DALAT UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

ENGLISH
PRONUNCIATION
PRACTICE
Core Course Material

Selected and Compiled by Nguyễn Thị Tường Vy

FOR DLU STUDENTS ONLY, NOT FOR SALE

DALAT, 2021

ĐÀ LẠT, 2017
 Table of Contents

Đề cương chi tiết i

CHAPTER 1: 1
A Key To Pronouncing The Consonants of American English 1

The Consonant /l/ 4

The Consonant /r/ 6

The Consonant /s/ 10

The Consonant /z/ 12

The Consonant /t/ 15

The Consonant /d/ 17

The Consonant /θ/ 20

The Consonant /ð/ 22

The Consonant /ʃ/ 24

The Consonant /ʒ/ 26

The Consonant /ʧ/ 28

The Consonant /ʤ/ 31

The Consonant / j/ 33

The Consonant /p/ 35

The Consonant /b/ 37

The Consonant /f/ 39

The Consonant /v/ 43

The Consonant /h/ 45

The Consonant /w/ 47

The Consonant /k/ 50

The Consonant /g/ 52

The Consonant /m/ 54

The Consonant /n/ 55

The Consonant /ŋ/ 56

vii
CHAPTER 2: Pronouncing Final Consonants 58
CHAPTER 3: Pronouncing Past Tense Verbs 59
CHAPTER 4: Pronouncing Plurals, Third-Person Verbs, Possessives,
and contractions 61

CHAPTER 5: A Key To Pronouncing The Vowels of American English 64

The vowel /i/ 66

The vowel /ɪ/ 68

The vowel /ε/ 70

The diphthong /eɪ/ 72

The vowel /æ/ 74

The vowel /a/ 76

The vowel /ɔ/ 78

The vowel /u/ 80

The vowel /ʊ/ 82

The vowel /٨/ 84

The diphthong /oʊ/ 86

The vowel /ə/ 88

The vowel /ɜ:/ 90

The diphthong /aʊ/ 91

The diphthong /aɪ/ 94

The vowel /ɔɪ/ 96

CHAPTER 6: Stress, Rhythm, and Intonation 97

viii
Chapter 1:
A KEY TO PRONOUNCING THE CONSONANTS OF ENGLISH
There is a big difference between the way words are spelled in English and how they
are pronounced. For example, in the following words, the letters ch are used to represent
three different sounds.

machine chain mechanic

By contrast, two words may have different letters, but they may be pronounced in the
same way. For example, key and quay are pronounced as /ki/.

The English sound system is made up of 24 consonants and 12 vowels plus 8

diphthongs. Since English has more sounds than letters in the alphabet - 26 letters - we need
a special alphabet to represent the large number of sounds. This alphabet, called the
International Phonetic Alphabet (IPA), makes use of some of the letters of the English
Alphabet with which you are already familiar as well as a few new symbols to represent
additional sounds. It is important to recognize the symbols of the IPA because the alphabet
is used in most foreign language dictionaries.

Listed here is the pronunciation key of the different consonants of American English
with their IPA. One symbol in the list always represents one sound. Next to each symbol are
words in which the letter or letters corresponding to that particular sound are underlined.
Listen carefully to each consonant sound and the words containing that sound, then repeat
the words as indicated.

A KEY TO PRONOUNCING THE ENGLISH CONSONANTS

International Phonetic
English Key Words
Alphabet Symbol
/s/ sit, basket, kiss
/z/ zoo, busy, buzz
/t/ top, return, cat
/d/ day, ladder, bed
// think, bathtub, mouth
/ð/ the, father, with
/ʃ/ shoe, nation, wish
/ʧ/ chair, witch
/ʒ/ rouge, vision, measure
/ʤ/ jaw, magic, age
/j/ you, yes

1
 /p/ pay, apple, stop
/b/ boy, rabbit, tub
/f/ fun, office, if
/v/ very, over, save
/k/ cake, car, book
/g/ go, begin, egg
/w/ we, away
/l/ lamp, pillow, bell
/r / red, marry, car
/h/ hat, behind
/m/ me, swim
/n/ no, run
/ŋ/ sing, playing

THE ORGANS of SPEECH:

Upper teeth Hard palate

Lips Gum ridge

Lower teeth Vocal cords

DEFINITIONS
As you progress through this course, you will frequently see the terms gum ridge, soft
palate, aspiration, voiced consonant, voiceless consonant, and articulators. We
will now define these terms for you.
GUM RIDGE: The gum ridge is the hard part of the roof of your mouth, just
behind your upper front teeth.
SOFT PALATE: The soft palate is the soft, movable, rear portion of the roof of
your mouth.
ASPIRATION: Aspiration means the action of pronouncing a sound with a puff of
released breath. Certain consonants in English (/p/, /t/, /k/, and /h/) are "aspirate"
sounds. They should be produced with a strong puff of air.

2
VOICED CONSONANT: A voiced consonant is a sound produced when the vocal
cords are vibrating. Place your hand on your throat over your vocal cords while
making a humming sound. You can feel your vocal cords vibrate as you say
"mmmmmmmmm "
VOICELESS CONSONANT: A voiceless consonant is a sound made with no
vibration of the vocal cords. Put your hand over your vocal cords and make the
hissing sound "sssssssss." You will not feel any vibration this time!
ARTICULATORS: The articulalors are the different parts of the mouth area that we
use when speaking, such as the lips, tongue, soft palate, teeth, and jaw.
The various consonant sounds are created by:
1. The position of your articulators. For example, the lip of your tongue must
touch the upper gum ridge to say sounds like /t/, /d/, /n/, or /l/, but must protrude
between your teeth to say // as in think or /ð/ as in them.
2. The way the airstream comes from your mouth or nose. For example, the
air or breath stream is continuous for the consonants /s/ or /f/, but is completely
stopped and then exploded for /p/ or /t/. The airstream flows through the nose for
/m/, /n/, and /ŋ/ and through the mouth for all other consonants.
3. The vibration of your vocal cords. For example, your vocal cords do not
vibrate for the sounds /s/, /f/, or /t/, but you must add "voicing" for sounds /z/, /v/, or
/d/.

3
 THE CONSONANT /l/
A. Description of the sound:

To produce /l/, raise the tip of the tongue slightly so that it touches the upper alveolar ridge.
The middle of the tongue is low in the mouth. The sides of the tongue are free; they do
not touch the side teeth. The air escapes over the sides of the tongue.
B. Oral Practice:
EXERCISE 1: The following words should be pronounced with /l/. Repeat them after
your teacher. (Be sure your tongue tip touches your upper gum ridge.)
/l/ At the Beginning /l/ in the Middle
let only collect
leg alive family
live hello yellow
late salad believe
last alone balloon

EXERCISE 2: When /l/ is the last sound in a word, the back of the tongue should be
raised higher than for /l/ at the beginning or in the middle of words. Repeat the
following words after your teacher. Be sure to raise the back of your tongue higher in
the mouth toward the soft palate.
/l/ At the End
all able
tell apple
fill table
call people
fool trouble
4
EXERCISE 3:The boldface words in the following phrases and sentences should be pro-
nounced with /l/. Read them as accurately as possible.

1. telephone call
2. Leave me alone.
3. lots of luck
4. Light the candle.
5. Please believe me.
6. Learn your lesson.
7. Will you mail the letter?
8. The little girl fell asleep.
9. Lucy lost her locket.
10. He who laughs last, laughs best.
11. Do you like chocolate or vanilla?
12. The airplane flight leaves at eleven.
13. His family lives in Maryland.
14. You can’t fool all of the people all of the time.
15. Leave the umbrella in the hall closet.

