ie! lual

lual leral

dealheal/heelreal/reel

cooldual/dueltool

rule mail

laral l eiel loie!

aisle/l'II/isledialfile

failmail/malesail/sale

boilsoiltoil

7.8

ConsonantsRepeat these sentences:

Did you say boil or broil?Does that tool need oil?Don't fail to mail it early.

I stood in the aisle for a while.That sale is a real good deal.It feels real cool in the pool.

III BLENDS

TO PRODUCE: Position your tongue for I as you begin forming the firstconsonant. Avoid adding an extra vowel before I. This can changemeaning. For exq.(TlRle,

sound like - policeill sound like - below

- will sound like - follow

pi - play . bl - black kl - clip 91 - glad fl - flag sl - slow

Sound 11/ combines with other consonants to form I blends, as in play, black, or glad.To produce these blends, position your tongue for III as you begin forming the firstconsonant.

'pl', IbllPosition your tongue for 11/as you close your lips for Ipl or fbl. Repeat:

Ipl/ pleaseplanplayplus

applyreplycompleteemploy

completionemploymentcomplementsupplement

Ibll blameblankblend

blindblockblew/blue

obligateobligatedobligation

Ikl, 911Position your tongue for /11 as you raise it in back for /kl or /g/. Repeat:

Ikll

claimcleanclimbclipclockclub

191/

glassglazeglidegloomgloveglow

7.9

The COMPREHENSIVE American Accent GuideIfII - Raise your tongue tip for IV as you position your lower lip for If!. Repeat thesewords:

flashflew/flu

floodflame

flowfly

1511 - While releasing Isl, slide your tongue tip into 11/. Repeat:

slangsleepslipslept

slowslyslumsloppy

Contrast III Blends: Voiceless - Voiced

To contrast words that begin voiceless with words that begin voiced, repeat thefollowing:

class - glassclue - glueplanned - blandplaque - black

The students are in class. Pour it in a glass.I need a hint or clue. I need some tape or glue.The meeting was well planned. The food was too bland.I received a plaque. .. She is wearing black.

Practice IV blends in these sentences. Repeat and then listen again.

~Is the sky clear or cloudy?I can see clearly through the clean looking glass.You are obligated to complete the class work.To QQ.Q.ly for employment, please fill out an application.

FINAL III

A Final Consonant + III

When final IV follows a consonant, move your tongue quickly from the consonant to 11/.Listen:

·dl

metal

·pl

apple

·kl

nickel

Repeat these words:

middlesettletotal

ablesimpledouble

cyclebageleagle

hurtlefertilemortal

7.10

ConsonantsSYNONYMS - Practice final /V in synonyms. After you hear A and B, repeat B.

A

alike. central

B

equalmiddle

A

chucklemodest

B

gigglehumble

This time, after you hear A, say B. Then listen to the model.

A

betB

gambleA

pairB

_ couple

complete total twofold double

THE BACK /1/

When another consonant immediately follows, /Vis produced by raising the tongue in back. Listen:

/It/built

/Id/

billed/build/Is/

false/Iz/

falls

Raise your tongue in back for /1/ in the following words. Repeat:

Iitl

feltguiltmelt

Iidl

filledgoldmailed

liz, Isl

pullspulseimpulse

Ilfl

selfshelf

Ilvl

solveinvolve

Ilpl

helpgulp

Ilkl

bulkmilk

Ilml

calmfilm

/18/ - When /1/ is next to /8/, place the tongue tip between the top and bottom teethfor both sounds. Repeat these words:

filthhealthwealth

filthyhealthywealthy

7.11


clash crash class crass glad _ grad_

Contrast: III - IrlCan you differentiate between these sounds? Listen to word pairs. You will hear oneword again. Which is it?

lace race late rate look rook

Answers: race rate look


ledlonglotlushlowlice

The person in front led. . .The line is long. . .I like it a lot. .The garden is lush. . .It's high, not low. . .There's an epidemic of lice .

redwrongrotrushrowrice

The stop sign is red.Is it right, or wrong?The fruit may rot.I was in a rush.Sit in the front row.I cooked a pot of rice.

Contrast: III Blends -/rl Blends


Answers: crash class glad

Remember that the tongue touches the alveolar ridge for /1/, but not for frl. Repeatthese words:

alive arrive climb crime flee free

Repeat these pairs:

clock - crockcloud - crowd

play - prayglass - grass

To contrast 11/and Irl, state the following responses. After you hear A, say B. Then listento the model.

A B A B

Opposite of dark. Light. It glows in the sunlight. The glass.Opposite of left. Right. It grows in the sunlight. _ Thegrass

Opposite of short. Long. A musical instrument. _ Aftute.Opposite of right. Wrong. It grows in trees. Fruit

A primary color. Blue. Children like to do this. _ PlayAnother name for beer. Brew. Religious people do this. _ Pray

7.12

Consonants

carelesscoolerreally

alarmcontrolrelease

allergycalendarcalorie

airplaneairlinerailroad

A BThey're in the sky. Clouds.Large groups of people. Crowds.

AWhere did you walk?Where did you get wet?

Practice saying words that contain both 11/ and Ir/. Repeat:

alligatorelevatorescalator

Now repeat names of American states that contain both Irl and 11/.

DelawareFlorida

MarylandCalifornia

ColoradoNorth Carolina

South CarolinaRhode Island

Repeat word pairs with both 11/ and Ir/.

celebrate - celebration library - librarian Australia - Australian

The Suffix -IySYNONYMS - Practice the suffix -ly in groups of adverb synonyms. Repeat each word.

1. barely - hardly - scarcely

2. frequently - regularly - repeatedly

3. totally - fully - thoroughly - completely - entirely

4. lovingly - warmly - tenderly - fondly - affectionately

5. mildly - gently - lightly - carefully - cautiously

6. rapidly - quickly - promptly - swiftly - instantly - immediately

7. surely - certainly - definitely - assuredly - positively

8. clearly - obviously - certainly - evidently - plainly - distinctly


Practice both Irl and 11/ sounds in the following conversational exercise.

Red, yellow, and blue are the primary colors.\ This means that allother colors\ are made by a combination of any two of these.\ Forexample, blue and yellow make green,\ yellow and red make orange;\and red and blue make violet.\

These six colors become the secondary colors\ - red, orange, yellow,\green, blue, and violet.\

These are the colors of the spectrum,\ as seen when a beam of light\is broken into its component parts\ by passing through a prism.

7.13

The COMPREHENSIVE American Accent GuideSilent I - The spelling I is not pronounce

caAfc hark

tajkcouJ!d

safves ho ujd

hajfpa~

s a lm o nwouYd

MORE PRACTICE WORDS with SOUNDS lr] & IIIclear broiler planner alarm Australia alligatorclerk careful player contgil electric elevatorfloi careles; sl:!JUor lWeca Ii~rian esoalatorgirl·· cooler teller rele severel)'learn fertile traller replace earlier sincerely roller coasterreal folder reply jewelryroll laughter resolve laborer leftoversrole laundry airline library translatorwotll:l layer, aiffil1ane mperso·rIlI

BONUS EXERCISES

PrC\,ctice the suffil -IyEach ..group of words below consrsts ofa<tverbs that are syn s, with one exception.Say all the words in each group and then state which one is not similar in meaning to theothers.

