r -------------- ---- h o-vv to

Teac
h
Pronunciatio
n

G erald Kelly
 11
""""'
1

lllllllllllllr
Longman series editor:
Jeremy Harmer
Task File

lntroduction
• The exercises in this section all relate to topics discussed in
the chapter to which the exercises refer. Sorne expect definite
answers while others ask only for the reader's ideas and
opinions.
• Tutors can decide when it is appropriate to use the tasks in
this section. Readers on their own can work on the tasks at
any stage in their reading of the book.
• An answer key (pages 141-142) is provided after the Task File
for those tasks where it is possible to provide specific or
suggested answers. The symbol [ r]beside an exercise
indicates that answers are given for that exercise in the answer
key.
• The material in the Task File can be photocopied for use in
limited circumstances. Please see the notice on the back of the
title page for the restrictions on photocopying.

Gerald Kelly How to Teach Pronunciation © Pearson Education Limited 2000

PHOTOCOPIABLE 133
TASK FILE How to Teach Pronunciation • Task File
Chapter
1 The descri ption of speech
A Phonemes Page 1

Write the phonemic symbols for the underlined parts of the words, marking unvoiced
consonants with (U). Two examples have been done. (Check your answers against the
table on page 2.)

Vowels Diphthongs Consonants

i: be ad qke P (U) ¡21ll _§_Ue
hit tQ}:'. hin '.?;00
book high O she
food beer do mea.§.ure
kft fewer ot helio
-ªbout where got more
shirt gQ church no
c-ª11 house ju s1ng
h-ªt fan live
I']Jn yan red
far think }'.eS
dQg the ood

r B The articulation of consonants Page 6

Put a, b etc. in each box to match the consonant sound classifications (a-d) to the
sound characteristics (1-4).
a plosives b fricatives e approximants d lateral
1 The articulators come close together, but do not cause audible friction.
2 A closure is made in the vocal tract and air flows around the sides of
the tongue.
3 A complete closure is made in the vocal tract and the air is then
released explosively.
4 Air is heard passing between two vocal organs.

C Phonemic transcription Page 7

r Bad elephant jokes. Match the punchlines (a-e) to the relevant questions.
1 /wot tarm rz rt wen m elrfant srts on jg fens/ a /oegrn futpnnts m oe bAtg/
2 /hau cki jg get daun fulm gn ehfant/ b /rt srts on g li:f gn werts trl ;,:tgm/
3 /hau d;:i jg mu rf gn elrfant gz bm m jg fnd3" e /jg href tg get daun frnm ;::, dAk/
4 /hau du: ehfants merk ;,:l ("íeg faun b:lz/ d /tarm tg get g nju: wAnl
5 /hau dgz gn elrfant get daun frnm g tri:/ e /trAl)k gv b:s/

132
 TASK FILE How to Teach Pronunciation • Task
Chapter File
2 Teaching pronunciation
r A lncluding pronunciation in lesson planning Pages 12 and 23
Consider the following structures. Analyse them in terms of pronunciation features.
The first is done as an example. One example sentence is also given for the other
structures; you will need to add sorne more. In the final row, analyse the
pronunciation of a structure for a lesson you will be teaching soon.

Structure Pronunciation features

1 Comparative and superlative adjectives: /;)/ a..ppea.r-s in ( tha..n' a..nd. (a..s'.
Chris is taller than Tim. '-er' is pronol.lnad. a..s fa/.
Tim is not as tal! as Mike. ( -est' i5 pr011C1..1.nad. a..s /Ist/.
Mike is the tallest. Contra..cton of '11vn is...' to '11vn's'
/t1mz/. Also ( Mike's' /ma1ks/.
2 Going to futures:
They're going to emigrate.

3 Invitations using Wouldyou like

to + verb:
Wouldyou like to come to my party?

.... B Minimal pairs Page 18

1 Which of tne-foITowing pairs are miniinal pairs? Which are not? Put a tick or a cross
as relevant.
a ship sheep [ZJ f kite coat D
b cat car 00 g bought boat D
e cheap chip D h hit heat D
d heart hear D i trick treat D
e cat cut D j bins beans D
2 Provide minimal pairs for the following phoneme difficulties.

