1

Name: Erika Jamileth Hernández Miranda

Carnet: 31-1803-2014

2

INTRODUCTION

In this a number of issues concerning the subject of phonology, which will be

highly explained in great detail by exercises and applications there of is

presented, these issues were reflected throughout this handout hoping to have

a good use and be helpful and utilized to the maximum for academic purposes

and to support future members the next course in this subject.

This handout is divided into four parts: Consonants, Vowels,

Suprasegmentals, Clusters, Homographs, Homophones and Minimal

Pairs; in which each of these topics are explained, present, implement and will

have a series of exercises to get a better comprehension and be more

understandable for students these issues; because they are unknowable in first

instance by the students when they start the course of this subject, as some

think it is difficult for the simple fact or properly pronounce each consonant or

vowel produce served on these issues; it is not normal but feel some doubt to

these criteria but as one moves with the course those doubts will go away with

as they will learn the maximum and for those students with poor pronunciation

or feel they have to improve a little this course help them to improve your

pronunciation as the English.

3

INDEX

CONTENTS PAGES

Introduction------------------------------------------------------- II

INDEX--------------------------------------------------------------- III

Part One:----------------------------------------------------------- IV

Consonants ------------------------------------------------------ 5-15

Part Two:----------------------------------------------------------- 16

Vowels------------------------------------------------------------- 17-21

Part Three:-------------------------------------------------------- 22

Assimilation ------------------------------------------------------ 23

Ellipsis ------------------------------------------------------------- 25

Schwas (4)---------------------------------------------------------- 26-27

Part Four:---------------------------------------------------------- 28

Clusters and Minimal Pairs ---------------------------------- 29-30

Conclusion ------------------------------------------------------- 31

Bibliography ----------------------------------------------------- 32

4

5

BILABIAL CONSONANTS

Made by bringing lips together and these consonant sounds are displayed:

/m/, /b/, /w/, and /p/; the third ones are: voiced because there are some

vibration in the vocal cords and that is where you feel some vibration when

producing our mouth, and the fourth consonant sound is a voiceless sound

because there is no vibration of the vocal cords when they are making.

The Sound /m/

To pronounce the sound /m/ press your lips together and

make a voiced, humming sound; release the air through your

nose. The classification is: place-bilabial, manner-nasal

and voicing-voiced.

The Sound /b/

To pronounce /b/, place your lips together firmly; stop the

air completely, and make a voiced sound. The

classification is: place-bilabial, manner-stop/plosive, and

voicing-voiced.

The Sound /w/

To make the sound /w/, relax your tongue, then round your

lips and press them back against the front of your teeth.

Make a sound as you release your lips and the

classification is: place-bilabial, manner-

glide/approximant and voicing-voiced

The Sound /p/

To make the sound /p/, put your lips together firmly,

stop the air completely, them pop the lips open. Do not

make a vocal sound. The classification is: place-

bilabial, manner-stop/plosive, and voicing-

voiceless.

6

Exercises:

1. Listen to the following sentences featuring the sound /p/ and repeat them

after the teacher.

Please prepare the pizza for the party.

Pat helped me pick up the papers.

Put the stamps on the package.

Mr. Bishop paid for the lamp in April.

Phillip didn’t give me a map.

Penny has the hiccoughs.

2. Circle words that the end with bilabial sounds

Money, bulb, we, climb, chrome, cup, paste, lamp

3. Identifying words that have bilabial sounds

Billy grabbed the sobbing baby.

David walks to the bank every day.

Bob was bleeding, and his bones were broken.

Stand up straight.

Maybe Elizabeth brags a bit.

INTERDENTAL CONSONANTS

Made by tip of the tongue between in the front teeth and these sounds are

displayed:The first one sound is: voiced and the last one is: voiceless.

Because in both there are differences when our mouth produce the first sound

is vibration in the vocal cords and the last not.

The first sound:

To pronounce this sound, hold the tip of your tongue between

your top and bottom teeth; release the air with a voiced

sound. The classification is: place-interdental/dental,

manner-fricative, and voicing- voiced.

