Special education of the republic of uzbekistan
Consonant Clusters at the Beginning of Words
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Consonant Clusters at the Beginning of Words.
Repeat these words. Pay attention to the pronunciation of the sounds that are underlined. Write them down. Practise reading. 1. blue 2. bring 3. cloudy 4. cross 5. quite black bread clearly cry quietly blood Britain clean crash quickly blanket bridge clock crack quarter blouse brother clothes crisps question 6. played 7. practice please pronunciation plenty press plate pretty plug program Repeat these words. Pay attention to the pronunciation of the sounds that are underlined. Write them down. Practise reading. sleepy 2. start 3. try 4. spill 5. three slowly stamps trouble speaking through slim still tree sports throw slippery stand train spade thrillers slippers station trousers spelling throat
Many English words end in the sound “n” followed by another consonant. Listen to these words. Some of them end either in the sounds [n]+[s], [n]+[t] or [n]+[d]. If they do, write them in the table. If they don’t, miss them out. The first three are done for you.
Repeat the words in the box. Write down the transcription of the words.
In this unit you will practise some of the consonant clusters that are found when a word beginning with a consonant follows a word ending with a consonant. For example, in “breakfast cereal” Match each word on the left with one of the words on the right. One is done for you. orange time film handed arrival music girl friend capital juice left television classical · city portable star
Sometimes, when two or more consonant sounds occur together across words, one of the sounds changes its pronunciation or may even be nearly missed out. This happenes especially to [t] and [d]. Listen to these examples. Notice how the final [t] and [d] change. l ast – last Saturday just – just look n ext – next February and – and this Repeat the rows of words and sentences after your teacher. [s ] [∫] [t] [ʧ] 1. Sue shoe too chew 2. sear sheer tear cheer 3. sip ship tip chip 4. sin shin tin chin 5. mass mash mat match 6. Did Sue choose her new shoes? [s] [ʧ] [∫] 7. There’s a chip on the tip of the ship. [ʧ] [t] [∫] 8. Cass paid cash for the catch of the day. [s] [∫] [ʧ] 9. Terry made a cherry pie for Sherry. [t] [ʧ] [∫] She’s eating a cheese sandwich. [∫] [ʧ] [s] [ʧ] It’s a good faith. It’s a good fate. It’s a good face. It’s a good phase. [] [t] [s] [z] I went to Beth. I went to bet. I went to Bess. I went to bed. [] [t] [s] [d] The raid is set. The rate is set. The race is set. The raise is set. [d] [t] [s] [z] She began to ride. She began to write. She began to writhe. She began to rise. [d] [t] [ð] [z] Don’t dip it. Don’t tip it. Don’t sip it. Don’t zip it. [d] [t] [s] [z] I think there is zinc in the sink. [] [z] [s] Did you pass Pat on the path. [s] [t] [] Seth said to set the table. [] [d] [t] Dan is older than Stan. [d] [ð] [s] Sue is due at the zoo at two. [s] [d] [z] [t] Questions for Discussion Classify the consonants. What are occlusive consonants? What are constrictive consonants? Classify the consonants according to the point of articulation. What is the distinction between a vowel and a consonant sound? Explain the general principles of classification of consonants. SELF – TEST There are three answers after each question. Only one is correct. Choose the correct answer. How many consonant phonemes are there in English? a) 24 b) 22 c) 26 Find the nasal consonants: [m], [n], [ŋ] b) [m], [n], [l] c) [m], [p], [s] 3. Find the line with plosive consonants: bomb, tomb, nose pot, plot, bottom wind, kind, wise 4. Find the line with fricative consonants: press, cream, garden life, bush, dress black, bag, vast 5. Find the line with alveolar consonants: daddy, lily, tent camp, letter, brick bridge, lamp, deaf 6. The first word in each of the following pairs begins with the sound [r]. Write a letter in the blank before the second word to form a new [r]-consonant-blend word. Example: ride bride 1. read _read 6. right _right 2. rip _rip 7. ream _ream 3. row _row 8. rain _rain 4. rash _rash 9. room _room 5. round _round 10. race _race
Pronounce the words in each of the following groups. Write the number and corresponding phonetic symbol for the sound common to each list of words at the top of the column. Pronunciation Key: 1. = [ʃ] as in shoe 4. = [ʤ] as in jam 2. = [ʧ] as in chair 5. = [j] as in you 3. = [Ʒ] as in beige 6. = [z] as in zoo