1. barely - hardly - totally - ely

2. calmly - gentty - scaly - - pt'eacefiiily

3. completely - partially - entirely - totally - fully - thoroughly

4. lovingly - warmly - tenderly - fondly - carelessly - affectionately

5. mildly - gently - ligh - roughly - c{)refully - cautiously6. rapidly quickly - ptly .",..sWift,l:", instltly .:m''i!ifowlyi!!l lmmedtately

7. surely - thoughtlessly - certainly - positively - definitely - assuredly8. frequently - often - many times - rarely - regularly - repeatedly

Answers: 1. totally5. rouzhly

First, say each word and then say its antonym:

5. rapidly. _6. h pily --::--_

7. unkindly _8. heavily _

1. carelessly _2. loosely _

3. sloppily _4. quietly _

Antonyms: 1. caretully2. fir or- selY-£ir- tightly 3. neatly -or - care#ully4. loudly -or- noisily 5 slowly 6. sadly 7. kindly -or- nicely 8. lightly

Complete each sentence with an adverb of your choice. You may use adverbs presented inthe above exercises.

She answered the question _They waited for an answer _I crossed the street _

1. She held the kitten _2. I ate an apple _3. He walked in the room _4. I looked at them _

7.14

Consonants

Practice Irl & III in SentencesSYNONYMS I ANTONYMS - Say eae air of words anJ.istate whether their meanings are similaroJ;Qpposite. For pie:

te tlar in meaning.leave are oppqsile in meaning.

1. careful- careless2. cry· laugh3. ennra- whole4. neglect· nurture

5. permit- allow6. rapid- slow7. every - all8. hard - difficult

9. horrible· terrible 13. short- tall10. late· early 14. trua- false11. recall - remember 15. friendly - unfriendly12 sharp· dull 16. rarely - seldom

Relationship: 1. antonyms2. antonyms3. s4.

9. synonyms 13. antonyms10. antonyms 14. antonyms

• synonyms '15, antonymsalltQr),ytns16, synonym$

itS partn~ t B, Then state 'both items'ch lookslik,e # dh? Matwithin a sentence ..Jllor example:

computer monitor - TV screen A computer monitor looks like a TV screen.A computer monitor and a TV screen look alike.

A B6. schwa horse7. tiger big dog8. the letter w upside down m.9. wolf leopard

to. upsideJown e.

3. TV s 4. ba d6n 5. grapefruitleopard 8. hpside down m 9. big dog 10. horse

A1. caterpillar2. crocodile3. computer monitor4. gorilla

'Orqpge

Matching' woid:

II TOP ROD U C E: Start with your lips roundedslightly, and your tongue high in back (as forowel IU/). Then slide your tongue into place for

xtvoweL

feel v(1'1. By

und more like.round them.

on your lips, you are tighteninglg your lips, You, will produce aI. Keep your lips relaxed as you

This sound occurs only at the beginning orin the middle of words.

Practice words and names of places containing the sound /w/. Repeat:

wine/whine

whilewool

work

warrantywonderful

HawaiiNorway

Ottowa

WashingtonWisconsin

Wyoming

nowhere

someonesomewhere

sidewalk

7.15


Ikw, twlTo pronounce the sounds spelled "qu" or "tw," round your lips for'iw/, as you produceboth sounds. Repeat these words:

Ikwl

quickquitquizquart

qualityquantity

ItwI

twelvetwicetwisttwins

twenty

Repeat these pairs:

equal - equallyquiet - quietly

frequent - frequentlyquarter - quarterly

acquaint - acquaintancerequire - requirement

Contrast: Ivl - IwlCan you differentiate between these sounds? Listen to these word pairs. You will hearone word again. Which is it?

vent went vie why_ vest west

Answers: went vie west

Repeat these words:

veal - wheel/we'llveil - whale

vary/very - waryvine - whine/wine


vent - went

vest - westvial- while

vine - wine

Air came from the vent.

The suit has a vest. .The medicine is in a vial. .

It grows on the vine. . .

Tell me where you went.

What direction is west?Wait a little while.

That's a fine wine.

Where,~£lultJ y:ou like to spend t~e winter?

..•..............•...... In Hawa(1, where -the weatheris y,'arm. and. sunny,. dildoyou?

I would like to go to Wyoming or Wisconsin,where it snows in the winter.

7.16

Consonants

nyell your/you're million

Contrast: /j/-/d3/

jail_ Yale_ yak_ Jack use_ juice_


Answers: Yale Jack juice

7.17

The COMPREHENSIVE American Accent GuideFor the sound /j/, the tongue moves without touching the alveolar ridge or palate. Forthe sound /d3/, the tongue makes contact near the alveolar ridge.

Repeat these words to contrast /j/ and /d3/.

yawn - yellow - yokeJohn - Jello - joke


jet - yet

John - yawn

Yale - jail

yam - jam

yes - Jess

yet - you'll - yearsjet - jewel - jeers

Has the M arrived w?

John started to yawn.

Did you say Yale or lillJ.?

Did you eat the yam with jam?

Yes, his name is Jess.

human

ljul - The spelling "u" is pronounced /ju/ when stressed, as in:

cute

Repeat:

unionunit

uniteunique

review

funeraluniform

universaluniversity

Practice the sound /ju/ in verb-noun pairs. Repeat:

contribute - contributiondistribute - distribution

execute - executionprosecute - prosecution

continue - continuationdevalue - devaluation

lje! - The spelling "u" is pronounced /ja/ in unstressed syllables. Listen:

fabulousmuscular

miraculousparticular

Repeat the following adjective-verb-noun sets.

circular - circulate - circulation regular - regulate - regulation

7.18

Consonants

III TO PRODUCE: Release the airflow with slight forceto create a clear whispered sound at the larynx. Asyou do this, position your tongue, jaw, and lips forthe vowel that follows !hI.

Do not shape the airflow in the mouth. Keep theroof of the mouth relaxed, and the back of themouth opened widely.

This sound occurs only at the beginning or in themiddle of words.

The Sound /h/ is a pure whisper. Listen:

he

Use a pure whisper for /h/. Repeat:

heathithate

hothowwho

had hook

heavyhectichurry

behaviorhoweverOhio

anyhowhandicapholiday

Repeat the following sentences:

I'm ~ to be home.

How heavy was the traffic?

The weather was hot and humid.

Two halves make a whole.

It is heavier than a feather but not as heavy as a house.

)fait

In the words,

J:{our

b~ spoken or not pronounced.

BONUS EXERCISE

Each of the following sentences contains one word in which the spelling h is pronouncedand one word in which spelling h is not pronounced. Practice the sentences.