Phonemes Word pair

/p/ and /b/ pin bin
lb/ and /v/
11/ and /r/
/8/ and /s/
/d3/ and /j/

Gerald Kelly How to Teach Pronunciation © Pearson Education Limited 2000

PHOTOCOPIABLE 1
TASK FILE How to Teach Pronunciation • Task File
Chapter
Phonemes Word pair
lo/ and h:/
/e/ and /e1/
/¡/ and /i:/
/u/ and /u:/
/re/ and IA/

Gerald Kelly How to Teach Pronunciation © Pearson Education Limited 2000

2 PHOTOCOPIABLE
TASK FILE How to Teach Pronunciation • Task
Chapter File

3 Vowel s
A The characteristics of the 'pure' vowel sounds Page 29
Supply an example word for each sound. Mark the diagram
to show the tongue position. One has been done for you.
(Check your answers against the tables in Chapter 3.) r---------------,
/i:/ beo..d h:/
Ir/ h:/
/u/ /re/
/u:/ IA/
/e/ la:/
11 /n/

B Raising awareness of vowel sounds Page 37

Start compiling a list of the vowel sounds your students have difficulty with, and list
ways in which you might explain how to crcate the sounds (see the table of suggestions
on page 38). Use the following headings:

Sound Example words Possible simple explanations

IA/ cu..+, hu..+ MG1.ke the sou..nd.. G1.nd.. throw you..r heo..d bG1.ck
s\9htly.

C Planning a Practice lesson Page 40

Work alone or with a colleaguc to plan a two-part Practice lesson which includes work
on /re/ and IA/ (or any other pair of sounds which causes difficulties for your students).
Here is a table of options you might consider using.

Sounds First part Second part

/re/ and /A/ Drilling Phonemic bingo,
Ir/ and /i:/ Minimal pairs Phonemic 'Snap
etc. Listening Activity Collaborative writing
etc. Reading aloud
etc.

Gerald Kelly How to Teach Pronunciation © Pearson Education Limited 2000

PHOTOCOPIABLE 3
 TASK FILE How to Teach Pronunciation • Task File
Chapter
4 Consonants
r A Consonant sounds Page 48
Provide three words for each consonant phoneme, with the sound at the beginning,
middle and end of the word. The 'impossible' one has been blocked out.
Beginning Middle End
p /pen/
p0'l lU:X.Sp
k

Beginning Middle End

z

r B Raising awareness of consonant sounds Page 54

1 Insert the appropriate consonant sound for each 'learner-friendly' description. Bear
in mind that for voiced and unvoiced 'pairs', one description will do. The first one
is done for you.

Sound(s) 'Learner-friendly' descriptions

a /8/ & /B/ Put the front of your tangue against the back of your top teeth.
Lt-the aif-pass through-as you breathe-Btlt. Don't use your voice.
Hold the sound, and add your voice.
b Put your lips together. Use your voice, and let the air escape
through your nose.
e Put your lips together. Try to breathe out, but don't let the air
escape. Release the air suddenly. Don't use your voice. Try again,
and add your voice.
d Open your mouth and breathe out. Don't use your voice, but try
to make a noise.

2 Make a list of consonant difficulties your students seem to have. Think of ways of
helping your students overcome the difficulties. Here is an example:

Problem Solution
Jutta uses !vi instead of /w/. I could ask her to purse her lips as though about
to whistle. I could then ask her to add her voice,
and move on to a vowel sound (e.g. //).

C Lesson planning Page 58

Plan a two-part Practice lesson which includes work on consonant sounds which cause
Gerald Kelly How to Teach Pronunciation © Pearson Education Limited 2000
4 PHOTOCOPIABLE
TASK FILE How to Teach Pronunciation • Task
Chapter File
difficulties for your students. Try to incorporate a game or fun activity in the second
part, as in this example:

Sounds/Ll First part Second part

/pi Arabic Minimal pairs (e.g. Creating advertising slogans that include
pat and bat) activity / pi as much as possible.

Gerald Kelly How to Teach Pronunciation © Pearson Education Limited 2000

PHOTOCOPIABLE 5
TASK FILE How to Teach Pronunciation • Task
Chapter
Chapter File
5 . Word a nd sentence stress
,.- A What is word stress? What is unstress? Page 66
1 Number the words with the appropriate stress pattern (1-5). Two examples are
done far you.

