ELCS-CALL Lab (B. Tech-First Year-R13 Syllabus-JNTUH) Prof. V. CHANDRA SEKHAR RAO

JOGINJOGINJOGINJOGINPALLY B. R. ENGINEERING COLLEGEPALLY B. R. ENGINEERING COLLEGEPALLY B. R. ENGINEERING COLLEGEPALLY B. R. ENGINEERING COLLEGE

ENGLISH LANGUAGE COMMUNICATION SKILLS LAB MANUAL

(B. Tech-First Year-R13 Syllabus-JNTUH) Prof. V. CHANDRA SEKHAR RAO ------------------------------------------------------------------------------------------------------------------------------------------------------------

Prof. V. CHANDRA SEKHAR RAO M. A (Eng). M.Phil. PGCTE (CIEFL), Ph.D

Professor in English (JBREC), Mobile No. 9603727368, Email: [email protected]

COMPUTER ASSISTED LANGUAGE LEARNING (CALL) LAB

(Part-I)

UNIT-I

(Introduction to Phonetics – Speech Sounds – Vowels and Consonants)

1.1. INTRODUCTION TO PHONETICS

Speech Mechanism: - We, as human beings possess the ability to produce sounds by using

certain body mechanisms. These mechanisms have other functions to perform such as breathing,

smelling, chewing and swallowing and these are the primary functions of the organs used for

speech. Speech is an overlaid function.

Our body from the head to the abdomen is needed for the production of spoken language. These

are three groups of bodily organs which are used. One group lies in the trunks, one in the throat

and one in the head. These are usually known respectively as:

1 The Respiratory System: lungs, bronchial tubes, wind pipe or trachea.

2 The Phonatory System: larynx or voice box, vocal cords.

3 The Articulatory System: nose, lips, mouth, teeth, tongue.

These three systems, with very different primary functions, work together as a unified whole to

produce speech (see figure)






Phonetics: Phonetics (from the Greek phone means sound, voice) is a branch of linguistics

that comprises the study of the sounds of human speech. It is concerned with the physical

properties of speech sounds (phones), and the processes of their physiological production,

auditory reception, and neurophysiological perception.

When we are dealing with a language like English, we have to remember that there is no one-to-

one relationship between the letters of the alphabet and the sounds they represent. As you know,

there are 26 letters of the alphabet and these letters represent 44 sounds in the Received

Pronunciation of England (R.P), a variety of speech.






IPA Symbols

Since there is no one-to-one correspondence between the sounds and the letters of alphabet, we

need a different notation in which one symbol represents only one sound. Of many notations

available, we will follow the symbols of the International Phonetics Association. These

symbols are known as the International Phonetic Alphabet (I PA). The IPA symbols can be

used to transcribe the sounds of any language. Phonetic transcription is a universal system for

transcribing sounds that occur in spoken language.

1.2. SPEECH SOUNDS

Classification of Sounds: There are 44 speech sounds in English Language. These speech

sounds are classified into two types.

(1)Vowels (pure vowels)--12

A Vowel is a speech sound in which the mouth is open and the tongue is not touching the top of

the mouth, the teeth, etc.

(2) Diphthongs—8

A diphthong is a combination of two vowel sounds or vowel letters.






(3) Consonants—24

A consonant is a speech sound made by completely or partly stopping the flow of air being

breathed out through the mouth.

PURE VOWELS DIPHTHONGS

S.No. Symbol Key Words S.No. Symbols Key Words

1

Feel, meal, seal 1

Play, day, take

2

Fill, mill, sill 2

My, sigh, tie

3

Net, set, met 3

Go, soak, coke

4

Mat, rat, fat 4

Now, shout, vow

5

Car, farm, all 5

Boy, coil, toy

6

Hot, got, shot 6

Fear, here, beer

7 Caught, born, sought 7

Pair, rare, share






8

Pull, book, bush 8

Poor, cure, tour

9

Pool, rule, tool

10

Cut, null, dull

11

Girl, dirt, firm

12

About, ago, China

CONSONANTS

S.No.SymbolsKey Words S.No.SymbolsKey Words

1

Pat, pit, pull 13

Sill, sat, sun

2

Bat, bill, bull 14

Zip, zeal, zero

3

Tap, tin, tone 15

Sugar, shoe, show

4

Done, din, dog 16

Vision, pleasure, measure

5

Kite, king, car 17

Man, male, mill

6

Gun, gate, goal 18

Not, nail, know

7

Chair, charm, chin 19

Thing, dung, bang

8

Judge, jar, gin 20

Hall, how, hen






9

Fan, fill, phone 21

Low, line, lane

10

Van, vine, vote 22

Road, ram, rug

11

Think, thank, thin 23

Water, win, won

12

The, this, then 24

Yes, you, yolk

1.3. CLASSIFICATION OF CONSONANTS

Consonants are usually classified to (1) the place of articulation and (2) the manner of

articulation.

Place of Articulation: the place of articulation simply involves the active and passive

articulators used in the production of a particular consonant.

Manner of Articulation: the manner of articulation refers to the type of stricture involved in the

production of a consonant.

Place of

articulation

Bilabial

Labio

Dental

Dental

AlveolarPost

alveolar

Palato

alveolar

PalatalVelar Glottal

Manner of

articulation

Vl Vd Vl Vd Vl Vd Vl Vd Vl Vd Vl Vd Vl Vd Vl Vd Vl Vd

Plosives P , b t , d

k ,g

Affricates ,

Fricatives f , v θ, ð s , z

,

h






Nasal m

n

ŋ

Lateral l

Semi-vowels j w

Frictionless

continuant

r

PLACE OF ARTICULATION

bilabial: a speech sound made by using both lips, such as /b/ /p/ /b/ /p/ /b/ /p/ /b/ /p/ and /m//m//m//m/ in /buy/ /pie/ and

/my/.

Labiodentals: a speech sound made by placing the top teeth against the bottom lip, for example

/f/ /f/ /f/ /f/ and /v//v//v//v/ in fan and van.

Dental: produced with the tongue against the upper front teeth, for example //// θ /θ /θ /θ / and / ð // ð // ð // ð /

in thin and this.

alveolar: a speech sound made with the tongue touching the part of the mouth behind the upper

front teeth, for example /t/ /t/ /t/ /t/ and /d/ /d/ /d/ /d/ in tie and die.

Post-Alveolar : produced with the tip of the tongue as the active articulator and the part of the

roof of the mouth that lies immediately behind the teeth ridge as the passive articulator for

example: / r /: / r /: / r /: / r /as in try, dry.

Palato-Alveolar: The tip of the tongue is the active articulator and the teeth ridge is the passive

articulator. Simultaneously, the front of the tongue is raised in the direction of the hard palate.

For example:::: / ʧʧʧʧ//// and / / / / ��////as in chin and jar, / / / / ʃʃʃʃ //// and / / / / �� //// as in sheep and vision.

palatal: a speech sound made by placing the tongue against or near the hard palate of the

mouth, for example /j//j//j//j/ at the beginning of yes.