shop
shore shout
show 1. ____ [ ] 5. ____ [ ] 9. ____ [ ] onion Russia cute union tension yawn million passion amuse billion mission senior
chef agent ridge chute Egypt angel chic soldier suggest chiffon college general
nature chief vision picture catch rouge capture question garage furniture ketchup pleasure
division rose season occasion sneeze bugs explosion eyes husband television cousin zone
Two adjacent consonants within a word or at word boundaries often influence each other in such a way that the articulation of one sound becomes similar to or even identical with the articulation of the other one. This phenomenon is called assimilation. In assimilation the consonant whose articulation is modified under the influence of a neighbouring consonant is called the assimilated sound; the consonant which influences the articulation of a neighbouring consonant is called the assimilating sound. While by assimilation we mean a modification in the articulation of a consonant under the influence of a neighbouring consonant, the modification in the articulation of a vowel under the influence of an adjacent consonant, or, vice versa, the modification in the articulation of a consonant under the influence of an adjacent vowel is called adaptation, or accommodation. Assimilation may be of three degrees: complete, partial and intermediate. Assimilation is said to be complete when the articulation of the assimilated consonant fully coincides with that of the assimilating one. For example, in the word horse–shoe [h:u:] which is a compound of the words horse [h:s] and [u:], [s] in the word [h:s] was changed to [] under the influence of [] in the word [u:]. In rapid speech does she is pronounced ['dʌi˙]. Here [z] in does [dʌz] is completely assimilated to [] in the word she [i:] Assimilation is said to be partial when the assimilated consonant retains its main phonemic features and becomes only partly similar in some feature of its articulation to the assimilating sound. In twice [twaɪs], please [plɪ:z], try [traɪ], the principal variants of the phonemes [w], [l], [r] are replaced by their partly devoiced variants, while their main phonemic features are retained. The degree of assimilation is said to be intermediate between complete and partial when the assimilated consonant changes into a different sound, but does not coincide with the assimilating consonant. Examples of intermediate assimilation are: gooseberry [ˈɡuzbərɪ], where [s] in goose [ɡu:s] is replaced by [z] under the influence of [b] in berry, congress [ ˈkŋɡres], where [n] is replaced by [ŋ] under the influence of [ɡ]. I n That’s all right ['ðæts 'ɔ:l raɪt] [s] has replaced [z] under the influence of preceding [t]. In handkerchief ['hæŋkəʧɪf] there are two assimilations: complete and intermediate. The change of [d] into [n] is an instance of complete assimilation, the subsequent change of [n] into [ŋ] under the influence of [k] is an instance of intermediate assimilation. Assimilation may be of three types as far as its direction is concerned: progressive, regressive and double. In progressive assimilation the assimilated consonant is influenced by the preceding consonant. This can be represented by the formula AB, where A is the assimilating consonant, and B the assimilated consonant. For example, in the word “place” the fully voiced variant of the consonant phoneme [l] is assimilated to [p] and is replaced by a partly devoiced variant of the same phoneme. In “What’s this?” [wts ˈðɪs] [z] is replaced by [s] under the influence of [t]. In regressive assimilation the preceding consonant is influenced by the one following it A B. For example, the voiced consonant [z] in “news” [nju:z] is replaced by the voiceless consonant [s] in the compound “newspaper” [ˈnju:speɪpƏ] under the influence of the voiceless sound [p]. In horse–shoe [ˈh:u:], [s] in horse [h:s] was replaced by [] and thus become fully assimilated to [] in shoe [u:]. In reciprocal, or double assimilation two adjacent consonants influence each other B For example, in “twenty” [ˈtwentɪ], quick [kwɪk] the sonorant [w] is assimilated to the voiceless plosive consonants [t] and [k] respectively by becoming partly devoiced. In their turn, [t] and [k] are assimilated to [w] and are represented by their labialized variants. Phonetic drills. Pronounce the following words and phrases observing the assimilation of the consonants [n], [l], [s], [z] to [ ð ] and [ ] although, breath, enthusiasm, cutthroat, aesthetic, spendthrift 