The second sound:

To make this sound, hold the tip of your tongue between your

top and bottom teeth; force the air out with a voiceless sound.

The classification is: place-interdental/dental, manner-

fricative, and voicing-voiceless.

7

Exercises:

1. Identifying consonant sounds: initial and ending positions.

Faith _____________ _____________

Bathe ____________ ______________

Thunder__________ ______________

Thirty ____________ _______________

Mother ____________ ________________

Seethed ___________ ________________

2. Write 25 words that initial with interdental sounds.

3. In the next sentences, identifying interdental sounds that initial and

ending position.

We both need something for our throads.

He thought thirty thousand dollars was nothing.

She took an oath to tell the truth.

LABIODENTAL CONSONANTS

Made by lower lip against upper, front teeth and these sounds are displayed:

/v/, /f/; the first one is a sound: voiced and the last one is a sound: voiceless ;

because when our mouth produce the first sound there is vibration in the vocal

cords and the last one not.

The sound /v/:

To make the sound /v/, place the upper teeth against the inside

of lower lip and release the air with a voiced sound.

The sound /f/:

To make the sound /f/, place the top teeth firmly on the inside

on the bottom lip; release the air continuously with no voice.

8

Exercises:

1. Listen to the following sentences and repeat them after the teacher.

Freddy found fresh flowers for his friend.

Francie lifted her finger to show off her sapphire.

Ralph´s life is tough, but he laughs.

Phil´s life is soft, but he frets.

He ate the fish and half a loaf of bread, then left.

2. Circle the words that have labidental sounds.

Fresh, google, faith, loaf, mountain, friend, family, chaos, vowel,

3. Underline the words that have not labiodentals sounds.

Sean, take, football, banana, nice, day, fan, color, hero, fantastic, flower

ALVEOLAR CONSONANTS

Made by tongue near the alveolar ridge and these sounds are displayed: /z/, /n/,

/r/, /l/, /d/, and /t/, /s/; the fifth ones are voiced sound and the third last ones are

voiceless sound due to the variation that exists between the vibration that

occurs in the first five sounds and where in the past three there

is none.

The sound /z/:

To make the /z/ sound, place the center of the tongue against

the palate, release the air slowly, without stopping. Make a

sound with your voice. The classification is: place-alveolar,

manner-fricative, and voicing-voiced.

The sound /n/:

To make the sound /n/, place your tongue against your palate

and hold it there; make a voiced sound and release the air

through your nose. The classification is: place-alveolar,

manner-nasal, and voicing-voiced.

The sound /r/:

To pronounce the sound /r/, keep the tongue back; do

not let your tongue touch inside your mouth; round

your lips and push them forward. Make a voiced

sound. The classification is: place-alveolar, manner-

retroflex, and voicing-voiced.

9

The sound /l/:

To make the sound /l/, curl your tongue up; put the

underside of the tongue firmly on the back of your top teeth

and make a sound with your voice. The classification is:

place-alveolar, manner-lateral, and voicing-voiced.

The sound /d/:

To make the sound /d/, place the tip of the tongue on the

alveolar ridge and make a voiced sound. The classification

is: place-alveolar, manner-stop/plosive, and voicing-

voiced.

The sound /t/:

Place the tip of the tongue against the alveolar ridge, stop

the air completely; and then release the air. Do not make a

vocal sound and the classification is: place-alveolar,

manner-stop/plosive, and voicing-voiceless.

The sound /s/:

To make the sound /s/, place the center of your tongue

against the palate and release the air slowly, but do not stop

the air, and do not make a sound with your voice. The

classification is: place alveolar, manner- fricative, and

voicing-voiceless.

Exercises:

1. Read these sentences and identifying that words have alveolar

sounds

Those tenants tore up the apartment.

Just a minute, please.

Billy grabbed the sobbing baby.

Please prepare the pizza for the party.

10

Dan drove us around before dinner.