Velar: a speech sound made by placing the back of the tongue against or near the back part of

the mouth.

For example /k/ /k/ /k/ /k/ or /g//g//g//g/ in the English words key and go.

glottal: a speech sound produced by the glottis, for example: /h/ /h/ /h/ /h/ as in hot, hall.

MANNER OF ARTICULATION

Plosives or Stops:

Plosives are articulated with a complete closure and slow release of the air passage.

E.g.: /p//p//p//p/ -pin, / b// b// b// b/ -bin, / t // t // t // t / -tin, /d //d //d //d / -din, / k// k// k// k/ -kin, / g// g// g// g/-gum

Affricate:

Sounds are articulated with complete closure and slow release of the air passage.

E.g.: / ʧʧʧʧ////---- chain and / / / / ��////-jane

Fricative:

The air passage is narrowed at some place in the mouth so that the air, while escaping causes

audible friction.

E.g.: / f // f // f // f / -fine: /v//v//v//v/ -vine, //// θθθθ//// -think: ////ð/ð/ð/ð/ -this, / ssss //// -seal, /z/z/z/z/ -zeal, / / / / ʃʃʃʃ //// -sheep, / / / / �� //// --

measure, / h/ / h/ / h/ / h/ -how

Nasal:

There is complete closure at some point in the mouth and the air is released through the nose.

E.g.: /m //m //m //m / -mat, / n// n// n// n/ -net, / ŋŋŋŋ / -sung

Lateral:

There is complete closure of the mouth with the air escaping through the sides of the tongue.

E.g.: / l // l // l // l / -light

Semi-vowels:

A semi-vowel is a vowel-glide to a more prominent sound in the same syllable. In English there

are two semi-vowels. / j // j // j // j / is unrounded palatal semi-vowel. / W // W // W // W / is rounded labio-velar semi-

vowel. E.g. yes, wet.






Frictionless continuant:

A Frictionless continuant is articulated with a stricture of open approximation- i.e., it is vowel-

like in its articulation, but is classified as a consonant because it always occupies the marginal

position in the structure of a syllable. E.g.: / r/ / r/ / r/ / r/ ----rat.






UNIT-II

(Structure of Syllables - Past Tense Marker and Plural Marker – Weak Forms and Strong Forms -

Consonant Clusters)

2.1. THE SYLLABLE

Words are made up of one or more than one separately pronounced parts, which are called

syllables. A syllable is a group of sounds with one vowel sound and one or more than one

consonant sounds.

Many words have more than one syllable each. For example, the English word, teacher has two

syllables, teach / titititi!!!!ʧʧʧʧ //// and er ////e/.e/.e/.e/.

Structure of Syllables

A syllable can be analyzed in terms of its segments which are also called speech sounds. These

segments fall into two categories, consonants and vowels. A consonant functions as a marginal

element, i.e., it occurs at the beginning or at the end of a syllable when it is termed a releasing or

an arresting consonant. The vowel is the nucleus or the central part of the syllable.

For example, the word book / / has the structure CVC (i.e., it is made up of one

consonant, one vowel and one consonant). The structure of the syllable / / can be shown

thus:

C V C

releasing consonant nucleus arresting consonant

Table for Syllables of Words

Syllables Words Sounds of consonant (C) and vowel (V)

One book, eat, mouth C + V+C, V+C, C+V+C

Two reader, almost C + V / C + V, V+C / C+V+CC

Three Already, conditionV+C / C+V, C+V+C / C+V+C






More than threeExamination V+C+C+V/C+V/C+V/C+V+C

2.2. PAST TENSE MARKERS (alveolar plosives, / t / and / d /)

The alveolar plosives, / t / (voiceless) and / d / (voiced) are inflexional suffixes when used for

making past and past participle forms of verbs. The suffixes are always represented by the letter -

d or the letters -ed. The different pronunciations of these suffixes are governed by the following

rules.

1. These suffixes are pronounced / t / after voiceless consonants other than / t /.

For example kicked / k/ k/ k/ k####kt / kt / kt / kt /

laughed / l/ l/ l/ lɑɑɑɑ!ft /!ft /!ft /!ft /

locked / l/ l/ l/ l%%%%kt /kt /kt /kt /

pushed / / / / ppppʊʃʊʃʊʃʊʃtttt ////

stopped //// ststststɒɒɒɒptptptpt ////

2. The following are pronounced / d / after voiced sounds (remember, voiced sounds

include vowels) other than / d /.

For example begged / begd // begd // begd // begd /

called / k/ k/ k/ k&&&&:ld /:ld /:ld /:ld /

loved / l/ l/ l/ l''''vd /vd /vd /vd /

played / ple/ ple/ ple/ ple####d /d /d /d /

robbed / r/ r/ r/ r%%%%bd /bd /bd /bd /

3. They are pronounced ////----####d /d /d /d / when the root verb ends in / t / and / d /.






For example handed / / / / ‘‘‘‘hændhændhændhænd####d /d /d /d /

hunted / / / / ‘‘‘‘hhhh''''ntntntnt####d /d /d /d /

lamented / l/ l/ l/ ləəəə’’’’mentmentmentment####d /d /d /d /

landed / / / / ‘‘‘‘lændlændlændlænd####d /d /d /d /

loaded / / / / ‘‘‘‘lllləəəəʊd####d /d /d /d /

wanted ////’’’’wwww%%%%ntntntnt####dddd ////

2.3. PLURAL MARKERS (alveolar fricatives / s / and / z /)

Both Alveolar Fricatives / s / and / z / are inflexional suffixes and plural markers. These are used

for making plurals and possessives of nouns and simple present tense third person singular forms

of verbs. The suffixes are always represented by the letter -s or the letters -es. The different

pronunciations of these suffixes are governed by the following rules.

1. These suffixes are pronounced ////----s /s /s /s / after voiceless consonants other than / s /, / / s /, / / s /, / / s /, / ʃʃʃʃ //// and

/ / / / ʧʧʧʧ /./././.

For example cats / k/ k/ k/ kæææættttssss //// cooks / k/ k/ k/ kʊʊʊʊks /ks /ks /ks /

coughs / k/ k/ k/ k%%%%fs /fs /fs /fs /

cups / k/ k/ k/ kʌʌʌʌpspspsps //// months / m/ m/ m/ mʌʌʌʌnnnnθs /s /s /s /

2. The following are pronounced ////----z /z /z /z / after voiced sounds (remember, voiced sounds

include vowels) other than / z /, / / z /, / / z /, / / z /, / �� //// and / / / / �� /./././.