5
 THE CONSONANT /r/
A. Description of the Sound:

To pronounce /r/, the tongue tip is curled upward but does not touch the roof of the
mouth. The airstream is continuous. The vocal cords are vibrating. /r/ is a voiced sound.

B. Oral Practice:

EXERCISE 1: The following words should be pronounced with /r/. Repeat them carefully
after your teacher. Be sure your tongue does NOT touch your upper gum ridge when you
say /r/.

/r/ At the Beginning /r/ In the Middle /r/ At the End

red very or
run marry are
row story far
read berry door
rest sorry near
rich hurry more
rain carrot sure
real orange their
wrong around before
write tomorrow appear

6
EXERCISE 2: The boldface words in the following phrases and sentences should be pro-
nounced with /r/. Repeat them carefully after your teacher.

1. Where are you?

2. near or far
3. Are you sure?
4. See you tomorrow.
5. I’m very sorry.
6. He’ll be right there.
7. Roy returns tomorrow morning.
8. The train arrives every hour.
9. I already read that short story.
10. Rose is wearing a red dress.
11. Robert ran around the corner.
12. Rita and Larry are married.
13. Remember, never put the cart before the horse!
14. Mark couldn’t start the car.
15. I rented a four-room apartment.

FOCUSED PRACTICE 1:
Listen to these sentences and circle the word that you hear. The first one is done
for you.

Listen to the sentences again and repeat after the teacher. Be sure to pronounce the /r/ and
/l/ sounds correctly.

FOCUSED PRACTICE 2:
Student A: Look at the chart below. Student B will work with the chart on the next page.
Ask your partner questions to find out where people on the chart live. Your partner will
ask you similar questions to find out where people live.

7
8
Student B: Look at the chart below. Student A will work with the chart on the previous
page. Ask your partner questions to find out where people on the chart live. Your partner
will ask you similar questions to find out where people live.

Example:
Student B: Where does Rebecca live?
Student A: She lives on Rose Ridge Place.

9
THE CONSONANT /s/
A. Description of the Sound:

To pronounce /s/, the tip of the tongue is near but does not touch gum ridge behind the
upper front teeth. The airstream is continuous without interruption. The vocal cords are
not vibrating.
B. Oral Practice:

EXERCISE 1: The following words should be pronounced with /s/. Repeat them after
your teacher.

/s/At the Beginning /s/ In the Middle /s/ At the End

seat bicycle bus
seek missing yes
city accident box
sick exceed miss
seen consider face
/s/ spelled:

"s" "c" “x”([ks]) "ss"

system cinema six kiss
sink citizen fix less
desk concede fox dresser
must cedar tax message
wasp icing oxen
Less frequent spelling patterns for /s/ consist of the letters z and sc
Examples: waltz pretzel scent scene

10
HINTS: 1. The letter s is the most common spelling pattern for /s/.
2. The letter c followed by e, i, or y is usually pronounced /s /
Examples: cent place society fancy
3. The letter s in plural nouns is pronounced /s/ when it follows most
voiceless consonants.
Examples: books coats cuffs maps

EXERCISE 2: The boldface words in the phrases and sentences should be

pronounced with /s/. Read them aloud as accurately as possible.
1. sink or swim
2. sing a song
3. east and west
4. it seems to me
5. smoke a cigar
6. simmer the soup
7. Sid has seven sisters.
8. The sea seems smooth.
9. Cindy was seen in the city.
10. Sixteen minus six is ten.

11
 THE CONSONANT /z/
A. Description of the Sound:

The tongue tip is in the same position as for /s/. The airstream is continuous without
interruption. The vocal cords are vibrating.

B. Oral Practice:

EXERCISE 1: The following words should be pronounced with /z/. Repeat them
after your teacher. (Be sure to add voice by making your vocal cords vibrate.)

/z/ At the Beginning /z/ In the Middle /z/ At the End

zoo lazy as
zeal busy is
zebra easy his
zero crazy was
zipper dozen buzz

/z/ Spelled:
"z" "s"
zip has
size eyes
seize rose
lizard these
sneeze bruise

The letter x is a less common spelling pattern for /z/.

Example: xylophone xerox
12
HINTS:
1. The letter z is usually pronounced /z/
Example: zipper cozy freeze
2. The letter s is usually pronounced /z/ when between vowels in a
stressed syllables
Example: deserve because resign present
3. The letter s in plural nouns is pronounced /z/ when it follows a vowel
or most voiced consonants.
Example: shoes legs leaves beds cars.

NOTE: The vowel BEFORE /z/ at the end of a word is always prolonged more than before
/s/. Prolonging the vowel before /z/ helps to distinguish it from /s/.

EXAMPLES: eyes breeze rise buzz

EXERCISE 2: Repeat the following pairs of words after your teacher. REMEMBER /z/ is
a voiced sound; your vocal cords should vibrate. (Be sure to prolong any sound BEFORE
the sound /z/.)

/s/ /z/
sue zoo
face phase
race raise
bus buzz
ice eyes

EXERCISE 3: Some words in following phrases and sentences should be pronounced with
/z/. Remember to add voicing when saying words with /z/.

1. Easy does it.

2. zero degrees
3. a cool breeze
4. a dozen eggs
5. busy as a bee
6. Close your eyes.
7. The puzzle is easy.
8. I raise flowers.
9. There are zebras and lions at the zoo.
10. His cousin comes from New Zealand.

13
FOCUSED PRACTICE: Shopping for Sounds!

Directions: Locate /z/ and /s/ sounds in the pictures. Write the words or products in the correct
column. Example:

/z/ /s/
Hoisin Sauce

14
THE CONSONANT /t/

A. Description of the Sound:

To produce /t/, the tongue tip is firmly pressed against the gum ridge behind the upper front
teeth. The airstream is stopped and then exploded. The vocal cords are not vibrating. This
sound is voiceless.

B. Oral Practice:

EXERCISE 1: Read the following /t/ words aloud.

/t/ At the Beginning /t/ In the middle /t/ at the end

to/two/too attic it
tube until but
took attend boat
tea notice late
team romantic light

EXERCISE 2: The boldface words in the following phrases and sentences should be
pronounced with /t/. Repeat them carefully after your teacher!

1. Tell the teacher.

2. tea and toast
3. to be or not to be
4. light on your feet
5. Today is Tuesday.
6. That team is the top winner.
7. Tim bought two tickets.
8. Pat wrote the letter.
9. The boat won't return until eight.
10. Leave the waiter a fifteen percent tip.

15
 HINTS: 1. The letter t is usually pronounced /t/.
2. The letters ed in past tense verbs are pronounced /t/ when they
follow a voiceless consonant.
Examples: stopped looked kissed washed

EXERCISE 3: Read the following dialogue aloud with a friend. Circle all
words pronounced with /t/.
TIM: Tina, who were you talking to on the telephone?
TINA: Terry White. She wanted to know what time the party is tonight.
TIM: Terry is always late. She missed our tennis game last Tuesday.
TINA: Two days ago, she didn't come to breakfast until two. Terry is always
in a tizzy!
TIM: Terry missed her flight to Tueson last week.
TINA: That routine of hers is typical!
TIM: This is terrible! What time did you tell her to come tonight?
TINA: I told Terry to come at six fifteen. The party is really at eight!
TIM: To tell the truth, I wish you told her it was at two. I don't trust her!