The sly fox sits in the forest and waits.

He washes his cars in a carwash.

Lola likes to laugh a lot.

2. Write words that initial and ending with alveolar sounds.

3. Find differences in these sounds

D: /m/ and /s/, /j/ and /t/, /f/ and //l, /b/ and /z/

ALVEOPALATAL CONSONANTS

Made by tongue, near the hard palate and these sounds are displayed: /j/, /zh/,

/jh/, and /sh/, /ch/; the third ones are voiced sound and the seconds are

voiceless sound; because when we pronounce first sounds both in the case

leading vocal cord vibration occurs therefore in the other what no.

The sound /j/:

To make the sound /j/, place the center of the tongue against

the palate, stop the air completely, and then release it abruptly

with a voiced sound and the classification is: place-

alveopalatal, manner-glide/approximant, and voicing-

voiced.

The sound /zh/:

To make the sound /zh/, touch your palate with the sides of your tongue, and

release the air slowly through the passageway formed down the center of the

tongue. Do not stop the air; make a sound with your voice. The classification is:

place- alveopalatal, manner-fricative, and voicing-voiced.

This sound is produced by first stopping the air flow entirely,

then directing it with the tongue to the sharp edge of the teeth,

causing high frequency turbulence and the classification is:

place-alveopalatal, manner-affricative, and voicing-voiced.

The sound / sh/:

To pronounce the sound /sh/, touch the palate with the sides of the tongue and

release the air slowly through the the passageway formed down the center of

11

the tongue. Do not stop the air; make a sound with your voice. The classification

is: place- alveopalatal, manner-fricative, and voicing-voiceless.

The sound /ch/:

To make the sound /ch/, place the center of the tongue on the palate; stop the

air completely and then release it abruptly with a voiceless sound and the

classification is: place-alveopalatal, manner-africative, and voicing-

voiceless.

Exercises:

1. Write 25 words that have alveopalatal sounds

2. Circle the words that end with alveopalatal sounds

She, match, yacht, vision, cash, judge, yes, dog, John

3. Listen carefully and then repeat after the teacher

Do not mention her anxious expression.

Sean assured me he´d shine his shoes.

Share the sugar with Charlotte.

She wished she had gone shopping.

The teacher chose Chinese checkers for the children.

Charles and Chuck lunched on cheese and chips.

They usually watch television for pleasure.

She occasionally wears her beige blouse.

Take the usual measurements.

They found the treasure in Asia.

VELAR CONSONANTS

Made by the tongue is in contact with the lower side of the soft palate and we

call these velar sounds, and displayed these consonant sounds: /g/, /n+g/, and

/k/; the third ones are voiced sound and the last one is voiceless sound

because the first three have vibration in the vocal cords when the produce and

the latter has no vibration.

Look the figures about these consonants.

The sound /g/:

12

To make the sound /g/, bring the back of the tongue to the velum, stop the air

briefly, and then release it with a voiced sound. The classification is: place-

velar, manner-stop/plosive, and voicing-voiced.

The sound /n+g/:

To make this sound, bring the back of your tongue up against the velum, close

the air off completely, and release it through the nose. The classification is:

place-velar, manner-nasal, and voicing-voiced.

The sound /k/:

To pronounce /k/, bring the back of the tongue to the velum, stop the air

completely, and then release it with a voiceless sound and the classification is:

place-velar, manner-stop/plosive, and voicing-voiceless.

Exercises:

1. Read each four-word series aloud. Circle the ONE word in each group of

four that is NOT pronounced with /k/

1. Course Count Choose Chorus

2. Can´t Can Cent Cone

3. Canada Texas Kansas Massachusetts

4. Key Keep Keen Kneel

5. Celery Corn Carrots Cabbage

6. Mix Box Explain Xylophone

7. Knee Carol Ankle Cheek

8. Charles Much Chris Michael

9. Mechanic Back Chrome Christmas

10. Milk Cider Coffee Cream

2. Circle the words that begin with velar sounds.

King, go, quick, vision, cage, Google, think

3. Write 25 words that end with velar sounds

13

GLOTTAL SOUND

Produced at the larynx and displayed this consonant sound /h/, is a voiceless

sound because in the moment when produced it with our mouth, this sound

hasn´t vibration in the vocal cords.