For example bags / bægz // bægz // bægz // bægz /

boards / b/ b/ b/ b&&&&::::dz /dz /dz /dz /

calls / k/ k/ k/ k&&&&::::llllz /z /z /z /

cities / s/ s/ s/ s####tttt####z / z / z / z /






comes / k/ k/ k/ kʌʌʌʌmmmmz /z /z /z /

cows / ka/ ka/ ka/ kaʊʊʊʊz /z /z /z /

ears / / / / ####əəəəz /z /z /z /

goes / / / / ggggəəəəʊʊʊʊz /z /z /z /

loathes / l/ l/ l/ ləəəəʊʊʊʊððððz /z /z /z /

loves / l/ l/ l/ l''''vz /vz /vz /vz /

plays / ple/ ple/ ple/ ple####z /z /z /z /

rubs / / / / rrrr''''bbbbz /z /z /z /

sons / / / / ssss''''nnnnz /z /z /z /

3. They are pronounced ////-####zzzz //// when the root (i.e., singular noun or the infinitive form of

the verb) ends in / s /, /z/, / / s /, /z/, / / s /, /z/, / / s /, /z/, / ʃʃʃʃ /, / /, / /, / /, / �� /, / /, / /, / /, / ʧʧʧʧ //// and / / / / �� /./././.

For example buses / / / / bbbb''''ssss####zzzz////

bushes / b/ b/ b/ bʊʊʊʊʃʃʃʃ####zzzz ////

catches / kæ/ kæ/ kæ/ kæʧʧʧʧ####z /z /z /z /

edges / e/ e/ e/ e�#�#�#�#z /z /z /z /

garages / gær/ gær/ gær/ gærɑɑɑɑ!!!!��####z /z /z /z /

roses / r/ r/ r/ rəəəəʊʊʊʊzzzz####zzzz ////

2.4. CONTENT WORDS AND FUNCTION WORDS

It is generally the case that one word is stressed more than any other since it possesses the

highest information content for the discourse utterance, that is, it informs the hearer most. The

group of words described above is largely from what is called 'content' words as opposed to

'function' words.

Content (stressed) words are nouns, verbs, adjectives, and adverbs while function (unstressed)

words are articles, prepositions, conjunctions, and modal auxiliaries. Furthermore, it is content

words that are polysyllabic, not function words.






This classification conforms to grammatical considerations. The classification we present here

from a suprasegmental viewpoint that is on the basis of being stressed or not, is slightly different

from that of grammar. Consider the following:

Content/Stressed WordsFunction/Unstressed Words

Main verbs modal auxiliaries

Nouns Articles

Adjectives Conjunctions

Adverbs Prepositions

Demonstratives Pronouns

Interrogative pronouns

For example: She ‘took the ‘dog for a ‘walk in the ‘park.

2.5. WEAK FORMS AND STRONG FORMS

Content or lexical words tend to be stressed and structural or functional words are generally not

stressed in connected speech. Structural or functional words have a strong form and weak form.

When these words are not stressed the weak form is used. For example, the word and is

pronounced / ænd // ænd // ænd // ænd / in isolation, but in connected speech it is reduced to ////əəəənd /nd /nd /nd /, / / / / əəəən/n/n/n/ or

/n //n //n //n /. People often say butter and jam and bread and butter as

/ b/ b/ b/ b''''ttttəəəər r r r əəəən n n n ��æm / / bred n bæm / / bred n bæm / / bred n bæm / / bred n b''''ttttəəəə ////

and not with the strong form / ænd /./ ænd /./ ænd /./ ænd /. The use of weak forms is essential part of English speech

and you must learn to use the weak forms of structural words if you want to acquire the rhythm

of English speech.






The following is a list of some structural words which have weak forms in connected speech:

ARTICLES STRONG

FORMS

WEAK FORMS EXAMPLES

a / e/ e/ e/ e#### //// / / / / əəəə //// a girl / / / / əəəə gggg////!l /!l /!l /!l /

an / æn / / æn / / æn / / æn / / / / / əəəən /n /n /n / an apple /æn æpl//æn æpl//æn æpl//æn æpl/

the / ði/ ði/ ði/ ði!/!/!/!/ / ð/ ð/ ð/ ð####/ / / / before a vowel

/ ð/ ð/ ð/ ðəəəə/ / / / before a consonant

the orange / ð/ ð/ ð/ ð#### %%%%rrrr####nnnn�� ////

the pen /ð/ð/ð/ðəəəə pen/pen/pen/pen/

AUXILIARY

VERBS

STRONG

FORMS

WEAK

FORMS

EXAMPLES

am / æm // æm // æm // æm / / / / / əəəəm /m /m /m / I’m coming /a/a/a/a####m km km km k''''mmmm####ŋ /ŋ /ŋ /ŋ /

are / / / / ɑ! /ɑ! /ɑ! /ɑ! / / / / / əəəə //// We’re coming /w/w/w/w####əəəə kkkk''''mmmm####ŋ /ŋ /ŋ /ŋ /

can / kæn // kæn // kæn // kæn / / k/ k/ k/ kəəəən /n /n /n / Can I go? / k/ k/ k/ kəəəən an an an a#### ggggəʊəʊəʊəʊ ////

does / / / / dddd''''z /z /z /z / / d/ d/ d/ dəəəəz /z /z /z / What does he want? /w/w/w/w%%%%t dt dt dt dəəəəz iz iz iz i! w! w! w! w%%%%nt/ nt/ nt/ nt/ had / hæd // hæd // hæd // hæd / / h/ h/ h/ həəəəd /d /d /d /

////əəəəd /, /d /d /, /d /d /, /d /d /, /d /

We’d finished / wi/ wi/ wi/ wi!d f!d f!d f!d f####nnnn####ʃʃʃʃt /t /t /t /

has / hæz // hæz // hæz // hæz / /h/h/h/həəəəz/ z/ z/ z/

////əəəəz/, /z/, z/, /z/, z/, /z/, z/, /z/,

/s//s//s//s/

Has he gone? / h/ h/ h/ həəəəz iz iz iz i! g! g! g! g%%%%n / n / n / n /

She’s left ////ʃʃʃʃiiii!z left /!z left /!z left /!z left /

have / hæv // hæv // hæv // hæv / /h/h/h/həəəəv/ v/ v/ v/

////əəəəv/, /v/ v/, /v/ v/, /v/ v/, /v/

Have they gone? / h/ h/ h/ həəəəv ðev ðev ðev ðe#### gggg%%%%n /n /n /n /

I’ve finished / a/ a/ a/ a####vvvv ffff####nnnn####ʃʃʃʃt /t /t /t / is ////####z/z/z/z/ ////z/, z/, z/, z/, /s/s/s/s//// She’s coming ////ʃʃʃʃiiii!z !z !z !z kkkk''''mmmm####ŋ / ŋ / ŋ / ŋ /

It’s raining / / / / ####ts rets rets rets re####nnnn####ŋ /ŋ /ŋ /ŋ /

shall ////ʃʃʃʃæl /æl /æl /æl / ////ʃəʃəʃəʃəl /, /l /, /l /, /l /, /ʃʃʃʃl /l /l /l / What shall I do? /w/w/w/w%%%%t t t t ʃəʃəʃəʃəl al al al a#### dddduuuu!!!!/ / / / was /w/w/w/w%%%%z /z /z /z / /w/w/w/wəəəəz /z /z /z / I was reading / aaaa#### wwwwəəəəz riz riz riz ri!d!d!d!d####ŋ /ŋ /ŋ /ŋ /

were / w/ w/ w/ w////! /! /! /! / / w/ w/ w/ wəəəə//// Were you reading? / w/ w/ w/ wəəəə jjjjʊʊʊʊ riririri!d!d!d!d####ŋ /ŋ /ŋ /ŋ /