16
THE CONSONANT /d/
A. Description of the Sound:
T o p r o d u c e / d / , t h e t i p of tongue is firmly pressed against gum ridge behind upper
front teeth. The airstream is stopped and then exploded. The vocal cords are vibrating.
B. Oral Practice:
EXERCISE 1: The following words should be pronounced with /d/. Repeat them after
your teacher or the instructor on the tape. (Be sure your tongue tip touches the upper gum
ridge.)

/d/ At the Beginning /d/ In the Middle /d/ At the End

do body bad
dog soda did
day today end
desk window said
dime pudding food

EXERCISE 2:Read the following pairs of words aloud. Be sure to press your tongue tip
against the upper gum ridge and to make your vocal cords vibrate for /d/. (Remember to
prolong any vowel BEFORE the consonant /d/.)

/d/ /t/
bed bet
mad mat
need neat
hide height
wade t
wait

EXERCISE 3: Read the following phrases and sentences aloud. The boldface
words should be pronounced with /d/.

1. a good idea
2. one hundred dollars
3. end of the road
4. a bad cold
5. What’s today’s date?
6. How do you do?
7. What did you order for dinner?
8. Wendy is a wonderful dancer.
9. The dog is hiding under the bed.
10. Send dad a birthday card.

17
FOCUSED PRACTICE:

Fill in the missing information by asking each other questions about the blank areas of the
calendar.
Examples:
 Can you tell me what Daisy will do on October ____?
 Could you please repeat?
 Could you spell _____________?

Student A: Fill in the missing information by asking your partner questions about the blank
areas (white boxes) of the calendar.

DAISY’S DUCK PLANS FOR OCTOBER

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

1 2 3 4 5 6 7
Celebrate Travel to
with friends London

8 9 10 11 12 13 14
Tea Party
with Donald
Duck
15 16 17 18 19 20 21
Attend dog Drive to the
show coast

22 23 24 25 26 27 28

29 30 31
Dinner with
Cinderella

18
Student B: Fill in the missing information by asking your partner questions about the blank
areas (white boxes) of the calendar.

DAISY’S DUCK PLANS FOR OCTOBER

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

1 2 3 4 5 6 7
Hair cut at
10:00am

8 9 10 11 12 13 14
Return from Watch
London Movie-
“Daisy and
Donald”
15 16 17 18 19 20 21
Boat Ride

22 23 24 25 26 27 28
Party with Romantic
Friends Date with
Donald Duck
29 30 31

19
THE CONSONANT //

A. Description of the Sound:

To produce this sound, the tongue tip is placed between the teeth. The air stream is
continuous without interruption. The vocal cords are not vibrating.

B. Oral Practice:

EXERCISE 1:The following words should be pronounced with //. Repeat them after
your teacher (Remember to place your tongue between your teeth.)

// At the Beginning // In the Middle // At the End

thaw author path
thin nothing bath
thank something both
thief anything cloth
theme method mouth

EXERCISE 2: Repeat the following rows of words after your teacher. Place your
tongue BETWEEN your teeth for // and BEHIND your teeth for /t/ and /s/.

// /s/ /t/

thank sank tank
thin sin tin
thick sick tick
bath bass bat
Beth Bess bet

EXERCISE 3:The boldface words in the following phrases and sentences should be
pronounced with the consonant //. Repeat them carefully after your teacher.

1. Thank you.
2. I think so.
20
 3. something else
4. Open your mouth.
5. healthy and wealthy
6. penny for your thoughts
7. Thanksgiving falls on Thursday.
8. Do birds fly north or south in the winter?
9. Thank you for your thoughtful birthday card.
10. The baby got his third tooth this month.
EXERCISE 4: Read the following paragraph about Jim Thorpe aloud. Circle all words
that should be pronounced with the consonant //.
Do you know anything about Jim Thorpe ? He was an American Indian athlete. He excelled in
everything at the Olympics. Thousands were angry when Thorpe’s medals were taken away
because he was called a professional athlete. In 1973, long after his death, Thorpe's medals
were restored. Throughout the world, Jim Thorpe is thought to be one of the greatest male
athletes.

21
THE CONSONANT [ð]
A. Description of the Sound:

When pronouncing /ð/, the tip of tongue is placed between the teeth. The air stream is
continuous without interruption. The vocal cords are vibrating.
B. Oral Practice:

EXERCISE 1:The following words should be pronounced with /ð/. Repeat them after
your teacher.

/ð/ At the Beginning /ð/ In the Middle /ð/ At the End

the other bathe
this mother clothe
then father smooth
them brother breathe
that gather soothe

HINT: The letters th followed by e are usually pronounced /ð/

Examples: the them other bathe.

EXERCISE 2: Repeat the following rows of words after your teacher. Place
your tongue BETWEEN your t e e t h for / ð/ and BEHIND your teeth for /d/ and /z/.
/ ð/ /z/ /d/
then zen den
breathe breeze breed
soothe sues sued
bathe bays bade
writhe rise ride

22
EXERCISE 3:The boldface words in the following phrases and sentences should be pro-
nounced with the consonant /ð/. Repeat them carefully after your teacher.

1. That’s right.
2. father and mother
3. either one of them
4. This is it!
5. wet weather
6. Don't bother me!
7. This is my other brother.
8. I'd rather get together another day.
9. I like this one better than the other one.
10. Mother must bathe the baby.

EXERCISE 4: Read the following dialogue aloud. Circle all words that should be pro-
nounced with the consonant /ð/.
The Photo Album
DAUGHTER: Mother, I like these old pictures. Who's this?
MOTHER: That's your great grandmother.
DAUGHTER: The feathered hat is funny! Who's that man?
MOTIIER: That's your grandfather. He was from the Netherlands.
DAUGHTER: I know these people! Aren't they Uncle Tom and Uncle Bob?
MOTHER: That's right. Those are my brothers. They always both ered me!
DAUGHTER: This must be either father or his brother.
MOTHER: Neither! That's your father's uncle.
DAUGHTER: Why are there other people in this photo?
MOTHER: This was a family gathering. We got together all the time.
DAUGHTER: Mother, who's this “smooth”-looking man?
MOTHER: Shhhhhhhhh! I'd rather not say. Your father will hear!
DAUGHTER: Is that your old boyfriend?
MOTHER: Well, even mothers had fun in those days!

EXERCISE 5: Listen to these sentences and circle the word you hear. The first one
is done for you.

23
CONSONANT /ʃ/
A. Description of the sound:

When pronouncing /ʃ/, the tongue is near but does not touch upper gum ridge.
The middle of tongue is near but does not touch hard palate. The airstream is continuous
without interruption. The vocal cords are not vibrating.
B. Oral Exercise:
EXERCISE 1: The following words should be pronounced with /ʃ/. Repeat them after
your teacher. Remember not to let your tongue touch the roof of your mouth while
producing /ʃ/.