1. Who is the heir to the fortune?2. How many hours did it take?3. He is an honest person.

4. Henry was very exhausted.5. They were happy to be honored.6. To inhibit is opposite of to exhibit.

7.19


THE NASAL SOUNDS

iii

Iml - me, aimInl - no, any101 - sing, anger

l'Q PR:ODU65t Brtng your lips together toWthevoicedatrl!9Yi and t.hen direct it

rough the nasal passage.

Contrast: Iml - InlCan you differentiate between sounds1m! and In! at the ends of words? Listento word pairs. You will hear one wordagain. Which is it?

iii

TrytflTs techn'qye: Break words that end in tn!into two parts (For example, say: pan = pa - n,)'REf:pell.t t11etwo parts separately, and, tnensayJb~rn closer and clossrstogsther until you can saythe complete ~btd,

same Tim tingum_ gun_ sane

Answers: gum sane Tim


dumb - done Is it smart, or dumb? "." .. ".".same - sane Are they the same? .

seem - scene Howald does it seem? .some - sun Please have some. . .

Tim - tin His name is Tim. . .

What have you done?

Is it crazy, or sane?

What a beautiful scene!As bright as the sun.

Is that made of tin?

7.20

Consonants

Contrast: Voiced - Voiceless Endings

The suffix oed and the suffix-s are voiced when added to ImJ or In/. Listen to the contrastbetween voiceless and voiced endings:

mpt- md

cramped - crammeddumped - damned

nt - nd mps - mz ns - nz

bent - bendscent/sent - send

limps -limb dance - Dan's

Contrast voiceless with voiced endings in these words and sentences. Repeat:

bent - bend The pipe is bent.The pipe will not bend.

meant - mend Explain what you meant.To fix is to mend.

scent - send Perfume has a scent.Which one did you send?

complaint - complained They filed a complaint.Have they ever complained?

ramps - rams There are no steps, only ramps.Male sheep are called rams.

slumps - slums The stock market has slumps.Some cities have slums. ~

tramps - trams Hobos are also called tramps.Some ski resorts have trams.

Contrast: III - Inl

irectedthroughthenasal passage.ow is released over a side of the

Listen to the contrast between III and In! in these word pairs:

knife - life name -lame need - lead

Repeat these pairs:

knows/nose - lowslook - nooknag -lag

niece - leaseno/know - lownoose - 100se

7.21


Repeat these sentences:The noose is loose.Do you know how low?Lee hurt his knee.

Look at the nook.You need to be in the lead.My niece signed a lease.

To avoid substituting n for I: If you tend to produce sound In! in place of If!, do the followingexercise:

BLock your nasal passage by closing nostrils together with your fingers. While you do t4is, practice sayingwords and sentences that contain the sound II! b notfhe sound In!,You will not feel al.LYvibration at yournose when you pJQduce the N sound correcfJ;¥ e sentences:

Let's go'1!tater.It 100ks*llke.aleaf.We lefflate last July.

iiiListen to words that contain the sound /0/.

hang

TO PRODUCE: Raise the back of yourtongue against the palate (as for thesound /g/). This blocks the airflow anddirect it through the nasal passage.

This sound occurs only in the middle orat the end of words in English.

ring sing

Contrast: Inl-IIJICan you differentiate between these sounds? Listen to word pairs. You will hear oneword again. Which is it?

ban bang _ thinAnswers: bang thing win

Say these words and sentences:

thing _ win_wing

ban - bangthin - thing

win - wing

To forbid is to ban. .. .Tall and thin .

Can everyone. win? .

It's a loud bang.

What is that thing?The office is in that wjng.

7.22

Contrast: Il)kl -11)1

Consonants

Listen:

Il]kl

brink

11]1

bring

Il]kl 11]1

anchor - anger

Il]kl

ankle


bank - bangsink - sing

think - thingwink - wing

11]1

angle

Did you go to the bank? I heard a loud bang.

When did the Titanic sink? Do you like to sing?What do you think? That is a funny thing.

That is a flirting wink. . Go to the west wing.

Contrast Suffix Endings

The suffix -s and the suffix -ed are voiceless when added to /rjk/; and they are voicedwhen added to /rj/. Listen:

Il]ksl Ine]

banks - bangs

tnkt! ltjd]

banked - banged


Inktt

blinkedlinked

lrjkt!

rankedthanked

tndt

bangedhanged

Listen to words with the suffix -s:

Inks I

winks

Il]zl

wings

ltjd]

longedbelonged


Il]ksl

drinksranks

Il]ksl

thanksthinks

Il]zl

bringsrings

Repeat the following sentences:

Il]zl

songsthings

Who brings the drinks?Thanks for all those things.

She thinks the rings are gold.She sings my favorite songs.

7.23

The COMPREHENSIVE American Accent GuideSuffix-ing

Present progressive verbsNounsAdjectives

The suffix -ing is used in:

The story was boring me.The story was boring.The boring story made me yawn.

The Suffix -ing

Repeat these words with the suffix -ing.

askingmorning

awaitingexciting

eveninglistening

Contrast: Endings InkI1)1(-nking) -II)II)I (-nging)Listen to the following pairs with the suffix -ing:

sinking - singing banking - banging winking - winging

Repeat these words:/l}kII}/

bankingblinkinghonkingranking

/I}II}/

hanginglongingringingsinging

/I}II}/

belonging

Repeat these sentences:They were singing as the boat was sinking.

I was thanking them for hanging the pictures.

I was thinking about doing that first thing in the morning.

BONUS EXERCISEPractice the sound 101SYNONYMS In the following word groups all of the words with the exception of one are similar inmeaning. Say each word in a group and state which one is not similar to the others in meaning.

1. talking - speaking - trying - discussing - expressing2. listening - griping - attending - hearing3. understanding - learning - kidding - investigating4. making - creating - producing - manufacturing - speaking5. breaking - cracking - fixing - shattering - bursting6. teasing - listening - kidding - fooling around - clowning around7. creating - complaining - objecting - protesting8. attempting - trying - striving - waiting - undertaking

Not similar: 1. ttying 2. griping 3. kidding 4. speaking 5. fixing 6.listening 7. creating 8. waiting

7.24

MOREon

STRESS & INTONATION

We will now explore how stress and intonation convey a variety of feelings,emotions and attitudes. We will address common patterns as well as less usualpatterns in order to increase your communication awareness and to improve yourskills at communicating in English.

It is not possible in this program to address all of the different patterns of stress andintonation that are used in everyday situations. However, there are some generalrules that you may find useful in understanding how stress and intonation conveyunderlying meaning.

INTONATION AND MEANING

Polite Tones

Politeness is typically expressed using higher pitch tones, as in:

Are you finding what you need?

Is that everything for you?

Words that express politeness can sound even more polite when spoken with anintonation pattern that has higher pitch tones. Listen to examples spoken with anormal intonation pattern, and then with higher pitch tones:

Normal Intonation Higher Tones

Hello.Pardon me.

Hello.Pardon me.


Practice contrasting the two patterns. Repeat:

Excuse me.

You're welcome.

What time is it?

Do me a favor.