( t Oo 1 1 2 ºº 1 3 Ooo 1 1 4 ººº 1 1 5 ººº 1

studs;_nt 1 essential pronounce import (verb)

understand 5 computer introduce accurate
surrounding persevere rebel (noun) analyse
rebel (verb) learner including cassette

2 Using the words above, underline ali the incidences of /g/. (See the word student
above.) What vowel sounds other than h/ also appear in the unstressed syllables?

,.- B Sentence stress and tonic syllables Page 71

Listen to the utterances (1-5) below on the CD. Match them to the possible meanings
(a-e). Tonic syllables are shown in capitals and underlined.

Utterances Possible meanings

1 I'LL walk with you to the station. a I don't want to bring my car.
2 I'll WALK with you to the station. b But not back again.
3 I'll walk with YOU to the station. e But not as far as the park.
4 I'll walk with you TO the station. d But I'm not going with him.
5 I'll walk with you to the STAtion. e Nobody else has offered.

,.- C Weak forms Page 73

Listen to the following sentences on the CD. Write the phonemic transcription of the
undcrlined words as they are pronounced.
1 What am I doing? 5 I'll see you ª1 the party.
2 Yes, I am. 6 What are you looking ª1?
3 Those shoes are lovely! 7 I can swim faster than you!
4 Yes, they are. 8 Oh yes I can!

D Raising awareness of word and sentence stress Page 75

Plan an Integrated lesson for Pre-Intermediate students on a language issue (e.g. future
forms, or comparatives) which can include work on sentence stress. Work out
examples of the language, and plan how you will deal with grammar (and lexis) and
stress. Here is an example:

Language Activity Examples with stresses in capitals

Past simple Role-play where students have JOHN WENT to the CINema.
different information about He WENT to the THEatre, NOT
the same event. the CINema.

Gerald Kelly How to Teach Pronunciation © Pearson Education Limited 2000

6 PHOTOCOPIABLE
Your name.
What you do.
TASK FILE How to Teach Pronunciation • Task File
How old
Howyoulong
are. you have been teaching/learning English.
Where How
you come
manyfrom.
people there are in your family, and what their names are.
6
Where you live. lntonation
r A Tones, tonic syllables and tone units Page 88
Listen to these five sentences on the CD. Tone groups are already marked. Rewrite them
indicating the onset syllable (if appropriate) and the tonic syllable, and indicating if the
tone movement is a fall, or a fall-rise.
@ 1 //im sorry//but i really dont know//
2 //is this going to go here//or there//
3 //thats another big bill weve got to
pay//
4 //that letters far you//and this ones
far me//
5 //id like to offer you the job//

B Teaching the intonation of question tags Page 89

Plan an lntegrated lesson which includes intonation work on question tags with
lntermediate students. Work out examples of the language, and plan how you wi11 deal
with intonation, grammar and lexis.

r C Discourse and intonation Page 101

Tick the sentence if you think it indicates common ground (i.e. previously shared
knowledge) between the speakers, and a cross if not. Try saying the sentences, or listen
to them on the CD.
1 // WHATS your NAME//
2 11l1WHATS your NAME//
D
3 // l1WHAT eolom-1syour-€AR//
D
C=:J
4 // WHAT colour is your CAR//
5 //
D
6 //
youre FRENCH// ARENT you
youre FRENCH// J1ARENT you
D
D
D Analysing intonation Page 1os
Ifresources are available, tape yourself and a student talking far a short time about the
same tapies. Don't script your speech, but agree on basic content, and the order of that
content. Suggested content is as fallows:

Have a couple of trial runs befare you record yourselves. Try to speak as naturally
as possible. Then analyse (either far your own study, or with your student) your
parallel talks far intonation use, and consider the intonation issues you should work
on with your students.
Gerald Kelly How to Teach Pronunciation © Pearson Education Limited 2000
PHOTOCOPIABLE 7
Assimilation Elision
TASK FILE How to Teach Pronunciation • Task
Linking sounds
Chapter
Chapter
Intrusive Ir/ File
Weak forms Contractions
7 Oth er aspects of con nected speech
r A Assimilation Page 109
Decide what the assimilations are in the following sentences.
@ 1 It's in that box. Tuc /ti o.t thc cricl of < tho.t' o.ssimi\o.tcs to
2 There are eleve.!!..Jtlayers in a soccer team. _
3 Can you see that.kid over there?
-------------------- 4 There are te!!_i;ups on
the table. --------------------
5 I'm going to give up smoking thi§_J'.ear. _

r B Elision Page 110

Decide what the elisions are in the following sentences.
@ 1 We finally arrived the next day. /n_e_k_s_t/ b_ccomcs _
2 This is Everton's last chance to win the league.
-------------- 3 We had a cold lunch in a small bar.
4 Ifyou visit Britain, you must try sorne fish and chips. _
5 Her mum always served sherry on Christmas morning. _

5""' C Linking and intrusion Page 111

Decide which sound intrudes or links sounds in the following sentences.
1 It was an important media event. /r_/_iri_t_ru_.d_..c_s_b_c_t_w_ccri _
2 You can park the car over therc.
--------------------
3 Trevor's wcird. He eats raw onion for breakfast. _
4 He was way over the speed limit. _
5 Did you go out on New Year's Eve? _

D Awareness of aspects of connected speech Pages 109-113

Make a list of ten different sentences you have practised with your classes recently.
Analyse these sentences for examples of:

E Teaching aspects of connected speech Page 116

Plan an Integrated lesson for Elementary students which includes work on aspects of
connected speech. Choose a language point from an elementary coursebook, and plan
how you will deal with examples of elision, assimilation etc, as well as grammar and
lexis.
Gerald Kelly How to Teach Pronunciation © Pearson Education Limited 2000
8 PHOTOCOPIABLE
TASK FILE How to Teach Pronunciation • Task File
Chapter
8
Pronunciation and spel ling
r A Regular features of pronunciation Page 123
1 Look at the following lists of words. Each list includes a particular combination of
letters. How many different sounds can you find represented in each list?

ea ch ou ei
beach microchip flout heigt
break machine trouble prce1ve
weather mechanic cough re1gn
learn boulder heir
bear soup heifer
near thought heist
hearth tour

2 Letters in environments (page 124 and Table 8 on page 152)

Comment on the role played by the letters (e,y etc.) in the following words.
a e: hat/hate Thc a.clclition of thc 'e' mo,kes thc vOUJ<ZI lcttcr 'sa.y its
na.me'. b y: tin/tiny
e r:
ham/harm d w: not/now

3 Root and derived words (page 125)

Transcribe the root and derived word. Notice the sound changes.
a s1gn /sam/ signal /'s1gn;}l/
b invite invitation
e courage courageous
d photograph photographer

B Teaching pronunciation and spelling

1 Analyse sorne samples of your students' recent written work for spelling mistakes.
Categorise the mistakes according to the following criteria:
a The student doesn't know how to spell the word.
b This is a slip; the student would normally spell the word correctly.
e There is a link with pronunciation. The student isn't aware which letters to use to
represent the sounds.
2 Make a list of recent pronunciation mistakes your students have made in class.
Categorise the rnistakes according to the following criteria:
a This was a new word. The student wasn't aware how to pronounce it.
b This was a slip. The student normally pronounces this correctly.
e There is a link with spelling. The student tried to pronounce this word as it is
written.
3 Plan a Practice lesson (P) to deal with sorne of the mistakes you have noted. See if
you can devise a garne which will help clarify any areas of difficulty.
Gerald Kelly How to Teach Pronunciation © Pearson Education Limited 2000
140 PHOTOCOPIABLE
Task File Key
Chapter 1
B 1 e e 1 d
2 d 2 e
3 a 3 a
4 b 4 e
5 b