They were playing / ðe/ ðe/ ðe/ ðe#### wwwwəəəə pleplepleple########ŋ /ŋ /ŋ /ŋ /

will /w/w/w/w####l/l/l/l/ / l// l// l// l/ I’ll go / a/ a/ a/ a####l gl gl gl gəʊəʊəʊəʊ ////

would / w/ w/ w/ wʊʊʊʊd / d / d / d / ////əəəəd /, /d /d /, /d /d /, /d /d /, /d / She’d be there ////ʃʃʃʃiiii!d b!d b!d b!d b#### ðeðeðeðeəəəə ////

must / m/ m/ m/ m''''st /st /st /st / /m/m/m/məəəəst/, st/, st/, st/,

/m/m/m/məəəəs/ s/ s/ s/

I must go now / a/ a/ a/ a#### mmmməəəəs s s s ggggəʊəʊəʊəʊ nanananaʊʊʊʊ ////






CONJUNCTIONS

STRONG

FORMS

WEAK

FORMS

EXAMPLES

and / ænd // ænd // ænd // ænd / ////əəəənd /, /nd /, /nd /, /nd /, /əəəən /, n /, n /, n /,

/n //n //n //n /

Father and mother

/ f/ f/ f/ fɑ!ɑ!ɑ!ɑ!ððððər ən m'ər ən m'ər ən m'ər ən m'ððððə /ə /ə /ə /

as / æz // æz // æz // æz / ////əəəəz/z/z/z/ Try as hard as you can

/ tra/ tra/ tra/ tra#### əəəəz hz hz hz hɑ!d ɑ!d ɑ!d ɑ!d əz jʊ! kəz jʊ! kəz jʊ! kəz jʊ! kæn /æn /æn /æn /

than / ðæn // ðæn // ðæn // ðæn / / ð/ ð/ ð/ ðəəəən /n /n /n / Better than you / b/ b/ b/ bəəəəttttəəəə ððððəəəən jn jn jn jʊʊʊʊ! /! /! /! /

that / ðæt // ðæt // ðæt // ðæt / / ð/ ð/ ð/ ðəəəət /t /t /t / I said that I was busy

/ a/ a/ a/ a#### sedsedsedsed ððððəəəət at at at a#### wwwwəəəəz bz bz bz b####zzzz#### ////

but / b/ b/ b/ b''''t /t /t /t / /b/b/b/bəəəət /t /t /t / But I’m busy / b/ b/ b/ bəəəət at at at a####m m m m bbbb####zzzz#### ////

PREPOSITIONS

STRONG

FORMS

WEAK

FORMS

EXAMPLES

at / æt // æt // æt // æt / ////əəəət /t /t /t / Look at them / l/ l/ l/ lʊʊʊʊk k k k əəəət ðt ðt ðt ðəəəəm /m /m /m /

for / f/ f/ f/ f&&&&:/:/:/:/ /f/f/f/fəəəə//// This is for you / ð/ ð/ ð/ ð####s s s s ####z fz fz fz fəəəə jjjjʊʊʊʊ! /! /! /! /

from / fr/ fr/ fr/ fr%%%%m /m /m /m / / fr/ fr/ fr/ frəəəəm /m /m /m / Better than you / b/ b/ b/ bəəəəttttəəəə ððððəəəən jn jn jn jʊʊʊʊ! /! /! /! /

of / / / / %%%%v /v /v /v / / / / / əəəəv /v /v /v / A cup of tea / / / / əəəə kkkk''''p p p p əəəəv tiv tiv tiv ti!!!! ////

to / / / / ttttʊʊʊʊ! /! /! /! / / / / / ttttʊʊʊʊ / / / / before a

vowel,

/t/t/t/təəəə/ / / / before a

consonant

Give it to Asha / g/ g/ g/ g####v v v v ####t t t t ttttʊʊʊʊ ɑ!ɑ!ɑ!ɑ!ʃə/ʃə/ʃə/ʃə/

Give it to me / g/ g/ g/ g####v v v v ####t t t t ttttəəəə mimimimi!/!/!/!/

PRONOUNS

STRONG

FORMS

WEAK

FORMS

EXAMPLES

you /j/j/j/jʊʊʊʊ! /! /! /! / /j/j/j/jʊʊʊʊ/, /j/, /j/, /j/, /jəəəə //// Why don’t you come?

/ w/ w/ w/ w%%%%#### ddddəʊəʊəʊəʊnt jnt jnt jnt jʊʊʊʊ kkkk''''m /m /m /m /

me /mi/mi/mi/mi!/!/!/!/ / m/ m/ m/ m#### //// Give me a book / g/ g/ g/ g####v v v v mmmm#### əəəə bbbbʊʊʊʊk /k /k /k /

he /hi/hi/hi/hi!/!/!/!/ /h/h/h/h####/, /, /, /, /i/i/i/i!/, !/, !/, !/, / / / / ####//// He’s not well /h/h/h/h####z nz nz nz n%%%%t wel/t wel/t wel/t wel/






she ////ʃʃʃʃiiii!/!/!/!/ ////ʃʃʃʃ####//// When is she coming?

/ wen / wen / wen / wen ####z z z z ʃʃʃʃ#### kkkk''''mmmm####ŋ /ŋ /ŋ /ŋ /

him /h/h/h/h####m/m/m/m/ ////####m/m/m/m/ Let him do it / let / let / let / let ####m dm dm dm dʊʊʊʊ! ! ! ! ####tttt ////

her / h/ h/ h/ h////! /! /! /! / /h/h/h/həəəə/, //, //, //, /////!/,/!/,/!/,/!/,/əəəə//// Let her do it / let / let / let / let əəəə ddddʊʊʊʊ! ! ! ! ####tttt ////

them /ð/ð/ð/ðəəəəm /m /m /m / /ð/ð/ð/ðəəəəm /,/ðm/, m /,/ðm/, m /,/ðm/, m /,/ðm/,

////əəəəm /, /m/m /, /m/m /, /m/m /, /m/

Ask them to leave

/ / / / ɑ!sk ɑ!sk ɑ!sk ɑ!sk ððððəm tə li!v /əm tə li!v /əm tə li!v /əm tə li!v /

2.6. CONSONANT CLUSTERS

A consonant cluster is a group of two or more consonant letters together in a word. For example,

in the word “brilliant”, “br” is a consonant cluster, as is “ll”, and also “nt”. Consonant clusters

are also sometimes known as “consonant blends”.

Consonant clusters can occur at the beginning (an initial consonant cluster), in the middle (a

medial consonant cluster) or at the end of a syllable (a final consonant cluster).

For example, ////----st /st /st /st / in the word test, ////----mpt/mpt/mpt/mpt/ in the word tempt and ////----ksksksksθθθθs/ s/ s/ s/ in the word

sixths.

Here are a few examples of common English consonant clusters.