Excuse me.

You're welcome.

What time is it?

Do me a favor.

What's your name?................ What's your name?

Can I help you? Can I help you?

Where are the restrooms? Where are the restrooms?

How much are those? How much are those?

Mildly Rising Inflection

A pattern of mildly rising inflection conveys a sense of ease. This pattern generallyhas a pleasant tone and can convey an openness to continued communication, asin the following responses. Listen:

How was the weather? Pleasant.

What did you think of it? It's pretty good.

Practice mildly raised inflection. Upon hearing A and B, repeat B.

A B

How is everything? Okay.

How were the roads? Not bad.

When do you expect them? Anytime.

What did you do this weekend?. Nothing special.

I think so. I hope not.J

I want to.

Certain short responses are often spoken with inflection that falls at the end and thenrises again. For example:

8.2

More on Stress & Intonation

Sharply Rising Inflection

A question with a sharply rising inflection has a tone of surprise or disbelief. Listento this dialogue:

There's a car with a parking ticket on the window.

)Is it a red car?

No, it's a blue one.

Good, it's not mine!

The following contrasts a sharp rise in inflection with normal inflection. Listen:

Sharply Rising Inflection Normally Rising Inflection

)Is that true? Is that true?


)Right now?

Are you sure?

Is it that time?

Did you see that?

Were you serious?

Is that your dog?

Is the deadline tomorrow? .

Right now?

Are you sure?

Is it that time?

Did you see that?

Were you serious?

Is that your dog?

Is the deadline tomorrow?

Swinging pitch inflection

In English there is a pattern with swinging pitch that conveys disagreement, surprise, orsarcasm. Within the stressed syllable pitch rises, falls sharply, and then rises again; asin the following response:

VPR E?!

Itmust have been quite a surprise. A sur IS Everyone knew.

8.3

•


Use a swinging pitch on the following responses. After you hear A and B, repeat B.

A

That movie was exciting.

Let's leave now. . .

Wasn't it easy? .

It's adequate, isn't it. .

They're friendly. . .

Did you make a sacrifice? .

BVExCITing?! I thought it was dull.

NOW?! We just got here.

EASy?! I thought it was difficult.

ADequate?! It's much more than adequate.

FRIENDly?! I thought they were unfriendly.

A SACrifice?! I didn't mind at all.

,YES.

Sharply Falling Inflection

A message with a sharply falling inflection has a tone of impatience, irritation, orurgency. Compare a sharply falling inflection with a normal falling inflection in thefollowing responses. Listen:

Sharply Falling Inflection:

Would you like to be left alone?

Normally Falling Inflection:

Would you like me to join you? YES.

Contrast a sharply falling inflection with a normal falling inflection. Repeat bothexamples:

Sharply falling

No!

Of course!It's mine!

I don't know!

Who said that?!What's the matter?!

What did you want?!

Normal

\No.

Of course.It's mine.

I don't know.

Who said that?What's the matter?

What did you want?

Record yourself as you practice English conversational speech. Focus on yourintonation and think of how your attitude might be interpreted by others. Rememberthat sharp inflections generally convey heightened feelings or emotions. You wantto avoid sounding impatient, for example, when you do not mean to.

8.4


VARIATIONS AND EXCEPTIONS

Yes/No Question Form with a Falling inflection

A question that seeks a 'yes' or a 'no' response is usually spoken with a rising inflection.When spoken with a falling inflection, a yes or no type of question is often rhetorical,meaning that it has little communication value. It is usually more of a self-commentrather than a request for a response. This type of response, however, can serve toreinforce conversation. Listen to the following dialogue:

Did you go anywhere this weekend?

I went fishing.,Oh, did you.

The fishing was great!

"Was it.And what did you do?

Declarative Form with Rising Inflection

A declarative form is at times spoken with a rising inflection. As such, it is often rhetoricaland is an expression of surprise, instead of a real question. Listen:

We've arrived . It's lunch time.

..... We're here already?

The scenery was great.

.... I wouldn't know. I was sleeping.

You were sleeping? J.... You couldn't tell?

.... It's lunch time already?

Yeah, where would you like to go eat?

Wh-Questions with Rising Inflection

Normally, a wh- question is spoken with a falling inflection. A wh-question spokenwith a rising inflection, however, is used to request clarification. The person askingthe question either does not remember the information or did not hear it clearly, asin the following dialogue:

Did you meet Kim's friend?.......................... Yes, what's his name?

)

It's Dan.Oh, yes.

8.5

The COMPREHENSIVE American Accent GuideRepeat the following to contrast a falling inflection with a rising inflection on awh-question:

Which one? .Where is it? .What did you say? .Where is it you're going? .How did you get there? .

Which one?Where is it?What did you say?Where is it you're going?How did you get there?

Listen to A and B, and then repeat B:

A B

There will be a workshop. When?

On the first. When?

On the first of next month.

A BHey, I like those sweaters. Which one do you prefer?

I like the striped one. Which one?

The red one, with stripes.


As you listen to the following dialogue, focus on the use of intonation and stress toconvey underlying meaning.

So ...what did you do this weekend?

...... Oh, nothing much, how about you?

Well, I had a great time!

...... A great time?! How so?

Well, I cleaned out the garage, mowed the lawn, cleaned upthe house and got a haircut .

...... That doesn't sound like a great time to me.It doesn't?

...... No, it doesn't.

Well, at least I don't have to worry about it next weekend.So ...what are you doing next weekend?

...... Next weekend I think I'll clean out the garage,mow the lawn, tidy up the house, and getmy haircut.

8.6


VARIATIONS IN STRESS

Stress on Descriptive Words

Primary stress is normally placed on the last content word of a phrase or a sentence. Ineveryday speech, however, adjectives or adverbs are often stressed for emphasis andare thereby given primary stress. Listen to sentences with the adjective stressed:

It's simple to learn. It's an excellent idea.

Practice stressing adjectives for emphasis. After you hear A and B, repeat B:

A

I hearit's a beautifulplace. . .

Is that a good example? .

B

Yes, it's a gorgeous place.

It's a perfect example.

Sometimes the adverb is stressed for emphasis, as in the following exchanges.Listen:

A

You must have been surprised .

It's amusing, isn't it? .

After you hear A and B, repeat B:

A

I understand it's easy. .. .I hear the exam was difficult. .Are you disappointed? .He's quite busy, isn't he. .. .Is it a good restaurant? .

B

I was so surprised!

Yes, it's mighty amusing!

B

It's super easy.It was extremely difficult!I'm terribly disappointed!Yes, He's very occupied.It is a great restaurant.

Sometimes more than one descriptive word is stressed for emphasis. For example:

It was very good. It was freezing cold!

Practice stressing more than one descriptive word. After you hear A and B, repeat B.

A

How's the music? .Was it difficult or easy? .Do you think so? .I hear it's possible. .. .Did the time go fast? .I thought it was complicated. . .Did you like the movie? .

B

That's too loud!It was so easy.I am positively certain.It is absolutely impossible!It went so fast!Yes, it was way too complicated.It was very, very good.