Chapter 2
A2 Going to futures: to is pronounced // (weak form) when
followed by a consonant sound. When followed by a vowel
sound, it is pronounced as /tu:/ (fullform). Students may also
come across going to pronounced as gonna /gon/ or /gAn/.
A3 Invitations using Would you like to + verb: Would you is often
pronounced as /'wud3 /. To is pronounced with the weak form //
before a consonant sound;-and with fue full form /tu:/ before a
vowel sound.
Bl e .1 dX e .1 f .1
g .I h ./ i X j .1
B2 lb/ and /vI han van /e/ and /e1/ get gate
IV and /r/ late rate · /i/ and /i:/ lick leak
101 and /s/ think sink /u/ and /u:/ -ltmk---buke
!dy and /ji jaw your /re/ and IA/ cat cut
/o/ and /:-J:/ cot caught

Chapter 4
A / pi happen wasp lz! zoo houses goes
pen flicker talk /y pleasure beige
/k/ cart
e / pi and d /h/
Bl b /mi lb/

Chapter 5
Al/2 (Incidences of // are underlined.)
studnt 1 prQnounce 2
understand 5 intrQduce 5
syrrounding 4 rebl (noun) 1
rebel (verb) 2 including 4
essenti;il 4 import (verb) 2
computer 4 accurªte 3
persvere 5 an;ilyse 3
learner 1 cªssette 2
B l e 2 a 3 d 4 b 5 e
141
Task File • Key

e 1 /;:'lm/
5 /;:'ltl 2 /rem/ 3 /;:'J/ 4 la:/
6 /retl 7 /bn/ 8 /kéen/

Chapter 6
A 1 // \71im SORry//'::,i but i REALly dont KNOW//
2 11\71is THIS going to go HERE// \J or THERE//
3 // \J THATS aNOther big bill weve got to pay//
4 // \71THAT letters for YOU//'::,i and THIS ones for ME//
5 //'::,i id LIKE to offer you the JOB//
C l X 2 ./ 3 ./ 4X 5 ./ 6X

Chapter 7
A 1 /ti assimilates to /p/
2 /ni assimilates to /mi
3 /ti assimilates to /k/
4 /n/ assimilates to /!]/
5 / si assimilates to !JI
B 1 /nekst/ becomes /neks/; the /ti is lost
2 /ti is lost
3 /di is lost
4 /ti is lost and /di is lost
5 /di is lost
C 1 Ir/ intrudes between media and event
2 Ir/ links car and over.
3 Ir/ intrudes between raw and onion
4 /ji links way and over
5 /wT11nl{s go and out -

Chapter 8
Al ea: /i:/ /e1/ /e/ 13:/ /eg/ /ig/ /a:/
ch: ltJI /JI lkl
ou: /au/ /A/ lo/ /gu/ /u:/ h:/ /ug/
ei: /ai/ /i:/ /e1/ /eg/ /el /ai/

A2 b The addition of y makes the vowel i 'say its name'.

e The addition of r turns the short sound /re/ into the long sound /a:/.
d Changing t to w turns /o/ into /au/.

A3 b /m'vaitl /mv1'te1Jgn/
e /'kAnd3/ /b're1d3gs/
d /'fautggra:f/ /fa'togrgfa/

142
 Consonants
Appendix A • Learners' reference chart of English sounds
Front Back
How to make the sound: Don't use your voice Use your voice
Put both Use top Use
Touch
lips bump
teethbehind
and tongue
teeth with
Hardtongue
bit of the roof ofTouch
mouthroof Use your
Appendix A
together bottom behind of mouth (the soft bit) with your tongue
throat
lip top teeth
.. •
Learners' reference
Between
--

bchart of English sounds

Stor. air.
Let it
suddenly
Bº p t d k g
Stop, air.

"-•gradua
Let it
y
fiº tJ d3
"'
"'
< 1.l
o.. o Let
.. air pass through - f V ,JL o s z r 3 r-- Jl
.. "eLet
': air out of your nose
m n I]
.." e" :
" '
Air goes round tongue
1
Nearly touching
(w) r J w

Vowels Diphthongs lntonation & Stress

'fo Front ::: ;- Back End at front -----.-End at Fall ".:,J
<1.l tE 1 u u: back Fall/Rise \71
1: e1 ¡g gu
Jt e
re
g
A
3:
a:
;:,:
D
;)I u
g
au
Rise
Rise/Fall
Level
/1

--¿
.....:¡ Lips can be: aI
Primary stress '
Spread Neutral Rounded Closing Centring Closing Secondary stress ,
1 1
e