INITIAL CLUSTERS

First Member

of the Cluster

Letters of Cluster Examples

/p//p//p//p/ /pl/pl/pl/pl----/, /pr/, /pr/, /pr/, /pr----/,/pj/,/pj/,/pj/,/pj----//// Place, play, pray, private, pupil, pure

/b//b//b//b/ /bl/bl/bl/bl----/, /br/, /br/, /br/, /br----/,/bj/,/bj/,/bj/,/bj----//// Blade, blind, bright, bring, beauty

/t//t//t//t/ /tr/tr/tr/tr----/,/tw/,/tw/,/tw/,/tw----/,/tj/,/tj/,/tj/,/tj----//// Tray, try, twenty, twinkle, tutor, tune

/d//d//d//d/ /dr/dr/dr/dr----/,/dw/,/dw/,/dw/,/dw----/,/dj/,/dj/,/dj/,/dj----//// Draw, dry, dwell, during, duty

/k//k//k//k/ /kl/kl/kl/kl----/,/kr/,/kr/,/kr/,/kr----/,kw/,kw/,kw/,kw----,/kj,/kj,/kj,/kj----//// Class, clay, cross, cry, quick, cure

/g//g//g//g/ /gl/gl/gl/gl----/, /gr/, /gr/, /gr/, /gr----//// Glad, glass, glory, grain, green, grind

/f//f//f//f/ /fl/fl/fl/fl----/,/fr/,/fr/,/fr/,/fr----/,/fj/,/fj/,/fj/,/fj----/,/,/,/, Floor, fly, frame, friend, few, funeral,

/v//v//v//v/ /vj/vj/vj/vj----//// view

////θ/θ/θ/θ/ ////θrθrθrθr----//// Three, throw






/s//s//s//s/ /sp/sp/sp/sp----/, /st/, /st/, /st/, /st----/, /sk/, /sk/, /sk/, /sk---- /,/sm/,/sm/,/sm/,/sm----/, /, /, /,

/sn/sn/sn/sn----/,/sl/,/sl/,/sl/,/sl----/, /sw/, /sw/, /sw/, /sw----//// (three consonants)

/spl/spl/spl/spl----/, /str/, /str/, /str/, /str----/, /spr/, /spr/, /spr/, /spr----/, /, /, /,

/stj/stj/stj/stj----/, /skr/, /skr/, /skr/, /skr----/, /skw/, /skw/, /skw/, /skw----/ / / /

Space, speak, staff, state, scale, school,

small, smell, snake, sneer, slave, sleep,

swallow, swear,

Splash, split, straight, strength, sprain,

spring, student, stupid, scream, screen,

square

/h//h//h//h/ /hj/hj/hj/hj----//// Hue, huge

/m//m//m//m/ /mj/mj/mj/mj----//// Music, mute

/n//n//n//n/ /nj/nj/nj/nj----//// New, numerous

FINAL CLUSTERS

Final Element

of the Cluster

Letters of Cluster Examples

/p//p//p//p/ ////----mp/, /mp/, /mp/, /mp/, /----lp/ lp/ lp/ lp/ (two) Pump, stamp, help, pulp

/t//t//t//t/

////----pt/, /pt/, /pt/, /pt/, /----kt/, /kt/, /kt/, /kt/, /---- ʧʧʧʧtttt//// Adopt, except, act, fact, attached, reached

////----ft,/ /ft,/ /ft,/ /ft,/ /----st/, st/, st/, st/, Coughed, laughed, first, test, thirst

////----ʃʃʃʃt/, /t/, /t/, /t/, /----nt/, /nt/, /nt/, /nt/, /----lt/lt/lt/lt/ Crushed, pushed, ant, tent, bolt, tilt

////----dst/, /dst/, /dst/, /dst/, /----kst/, kst/, kst/, kst/, (three) Midst, fixed

////----skt/ /skt/ /skt/ /skt/ /----mpt/, mpt/, mpt/, mpt/, next, asked, attempt, tempt

////----ntntntntʃʃʃʃt/, /t/, /t/, /t/, /----nst/nst/nst/nst/ lunched, against, danced

////----ŋŋŋŋkt/, /kt/, /kt/, /kt/, /----ŋŋŋŋst/ st/ st/ st/ Thanked, amongst

////----lpt/, /lpt/, /lpt/, /lpt/, /----lkt/, /lkt/, /lkt/, /lkt/, /----lst/lst/lst/lst/ Helped, milked, whilst

/d//d//d//d/ ////----bd/, /bd/, /bd/, /bd/, /----gd/ gd/ gd/ gd/ (two) Robbed, sobbed, begged

////---- ��dddd////, /, /, /, /----vd/ vd/ vd/ vd/ Judged, loved, proved

////----ððððd/, /d/, /d/, /d/, /----zd/ zd/ zd/ zd/ Breathed, confused

////----md/, /md/, /md/, /md/, /----nd/ nd/ nd/ nd/ Blamed, band, hand

////----ŋŋŋŋd/, /d/, /d/, /d/, /----ld/ ld/ ld/ ld/ Banged, bold, cold

////----nnnn��dddd////, /, /, /, /----lvd/ lvd/ lvd/ lvd/ (three) Changed, resolved

/k//k//k//k/ ////----sksksksk/, /, /, /, ////----ŋŋŋŋk/, /k/, /k/, /k/, /----lk/ lk/ lk/ lk/ Ask, task, tank, thank, bulk, milk

/ / / / ʧʧʧʧ / / / / ////----nnnnʧʧʧʧ//// Branch, lunch

//// �� //// ////----nnnn��//// Change, orange

/f//f//f//f/ ////----lf/ lf/ lf/ lf/ Self

/v//v//v//v/ ////----lv/ lv/ lv/ lv/ Evolve, solve

////θ/θ/θ/θ/ ////----ppppθ/θ/θ/θ/, , , , ////----ttttθ/θ/θ/θ/, , , , ////----ddddθ/θ/θ/θ/ Depth, eighth, width






////----ffffθ/θ/θ/θ/, , , , ////----mmmmθ/θ/θ/θ/, , , , ////----nnnnθ/θ/θ/θ/ Fifth, warmth, month

////----ŋŋŋŋθ/θ/θ/θ/, , , , ////----llllθ/θ/θ/θ/ Strength, health

////----ksksksksθ/θ/θ/θ/, , , , ////----lflflflfθ/θ/θ/θ/ (three) Sixth, twelfth

/s//s//s//s/ ////----ps/, /ps/, /ps/, /ps/, /----ts/, /ts/, /ts/, /ts/, /----ks/ ks/ ks/ ks/ (two) Cats, caps, box

////----fs/, /fs/, /fs/, /fs/, /----θs/,/θs/,/θs/,/θs/,/----ns/, /ns/, /ns/, /ns/, /----ls/ls/ls/ls/ Laughs, fourths, chance, dance, false

////----pts/, /pts/, /pts/, /pts/, /----pθs/, /pθs/, /pθs/, /pθs/, /----kts/ kts/ kts/ kts/ (three)

Adopts, depths, acts

////----fts/, /fts/, /fts/, /fts/, /----fθs/, fθs/, fθs/, fθs/, ////----sps/sps/sps/sps/ Lifts, fifths, clasps