See the figure about this consonant.

The sound /h/:

To make the sound /h/, keep your tongue free and force

air from the throat with a voiceless sound and the

classification is: place-glottal, manner-fricative, and

voicing-voiceless sound.

Exercises:

1. Describe and classify the following phonemes

/b/

/h/

/j/

/v/

/z/

/r/

/m/

/g/

/w/

/t/

/d/

/zh/

14

2. Read the following words aloud. Write each word under the symbol that

represents the consonant sound of the boldface letter(s).

Grass Square Explain Written Whole Awake

Coast Whose One We Pour Queer

Blame There Somehow Ticket Chorus Ghost

Inhale Regular Simple Fix Weather Listen

Kitten Meal League Brag Billion Wrist

Brave Write History Western Salad Wind

/k/ as in cake /g/ as in go /l/ as in lamp /r/ as in red

___________ ___________ ___________ ___________

___________ ___________ ___________ ___________

___________ ___________ ___________ ___________

___________ ___________ ___________ ___________

___________ ___________ ____________ ___________

___________ ___________ ____________ ____________

___________ ___________ ____________ ____________

/w/ as in we /h/ as in hat

___________ ___________

___________ ___________

___________ ___________

___________ ___________

___________ ___________

___________ ___________

___________ ___________

15

TIPS

The stop/plosives are produced with complete closure in the vocal cords

followed by a gradual release.

A nasal is produced by a structure of complete oral closure, but in this

there is no closure of nasal passage and the velum is lowered.

Fricative in this means that the air is not blocked at any point, and

therefore there is no plosion.

Affricatives are a combination of a plosive and an affricative with a

complete closure, but instead of a plosion, they have a very slow release,

moving backwards to a place where a friction can be hard.

Approximants are produced by two articulators coming close together,

but not close enough to cause friction.

Laterals are sounds where the air escapes around the sides of the

tongue.

Retroflex is a constriction but not turbulence.

16

17

The sound /i: /

To make this sound, set your lips approximately 1cm apart. Widen your lips into

a big smile. This sound is long and its classification is: high-tense-front-

unrounded.

See the figure about this vowel.

The sound /I/:

To make the /I/ sound, lower your jaw slightly and the lips are relaxed. This

sound is short and its classification is: high-front-relax-unrounded.

See the figure about this vowel.

The sound /e/:

Begin with your lips in the first position and then, slowly widen them into an

upward smile, the sound is long and its classification is: middle-front-tense-

unrounded.

See the figure about this vowel.

18

The sound /E/:

To make this sound, lower your jaw slightly. The lips are

tense, and spread outward in a half-smile, the sound is short

and its classification is: middle-front-relax-unrounded.

See the figure about this vowel.

The sound /ae/:

To make this sound, keep your lips 1.5cm apart and

form a half-smile, with tense lips. The sound is short and

its classification is: low-front-tense-unrounded.

See the figure about this vowel.

The sound:

This sound is easy to pronounce. To make it, simply

open your mouth very slightly, and make a noise.

The lips and the tongue are relaxed, and the voice

makes a short and its classification is: middle-

central-relax-unrounded.

The sound:

To make this sound, keep the mouth slightly open, the

sound is short and its classification is: middle-central-

relax-unrounded.

The sound /u: /:

To make this sound, keep the mouth slightly open and the

lips ate tense, and pushed forward into a small circle and

its classification is: high-back-tense-rounded.

19

The sound /u/:

This vowel is formed by keeping the jaw slightly open. The

lips are apart and pushed outward to make an open circle,

the sound is short and its classification is: high-back-relax-

rounded.

The sound /o/:

To pronounce this sound, with your lips about 1.3cm, round them into a circle.