'read theˎbook, 'write the ˎletter, 'open the ˏbook, 'spell this ˎword, 'fight the ˎenemy, 'call the ˎdoctor, 'pass the ˏword, 'eat the ˎapple, 'don’t 'lose the ˎkey Pronounce the following words observing the assimilation of the consonants in the clusters: [kl], [pl], [kr], [pr], [r], [tr], [kw], [tw] and [sw]. Write down the transcription of the words. close, cloth, claim, clerk, class, clasp place, play, please, plastic, platform, playwright cram, crash, crises, crazy, cream, cricket, crime, cripple, cry practice, praise, preface, press, prefix, predicate, promise, present thread, three, thrill, throat, through, throw, thrust trace, track, trade, traffic, tragedy, train, tram, transitive, try, tremble quick, quarter, quiet, squash, queer, question, quit, quiz, quote twelve, twenty, twilight, twin, twinkle, twist swim, swallow, swan, sweet, sweat, swift Pronounce the following words and phrases without assimilating any sounds in them. Write down the transcription. absent, absolute, absurd, absorb; subcommittee, subsequent, subside, substance, substitute; blackboard, textbook, back-bone, background; cheap book, sick baby, dust bin, top branch, jump down, an English book, that book, sit down, a back garden, we like jam, lock the door; these people, had to do, a hard cover, a good pudding; Aspiration. The English voiceless plosive consonants [p], [t], [k] are pronounced with aspiration before a stressed vowel. Aspiration is a slight puff of breath that is heard after the plosion of a voiceless plosive consonant before the beginning of the vowel immediately following. When a voiceless plosive aspirated consonant is pronounced before a stressed vowel in English, the pressure of the air against the obstruction is rather strong as the glottis is open. In the pronunciation of the English consonants [p], [t], [k] there can be distinguished 3 degrees of aspiration. it is strongest when [p], [t], [k] are followed either by a long vowel or by a diphthong. pass [pa:s] tall [t:l] cause [k:z] pair [peə] tear [teə] care [keə] aspiration becomes weaker when [p], [t], [k] are followed by short vowels pull [pul] took [tuk] cut [kt] pot [pt] top [tp] cot [kt] when [p], [t], [k] are preceded by the consonant [s] they are pronounced with no aspiration. park [pa:k] spark [spa:k] tie [taɪ] sty [staɪ] cool [ku:l] school [sku:l] Phonetic drills Read the following phrases and sentences. [ p ], [ t ], [ k ] Take care of the pence and pounds will take care of themselves. To tell tales out of school. To carry coals to Newcastle. [sp], [st], [sk] Strictly speaking. To call a spade a spade. c) To praise to the skies. Choose the words with aspiration and define the type of aspiration Pin, spin, skin, kin, ki:, ski:, kit, kid, pit, pi:t, sti:m, sli:m, spi:k, ten, sten, nekst. 3. Find the line of the words with aspiration: a) speak, plan, pot b) table, peas, pot curtain, spoon, skate Questions for Discussion What is assimilation? What are assimilated and assimilating sounds? How many degrees of assimilation are there in English? What is a complete assimilation? Give the definition of partial, intermediate and complete assimilation. How many types of assimilation do you know? Explain each type of assimilation and give your own examples. What is aspiration? Give your own example. SELF – TEST There are three answers after each question. Only one is correct. Choose the correct answer. How many types of assimilation do you know? a) 2 b) 5 c) 3 How many degrees of assimilation are there in English? a) 2 b) 3 c) 4 Define the type of assimilation in the following phrase “What’s this?” a) progressive b) regressive c) reciprocal Define the type of assimilation in the word “newspaper” a) progressive b) regressive c) reciprocal Define the type of assimilation in the word “twenty” a) progressive b) regressive c) reciprocal Define the type of assimilation: Envelopes, stops, asked, worked, space, beds A. progressive B. regressive C. reciprocal Sweet, sweater, meet Ted, let me, in the desk A. reciprocal B. progressive C. regressive what’s, twice, twins A. regressive B. progressive C. reciprocal Unit 5. Accommodation. Elision. Palatalization. Flapping. Deletion. Dissimilation. Accommodation In accommodation the accommodated sound does not change its main phonemic features and is pronounced as a variant of the same phoneme slightly modified under the influence of a neighbouring sound. In modern English there are three main types of accommodation.