////----sts/, /sts/, /sts/, /sts/, /----sks/, /sks/, /sks/, /sks/, /----mps/mps/mps/mps/ Beasts, tasks, lamps

////----nts/, /nts/, /nts/, /nts/, /----nθs/, /nθs/, /nθs/, /nθs/, /----ŋks/ŋks/ŋks/ŋks/ Ants, tenths, banks

////----lps/, /lps/, /lps/, /lps/, /----lks/lks/lks/lks/ Helps, silks

////----mpts/, /mpts/, /mpts/, /mpts/, /----lfθs/ lfθs/ lfθs/ lfθs/ (four) Attempts, twelfths

/z//z//z//z/ ////----bbbbz/z/z/z/, , , , ////----ddddz/z/z/z/, , , , ////----ggggz/z/z/z/ (two) Rubs, heads, dogs

////----vvvvz/z/z/z/, , , , ////----ððððz/z/z/z/, , , , ////----mmmmz/z/z/z/ Lives, breaths, names

////----nznznznz////, , , , ////----ŋŋŋŋzzzz////, , , , ////----lzlzlzlz//// Fans, hangs, balls

////----ndzndzndzndz////, , , , ////----ldzldzldzldz////, , , , ////----lvzlvzlvzlvz//// (three)

Hands, builds, solves






UNIT-III

(Minimal Pairs- Word Accent and Stress Shifts- Listening Comprehension)

3.1. MINIMAL PAIRS

A minimal pair is a group of words that differ from each other only in one sound. However, this

difference brings about a change in meaning. For example, the words fill and till differ only in

the first consonant sound but they mean different things.

MINIMAL PAIRS

Vowel Sounds Examples Diphthong Sounds Examples

/e//e//e//e/ and /æ//æ//æ//æ/ Pet pat

Set sat /a/a/a/a####/ / / / and /e/e/e/e####//// Pie pay

My may

////iiii!/!/!/!/ and ////ɪɪɪɪ//// Feel fill

Seal sill ////ææææ/ / / / and /e/e/e/e####//// sat say

rat ray

////%%%%/ / / / and ////&&&&!/!/!/!/ not naught

cot caught ////eeee/ / / / and /e/e/e/e####//// Tell tail

Sell sale

////ɑ!/ɑ!/ɑ!/ɑ!/and ////%%%%//// shaft shot

car cost /a/a/a/a####/ / / / and //// &#&#&#&#//// Buy boy

Tie toy

////ɑ!/ɑ!/ɑ!/ɑ!/and ////ɜɜɜɜː/ː/ː/ː/ Smart skirt

Dart dirt ////əʊəʊəʊəʊ//// and ////&&&&!!!!//// Goal gall

Coal call

////əəəə//// and ////''''//// Commerce cup

About but /a/a/a/aʊʊʊʊ//// and ////əʊəʊəʊəʊ//// Now no

Sow so

//// ææææ//// and ////ɪɪɪɪ//// Tan tin

Pan pin ////#ə#ə#ə#ə/ / / / and /e/e/e/eəəəə//// Fear fare

Dear dare

////iiii!/!/!/!/ and ////eeee//// neat net

seat set ////ʊəʊəʊəʊə/ / / / and ////&&&&!!!!//// Mole mall






Toll tall

////ʊʊʊʊ//// and ////uuuu!!!!//// pull pool

To two ////uuuu!!!!/ / / / and ////ʊəʊəʊəʊə/ / / / Pool poor

Tool tour

/e//e//e//e/ and ////ɪɪɪɪ//// when win

fell fill ////əʊəʊəʊəʊ//// and ////uuuu!!!!//// Throw Through

Rode rude

3.2. WORD ACCENT / STRESS

Accent/Stress is an important feature of English language. This feature of English needs some

explanation. Stress is the degree of force with which we pronounce a sound. This degree of force

is mainly pressure from the chest affecting the air-stream.

Words are made up of one or more than one separately pronounced parts, which are called

syllables. A syllable is a group of sounds with one vowel sound and one or more than one

consonant sounds.

The syllables of a word can be spoken with more or less force or emphasis. Where a syllable is

spoken with emphasis it is said to be stressed/accented. Syllables that are not spoken with

emphasis are unstressed. Thus, a stressed syllable has the following three features:

� it is said more loudly than the other syllable or syllables;

� it is said on a different pitch; and

� it is held for a longer time than the other syllable or syllables.

3.3. RULES OF WORD STRESS (functional shift of stress)






There are a number of words of two syllables in which the accentual pattern depends on whether

the word is used as a noun, an adjective or a verb. When the word is used as a noun or an

adjective, the stress is on the first syllable. When the word is used as a verb, the stress is on the

second syllable. Here are a few examples:

Present (V) (accented/stressed on the second syllable)

Please pre’sent your `case.

Present (N) (accented/stressed on the first syllable)

I sent him a birthday ‘present.

Present (Adj) (accented/stressed on the first syllable)

He was ‘present at the lecture.

Noun/Adjective Verb Noun/Adjective Verb

àbsent ab`sent `record re`cord

òbject ob`ject `progress pro`gress

`subject sub`ject `produce pro`duce

`permit per`mit ìncrease in`crease

Words with weak prefixes are accented on the root.

a’rise, ac’cept be’side

a’lone a’loud be’tween

a’dmit a’mount com’pose

a’part be’come de’velop

a’float be’lieve re’duce

Prefixes with negative connotations get stressed.






‘dis’loyal ‘insin’cere ‘il’logical ‘half-‘finished

Verbs of two syllables beginning with the prefix dis- are stressed on the last syllable.

dis’arm dis’agree dis’solve

dis’band dis’guise dis’tend

dis’cern dis’may dis’turb

dis’close dis’pel dis’tress

dis’count dis’miss dis’play

Words ending in –ion have the stress on the penultimate (i.e., the last but one) syllable.

appli`cation compo`sition

exami`nation imagi`nation

Words ending in –ic / -ical / -ically / -ial / -ially / -ian have the stress on the syllable preceding

the suffix.

–ic -ical -ically

apolo`getic apolo`getical apolo`getically

e`lectric e`lectrical e`lectrically

sympa`thetic sympa`thetical sympa`thetically

-ial -ially -ian

of`ficial of`ficially lib`rarian

me`morial me`morially mu`sician

presi`dential presi`dentially poli`tician






Words of more than two syllables ending in -ate / -ise / -ize / -ify are stressed on the ante-

penultimate syllable (i.e., third from the end).

-ate -ise -ize -ify

`complicate `colonise `realize `justify

`separate `brutalise Mo`nopolize `classify

ar`ticulate `recognise `civilize `modify

Words ending in –ity, -cracy, -crat, -graph, -graphy, -meter, -logy are stressed on the ante-

penultimate syllable (i.e., third from the end).