/ʃ/ At the Beginning /ʃ/ In the Middle /ʃ/ At the End

shy ocean dish
shop tissue wish
ship nation cash
shine patient wash
shoe mission finish

/ʃ/ Spelled:

"sh" "ti" "ci" "ss" "ch”

shelf option social issue chef

shirt section special assure chute
brush fiction musician depression machine
Less frequent spelling patterns for /ʃ/ consist of the letters s, ce, and xi.
Examples: sugar pension ocean anxious

24
 HINTS: 1. The most common spelling pattern for /ʃ/ consists of the letters sh.
2. The letters t, ss, and c before suffixes beginning with i are usually
pronounced /ʃ/
Examples: nation profession social

EXERCISE 2: Repeat the following pairs of words after your teacher. Be sure to
pucker your lips for /ʃ/ and form a smile for /s/.

/ʃ/ /s/
ship sip
sheet seat
shelf self
sheen seen
mash mass

EXERCISE 3:The boldface words in the following phrases and sentences should be
pronounced with the /ʃ/ sound. Repeat them carefully after your teacher.

1. Shake hands.
2. washing machine
3. I'm sure!
4. short on cash
5. Shut the door!
6. Polish your shoes.
7. There are many fish in the ocean.
8. The shirt should be washed.
9. We had a short vacation in Washington.
10. She finished washing the dishes.

25
THE CONSONANT /ʒ/
A. Description of the sound:

/ʒ/ the tongue is in the same position as for /ʃ/. The air stream is continuous without
interruption. The vocal cords are vibrating.

B. Oral Practice
EXERCISE 1: The following words should be pronounced with /ʒ/. Repeat them
accurately after your teacher. (In English, /ʒ/ does not occur at the beginning of
words.

/ʒ/ In the Middle /ʒ/ At the end

Asia rouge
vision beige
measure mirage
occasion garage
decision corsage

/ʒ/ Spelled:
"si" "su" "gi" or "ge”
lesion closure regime
vision unusual negligee.
explosion casual camouflage
A less frequent spelling pattern for /ʒ/ consists of the letters zu.
Examples: azure seizure
EXERCISE 2: The boldface words in the following phrases and sentences should be
pronounced with /ʒ/. Repeat them carefully after your teacher.

26
 1. color television
2. long division
3. That's unusual!
4. big decision
5. What's the occasion?
6. It's a pleasure to meet you.
7. The azure skies are unusual.
8. She bought a beige negligee.
9. We usually watch television.
10. Get a massage at your leisure.

EXERCISE 4: Choose the word in the box that fits in each blank below and then read the
sentence aloud.

explosion exposure confusion usually

decision pleasure division

1. We _____________________ watch television in the evening.

2. The river marks the ______________________ between the two cities.
3. Are you here on business or for ___________________________?
4. Mary is very wishy-washy and can’t seem to make a
____________________________.
5. When she lit the gas range there was a loud __________________________.
6. Too much ________________________ to the sun can cause sunburn.
7. There was some ____________________________ because the instructions were
unclear.

27
THE CONSONANT /ʧ/
A. Description of the Sound:

The tongue is firmly pressed against gum ridge behind upper front teeth when we produce this
sound. The airstream is stopped (as for /t/ and then released (as for /ʃ/). The vocal cords
are not vibrating.

B. Oral Practice:
EXERCISE 1:The following words should be pronounced with /ʧ/. Repeat them
after your teacher.

/ʧ/At the Beginning /ʧ/ In the Middle /ʧ/ At the End

chew nature itch

chair teacher each
chalk picture match
chest hatchet much
choose butcher watch

/ʧ/ spelled:
"ch" "tu" "tch"
chop mature patch
rich culture catch
cheap posture kitchen
Less frequent spelling patterns for /ʧ/ consist of the letters t and ti.
EXAMPLES: righteous digestion question

28
EXERCISE 2: Read the following pairs of words aloud. Be sure to press your tongue tip
against the gum ridge for /ʧ/ and /t/ but not for /ʃ/.

/ʧ/ /t / /ʃ/
cheer tear sheer
chip tip ship
chin tin shin
match mat mash
watch what wash

EXERCISE 3: The boldface words in the following phrases and sentences should be
pronounced with the consonant /ʧ/. Repeat them carefully after your teacher.
(It’s important that you remember to press your tongue tip against your upper gum ridge.)

1. Watch out!
2. inch by inch
3. I'm catching a cold.
4. cheese sandwich
5. Don't touch that!
6. chocolate chip cookies
7. Does the butcher charge much for chickens?
8. Which furniture did you choose?
9. I purchased a picture of China.
10. Don't count your chickens before they're hatched!

FOCUSED PRACTICE: For each item in the lists below, circle the one item you prefer.
Tell a group of your classmates which item you chose and explain why. Be careful to
pronounce /s/, /ʃ/ and /ʧ/ sounds correctly.

29
30
THE CONSONANT /ʤ/
A. Description of the Sound:

The tongue is in the same position as for /ʧ/. The airstream is stopped (as for /ʒ/ )and
then released (as for /d/). The vocal cords are vibrating.
B. Oral Practice:
EXERCISE 1: The following words should be pronounced with /ʤ/. Repeat them after
your teacher. (Be sure to begin /ʤ/ just like the sound /d/.)
/ʤ/ At the Beginning /ʤ/ In the Middle /ʤ/ At the End
jam agent age
joy adjust cage
job magic large
jar enjoy edge
gym angel badge

/ʤ/ Spelled:

"j" "g" “dg”

jaw giant fudge
joke gentle budge
major ranger wedge

Less frequent spelling patterns for /ʤ/ consist of the letters di and du.
Examples: soldier cordial graduate educate

31
 HINTS: 1. The letter j is usually pronounced /ʤ/
Examples: joke June January just John
2. The letter g before silent e at the end of a word is usually pronounced /ʤ/.
Examples: age wedge village college

EXERCISE 2: Repeat the following pairs of words after your teacher. REMEMBER /ʤ/
is a voiced sound; your vocal cords should vibrate. (Be sure to prolong any vowel BEFORE
the sound /ʤ/)

/ʤ/ /ʧ/
joke choke
gin chin
badge batch
ridge rich
age "H"

EXERCISE 3: The boldface words in the following phrases and sentences should be
pronounced with /ʤ/. Repeat them carefully after your teacher.

1. Just a moment.
2. Enjoy yourself!
3. a jar of jam
4. Fourth of July
5. college education
6. Jack of all trades
7. Jim is just joking.
8. Jane enjoys jogging.
9. John mailed a large package.
10. The agent took a jet to Japan.

32
THE CONSONANT /j/
A. Description of the Sound:

To produce /j/, the tongue is in the same position as for the vowel /i/. The airstream is
continuous without interruption. The vocal cords are vibrating.
B. Oral Practice:
EXERCISE 1: The following words should be pronounced with /j/. Repeat them care-
fully after your teacher. (In English, the consonant /j/ does not occur at the end of words)

/j/ At the Beginning /j/In the Middle

yes onion
you canyon
yell lawyer
use beyond
union values

/j/ spelled:
yet onion amuse
your opinion music
yawn million united

HINTS: 1. The most common spelling pattern for /j/ is the letter y followed by a
vowel.
Examples: yeast you farmyard
[Link] y is the first letter in a word, it is always pronounced /j /; it is
NEVER pronounced /ʤ/

33
EXERCISE 2: Repeat the following pairs of words. REMEMBER when saying /j/ to
keep your tongue in the same position as for the vowel /i/.

/j/ /ʤ/
Yale jail
yolk joke
yes jess
yam jam
year jeer

EXERCISE 3: The boldface words in the following phrases and sentences should be pro-
nounced with the consonant /j/. Repeat them carefully after your teacher. (Be sure you
DON'T use /ʤ/ by mistake!)