An unrounded variant of a consonant phoneme is replaced by its rounded variant under the influence of a following rounded vowel phoneme, as at the beginning of the following words: Unrounded variants of Rounded variants of consonant phonemes consonant phonemes [ tɪ: ] tea [ tu: ] too [ les] less [ lu:s] loose [nʌn] none [ nu:n] noon A fully back variant of a back vowel phoneme is replaced by its lightly advanced (fronted) variant under the influence of the preceding mediolingual phoneme [j] Fully back variant of [u:] Fronted variant of [u:] ['bu:tɪ ] booty ['bju:tɪ] beauty [mu:n ] moon ['mju:zɪk] music
A vowel phoneme is represented by its slightly more open variant before the dark [ ł ] under the influence of the latter’s back secondary focus. Thus the vowel sound in bell, tell is slightly more open than the vowel in bed, ten ( [beł] – [bed], [teł] – [ten] ). Elision In rapid colloquial speech certain notional words may lose some of their sounds (vowels and consonants). This phenomenon is called elision. Elision occurs both within words and at word boundaries. phonetics [fəu'netɪks] [ f 'netɪks] mostly ['məustlɪ ] ['məuslɪ ] all right [':l 'raɪt ] [':raɪt ] next day ['nekst 'deɪ] ['neks 'deɪ]
Some effects of [d] and [t] elision. You hear the final [d] or [t] in the root of some words, but not when a suffix is added. For example: Without elision With elision It was perfect It was perfec(t)ly marvelous That’s exact That’s exac(t)ly right She’s full of tact She’s very tac(t)ful What does she want? She wan(t)s some butter One pound of butter Ten poun(d)s of butter Elision can also affect the Slow version Fast version I watch television every day. I watch television every day. I watched television last night. I watch(ed) television last night. They crash the car regularly. They crash the car regularly. They crashed the car yesterday. They crash(ed) the car yesterday. I wash my hands before I have lunch. I wash my hands before I have lunch. I washed my hands before I had lunch. I wash(ed) my hands before I had lunch. They usually finish their work at six. They usually finish their work at six. They finished work early yesterday. They finish(ed) work early yesterday. Elision giving rise to assimilation In sequences such as ten boys and ten girls assimilation takes place because the sounds involved are already next to each other. By contrast in others such as the second boy and the second girl assimilation only takes place because the intervening sound – the [d] in this case – has been elided. There are hundreds of set expressions involving this combination of [d] or [t]
Phonetic drills 1. Listen to the tape and practise reading Elision + assimilation Using “and”
Negative [t]
2. Analyze the words given below and state the type of accommodation. Cool, bell, music, thought, belt, cue, lunar, who What vowels or consonants are elided in rapid speech within the following words or at word boundaries: factory ['fæktrɪ], national ['nænl], perhaps [præps], already [:'redɪ], lastly ['la:slɪ], you mustn’t lose it [ju 'msn ˎlu:z ɪt], wouldn’t he come ['wudnɪ ˏkm], I’ve got to go [aɪv 'ɡ tə ˎɡəu], we could try [wɪ kə ˎtraɪ], let me come in ['lemɪ km ˎɪn] Palatalization Palatalization is a secondary articulation in which the front of the tongue is raised toward the hard palate. Palatalization of consonant is not a phonemic feature in English though the consonants [ʃ], [ʒ], [ʧ], [ʤ] are