–ity a`bility elc`tricity e`quality

-cracy au`tocracy de`mocracy bu`reaucracy

-crat àutocrat `democrat `bureaucrat

-graph àutogaph `photograph `paragraph

-graphy au`togaphy pho`tography biògraphy

-meter ther`mometer lac`tometer diàmmeter

-logy psy`chology biòlogy zoòlogy

STRESS SHIFT

Stress shift is quite normal in derivatives. Here are a few example:

a’cademy aca’demic acade’mician

‘photograph pho’tographer photo’graphic

‘politics po’litical poli’tician






3.4. LISTENING COMPREHENSION

Comprehension is the act of understanding or the power of the mind to understand. Listening

Comprehension is the act of understanding an oral message. Being a complex process that

involves perceiving and interpreting the sounds correctly as well as understanding the explicit

and implied meaning of the oral message, listening comprehension includes several skills and

sub-skills.

Comprehending a verbal message involves the ability to

• identify the central theme, main ideas and supporting details;

• concentrate and understand long speeches;

• identify the level of formality;

• deduce incomplete information; and

• decode unfamiliar vocabulary.

Micro-Skills

The following are the micro-skills involved in understanding what someone says to us. The

listener has to:

• retain chunks of language in short-term memory

• discriminate among the distinctive sounds in the new language

• recognize stress and rhythm patterns, tone patterns, intonational contours.

• recognize reduced forms of words

• distinguish word boundaries

• recognize typical word-order patterns

• recognize vocabulary

• detect key words, such as those identifying topics and ideas

• guess meaning from context

• recognize grammatical word classes

• recognize basic syntactic patterns

• recognize cohesive devices






• detect sentence constituents, such as subject, verb, object, prepositions, and the like

3.5. EFFECTIVE LISTENING

Moreover, listening is a communication opportunity and taking advantage of such opportunities

makes a person a dedicated professional. Most students who do not have a systematic approach

to listening face difficulties in understanding a lecture, a seminar or a discussion. In order to

improve your listening comprehension, some basic tips on good listening need to be followed

and active listening techniques should be adopted. Here suggested the 10 rules of thumb for good

listening.

RULES OF GOOD LISTENING

1 Talking X

2 Thinking X

3 Distractions X

4 Mind Wandering X

5 Putting the Speaker at Ease ��

6 Pre-Judgment X

7 Patience ��

8 Being Angry X

9 Empathizing with the Speaker ��

10 Taking Notes ��

1. Stop Talking: Do not talk while listening.

2. Stop Thinking: It is not enough for the listener to keep his/her mouth shut while listening.

He/she has to stop thinking too.

3. Remove Distractions: In order to focus 100 per cent on the person speaking, the listener

should avoid all kinds of distractions.






4. Do Not Let Your Mind Wander: One of the main causes of listening inefficiency is the

slowness of speech. This lag time may make the listener’s mind wander or daydream. This can

be avoided by concentrating on each word spoken by the speaker.

5. Putting the Speaker at Ease: A conducive environment should be provided to the speaker

in order to enable him/her to be at ease. If the speaker is not comfortable, he/she will not be

able to speak clearly.

6. Do Not Pre-Judge: Give the speaker a chance to complete what he/she has to say. Pre-

judgement closes the mind. You can make proper judgement only after you have fully

comprehended the information.

7. Be Patient: The speaker should be allowed sufficient time and not interrupted until he/she

takes a pause. Patience is the key to good listening.

8. Do Not Be Angry: The listener should control his/her temper while listening. He/she may

disagree with the speaker’s point of view. But good listening demands that he/she listens to the

speaker calmly without making any fuss.

9. Empathize with the Speaker: In order to understand the speaker’s perspective and

appreciate his/her point of view, the listener should try to put him/her in the speaker’s position.

10. Take Notes: The listener should take notes if he/she wants to keep a record of what was said,

and wants to use it a later stage.






UNIT-IV

(Intonation and Common Errors in Pronunciation)

4.1. INTONATION

Intonation is the tune of sentences carries an important part of the meaning. Intonation is the

tune of the language. If you listen to people speaking and pay attention to the way in which the

pitch of their voices rises and falls rather than to the individual sounds and words, you will see

that this is not just a matter of statements and questions, but it is essential for the communication

of meaning. Words consist of one or more syllables. Polly syllabic words have one syllable that

is stressed more than the others. Sentences also carry stressed and unstressed syllables and this

pattern of sentence stress helps convey meaning.

4.2. PITCH

The pitch of the voice is determined by the frequency of the vibration of the vocal cords, i.e., the

number of times they open and close in a second. The patterns of variation of the pitch of the

voice (i.e. the fall or rise) constitute the intonation of a language. If we say Put it down! The

pitch of the voice will move from a high level to a low level. This is called the falling tone. It

can be illustrated thus:

Put it

d

o

w

n!






If we say the same sentence with a rising tone the pitch of the voice will move from low to high,

as shown below:

n!

w

o

d

Put it

Falling Tone: A falling tone is used to indicate completion of meaning, assertion, statement,

order, wh-questions, exclamation and finality.

Examples

I am sick. (statement)

What`s the 'matter? (wh-question)

How extra'ordinary! (exclamation)

Take it away. (order)

…..eight, nine, ten.

Rising Tone: A rising tone is used to indicate incompletion of meaning, politeness, yes/no

question, non-finality and request.

Examples

When I went, home ………(incompletion of meaning)

Sit down (politeness)

Are you, sick? (yes/no question)

Eight/nine …..(non-finality)

Open the door (request)






4.3. COMMON ERRORS IN PRONUNCIATION

Generally students commit errors/mistakes in pronouncing some of the English words of which a

few words given here practice:

education graduate woman women

vine wine of off

chef parachute niche examination

about ago juvenile knowledge

(Students are advised to pronounce the above given words as known and transcribe them using

phonetic alphabet and finally check them by referring a dictionary of phonetics)

When students learn a foreign language like English, they have to understand that it uses a

different set of sounds and different orthographic rules than their mother tongue (i.e. the same

letter written in a different language may be pronounced differently). What learners often do is

that they try to approximate the sounds by the ones they are already familiar with and read words

as if they were written in their native language. Here are the most common errors of this type:

� au in English is pronounced as ////&&&&:/:/:/:/, not as /au//au//au//au/, as in many other languages; for

example “auto-” is pronounced ////&&&&:t:t:t:tə/,ə/,ə/,ə/, as in “autobiography” /” /” /” /&&&&ttttəbaəbaəbaəba####’’’’%%%%grgrgrgrəfi/əfi/əfi/əfi/ and

“autopsy” /’/’/’/’&&&&::::tttt%%%%psi/.psi/.psi/.psi/.

� ps at the beginning of a word is pronounced just as /s/,/s/,/s/,/s/, such as in “psychology”

/sa/sa/sa/sa####’k’k’k’k%%%%lllləd�i/əd�i/əd�i/əd�i/ or “pseudonym” /’sju:d/’sju:d/’sju:d/’sju:dənənənən####m/m/m/m/.