8.7


Degrees of Stress

Different degrees of stress are used for emphasis. A stressed syllable can be givengreater stress by increasing its length, its loudness and/or by raising its pitch more.In the following, the responses are stated at different levels of stress. Listen:

stress for emphasis

How was the ship?

Was it a bad storm?

How was the sunset? .

greater stress for emphasis

It was huge.

It was terrible.

It was awesome.

The ship was HUGE!

It was TERrible!

It was AWEsome!

PARAPHRASES: Practice using two levels of stress, as you paraphrase. Each item inA has a corresponding paraphrase in B. Repeat both A and B:

A

You're exactly right! .

It was exciting! .That's costly! .

It's confusing! .

It was embarrassing! .They're sociable! .

It's terrible! .It's hard to believe! .

It's terrific! .

B

You're preCISEly right!

It was exHilarating!That's outRAgeously expensive!It's PUZZling!

It was huMiliating!They're VEry friendly!It's HORrible!

It's inCREDible!It's fanTAStic!

Conversational Exercise

Focus on degrees of stress as you shadow the speaker in the following:

My friend told me that learning how to play golf was REAL easy. So,

I decided to learn. What I REAlly learned was that my friend had a

great talent for UNDERstatement. Playing golf sounds simple enough.

You swing a golf club at a little white ball. What's so difficult about

that? Right? The fact is, golf is easily one of the HARDest sports to

be good at. Simply put, it's eXTREMEly difficult to learn - especially

when you start out being so emBARrassingly bad at it!

8.8


Stress with Lower Pitch

Stress for emphasis is sometimes made with a lower pitch inflection. While higher pitchgenerally has a more enthusiastic tone, lower pitch has a more calm or even a listlesstone. Sometimes words are stressed in a tone that reflects their meaning. Listen

CITIt's ex ing.

HAPI'm py about it. It was B I'm To IR R

ring. ed.

Practice stress with higher pitch or with lower pitch. After you hear A and B, repeat B.

A B

How was business today? ........BUS VER

y. Y busy.

How was the train ride? SL VERow. Y SI ow.

How was the movie?QUITE

It wasPENSE

sus ful.

How was the movie? It was deSO PRESS

ing.

Stress with low pitch can also express opposition or disagreement, as in the followingresponses. Listen:

The meeting's in November, isn't it? ..... N0,

TOit's in Oc ber.

I was pretty sure it was in November. . ... Oc ber. Check the newsletter.TO

8.9


I plan to finish tonight. (normal Stress)

PRACTICING STRESS FOR EMPHASIS

Shifting primary stress in a phrase or sentence gives emphasis to words that expressthe main point in that phrase or sentence, and it affects its overall meaning. To see howshifting stress affects meaning, listen to a sentence spoken with normal stress, and thento that same sentence as it might be spoken in a different circumstance.

Possible Questions:

Who plans to finish tonight? .Do you think you'll finish tonight? .Do you plan to begin tonight? .Do you plan to finish tomorrow? .

Possible Responses:

Iplan to finish tonight.I plan to finish tonight.I plan to finish tonight.

I plan to finish toNIGHT.

Notice that shifting stress in the responses often communicates a distinction betweenwhat the listener expects and what the speaker means.

Practice shifting stress in the following exchanges. After you hear A and B, repeat B.

A

When do we leave? .Does the plane leave at 9 a.m.? .Does the train arrive at 9 a.m.? .I think the train leaves at 8 a.m. . .Does the train leave at 9 p.m.? .

A

What do you do for exercise? .Does anyone here exercise? .Do you jog often? .Do you ever walk to work? .Do you ever go on walks? .Do you exercise every weekend? .

B

The train leaves at 9 a.m. (normal Stress)

No, the train leaves at 9 a.m.The train leaves at 9 a.m.The train leaves at 9 a.m.The train leaves at 9 A.M.

B

I walk for exercise every day.I walk for exercise every day.No, but I walk for exercise every day.No, but I walk for exercise every day.I walk for exercise every day.I walk for exercise every DAY.

CLARIFYING AND EXPLAINING

Do plumbers work on lights? .

In the following exchanges, the responses clarify and also explain. Listen:

No, plumbers do not work on lights.Plumbers work on pipes.Electricians work on lights.

Practice using stress to clarify and explain. Listen to A and B. Repeat each sentence in B.

A

Is a computer a type of software? .....B

No, a computer is not a type of software.A computer is a type of hardware.Computer programs are software.

8.10


Are Panda Bears from Australia? No, Panda bears are not from Australia.Pandas are from China.Koala Bears are from Australia.

Is Rhode Island the largest statein America? . No, Rhode Island is not the largest state.

Rhode Island is the smallest state.Alaska is the largest state.

This time, you answer the questions by emphasizing the words that make yourmessage clearer in meaning. Stop, if you need to, and mark the words that you willemphasize.

Listen to items in A, then say the items in B. You will hear a model after each sen-tence in the responses.

A BIs Mexico north of the United States? _ No, Mexico is not north of the United States.

_ Mexico is south of the United States._ Canada is north of the United States.

Correct:

No, Mexico is not north of the United States.Mexico is south of the United States.

Canada is north of the United States.

A

Does the moon rotate around the sun?B

The moon does not rotate around the sun.The moon rotates around the earth.The earth rotates around the sun.

Correct:The moon does not rotate around the sun.The moon rotates around the earth.

The earth rotates around the sun.

Does the bus arrive at noon? Both the bus and train arrive at noon.

Now practice responses that have more than one word stressed for emphasis withina sentence. Listen:

Are all apples red? No, not all apples are red.Some are green and some are yellow.

8.11


Repeat the responses. After you hear A and B, repeat B.

A B

Doesthe bus or the train arriveat noon? Neither the bus nor the train arrives at noon.The bus arrives at two and the train at four.

Chicago and Washington are statesin the EastCoast. Washington is a state in the Northwest.

Chicago is a city in the Midwest.

Is NewYear's Evethe first dayof January? . No, it's the last day of December.

New Year's Day is the first day of January.

This time, you answer the questions by emphasizing the words that make your messageclearer. Stop, if you wish, and mark the emphasized words in each sentence. Thencontinue. After you hear A, you say B. Then listen to the model.

A BDoesthe sun rise in the Northand set in the South? _No, the sun rises in the East and sets in the West.

Botanyis the study of animals,and zoology is the study of plants. _ No, botany is the study of plants, and zoology isthe study of animals.

Correct:No, the sun rises in the East and sets in the West.No, botany is the study of plants, and zoology is thestudy of animals.

INTONATION AND PAUSESPauses add clarity to speech when they are used meaningfully. A slight pause betweenthought units allows the speaker to better organize his/her thoughts, and it also allowsthe listener time to reflect on what is being said. Listen.