slightly palatalized. Flapping Flapping is a process in which a dental or alveolar stop articulation changes to a flap (r) articulation. In English this process applies to both [t] and [d] and occurs between vowels, the first of which is generally stressed. Flaps are heard in the casual speech pronunciation of words such as butter, writer, fatter, wader and waiter, and even in phrases such as I bought it [aɪb´rɪt]. The alveolar flap is always voiced. Flapping is considered a type of assimilation since it changes a non-continuant segment (a stop) to a continuant segment in the environment of other continuants (vowels). Dissimilation Dissimilation, the opposite of assimilation, results in two sounds becoming less alike in articulatory or acoustic terms. The resulting sequence of sounds is easier to articulate and distinguish. It is a much rarer process than dissimilation. One commonly heard example of assimilation in English occurs in words ending with three consecutive fricatives, such as “fifth”. Many speakers dissimilate the final [fs] sequence to [fts], apparently to break up the sequence of three fricatives with a stop. Deletion Deletion is a process that removes a segment from certain phonetic contexts. Deletion occurs in everyday rapid speech in many languages. In English, a schwa [ə] is often deleted when the next vowel in the word is stressed. Deletion of [ə] in English.
Comparative Study Compare the careful speech and rapid speech pronunciation of the following English words and phrases. Then name the process or processes that make the rapid speech pronunciation different from the careful speech. Careful Speech Rapid Speech in my room [ɪn maɪ ˈrum] [ɪmmaɪ rum] I see them [aɪ ˈsɪ: ðəm] [aɪˈsɪ:əm] within [wɪðˈɪn] [wðɪn] balloons [bəˈlu:nz] [blu:nz] sit down [ˈsɪt ˈdaun] [sɪ ˈdaun] Pam will miss you [ˈpæm wɪl ˈmɪs ju:] [ˈpæmlˈmɪu] Phonetic drills Practise reading the following sentences: a nice tie – nice ties a red pencil – red pencils a busy day – busy days a fine night – fine nights a large class – large classes a bad pen – bed pens a black desk – black desks a thin neck – thin necks Read the following words paying special attention to the correct positional length of the vowels in them. Write down the transcription. me – mean – meet why – wide – white too – tool – tooth far – barn – park for – born – port I – mine – might say – main – make Practise reading the following words: [θs] [ðz] m ʌn - mʌns months pα: - pα:ðz paths dep - deps depths tru: - tru:ðz truths bɜ: - bə:s births bα: - bα: ðz baths leŋ - leŋs lengths mau - mauðz mouths
What is accommodation? How many types of accommodation do you know? Give your own example. What phenomenon is called “Elision”? Give an example of it. What is deletion? What phenomenon is called dissimilation? Which process is called flapping? SELF – TEST Here are various compounds and phrases. In most of them elision of /d/ or /t/ is possible. See how quickly you can identify the ones where is not possible. software compact disc hardware landmine postman loud speaker sound check stand by child birth handcuffs smart card wild fire word perfect old boy best man sandbag east bound turned off Unit 6. Strong and Weak Forms. Reduction Strong and Weak Forms In English there are certain words, which have two forms of pronunciation: Strong or full form Weak or reduced form These words include form-words and the following pronouns: personal, possessive, reflexive and the indefinite pronoun “some” denoting indefinite quantity. These words have strong or full forms when they are stressed. He will do it. (and nobody else) [ `hi: l ˌdu: ɪt] Each of these words usually has more than one reduced form used in unstressed positions. E .g. reduced forms of the pronoun he [hi] [ɪ] [hɪ] as in the following sentences He will do it. [hi l ˋdu: ɪt] or [hɪ l ˋdu: ɪt] There are three degrees of full forms of reduction. The reduction of the length of a vowel without changing its quality (the so-called quantitative reduction) Full forms Reduced forms with quantitative reduction you [ju:] [ ju˙ ], [ ju ] he [hi:] [ hɪ˙ ], [ hɪ ] your [j:] [ j˙], [ j] Compare the length of the vowel [i:] in the pronoun she in the following two sentences. She looked for it. She looked for her. [ˋi: ˌlukt ˌf:r ɪt] [ i.ˋlukt f. hə] The second degree of reduction consists in changing the quality of a vowel (the so-called qualitative reduction) Strong forms Weak forms with qualitative reduction for [f:] [fə] her [hə:] [hə] he [hi:] [hɪ] at [æt] [ət] can [kæn] [kən] was [wz] [wəz] but [bt] [bət] Compare the quality of the vowels in the preposition for also in the following two sentences: I’ll do it for him I’ll do it for Ann. [ aɪl ˋdu: ɪt f:r ɪm ] [aɪl 'du: ɪt fər ˋæn] Most vowels in weak forms are reduced to the neutral vowel [ə], although the long vowels [i:] and [u:] are usually reduced to [ɪ] and [u] respectively.
Compare also the following sentences. He will go there. [ˋhi: l ˌɡəu ðeə] [ hɪ l ˋɡəu ðeə] The omission of a vowel or consonant sound (the so-called zero reduction) Strong forms Weak forms with zero reduction (the vowels are omitted) am [æm] [m] of [v] [v] can [kæn] [kn], [kŋ] before [k], [ɡ] do [du:] [d] is [ɪz] [s], [z] us [s] [s] shall [æl] [l] (the consonants are omitted) he [hi:] [i:], [ɪ] him [hɪm] [ɪm] his [hɪz] [ɪz] must [mst] [məs] had [hæd] [əd] have [hæv] [əv] and [ænd] [ən], [n] has [hæz] [əz], [z], [s] (both the vowels and the consonants are omitted) have [hæv] [v] had [hæd] [d] will [wɪl] [l] shall [æl] [l] would [wud] [d] List of Strong and Weak Forms
The following form – words in certain positions are used in their strong forms, even when they are unstressed. Prepositions have their strong forms: When they are final, e.g. Do you know where I come from? [dju 'nəu weər ̗aɪ km ╻frm ] When they are followed by an unstressed personal pronoun at the end of a sense–group or a sentence. However in this position the weak form may also be used, e.g. She was not listening to them. [i wəz 'nt `lɪsnɪŋ ╻tu: (tə) ðəm] Auxiliary and modal verbs, as well as the link – verb to be, have their strong forms at the end of a sense – group or a sentence, e.g. Who is on duty today? I am. [ 'hu: ɪz `dju:tɪ tə deɪ | `aɪ æm] Who is absent today? Ann is. [ 'hu: ɪz `æbsənt tə deɪ | `æn ɪz] What is hanging on the wall? Pictures are. ['wt ɪz 'hæŋɪŋ n ðə `w:l | `pɪkʧəz ɑ:] I don’t know where Tom was. [aɪ 'dəunt 'nəu weə `tm wz] There are some form – words which are never reduced. They are: which, what, where, on, in, with, then, when, how, some in the meaning of “certain”.
[ˏwel | ðen 'ɡəu ənd 'du: əz juə `təuld] I stand on my right here. [aɪ 'stænd n maɪ `raɪt hɪə] For some reason he hasn’t come to the party. [fə sm ˏrɪ:zn ≀ hɪ 'hæznt 'km tə ðə ˎpɑ:tɪ] ReductionYüklə 1,2 Mb. Dostları ilə paylaş:
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