� eu unlike perhaps all other languages, “eu” in English is pronounced as /j/j/j/jʊʊʊʊ//// (mostly

UK) or ////ʊʊʊʊ//// (mostly US), and sometimes also long. Examples include “Euclid”

/jjjjʊʊʊʊ2kl2kl2kl2kl####d/,d/,d/,d/, or “neuron” ////2nj2nj2nj2njʊʊʊʊərərərər%%%%n/.n/.n/.n/.

� pn at the beginning of a word is pronounced as /n/, e.g. “pneumatic” /nju/nju/nju/nju!!!!2m2m2m2mætætætæt####k/k/k/k/

(UK), /nu/nu/nu/nu!!!!2m2m2m2mætætætæt####k/k/k/k/ (US), “pneumonia” /nju/nju/nju/nju!!!!2mə2mə2mə2məʊʊʊʊninininiə/ə/ə/ə/ (UK), /nu/nu/nu/nu!!!!2mə2mə2mə2məʊʊʊʊninininiə/ə/ə/ə/

(US).






� kn at the beginning of a word is pronounced as /n/,/n/,/n/,/n/, e.g. “know” /n/n/n/nəəəəʊʊʊʊ////, knee /ni/ni/ni/ni!/!/!/!/,

knife /na/na/na/na####f/.f/.f/.f/.

� x at the beginning of a word is pronounced as /z//z//z//z/, not as /ks/,/ks/,/ks/,/ks/, for example

“xenophobia” ////3z3z3z3zεεεεnnnnə2foə2foə2foə2foʊʊʊʊbibibibiə/ə/ə/ə/ or “Xena” ////2zi!nə/2zi!nə/2zi!nə/2zi!nə/.

� w pronounced as v – many languages don’t have the “w” sound (such as in the word

“wow”), However, the distinction is sometimes crucial to be understood, such as in the

words “vest” (a piece of garment) /vest//vest//vest//vest/ and “west” (one of the cardinal directions)

/west/west/west/west/. Just remember that to say “w”, you have to make a narrow “slit” with your

mouth with lips not touching the teeth. However, v is never pronounced as in “wow”, but

always as in “very”, by making the lower lip touching upper teeth. Study the following:

whale ////wewewewe####llll//// veil /v/v/v/veeee####llll////

Wane /we/we/we/we####n/n/n/n/ vein /ve/ve/ve/ve####n/n/n/n/

Wire /wa/wa/wa/wa#ə#ə#ə#ər/r/r/r/ via ////vvvvaaaa#ə#ə#ə#ə////

Wiser /wa/wa/wa/wa####zzzzəəəərrrr//// visor ////2va2va2va2va####zzzzəəəər/r/r/r/

� “ch” pronounced as “ch” – in most languages, the pronunciation rules for the digraph

“ch” differ from the English ones. In French it is ////ʃʃʃʃ//// (which can still be heard in the

English word “chef” ////ʃʃʃʃef/ef/ef/ef/). In standard English, however, it is virtually always either

/t/t/t/tʃʃʃʃ//// (chat, chalk, chapter) or /k//k//k//k/ (character, chrome, orchestra), but there’s no reliable

rule to decide which one is the correct one, so it has to be remembered. Note: In some

British dialects, the pronunciation is sometimes somewhere between /t/t/t/tʃʃʃʃ//// and ////ʃʃʃʃ/./././.

� “e” pronounced as ////eeee//// – “e” in non-stressed syllables is often pronounced as ////####/,/,/,/,

especially in words beginning with “de-”, such as “detective” /d/d/d/d####2t2t2t2teeeektktktkt####v/v/v/v/, “delay”

/d/d/d/d####2le2le2le2le####////, or “delete” /d/d/d/d####2li!t/2li!t/2li!t/2li!t/. However, when “de-” is stressed, it is pronounced as

/d/d/d/deeee/,/,/,/, e.g. “decorate” ////2d2d2d2deeeekkkkə3reə3reə3reə3re####t/.t/.t/.t/.






� “th” in English is pronounced either as /θ/ /θ/ /θ/ /θ/ or /ð/./ð/./ð/./ð/. The former is pronounced similarly

as /t//t//t//t/ and the latter similarly as /d//d//d//d/, but the tongue touches the back side of upper teeth,

not just the upper palate (the fleshy part behind the teeth, pronounced ////2p2p2p2pælælælælət/ət/ət/ət/).

Study the following:

thigh /θa/θa/θa/θa####//// thy /ða/ða/ða/ða####/

theme /θi!m//θi!m//θi!m//θi!m/ thee /ðiðiðiði!!!!////

teeth (noun) /ti/ti/ti/ti!!!!θ/θ/θ/θ/ teethe (verb) /ti/ti/ti/ti!!!!ð/ð/ð/ð/

bath (noun) ////bbbbɑɑɑɑ!!!!θ/θ/θ/θ/ bathe (verb) ////bebebebe####ð/ð/ð/ð/

breath (noun) ////breθ/breθ/breθ/breθ/ breathe (verb) ////bribribribri!!!!ð/ð/ð/ð/






UNIT-V

(Neutralization of Mother Tongue Influence and Conversation Practice)

5.1. NEUTRALIZATION OF MOTHER TONGUE INFLUENCE

An Overview of Accent Neutralization: The basic criterion of communication or accent is that

one should understand what the other person is saying and vice versa. Communication is a

crucial part of globalization. The need for speaking in a neutral accent has been growing today

because the customers and the clients have to interact in a universal language in a globally

acceptable style and accent.

Mother Tongue Influence: The general usage of the term 'mother tongue' . . . denotes not only

the language one learns from one's mother, but also the speaker's dominant and home language,

i.e. not only the first language according to the time of acquisition, but the first with regard to its

importance and the speaker's ability to master its linguistic and communicative aspects.

Importance of Speaking in a Neutral Accent: The most preferable accent today is a neutral

accent. It is otherwise called as neutral English or neutral English accent. Though its definition is

vague and controversial, many people believe that speaking in this style helps them to avoid

mother-tongue-influence and regional accent. Further it ensures the clear mode of

communication.

Steps to Speak in Neutral Accent:

1. Listen how native speakers speak the language.

2. Try to watch some good movies that can improve your overall communicative skills.

3. Do not speak too fast. Keep your rate of speech under control.

4. Read dictionary to learn the meaning of the word, spelling and pronunciation.

5. Listen to audio clips and videos to boost your confidence while speaking.

6. Record your speech to realize you problems and difficulties and correct them immediately






7. Increase your reading ability by going through newspapers and magazines.

8. Learn sounds of English. Familiarize with vowel and consonant sounds

9. Follow newsreaders and listen to them daily to enhance your clarity of speech.

10. Do some jaw exercises to modulate your voice and accent to our requirements.

5.2. CONVERSATION PRACTICE

In this session students should be assigned and encouraged to participate in pronunciation

practice exercises which are assigned and, they are asked to find the mother tongue influence

while speaking.

ELCS-CALL Lab (B. Tech-First Year-R13 Syllabus-JNTUH) Prof. V. CHANDRA SEKHAR RAO

Education

Transcript of ELCS-CALL Lab (B. Tech-First Year-R13 Syllabus-JNTUH) Prof. V. CHANDRA SEKHAR RAO