How do I stay fit? Let me see. First, I try to get out of bed as earlyin the morning as possible, within reason. Then I find the leash forthe dog; because I find that having a workout partner can be verybeneficial, if you know what I mean. Finally, I stretch just to make sureI don't pull anything. Now comes the actual exercise, usually jogging acouple of miles. My jogging partner, the dog, leads the way. And beforelong, the whole thing's history; which sounds so much better than pre-history. Anyway, that's my daily fitness routine, or rather, my almostdaily fitness routine.

8.12


MESSAGES THAT REQUIRE PAUSES

Addressing the Listener by NameWhen addressing a listener by name in a message, add a slight pause between thelistener's name and the rest of the message. The name also has its own inflectionpattern. Listen:

"\ ./I meant to call you,! Alan.

Now listen to a message with the name at the beginning:

Alan,! I meant to call you.

Listen to questions that directly address the listener:

.-/ ./

Did you call,! Alan? When did you call,!Alan?

Without a pause and a separate inflection, the name of the person addressed willsound as if it is part of the message. For example:

Did you call, Alan? becomes Did you call Alan?

Call your mother, Alan becomes...... Call your mother Alan.

Practice saying messages that directly address the listener. Repeat:

Did you call me, Sam?

It's your mother, Alicia.

How can you tell, Paul?

Are you okay, Robert?

When did you visit, Tony?

Your husband called, Sonia.

I'm pleased to meet you, Nathan.

I'm pleased to have met you, Trina.

We are looking forward to seeing you, Rebecca.

I have a message for you, Tom.

8.13

A tag fonn that is not actuallya question is punctuated witha period, not a question mark.


Responses beginning with yes or no

When a message begins with yes or no, a slight pause sets the word apart from therest of the message and also gives it more emphasis. Listen:

Yes,! thank you. No,! thank you.


Yes, I accept. No, I refuse.Yes, that's what I meant. No, that is not what I meant.Yes, that is my coat. No, that is not my coat.Yes, they are my neighbors.. No, they are not my neighbors.

Messages with Tag FormsA tag form is a message that immediately follows another message. The speakermakes a statement or asks a question and then follows immediately with another questionor statement, as in the following examples:

) )It's appropriate,! don't you think? What do you-think I am,! a genius?

The tag is set apart from the rest of the message with a distinct pause and a separateinflection.

In the following exchanges, both A and B have tag forms. Listen:

A

When do we start, tomorrow?Whose turn is it, yours? .

B

It's next week, I'm sure.It's yours, I think.

Generally, a tag with a falling inflection seeks agreement,while a tag with a rising inflection assumes that thelistener will agree. Listen to exchanges to contrast a tagthat seeks agreement with one that assumes the listenerwill agree.

)A

Seeking Agreement:B

You're excited about it, aren't you? ..... A little bit.

Assuming Agreement: You're excited about it, aren't you. . .... How can you tell?

8.14


Following are tag forms as questions and then tag forms as statements. Repeat them:

Tag forms as questions Tag forms as statements

)What do you think, okay?What day is it, the tenth?When do we leave, tomorrow?This needs improvement, don't you agree?That was the last time, right?The store hasn't already closed, has it?

You'll remember that, won't you.They seem happy, don't they.It's not a good idea, is it.That doesn't look right, does it.It's a nice day, isn't it.You won't do that again, will you.

Practice using tag forms as questions or as statements in the following exchanges. Listen toA and B, then repeat B.

A

This is the right bus, isn't it?We want number 26. . .I'm not sure. . .

B

It doesn't seem like it, does it.No, we want 20, don't we?We'd better ask, don't you think?

It's too late to see a movie. . .What time is it? .That's right, it is only six .

It's not that late, is it?It's only six, I think.Then what's the answer, yes?

•..•..••••• ,·e"••.•.• ,.,. •.•..• '••..•..•..••••.••..••..•••••••• ,••.•.•••..••..•• e .• -. '•••.•• '••..••••.•..•••••.•••••• ' ••.• "•••.••.•• '•.••••••..• 1

···t·:•·t•:

Hello, is this Tom's Auto Repair?

Well, my cdrls "Pakinga strange s d of a "chugga, chu99~ fhlng.

...•.... $0 the car still runs, am r rIght?

rar. \\I' \',

-c

·ittt·:·:··;t·•tt··t·:··••••••••••• ~., •• _.' .,... ••••••••••••••••.••••••••••.•• 0 •••••.•• ~.c ' __ _ ...........•

Yeah, rom, it still runs, but not very well at all.

........ The "chugga, chugga" thing ....

So if I brought my car down, could you take a look at it?

Well, no, because here at Tom's Auto Repair, we focus on"clunkc, clunka" sounds. For "chugga, chugga" sounds, Irecommend that you call my brother Ted, of Ted's AutoRepair. "Chugga, chugga" are his specialty.

Thanks, I appreciate the help, goodbye.

8.15

-The COMPREHENSIVE American Accent Guide

PAUSES IN LONGER SENTENCES

Compound Sentences

Conjunctions connect thought segmentsor clauses into sentences. A conjunctionmay occur at the beginning of a sentenceor between clauses. A slight pause betweenthe clauses and changed inflection, makethe clauses in a sentence clearer. Listen to asentence first without, and then with, a slightpause and a change in inflection:

CONJUNCTIONS: and, as, but, if,so, also, when, because, after,before, although, thus, however,whenever, whereas, nevertheless,etc.

Without separate inflection or pause With a separate inflection and a pause,Let me know if you decide to go. Let me know,! if you decide to go.

In written communication, a commaindicates a slight pause.


If there's a festival, would you like to go?

............... I would, but I'll have to check my schedule.

If you can go, I'll get the tickets.

............... I'll let you know soon, if I can go.

Say the following sets of sentences with the conjunction in the beginning and then in themiddle. Repeat:

Conjunction at Beginning: Conjunction in Middle:

Before you start, think about it. .

When you get there, please send a postcard.

Ifwe can't make it, we'll have to cancel. .

Whenever you have time, give me a call.

As we arrived, I remembered something.

Think about it before you start.

Send a postcard when you get there.

We'll have to cancel ifwe can't make it.

Give me a call whenever you have time.

I remembered something as we arrived.

8.16


Parenthetical StatementsA parenthetical statement is a thought segment within a sentence. It is set apart fromthe sentence by one or more pauses and by its own intonation pattern. It can occurin the middle, at the beginning, or at the end of a sentence. Listen to examples:

However,! that is not true. That, however,! is not true. That is not true,! however.

Practice using parenthetical statements in different parts of a sentence. In thefollowing exchange, the response is stated in three ways. After you hear 'A and B,repeat each item in B.

A

Do you two know each other well?B

In fact, we were just introduced.We were, in fact, just introduced.We were just introduced, in fact.


That is impossible, of course.That, of course, is impossible.Of course, that is impossible.

As far as I'm concerned, that is justified.That, as far as I'm concerned, is justified.That is justified, as far as I'm concerned.

They are moving in two weeks, in case you didn't know.They are moving, in case you didn't know, in two weeks.In case you didn't know, they are moving in two weeks.