Gerald Kelly How to Teach Pronunciation © Pearson Education Limited 2000

PHOTOCOPIABLE 143
 Potential Difficulty For speakers of:

.. e .
Can be pronounced p
Sound How to Teach Pronunciation A F G Gk lnd lt J R Se Sp Tu
pb /ben/ for pen • • •
.
lb/

. . .. . .
/pi /pm/ for bin
/pi at end of words
/di /din/ for tin Appendix B

• .
t ltJI /tJi:m/ for team
/ts/ /tsu:/ for too
/ti
Id'?)
/un/ for din
Common pronunciation
I d3i:p/ for deep . • .
difficulties
d /ti at end of words

--
. . . . • • . •.
. -

. . . .
- . -·

like /(',/
k /g/ /got/ for cot
can be omitted at
This appendix outlines the main phoneme difficulties which speakers of
•
end of words particular languages can have when speaking English.
9 /k/ . • • .
/kotl for got Key to languages: A=Arabic; C=Chinese; F=French; G=German; Gk=Greek; lnd=lndian languages;
at end of wordslt=ltalian;J=Japanese; P=Portuguese; R=Russian; Sc=Scandinavian languages; Sp=Spanish; Tu=Turkish

. • •
/k/
/3etIIJ/ for
/'?)
!(Ctting
Consonants
gutturally
..
.
/kreJI for catch

.. • . . . . . .
/me13;i/ for
tJ /JI majar
d3 /y /tJu:n/ for ]une •
a bit like /hl
. •
.
/fren/ for van
ltJI
/wren/ for van •

. •
f /bren/ for van

. . . . .
V
/f/ /srq/ for thing •

.
/w/ /un/ for thin
lb/ /frn/ for' thin
•
0
/si
.. .. . . . • .. . .. .
.
/ti

. .
/f/

144
 Potential Diffieulty For speakers of:
c
. .
Can be pronouneed

.
J p R pronunciation
.
Sound A F G Gk Appendix
Ind lt B • Common Se Sp Tu
i: difficulties
1
/¡/ /lut/ for heat •
/e/

. c.. .. . . .
/bed/ for bid
/i:/ /hi:t/ for hit
•
.. .
u
/u:/ Potential
/u/
Sound
/¡/
Can
/pu:I/ for
/sut/
be for
pul/
Difficulty
suit
pronouneed
For speakers of:

. . . .
A F G Gk .
lnd lt
. . .
•J p R •
Se . .
Sp Tu

.
. . .. ... . ...
U1 /bid/ for bed
ea
3!
(j lz!in various/z1s/
Id//ba:d/ for
ways
/dea/
for this
birdfor there . ...
•
. .
.. . . .
.
.. . .
/v/ /vret/ for that •
s/a:/ !JI /Ji:/ for see
. . . . . . . .
z Is/
/d3i
/gaus/ for goes
I d3Ip/ for zip
• •
. . .
..
J Is/ /sop/ for shop

3
/tJ/
!JI
/tJop/ for shop
/pleJa/ for . . . . . . . .
pleasure
h gutturally
. . . . . .
sound dropped/put
in inappropriately . •
. .
m
a bit like /f/
like /q/ at end of
words
.
n not a phoneme •
fJ
(sorne dialects)
followed by /g/ or . . . . . . •
1 Ir/
/k/ /snik/ for sing
/rent/
like /u/ for lent
at end of word . • .
r articulated . . . . . . .
• . .
/!/
differently
/lent/ for rent . ..
. .
j
w
/d3f
/v/
/d3es/ for yes
/vam/ for wine . . • •
. .
either as lb/ or IgwI
Vowel insertion in
consonant clusters e.g.
. . . . . . .
/seter'oq/ for strong

Vowels and d.iphthongs

145
 How to Teach
Pronunciation

Potential Difficulty For speakers of:

. e.. .. .. . . . . .• . ..
Sound Can be pronounced A F G Gk lnd lt J p R Se Sp Tu
:i: /o/ /tot/ for taught
/-:Ju/ !k-:Jut/ for