Begin the sound, and then move your lips into a smaller circle; the sound is long

and its classification is: middle-back-tense-rounded.

See the figure about this vowel.

The sound:

To make this vowel sound, drop your jaw until the lips are 1.5 cm apart. Tnese

your lips and round them forward halfway, the sound is long and its

classification is: middle-back-relax-rounded.

The sound /a/:

To make this sound, drop your jaw until the lips are about 2 cm apart, but

relaxed, the sound is short, but takes a little longer because your mouth is open

so wide and its classification is: low-back-relax-rounded.

20

Exercises:

1. Put the following words into the corresponding colums:

a. I i:

__________________ ill- eel- kneel- nil- will- wheel

field- bean- filled- bin- ski- sick

b. ֿכ a u:

______________________ board- two- bored- call- pot

moth- cough- do- through--thought

c. Є Λ a

_______________________ wreck- hut- set- hot

Buddy- said- peld- body

cup- rot- cop- rut

2. Classify the following phonemes:

/i: /

/ֿכ/

/u: /

/Λ/

/æ/

3. In a table, write down 10 words that containing

/I/ /Λ/ /u: / /є/ /a/ /ә/ / ֿכ/

21

4. Transcribe the following words

Fat Red Dove Pick Look Do

Lawn Bet Fun Fill Put

Oaf Prey Beat Six Cud Tuesday

Feet Lend Beg Fell Does Key

5. Write down words that containing these sound

/I/ /i:/ /e/ /є/ /ә/ /æ/ /Λ/ /u:/ /u/

6. Listen to the following examples and repeat them after the teacher

Be Key Niece If Head Pad

He Honey Ski In Says Cheap Suite Able

Oh Cat

Bee Fear Chassis Capable Soul Back

See People Debris Shoe Suede Fat

Sweet Amoeba Chamois Soup Great Sat

Marry Either Put Luck Lawn Got

Happy Receive Push Tuck Broad Not

7. Give an 6 examples to each following sounds

/æ/, /Λ/, /u:/, /u/, /ә/

8. Listen to the following sentences, which contain the /a/ sound followed by

/r/, and then identifying the words that containing this combination sound.

Are the stars far from Mars?

The hard part is to start the car.

Sergeant Barton was the guard.

He carved a large heart in the bark

9. Transcription to these words

School Autumn

Them Back

Be Dove

22

23

ASSIMILATION

Assimilation has a very precise meaning when it’s related to studies of

languages. Is a common phonological process by which the phonetics of a

speech segment becomes more like another segment in a word. In other words

it’s when a letter (sound) is influenced by the letter (sound) before or after it so

that it changes its sound and/or spelling. The word assimilation itself it’s said to

be assimilated; it is derived from the Latin prefix ad- meaning to and simil-

meaning like but, instead of being assimilated, it has the easier pronunciation of

assimilated. A common example of assimilation is “don’t be silly” where the /n/

and /t/ are assimilated to /m/ by the following /b/, in many accents the natural

sound is “dombe silly”. Assimilation can be synchronic being an active process

in a language at a given point in time or diachronic being a historical sound

change. There are 4 configurations found: the increase in phonetic similarity

may be between adjacent segments or between segments separated by one or

more intervening segments; the changes could be in reference to a preceding

segment or a following one. Even when all four occur, it changes in regard to a

following adjacent segment account for virtually all assimilatory changes.

Assimilation to an adjacent segment is vastly more frequent than assimilation to

a non-adjacent one. If a sound changes with reference to a following segment, it

is called “regressive assimilation”, the changes with reference to a preceding

segment are called “progressive assimilation”. A lot of people find these terms

very confusing because they seem to mean the opposite of the intended

meaning. To avoid the problem exist a variety of alternative terms. “Regressive

assimilation” is also known as right to left, leading or reciprocal assimilation.

“Progressive assimilation” is known as left to right or preservative.

Occasionally two sounds may influence one another in reciprocal assimilation.

When such a change results in a single segment with some of the features of

both components, it is known as coalescence or fusion.