Unless you hear otherwise, the meeting will be on Monday.The meeting, unless you hear otherwise, will be on Monday.The meeting will be on Monday, unless you hear otherwise.

Unless we change our minds, we will begin at two o'clock.We will begin, unless we change our minds, at two o'clock.

We will begin at two o'clock, unless we change our minds.

8.17

The COMPREHENSIVE American Accent GuideConversational Exercise

You know, when you think about it, cats really are smarterthan dogs. Dogowners consider cats as aloof, and often times,self-involved. They sleep all day; and, with rare exceptions,refuse to perform tricks. They run things, more or less,on their terms. As a cat owner, I can confirm all of thoseconsiderations. However, it is the self-sufficiency of catsthat makes them so appealing as pets. Cats only like you if

they know you, and if they think you deserve it. They will not ask you, astheir owner, to do anything they would not want to do if the circumstanceswere reversed, and they owned you. They would never make you get up atfour o'clock in the morning, just to let them out. They would never relievethemselves on your expensive Persian rug. Sure, dogs are cute. But cats, onthe other hand, are smart. And as experience will tell you, being cute canonly get you so for in this world.

Now practice new intonation patterns as you shadow the speaker in the followingconversational exercise:

STATING OPTIONS

When providing choices or alternatives, a slight pause between items and a changein inflection makes the message clearer.

Two OptionsWhen two options are stated, the first is spoken with a rising inflection and thesecond with a falling inflection. Listen:

Do you like it,! or not? What do you think; yes,!or no?

Practice using a slight pause and separate inflections in the following. Repeat:

This one, or that one?Does it matter, or doesn't it?Is it the left side, or the right side?Which looks better, this or that?Where should we meet, at your place or mine?

8.18


How would you rather send it, by FAX or bye-mail?Do you like to go out for lunch, or order pizza?When will you be back, Monday or Tuesday?When would you like to schedule an appointment, morning or afternoon?

More than Two Options

When choices include more than two options, each item, except the last one, isspoken with a slightly rising inflection. Listen:

Was it in the fall,! the winter,! or the spring?

Practice saying sentences that offer more than two choices. Repeat:

Will you take the bus, the train, or fly?Were you happy, disappointed, or what?Is it today, tomorrow, or the day after tomorrow?Would you like coffee, juice, tea, or soda?Should we go out to dinner, to a movie, or both?We can fix dinner, order takeout, or eat out.Will you be here this week, next week, or the week after?Which would you prefer, cash, check, credit card, or money order?

STATING ITEMS OR SEQUENCES

When stating a list of items or sequences of events, the items or events before theend are often spoken with an overall higher pitch. Listen:

We have a cat, a dog, and a bird.

I washed the dishes, swept the floor, and vacuumed.

For entertainment, I like movies, concerts, and plays.They accept Visa, MasterCard, Discover, and American Express.I will visit my parents, my grandparents, my in-laws, and my cousin.


8.19

The COMPREHENSIVE American Accent GuideConversational Exercise:Practice the new intonation patterns you just learned. Shadow the speaker in the following.

So there I was, standing there in the middle of the worst snowstorm inforty years. Needless to say, I was really cold. So, I buttoned up my coata little tighter, and pulled the hood, lined with goose down, over my head.Then I put my hands into my pockets. Man, was that snow coming down!Finally, much to my good fortune, a friend of mine, who drives a four-wheel-drive truck, happened by. He saw me, pulled over, and asked me if I neededa ride. Since the answer was rather obvious, and my mouth was frozen shutanyway, I climbed in without responding. When I got home, I made myselfsome tea, and proceeded to thaw out my toes. Then, I started thinkingabout how nice it would be if, instead of thawing out, I was stretching outon a beach somewhere in the Caribbean, enjoying somethingother than tea, something with one of those little umbrellas init, while watching an awesome sunset.

Items can be made more distinct by stating each, prior to the last one, with a risinginflection and adding a slight pause in between items. Listen:

../../../ ~

They're going to Athens,! Istanbul,! Cairo,! and Tel Aviv.

She opened the door,! walked in,! and sat down.


They sell videos, CD's, DVD's, magazines, and paperbacks.The classes offered are algebra, trigonometry, and physics.The hotel provides cable TV, a hot tub, and a swimming pool.They require an application, a resume, and a letter of recommendation.Reading, painting, hiking, and mountain biking are my favorite pastimes.The price includes round trip airfare, sightseeing tours, and hotel accommodations.On a tour of London we visited Kensington Gardens, Buckingham Palace,

and Windsor Castle.

Indefinite Listings or Choices

When listing items or providing options as unlimited possibilities, each item is saidwith a slightly rising inflection and with slight pauses. Listen:

Would you like black tea, herbal tea, latte, espresso .....

They have a pool, a spa, tennis courts .....

8.20


Descriptions, Directions, or Instructions

The items in a description and in a set of instructions or directions sound clearerwhen spoken with separate inflections and with slight pauses in between. Repeatthe following:

It's a two-story gray house with a large picture window, a tallelm tree in front, surrounded by a white fence.

Complete the first page, fill in items 4, 5, and 6, and enter

your signature and the date on the bottom line.

To go there, get on Highway 15, take the Sixth South Exit,turn right, go two blocks, and you're there.

Conversational Exercises - Putting it All Together

Practice applying the patterns of stress, rhythm, and intonation as you repeat thefollowing paragraphs.

Be clear about the audience) A writer should know his readers,and then write so they can understand.! Always make thewriting as simple as possible) Even complex ideas can oftenbe written simply.! The simpler one writes, the more likely thereader will understand.! Clear, simple writing is much easier to

understand, and much easier to translate into local languages.! Remember,keep it simple.

Dolphins which are probably the most popular of sea animals,

~

are said to be intelligent and friendly.! If you ever take anocean voyage or cruise, you will likely get to see Dolphinsswimming alongside the ship or just in front.! They will appearto be racing playfully with the ship, as they dash and leap,

cutting back and forth across the bowl. Dolphins are seen commonly in thewarm waters of the Gulf Stream.! They travel in schools and accompany shipsfor long distances.! They grow to a length of sixto nine feet and are dark above,with yellowish and brown stripes on the sides, and a clear white belly.! They arenot fish, but mammals.! They are closely related to the whales and porpoises.

8.21


To some of us, the Mississippi is indeed abook.! It is Tom Sawyer, Huckleberry Finn, andJim floating on a raft,! pushing down stream,and feeling the soothing splash of cold water

on bare feet.! It is an unforgiving sun beating down relentlessly on strawhats that shade rosy, mischievous cheeks, land it is the glowing, black skinof a runaway slave that shines like ebony.! In its ripples we sense freedom,adventure and a longing for discovery.

Now practice applying the patterns of stress and intonation, as well as pauses, as youshadow the speakers in the following paragraphs.