/o:/
caught
/ko:t/ for .
. . . . •• .. • .. . . . •
caught
a: /o:/ /ho:t/ for hat
/el
!Al
/set/ for sat
/kAt/ for cat .. . •
.. . . . . . .
A /a:/ /fa:n/ for.fon
.
. . .. . .. . •. . .. .
13:/ /13:v/ for !ove

o:
/u/
/a:/
/luk/ for luck
/ka:nt/ for . . .
o
e1 /o:/
/el
can't
/po:t/forforplayed
/pled/ pot . . . . .
:JI /ai/
boy
/ba1/ for . "eo:"

. . . . . . .
[f,, .p
a1
!':J -:J may
o -o
. p
. g_
e:

o
- ." ..e::
· -o
0..-0 00 o -o
..e:: "
prse11t ..e:: "
"
¡§ 2'tñ

. . . . . . .
problems for many 'i3 o. ;:§
o " o.

..e::--[t§
>------- · o
Final (+.; 'Cñ

• •
.
00 --
'i3
s
. . . . .
o.
s
s·¡¡sj
-o
. o o S·C il
e-:J /1-:J/ /tj1-:J/ for chair - os. "
"
::s" ::s"
e :
::s
';JU /o/
cope
h:I
/kop/ for

/k:i:t/ for
. . . . . . "
u
r n

au
coat

146
 Appendix C • Spelling and pronunciation
tables

Appendix C

Spelling and pronunciation

tables

Tables 1 to 5 analyse the links between the spelling and the pronunciation
of consonants. Tables 6 to 7 analyse vowel letters and sounds, and Table 8
looks at the interplay of vowels and consonants. Where there is significant
variation in 'General American' English (the standard form in the USA),
this is noted in the tables. 'G.A.' is used here as an abbreviation.

Table 1:'Simple' consonants

The following consonants have one main sound association.

Letter Sound Examples

b lbL beach,_cabJ;age, cab -
d Id! do, oddity, cod
f /f/ far, cojfee, off
h /h/ helio, behind
J /dy judge, major
k /k/ kick, making, fake
1 111 leg, helio, poli - -
--
- /mi
---

m me, coming, plum

n /ni no, any, plain
r /r/ run, carrof
s /s/ sif, missing, kiss
t /ti tub, buf fer, buf (Letter t between
vowel sounds is often voiced in G.A.)
V /vi very, having, brave
w /w/ we, fowards
z /z/ zebra, lizard, maze

Sorne of the above letters do have alternative sounds, but they tend to be
restricted to one or two words, like the !vi sound of/in of. Notice also
that
when the above letters are doubled (as in lef fer, cabbage, cojfee etc.) the sound
does not change.

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How to Teach
Pronunciation

Table 2: 'Silent' consonants

The following letters appear m spellings where they are not actually
pronounced.

Letter Silent in
b su/z.tle, dou/z.t, cfim/z.
e sfissors, sfene,
d musfle
g Weri.nesday, sandwich,
h hanri.kerchief gnaw, ought, long
k b.our, wb.at, ougb.t
1 É_now, É_nee
n tafk, ha!j coufd
p autum[b colum!l.
r p.sychology, p.neumonia, cup.board, receip_t
s car, more, core, bother (in non-rhotic accents)
t i¡_land, ai¡_le
w listen, whist.fe, oft.en (though sorne speakers pronounce it in
often) y¿_rite, y¿_rong, ty¿_o, ansy¿_er, yelloy¿_

Table 3: Consonants with different 'flavours'

Sorne consonants can be pronounced in different ways. (There are
exceptions to the rules here, but the following exarnples illustrate the rnost
cornmon alternative pronunciations.)

Letter Alternative pronunciations

-C- --- /k/ -CflL _ -
Is/ when followed by e, i or y: cent, cinema, cycle
!JI before certain suffixes: delicious, prejudicial
g /g/ go
/d3/ when followed by e, i, or y: gentle, gin, gym, refrigerate
(Sorne exceptions are very common words: get, give and
girf.)
/dy before a suffix: contagious, prestigious
/y in certain originally borrowed words: prestige, mirage
s Is/ sun, sleep, loss, eats, sleeps
/z/ when between two vowels: present, losing
/z/ at the end of a word, after a voiced consonant ( hands,
minds), or after a vowel (lose¡_, house¡_)
/JI between a consonant and a following i: mansion,pension
/3/ between two vowels: vision, measure, lesion
t /ti cat, too
!JI when followed by a letter iin many sufftxed words:
infarmation, substantial, ambitious
ltJI in words ending in -ure (picture,farniture, denture)
and when followed by the sound /u:/ ( Tuesday, tumour,
tumultuous)