For examples:

1. / t / changes to / p / before / m / / b / or / p /

2. / d / changes to / b / before / m / / b / or / p /

3. / n / changes to / m / before / m / / b / or / p /

4. / t / changes to / k / before / k / or /g/

5. / d / changes to / g / before / k / or / g /

6. / n / changes to /ŋ/ before / k / or / g /

7. / s / changes to /ʃ/ before /ʃ/ or / j /

8. / z / changes to /ʒ/ before /ʃ/ or / j /

9. /θ/ changes to / s / before / s /

24

ELLIPSIS

Refers to the omission from a clause of one or more words that are

nevertheless understood in the context of the remaining elements. Ellipsis

happens when we leave out (in other words, we don´t use) items which we

would normally expect to use in a sentence if we followed the grammatical

rules. The following examples show ellipsis. The item refers left out are in

brackets [ ]……. In many dialects, unstressed syllables are not reduced to /ә/;

instead, they are completely dropped.

Types of ellipsis:

Gapping :

Occurs in coordinate structures. Redundant material that is present in the

immediately preceding clause can be "gapped". This gapped material usually

contains a finite verb. Canonical cases have a true "gap" insofar as a remnant

appears to the left and to the right of the elided material.

For examples:

John can play the guitar, and Mary can play the violin. - Gapping

Fred took a picture of you, and Susan took a picture of me. – Gapping

Stripping:

Stripping is also known as bare argument ellipsis. Many linguists take stripping

to be a particular manifestation of gapping whereby just one remnant appears in

the gapped clause instead of the two (or more) that occur in instances of

gapping. The fact that stripping is limited to occurring in coordinate structures is

the main reason why stripping is integrated into the analysis of gapping:

For examples:

John can play the guitar, and Mary can play the guitar too. – Stripping

Sam has attempted problem 1 twice, and he has attempted. – Stripping.

Nominal ellipsis:

Occurs when the noun and potentially accompanying modifiers are omitted from a noun phrase. Nominal ellipsis occurs with a limited set of determinatives in English, whereas it is much freer in other languages. The following examples illustrate nominal ellipsis with cardinal and ordinal numbers:

For examples:

Fred did three onerous tasks because Susan had done two oneourus tasks - nominal ellipsis.

The first train and the second train have arrived. –N-ellipsis

And the following two sentences illustrate nominal ellipsis with possessive

determiners: I heard Mary's dog, and you heard Bill's dog- N-ellipsis.

25

SCHWAS

Monollysabic words stressed syllable in a

multisyllable word spelling cases:

“u”

“o” For examples:

“ou” rough /rΛf/ trouble /trΛbl/

“oo” cut /kΛt/ month /mΛnθ/

“oe” done /dΛn/ us /Λs/

“a” some /sΛm/ won /wΛn/

Monosyllabic words stressed syllable in

multisyllabic words spelling cases:

“ir"

“ur” For examples:

“er” word /wзd/ verb

/vзb/

sterm /stзm/ curve /kзb/

hurt /hзt/ urn /зn/

Cases: a, e, i, o, u; unstressed section

unstressed syllables in multisyllabic words.

First stress- schwa, the rest.

For examples:

Amaze asleep oven zebra circus

upon

Spelling cases: “ar” sugar, “er” after, “or”

color, “ure” nature.

For examples: sugar, after, color, nature,

paper.

26

Exercises:

1. What did you understand about assimilation?

2. Write two kind of assimilation.

3. Write some examples of assimilation.

4. What is ellipsis?

5. Give three examples of ellipsis.

6. In the following words underline these schwas /Λ/ and /ә/

Love___________ Zebra__________

Blood___________ Oven___________

Does___________ Some___________

Cut_____________ Signal___________

Amaze__________ Buffalo___________

Open ___________ Famous__________

Mother___________ Us_______________

Hug _____________ What_____________

Lesson ___________ Cousin____________

Up ______________ But______________

Month ____________ Cup______________

27

28

CLUSTERS

Is a sequence of two consonants without an intervening vowel. Sequences such

as this are called clusters (sometimes known as blends). As you might expect,

there are restrictions on which consonants can combine to create these two-

consonant clusters.