1. Nice to see you.

2. How are you?
3. Yes or no?
4. Help yourself.
5. You look great!
6. in my opinion
7. Did you get your car fixed?
8. The view of the canyon is beautiful.
9. You shouldn’t yell at young children.
10. Have you had some yogurt yet?

34
THE CONSONANT /p/

A. Description of the Sound:

To produce /p/, the lips are pressed together. The airstream is stopped and then
exploded. The vocal cords are not vibrating. This is a familiar consonant to you. However,
/p/ is much more explosive in English than it is in other languages. When speaking
English, /p/ at the beginning of words must be produced with strong aspiration and a
puff of air or it might sound like /b/.

B. Oral Practice

EXERCISE 1: The following words should be pronounced with /p/. Repeat them
after your teacher.

/p/ At the Beginning /p/ In the Middle /p/ At the End

pen open top
put apart cap
pet apple lip
pay happy map
pig pepper stop

EXERCISE 2: The boldface words in the following phrases and sentences should be
pronounced with /p/. Read them aloud carefully. Remember to aspirate /p/ at the beginning
of words!

1. Stop it!
2. pencil and paper
3. a piece of pie
4. proud as a peacock
5. Open up!
6. Practice makes perfect.
35
7. The apples and pears are ripe.
8. The ship will stop in Panama.
9. Wash the pots and pans with soap.
10. Her purple pants are pretty.

EXERCISE 3: Read the following dialogue aloud. Circle all words pronounced
with /p/.
The Surprise Trip
PETE: Paulette, I have a surprise! We're taking a trip tonight!
PAULETTE: I'm very happy. But I need more time to prepare.
PETE: That's simple. I'll help you pack.
PAULETTE: Who will care for our pet poodle?
PETE: Your parents!
PAULETTE: Who will pick up the mail?
PETE: Our neighbor Pat.
PAULETTE. Who will water the plants?
PETE: We'll put them on the patio.
PAULETTE: Who will pay for the trip?
PETE: The company is paying every penny!
PAULETTE: Pete, you've really planned this.
PETE: Of course! I'm dependable, superior, and a perfect…
PAULETTE: "Pain in the neck!” Don't get carried away!

36
THE CONSONANT /b/
A. Description of the Sound :

The lips are pressed together (as for /p/).The airstream is stopped and then exploded. The
vocal cords are vibrating.
B. Oral Exercise
EXERCISE 1: The following words should be pronounced with /b/. Repeat them after
your teacher.

/b/ At the Beginning /b/ In the Middle /b/ At the End

be obey cab
but baby cub
bat habit tub
back cabin knob
best neighbor bulb

HINTS: 1. The letter b is almost always pronounced /b/. (Note the exception
described in the following hint.)
2. When b follows m in the same syllable, it is usually NOT
pronounced.
Examples: comb bomb lamb plumber
EXERCISE 2: Repeat the following pairs of words after your teacher or the
instructor on the tape. (Make certain that your lips are pressed together and that you
add "voicing" when saying /b/)
/b/ /p/
mob mop
tab tap
cab cap
pub pup
symbol simple

37
EXERCISE 3: Read the following phrases and sentences aloud.

1. bread and butter

2. above and below
3. baseball game
4. black and blue
5. the bigger the better
6. I'll be back.
7. Bad habits can be broken.
8. Bill is in the lobby.
9. Bob bought a blue bathrobe.
10. Betty was born in Boston.

EXERCISE 4: Read the following dialogue aloud. Circle all words

pronounced with /b/.

BETTY: Ben, I bet you forgot my birthday!

BEN: I bet I didn't. I bought you a birthday present.
BETTY: I can't believe it. What did you bring?
BEN: It begins with the letter B.
BETTY: Oh, boy! It must be a bathrobe. You buy me one every birthday.
BEN: It's not a bathrobe!
BETTY: Is it a bowling ball?
BEN: No, it's not a bowling ball.
BETTY: It must be a book about boating, your favorite hobby.
BEN: Betty, you're way off base. I bought you a bracelet. A diamond bracelet!
BETTY: Wow! This is the best birthday present I ever got. You didn't rob a bank, did you?
BEN: Don't worry. I didn't beg, borrow, or steal; just don't expect any
more presents for a long time. I'm broke!

FOCUSED PRACTICE: Tongue Twisters: Start slowly, get faster.

1. Picky people pick Peter Pan Peanut-butter, ‘tis the peanut-butter picky people pick.
2. The big black bug bit the big black bear, but the big black bear bit the big black
bug back!

38
THE CONSONANT /f/
A. Description of the Sound

The upper teeth touch lower lip when we produce /f/. The airstream is continuous without
interruption. The vocal cords are not vibrating.

B. Oral Practice

EXERCISE 1: The following words should be pronounced with /f/. Repeat them after
your teacher.

/f/ At the Beginning /f/ In the Middle /f/ At the End

for safe if
few offer off
fast after half
five office safe
face coffee cough

/f/ Spelled:

“f” “ph” "gh”

fat phone rough
fine phrase tough
foot Philip laugh
first nephew cough
stiff physical enough

39
EXERCISE 2: Read the following pairs of words aloud. Your upper teeth should contact your
lower lip for /f/ and your vocal cords should NOT vibrate.

/f/ /p/
fine pine
face pace
calf cap
leaf leap
puff pup

EXERCISE 3: The boldface words in the following phrases and sentences should be
pronounced with /f/. Read them aloud as accurately as possible.

1. half past four

2. before or after
3. face the facts
4. I'm feeling fine.
5. Do me a favor.
6. Answer the phone.
7. Are you free on Friday afternoon?
8. The office is on the first floor.
9. That fellow has a familiar face.
10. Do you prefer fish or fowl?

EXERCISE 4: Read the following paragraph aloud. Circle all words that should be
pronounced with the consonant /f/.
Florida was founded by Ponce de Leon in 1513. This famous explorer from Spain was
searching for a fountain of youth. He named the land Florida, which means "full of
flowers" in Spanish. He failed in his efforts to find the fountain. He finally died after
fighting the Indians. Unfortunately, no one has ever found the fountain in Florida or the
formula for eternal youth. However, the fun and sun in Florida are enough to attract folks from
every hemisphere to this famous American state.

FOCUSED PRACTICE 1:

Student A: Circle one of the two words in each sentence in the left column. Do not
tell Student B which word you circled. Read the complete sentence to Student B.

Student B: Point to the picture that shows the meaning of the sentence Student A
read.

After you and your partner have completed all the items, reverse roles and repeat the
exercise.

40
41
FOCUSED PRACTICE 2:

Read the symptoms of test anxiety, and mark your own feelings whe n you take a test.
Then work with a partner to discuss a solution for at least three of these symptoms of
test- taking anxiety. Share your suggestions with others in your class.

42
THE CONSONANT /v/
A. Description of the Sound:

The upper teeth touch the lower lip (as for /f/ ). The airstream is continuous without
interruption. The vocal cords are vibrating.

B. Oral Practice:

EXERCISE 1: The following words should be pronounced with /v/. Repeat them after
your teacher. (Be sure you feel your upper teeth touch your lower lip.)