148
/ks/
ce fix, when xfollowed
/ks/mix,fixture, mixture by e or i: success, accident, succinct
/gz/ between vowels: Italian
ltJI in borrowed words: cappuccino Appendix
exam, exact
tables
C • Spelling and pronunciation

zzat the
gg ss /d3/
lzl beginning
when followedofbywordse or i:like xylophone
suggest, and xenophobe
exaggerate
/ji /JIat when
the beginning
y
followed of words:
by -ion yes, yellow
(passion,permission ) and -ure (pressure)
h/ /ts/between
in sorneconsonants:
borrowed gym, Italian words: pizza, mozzarella
bicycle
/i:/ at end of words: city, busy (In connected speech this can be pronounced a
/ar/ in short words (why, my, by) and in stressed final syllables
( apply, deny)
/ar/in words ending in -jj ( satisjj, beautijj) and in gy_naecology, psy_chology and related words.
Helps form diphthongs in boy, gay, buy, obey etc.

Table 4: Double consonants

Most doubled consonants do not change from their single sound value (e.g.
rub, rubber, Jat, Jatter, thin, thinner). The following doubles, however, can
undergo the changes described below:

Table 5: Consonant digraphs/other combinations

Digraphs are two tetters wñ:ícn tepresent one sound m a word. Sorne
digraphs have more than one sound value.

ck /k/ pick, kick ,pickle

ch ltJI chip, change
/k/ character, technique
!JI machine
gh /g/ ghost, ghastly
/f/ tough, cough
silent ought, though
ng /t]/ sing, thing, singing
ph /f/ phone, photograph,
qu /kw/ graphology queen, quiz,
/k/ antiquated
in a word ending in -que ( antique, oblique) or at the
sh !JI beginning of sorne borrowed words ( quiche)
tch ltJI ship, sheep, cash,fashion
th /8/ watch, catch, matching (This is a trigraph.)
lo/ theatre, bath
wh this, brother,
/w/ what, where, bathe
nowhere
/h/ who, whole

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How to Teach
Pronunciation

Table 6:The 'basic menu' of vowel letters

The five vowel letters may be seen to have their most basic sounds when
they occur in very short words, between two single consonant letters. Sorne
dialects of English may have other variations to the ones listed here.

Letter Pronounced as
a /re/ cat, hat,fot
/a:/ in RP and Southern British English before sorne
two-consonant letter combinations: bath, grass but not
before others: bank, mass
e /e/ !et, met,
i /¡/ set sit, lit,
o /o/ kit
u IA/ hot, got, lot ( o is pronounced as /a:/ in G.A.)
cup, bus, hut
Table 7: Vowel digraphs/other combinations
English has a number of vowel digraphs where two vowel letters 'take the
name' of the first letter, e.g. ai is pronounced /e1/ like the letter A . Most
vowel digraphs have more than one sound associated with them - sorne
have many more than one. -

Letter Pronounced as
a1 /e1/ raid, train
ea /i:/ dream, neat /e'd/ bear, tear (verb)
/e1/ break, great II'd/ near, tear (noun)
- ter-- itead, ready
-
-·- - /ofl heart, heaff!J-
13:/ learn, heard
ee /i:/ tree, need /¡/ weak forro as in been /bm/
ei /i:/ seize, either, receive /e1/ eight, reign
/a1/ height, either
1e /ai/ die,pie, cried /i:/ piece,
/e/ Jriend !i'd/ believe
ºª /'du/ coat, goal, approach /:J:/ pierce,
abroad,fierce
board
ou /'du/ soul, shoulder /u:/ soup, routine
/au/ house, sprout /o/ cough
IA/ double, trouble, tough h:/ bought, nought
ue /u:/ blue, due, sue /ju:/ sue, value, queue
U1 /u:/ fruit, suit,juice /¡/ building, biscuit
/ju:/ for sorne speakers: suit /a1/ guide

150