Se the figure that explain about three consonant-clusters:

There are, therefore, 26 two-consonant clusters in English: /sm/, /sn/, /st/, /sw/,

/sk/, /sl/, /sp/, /sf/, /θw/, /dw/, /tw/, /θr/, /dr/, /tr/, /kw/, /kr/, /kl/, /pr/, /fr/, /br/, /gr/,

/pl/, /fl/, /bl/, /gl/ and /ʃr/. Table 1 sets out examples of each of these syllable-

initial combinations in actual words.

HOMOGRAPHS

Is a word that shares the same written form as another word but has a different

meaning. The two words are spelt identically but pronounced differently. Here

confusion is not possible in spoken language but could occur in written

language.

See these examples about the homographs.

bear (verb) – to support or carry

bear (noun) – the animal

sow (verb) – to plant seed

sow (noun) – female pig

29

Word Example of first meaning Example of second meaning

lead Gold is heavier than lead. The mother duck will lead her ducklings

around.

close "Will you please close that door!" The tiger was now so close that I could smell

it...

wind The wind howled through the

woodlands. Wind your watch.

minute I will be there in a minute. That is a very minute amount.

HOMOPHONES

A homophone is a word that is pronounced the same as another word but

differs in meaning, and may differ in spelling. The words may be spelled the

same, such as rose (flower) and rose (past tense of "rise"), or differently, such

as carat, caret, and carrot, or to, two, and too. Homophones that are spelled the

same are also both homographs and homonyms. Homophones that are spelled

differently are also called heterographs.

See the figure about some examples of homophones.

30

MINIMAL PAIRS

A minimal pair is a pair of words that vary by only a single sound, usually

meaning sounds that may confuse English learners, like the /f/ and /v/

in fan and van, or the /e/ and /ɪ/ in desk and disk.

For some examples:

Vowel Sounds

Minimal Pairs /ɪ/ and /i:/ sit seat

Minimal Pairs /e/ and /ɪ/ desk disk

Minimal Pairs /e/ and /eɪ/ wet wait

Minimal Pairs /æ/ and /ʌ/ bat but

Minimal Pairs /əʊ/ and /ɔ:/ so saw

Minimal Pairs /ɒ/ and /əʊ/ bad bed not note

Minimal Pairs /æ/ and /e/

Minimal Pairs /ɑ:/ and /ɜ:/ fast first

Consonant Sounds

Minimal Pairs /b/ and /v/ berry very Minimal Pairs /ð/ and /z/ with whizz

Minimal Pairs /b/ and /p/ buy pie

Minimal Pairs /n/ and /ŋ/ thin thing

Minimal Pairs /l/ and /r/ alive arrive

Minimal Pairs /ʧ/ and /t/ catch cat

Minimal Pairs /s/ and /ʃ/ sea she

Minimal Pairs /f/ and /v/ fan van

Minimal Pairs /f/ and /h/ fat hat

Minimal Pairs /f/ and /θ/ free three

Minimal Pairs /s/ and /θ/ sink think

31

CONCLUSION

By following agenda a number of topics covered in this semester -02, which are expected to be of great value and yet be practical when starting the next corresponding semester were designed; as they have been drawn in the most practical and manageable way you may have or want the student who needs it because these issues were seen by the person who designed this handout and I really hope me know and so it is very easy the comprehension all topics here exposed and wish for nothing but success and luck for future apprentices in this subject. Not forgetting also must be looking forward to this subject because it is very interesting and if they are lucky that Mr. White is your teacher, because believe me that will be the best educator and then enjoy it.

32

BIBLIOGRAPHY

https://www.screncast.com

https://www.powtoon.com

https://www.e-maze.com

https://www.youtube.com/watch?V=ENljFU-

2Bg&feature=youtu.be&hd=1