/v/ At the Beginning /v/ In the middle /v/ At the End

vine even of
vase over have
vote seven move
vest heavy love
very movie carve

EXERCISE 2: Repeat the following pairs of words after your teacher. Place your upper
teeth over your bottom lip and add voicing for /v/. (Be sure to prolong any vowel BEFORE
the sound /v/.)
I II
/v/ /b/ /v/ /f/
vest best save safe
vow bow leave leaf
very berry have half
marvel marble believe belief
vase base live life

43
EXERCISE 3: The boldface words in the following phrases and sentences should be pro-
nounced with the consonant /v/. Repeat them carefully after your teacher.

1. very good
2. very nice
3. very truly yours
4. Move over!
5. over and over
6. seventh of November
7. Have you ever been to Venice?
8. The vase is very heavy.
9. Eve has a severe fever.
10. Move the TV over here.

FOCUSED PRACTICE: Work in a group of four, use at least 8 of the given words in the
box, write a short drama/ conversation and perform the drama/ conversation.

/j/- yes, yell, year, yet, use, onion

/p/- pet, pig, apple, pepper, perfect, surprise
/b/- obey, baby, best, bathroom, blue, bread
/f/- fat, fast, face, coffee, cough, safe
/v/- vote, seven, heavy, movie, vow, believe

44
THE CONSONANT /h/
A. Description of the Sound:

The tongue glides into position for whichever vowel follows /h/. The airstream is
continuous. The vocal cords are not vibrating. This is a very easy sound to produce.
Relax your throat and tongue; GENTLY let out a puff of air as if you were sighing.

B. Oral Practice:

EXERCISE 1:The following words should be pronounced with /h/. Repeat them after
your teacher.

/h/ At the Beginning /h/ In the Middle

he ahead
how behind
who behave
here inhale
heat anyhow

A less frequent spelling pattern for /h/ is wh.

Examples: who whom whose whole

HINTS: 1. The letter h is silent when it follows g, k, or r at the beginning of

words.
Examples: ghost khaki rhubarb
2. The letter h is always silent in the words honest, heir, honor, and hour.

EXERCISE 2: Read the following phrases and sentences aloud. The boldface words
should be pronounced with /h/.

1. Hurry up!
2. What happened?
3. Who is it?
4. hand in hand
45
5. How have you been?
6. You hit the nail on the head!
7. Henry hit a home run.
8. He had hot dogs and hamburgers.
9. Who lives behind the house?
10. Helen has brown hair.

46
THE CONSONANT /w/
A. Description of the Sound:

The lips are rounded and in the same position as for the vowel /u/. The airstream is
continuous. The vocal cords are vibrating.
B. Oral Practice:

EXERCISE 1: The following words should be pronounced with /w/. Repeat them
after your teacher. Be sure to round your lips fully. (The consonant sound /w/ does not
occur at the end of words in English.)

/w/ In the Beginning /w/ In the Middle

we away
was awake
want anyway
woman between
would someone
Less frequent spelling patterns for /w/ consist of the letters o and u.
Examples: one anyone queen quiet

HINTS: 1. The letter w is always pronounced /w/ when followed by a vowel in the
same syllable.
Examples: wood will backward highway
2. The letter w at the end of a word is always silent.
Examples: how sew law know

47
EXERCISE 2: Read the following pairs of words aloud. Be sure to completely
round your lips for the /w/ words.

/w/ /v/
wine vine
went vent
west vest
while vile
wow vow

EXERCISE 3:The boldface words in the following phrases and sentences should be
pronounced with /w/. Read them aloud as accurately as possible.

1. What do you want?

2. You're welcome.
3. Where will you be?
4. Walk quickly.
5. Where is it?
6. Waste not, want not!
7. Which one do you want?
8. What was the question?
9. The women were wearing white.
10. Walt always works on Wednesday.

EXERCISE 4: Read the following paragraph about Woodrow Wilson aloud. Circle
all words that should be pronounced with /w/.
Woodrow Wilson was the twenty-fifth president of the United States. He will always
be remembered for his work to establish world peace. Wilson was born in 1865 and later
went to Princeton University. He became president in 1913 and stayed in the White
House for two terms. His first wife died while he was in office, and he married to a
Washington widow. When the United States entered World War I in 1917, Wilson
quickly provided the needed wisdom. After the war, Wilson made a nationwide tour to
win support for the League of Nations. Wilson was awarded the Nobel Prize for his
worthwhile work for peace. He died in 1924. Everywhere in the world, Wilson was
thought of as a wise and wonderful leader.

48
FOCUSED PRACTICE: Read this story, and with a partner, create an ending to the
story. Tell the story, including the ending, to a new partner. Be sure to pronounce /v/ and
/w/ correctly.

49
THE CONSONANT /k/
A. Description of the Sound

The back of tongue touches the soft palate. The airstream is stopped and then exploded.
The vocal cords are not vibrating. This is an easy consonant for you to say. Just remember
that /k/ is very explosive in English. When it begins a word, it must be said with strong
aspiration and a puff of air.
B. Oral Practice:
EXERCISE 1: The following words should be pronounced with /k/. Repeat them after
your teacher or the instructor on the tape.

/k/ At the Beginning /k/ In the Middle /k/ At the End

can cookie took
key become week
keep jacket sick
come walking make
quick because speak
/k/ Spelled:
"k" "c" "qu" (/kw/) “x”(/ks/)
kite coat quit six
kill cone quick box
lake acre quiet wax
keep class quote exit
bake crime square mixture

A less frequent spelling pattern for /k/ consists of the letters ch.
Examples: chorus chrome mechanic Christmas

HINTS: 1. The most common spelling pattern for /k/ is k.

2. The letters qu are usually pronounced /kw/.
Examples: queen quite require

50
 3. The letter c before a, o, or u is usually pronounced /k/.
Examples: cap because comb become cut
4. The letter k followed by n is usually NOT pronounced.
Examples: knit knot know

EXERCISE 2: Read the following paragraph aloud. Circle all words that should be pro-
nounced with /k/.
The American Cowboy

Americans created the name cowboy for the men who cared for the cattle. You might
recall the typical singing cowboy in the movies. He was kind, courageous, and good
looking. He always caught the cow, colt, and of course, the girl! But the real cowboy was a
hard worker who had many difficult tasks. He had to take the cattle to market. These lonely
cattle drives took many weeks through rough country. The cowboy had to protect the cattle
and keep them from running off. In fact or fiction, the cowboy will continue to be a likeable
American character. Ride ’em cowboy!

51
THE CONSONANT /g/
A. Description of the Sound

The back of tongue touches the soft palate. The airstream is stopped and then exploded. The
vocal cords are vibrating.
B. Oral Practice:
EXERCISE 1:The following words should be pronounced with /g/. Repeat them after your
teacher.

/g/ At the Beginning /g/ In the Middle /g/ At the End

go cigar beg
get begin pig
gone anger bag
guess forget dog
gather bigger egg

/g/ Spelled:

“g” "x" (/gz/)

go exact
give exam
game example
forgive exert
regain exhibit

52
EXERCISE 2: Read aloud the following pairs of words. (Be sure to make your vocal cords
vibrate for /g/ and to prolong any vowel BEFORE the sound /g/.)
/g/ /k/
bag back
pig pick
log lock
dug duck
tag tack

EXERCISE 3:The boldface words in the following phrases and sentences should be pro-
nounced with /g/. Read them aloud as accurately as possible.

1. good night
2. I don’t agree.
3. Where are you going?
4. begin again
5. a good girl
6. a big dog
7. Peggy is going to the game.
8. The dog dug up his bone again.
9. Don’t kill the goose that lays the golden egg.
10. There’s a big bug on the rug.