How to get big laughs at a party? First, you have to be naturally funny. Phil-osophically, you should also understand that you need to be in tune withyour audience. That means knowing what they consider humorous and whatthey do not. For example, it would be wrong to make attorney jokes aroundmembers of an organization like the National Bar Association. Simply put,to be sure use discretion. Discussing "Confessions of a Vegetarian" at aBeef Council convention ought to get you some laughs. But remember, youhave to be clever about it. Use your head or you could, asthey say, go over like a lead balloon. Getting lots of laughs? ~ ~Approach it as though it were very serious business. O~

Grocery shopping, provided you know what you are doing, can be quick andeasy. The first thing to remember, is that you need to find a time when thereare fewer shoppers in the store, at least in the check-out lanes. To do this, Irecommend you find a grocery store that is open 24 hours a day, seven daysa week. Studies show that after 1 a.m., grocery traffic becomes noticeablyless congested. So, just to be on the safe side, I suggest that you wait until1:30 a.m. to begin your grocery shopping. You'll find that other than theguy cleaning up with the mop and the night-checker, you'll have the storevirtually to yourself. In this circumstance, you'll not only have the freedom ofunencumbered shopping, but quicker checkout as well. Finally,I highly recommend choosing Friday night as your groceryshopping night, because you will have the distinct advantageof sleeping in on Saturday morning.

8.22


BONUS EXERCISES

Practice Using Stress for EmphasisIn the folrowlng verbal '~xdllahges. each response in B contains a wordthat is stressed for emphasis. Which word is it?

1. Did you take photos? .&2. I don'Uhi~ you can fini~ on tin1e. ....•.. .,....•.•......3. Is the book blue or gray? .4. Are you sure it's nex~week? ..•...........................5. Who can (Jance? .7. Did you attend the meeting? .8. I want to thank yOu.................•......... ,., A •.

9. Is the concert this week? .

Yes, I did take a few.But I can finish on time.It's blue and gray.Yes, I am sure.Iwill do it.No, were you there?And I want to thank you.No, it is next week.

Correct:1. Yes, I did take a few 2. But I ca\finish pn time. 3. It's blue and gray.4. ~s, ram sure. 5. Sheeao. 6.l~U doIt, 7. No, were you there?8. And I want to thank you. 9. No, it is next week.

Practice using stressfor emphasis as you state your opinions. Indicatewhether you agree or disagree with each of the following statements. Usecomplete sen,tegces.1. New York City is the most popular city in the world.2. There-is too much vlolertce in movies.

3. Children are growing up too fast these days.

4. ~u(!lear weapons should be banned in every country.

5. Srnokipq of tobacco should not be allowed in public buildings.

8. Everybody should be able to Buya gun.

9. Recycling is ne~essary in order to preserve the world's natural resources.

Name three or more of each of the following:

1. Type§offruit you liK:'e.2 .Desserts.3. Inrerests o~past'mes.4. Musicians.5. Places \XthSreyou would go on vacation.6. Sports you enjoy as a participant or observer.

8.23


Practice changing inflection and usfrtg sl,g~t pal{sesComplete the following sentences. Begin each with a cortjunction such as: if,whenever before, after, because. For example:

...1get dressed ..After! get dreased,Jieat bf4~akfast. - Or!€

Before T'get dressed, I eat lJreakfast.

1 1 do my homework .2, 1 brush my teelh .

3 1 came here ....

4 it rains .5 I'm late .

6 .... I go to a party ....7. ... I gl a cors ....

1$

8. I go to the dentist .

9 I go on vacation .

10. ... I'm watching a boring movie ....

Describe each of the following. Apply changed inflection and slight pauses toadd clarity to your speech.

1. The house~ou Il\e in or woulcPlike to live tit2. The room or place you are in.3. The car you own or would like to own.4. A familiar city.5. A pet that belonqs to yotror to;~¥friend.6. A character in a movie or a play you saw recently.7. The flag of your native country.

Provide directions or instructions. Select from any of the following. Applychanges in inflection and add slight pauses between steps in a sequence in orderto make your messages clearer.

1. Sending a letter.

2. Making coffee or tea.

3. Cooking your favorite dish.

4. Making a long distance phone call.

5. Finding a web site on the Internet.

6. ~-eGording a TV Show wit~ c;" VO'R..

7. Taking a good photograph.

8. Sending a FAX message.

9. Sending an e-rpail message.I.

8.24

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Thank. you for the exceiient yrogram you provided. over the phone . .Jtfter 1fin isfiea fewsessions, my staff at the clinic were so impressed. 6'1 my 'Engfish ana my patients never haveto ask me: could. you repeat that again? Or what did. you say? Say that one more time y{ease.Ta{king over the phone now is much easier ana the most important for me now is: 1am noCongernervous about syeaking in grouys ana meetings.Thani: you so much,Zeyaoun Souiasrman. V.V.S.

1came from India 9 years ago ..... 'Even though my 'Engfish {anguage skirrs were gooa, 1[aced. challenqes communicating at work because of my accent. 1wanted. to be confident incommunicating with executives from my company ana with ciient executives, ..... .Jtfter twosessions 1knew exactlv why 1had. to repeat what 1said, ana why yeoy{e had. aifficu{tyunderstanding certain words 1said. Working with :Ms.Lujan on interactive sessions heryeame make corrections quite quick{y. 1can now communicate a rot better ana speak witficonfidence .Dev :Muaafiar1'1' of Techno{ogyTeieperformance 'US.Jt

'Before imyroving my speech. skirrs with the hetp of 'Beverfy Lujan, 1was not abte to functionwell in my j06 as a manager in bani: operations which requires me to train bani: officers anaemplo-qees 1had' studied 'Engfish in Nigeria since etementarv schoot ana had. Iived. in the'U.S.for 7 years .Jtfter on{y ten weeks of working with :Ms.Lujan ana yracticing withThe .Jtmerican .Jtccent (juiae, people no Conger asked. me to repeat what 1said. :My accent hasaefinite{y improved, ana yeoy{e actua{{y say they fike the way 1sound.

..1have great{y improved' my speech. ana am now abl« to achieve my career qoals. 1alsohave the oyy ortun it '1 to teach economics ana business management classes at a communityco{{ege which would. not have happened. had. 1not improved. my speech. skirrs.Stanford .Jtaerig6ig6eZions 'Bank

1came to the 'U.S. from J-fong Xong 9 years ago, ana spoke Ching fish - 'Engfish with aninjiuence of 60tfi Chinese ana 'British 'Engfish. 1also spoke fast thinking 1would. be more[Iuent, bu: 1[ound. that this made my speech. more aifficu{t understand. .

:My experience in training sessions with 'Bever{y was incredibiu pleasant Within tenweeks, she showed. me a{{ the basics of the standard. .Jtmerican accent inciudinq yroyer stress,intonation, rhythm, vocai patterns, ana yronunciation of a{{ the voweCs ana consonants. Sheaiso hetped. me be a criticai judqe of my speech. 1am now abie 'fine tune" my accent 6'1detecting ana then fixing my mistakes. She is very yatient, very derailed; ana very thorough.1 think it is important to have a professionai to give you [eedhack, provide you guiaefines,ana show you how to make corrections. 1aefinite{y recommend. Beverlu.

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