53
 THE CONSONANT /m/

A. Description of the Sound:

/m/ is produced when the lips are together in a "humming" position. The airstream is
continuous through the nose. The vocal cords are vibrating.
B. Oral Practice
EXERCISE 1: The following words should be pronounced with /m/. Repeat them after
your teacher.
/m/ At the Beginning /m/ In the Middle /m/ At the End
me among am
may summer him
mat hammer them
mean mailman seem
month something name

EXERCISE 2: The boldface words in the following phrases and sentences should be pro-
nounced with /m/. Read them aloud as accurately as possible. Remember, KEEP YOUR LIPS
TOGETHER (especially when /m/ is the last sound in the word).

1. arm in arm
2. lemon and lime
3. summer time
4. What's your name?
5. What time is it?
6. Don't blame me!
7. What time is my appointment?
8. Tell them to come home.
9. Tim is from a farm.
[Link] Pam some more ham.

54
THE CONSONANT /n/
A. Description of the Sound:

The tongue is firmly pressed against gum ridge behind upper front teeth. The airstream is
continuous through the nose. The vocal cords are vibrating.

B. Oral Practice:

EXERCISE 1:The following words should be pronounced with /n/. Repeat them after
your teacher.

/n/ At the Beginning /n/ In the Middle /n/ At the End

no any in
new many on
net money can
know window when
knee banana then

EXERCISE 2:The boldface words in the following phrases and sentences should be pro-
nounced with /n/. Read them aloud carefully.

1. Answer the phone.

2. Come again.
3. rain or shine.
4. I don't know.
5. Open the window.
6. Leave me alone.
7. Dinner is between seven and nine.
8. Dan is a fine man.
9. Ben will be on the ten o'clock train.
10. Come down when you can.

55
THE CONSONANT /ŋ/

A. Description of the Sound:

The back of tongue is raised toward the soft palate. The airstream is continuous through
the nose. The vocal cords are vibrating.

B. Oral Practice:
EXERCISE 1:The following words should be pronounced with /ŋ/. Repeat them carefully
after your teacher.

/ŋ/ In the Middle /ŋ/ At the End

anger sting
thank tongue
binger walking
banging feeling
youngest singing

HINTS: 1. The letters ng or ngue at the end of words are ALWAYS pronounced
/ŋ/.
Examples: wrong sing walking tongue
2. The letter n before g or k is usually pronounced /ŋ/.
Examples: kings hungry single thank drink

EXERCISE 2: Read the following phrases and sentences aloud carefully. The boldface
words should be pronounced with /ŋ/.

1. Good evening.
2. I'm going home.
3. Is something wrong?
56
4. ring on my finger
5. raining and snowing
6. Are you coming along?
7. The singer sang the song.
8. Mrs. King is doing the washing.
9. I think the young boy is winning.
10. We are studying reading and writing.

FOCUSED PRACTICE: Read the passage.

If English is not your native language, people may have noticed that you come from
another country because of your “foreign accent.” Why do people usually have an
accent when they speak a second language? Several theories address this issue.
Many people believe that only young children can learn a second language without an
accent, but applied linguists have reported cases of older individuals who have
mastered a second language without an accent. Another common belief is that your
first language influences your pronunciation in a second language. Most native
speakers of English can, for example, recognize people from France by their French
accents. They may also be able to identify Spanish or Arabic speakers over the
telephone, just by listening carefully to their pronunciation. Does this mean that
accents can’t be changed? Not at all! But old habits won’t change without a lot of
hard work, will they? In the end, the path to learning to speak a second language
without an accent appears to be a combination of hard work, a good ear, and a strong
desire to sound like a native speaker. You also need accurate information about the
English sound system and lots of exposure to the spoken language. Will you manage
to make progress, or will you just give up? Only time will tell, I’m afraid. Good
luck, and don’t forget to work hard!

57
Chapter 2: PRONOUNCING FINAL CONSONANTS
A final consonant is any consonant that is the last sound in a word. Consonant
sounds that end words are very important. They can determine g rammatical as well as
word meaning. Careful production of final consonants is necessary to convey your
message correctly and to sound like a native English speaker.

NOTE: Words pronounced with a final consonant often have "e" as the final letter.
When "e" is the last letter in a word, it is usually silent; a consonant is actually the
last SOUND.

EXAMPLES: made phone bite have

EXERCISE 1:The words in each of the following rows will sound the same if their final
consonant is omitted. Repeat each row after your teacher. Carefully pronounce the final
consonant in each word without adding a vowel sound to the end.

1. cat cap can cab

2. soon soup suit sued
3. ten tense tent tend
4. sight side sign size
5. car cart card carp

EXERCISE 2: Read the following word combinations aloud. Carefully distinguish between
them by exaggerated pronunciation of the final consonants.

1. I saw eye sore I sawed

2. Joe knows her Joan owes her Joan knows her
3. heat wave he waved he waves
4. I'll earn it I learn it I earn it
5. I sigh eye sight I sighed

EXERCISE 3: Read the following sentences aloud. Carefully pronounce the final conso-
nant in each boldface word.

1. She sighed at the beautiful sight.

2. Bess is the best artist.
3. Can't Amy catch a cab?
4. The thief stole the stove.
5. Ben couldn't bend his knees.
6. The coal is very cold.
7. We paid for the pane of glass.
8. I’m sure I'll go.
9. Would he like a wool coat?
10. She sat on the sack full of sap.

58
Chapter 3: PRONOUNCING PAST TENSE VERBS
When writing English, we add the ending -ed to form the past tense of regular verbs.
That's easy to remember! However, when speaking English, the -ed ending can have
three different pronunciations. Sometimes -ed sounds like /t/, as in stopped /stapt/;
sometimes it sounds like /d/, as in lived /livd/; sometimes it sounds like a new syllable,
/ɪd/, as in loaded /loud ɪd/.

-ed PRONOUNCED /t/

The ending -ed will always sound like /t/ when the last sound in the present tense verb
is voiceless.
EXAMPLES: talked crossed laughed

EXERCISE 1: Repeat the following verbs after your teacher. Be sure to pronounce
the -ed in the past tense verbs like /t/. (Do NOT add a new syllable to any word!)

Present Tense Verbs Past Tense Verbs

(Last sound is voiceless) ( e d = /t/)
1. look looked
2. miss missed
3. stop stopped
4. work worked
5. pick picked

-ed PRONOUNCED /d/

The ending -ed will always sound like /d/ when the last sound in the present tense verb is
a vowel or voiced consonant.
EXAMPLES: lived turned played

EXERCISE 2: Repeat the following verbs after your teacher. Be sure to pronounce -ed
like /d/. (Do NOT add a new syllable to the words!)

Present Tense Verbs Past Tense Verbs

(Last sound is voiced) (ed = /d/)
1. love loved
2. stay stayed
3. fill filled
4. burn burned
5. rain rained

59
- e d P R O N O U N C E D / ɪd /
The ending -ed will always sound like the new syllable / ɪd/ when the last sound in
the present tense verb is /t/ or /d/.
EXAMPLES: wanted rested ended

EXERCISE3: Repeat the following verbs after your teacher. Now you should pronounce
-ed like the new syllable /ɪd/!

Present Tense Verbs Past Tense Verbs

(End in t or d) (ed = the new syllable /ɪd/)
end ended
add added
hunt hunted
want wanted
need needed

EXERCISE 4: Read the following sentences aloud. Be sure to pronounce the -ed ending
in the past tense verbs correctly.
-ed = /t/ -ed = /d/ -ed = /ɪd/
She cooked dinner. We played a game. He avoided his boss.
The boy danced all night. He moved again. I rested at home.
The bus stopped in the road. Ted stayed out late. The car started.
Mom baked a pie. I mailed a letter. Mike needed money.
She finished early. We opened a window. Our house was painted.

Sue packed her suitcase and waited for a taxi.

Tim cashed a check and deposited the money.
The children played games and jumped rope.
I studied hard but failed the test.
He listened while I showed photos and talked about my trip.

EXERCISE 5: Work in pairs to read the following dialogue.

ROBERTA: Kate, have you started your diet? I hope you haven't gained any weight.
KATE: I boiled eggs and sliced celery for lunch.
ROBERTA: Have you exercised at all?
KATE: I walked five miles and jogged in the park.
ROBERTA: Have you cleaned the house? Calories can be worked off!
KATE: I washed and waxed the floors. I even painted the bathroom.
ROBERTA: Who baked this apple pie? Who cooked this ham?
KATE: When I finished cleaning I was starved. I prepared this food
for dinner.
ROBERTA: Oh, no! I'll take this food home so you won't be tempted.
I really enjoyed being with you. Your diet is great!
KATE: What happened? Somehow, I missed out on all the fun.

60
 Chapter 4: PRONOUNCING PLURALS, THIRD-PERSON
VERBS, POSSESSIVES, AND CONTRACTIONS
When writing English, the letter s at the end of words serves many different purposes. -s is
used to form plural nouns (hats, dogs); third-person present tense regular verbs (he likes; she
eats); possessive nouns (my friend's house; the dog's collar); and contractions (it's late; he's
here). As you can see, s is a very versatile letter in English. It is important to learn its many
different "sounds"!

When speaking English, the -s ending can have three different pronunciations. It can sound like
/s/, as in hats /hæt/; /z/ as in tells /tεlz/ or as the new syllable /ɪz/, as in roses /rouzɪz/.

-S PRONOUNCED /s/

The -s forming the plural always sounds like /s/ when the last sound in the singular
noun is voiceless.
EXAMPLES: hats lips sticks

The -s forming the third-person present always sounds like /s/ when the last sound in
the verb infinitive is voiceless.
EXAMPLES: he likes she talks it floats

The -s forming the possessive always sounds like /s/ when the last sound in the noun is
voiceless.
EXAMPLES: Pat's car the book's binding

The -s forming the contractions always sounds like /s/ when the last sound in the word
being contracted is voiceless.
EXAMPLES: It's true. That's my house.

EXERCISE 1: Repeat the following phrases after your teacher. The final -s will sound
like /s/. (Do NOT add a new syllable to any word!)

Plural Noun Third-Person Verb Possessive/Contraction

Phrases Phrases Phrases

Bake the cakes. He smokes too much. the rat's milk

Wash the plates. She sleeps late. Ralph's friend
Stack the cups. It tastes good. the plant's leaves
Clean the pots. My mother makes tea. Let's eat now.
Darn the socks. The dog eats. What's wrong?

61
-S PRONOUNCED /z/

The - s forming the plural always sounds like /z/ when the last sound in the singular
noun is voiced.
EXAMPLES: floors bags cars

The -s forming the third person present always sounds like /z/ when the last sound in
the verb infinitive is voiced.
EXAMPLES: He swims. The bird flies. She sings.

The -s forming the possessive always sounds like /z/ when the last sound in the noun is
voiced.
EXAMPLES: Tim's house my friend's cat

The -s forming a contraction always sounds like /z/ when the last sound in the word
being contracted is voiced.
EXAMPLES: She's my sister. He's leaving.

EXERCISE 2: Repeat the following phrases after your teacher. Remember, the
-s ending must sound like /z/.

Plural Noun Third-Person Verb Possessive/Contraction

Phrases Phrases Phrases

Close your eyes. He saves money. Sue's pencil

Kill the fleas. The man lives here. the baby's milk
Sing the songs. Dad reads books. our teacher's desk
lost 30 pounds The boy listens. my friend's house

S (or -ES) PRONOUNCED /ɪz/

The -s or -es forming the plural always sounds like the new syllable / ɪz / when the
last sound in the singular noun is /s/, /z/, /ʃ/, /ʧ/, /ʤ/, /ʒ/.
EXAMPLES: wishes churches places

The -s or -es forming the third person present always sounds like the new syllable /ɪz/
when the last sound in the verb infinitive is /s/, /z/, /ʃ/, /ʧ/, /ʤ/, /ʒ/.
EXAMPLES: He watches The bee buzzes .

The -s or -es forming the possessive always sounds like the new syllable / ɪz/ when the
last sound in the singular noun is /s/, /z/, /ʃ/, /ʧ/, /ʤ/, /ʒ/.
EXAMPLES: the rose's stem the church's altar

62
EXERCISE 3: Repeat the following phrases after your teacher. Now you should
pronounce -s like the new syllable / ɪz/!

Plural Noun Third-Person Verb Possessive Phrases

Phrases Phrases
two new dresses He wishes. the church's steeple
Trim the hedges. She watches him. the witch's broom
Buy the watches. He judges the contest. Mr. Jones's pen
Win the prizes. Mother washes clothes. the mouse’s cheese
in the cages The bee buzzes. the bus's tires

EXERCISE 4: Read the following sentences aloud. Be sure to pronounce the s

ending in the plurals, verbs, possessives, and contractions correctly.
s = /s/ s = /z/ s = /ɪz/
He wants to leave. Blow out the candles. The speeches are boring.
My sister likes gum. The hen laid eggs. Please turn the pages.
I read many books. Guns are dangerous. Mary dances well.
Mother ironed shirts. Here's some money. I won many prizes.
Jack's not coming. The girl's dress is old. You have three choices.

Boys play cowboys and Indians and use toy guns and knives
The store sells watches, rings, bracelets, diamonds, and rubies.
My sister's dresses, blouses, and shoes are new.
Our teacher's favorite saying is "Where there's a will, there's a way.”
Tim's friend's house has lots of rooms with oriental carpets.

63
Chapter 5:

A KEY TO PRONOUNCING THE VOWELS OF AMERICAN

ENGLISH

You have probably discovered that there is a big difference between the way words are
spelled in English and the way they are pronounced, English spelling patterns are inconsistent and
are not always a reliable guide to pronunciation. For example, in the following words, the
letter a is used to represent five different sounds.
hate father have any saw
Pretty confusing, right? That's why we need a set of symbols in which each sound is
represented by a different symbol. In this program, you will learn the International
Phonetic Alpbabet (IPA), which is used all over the world. It consists of a set of symbols in
which ONE SYMBOL always represents ONE SOUND.

A KEY TO PRONOUNCING THE ENGLISH VOWELS

INTERNATIONAL PHONETIC ALPHABET SYMBOL ENGLISH

American English (AmE) British English (BrE) KEY WORDS

/i/ /i:/ me, tea, bee

/ɪ/ /ɪ/ it, pin
/ε/ /e/ egg, head, pet
/eɪ/ /eɪ/ ate, game, they
/æ/ /æ/ at, fat, happy
/a/ /ɒ/ hot, opera
/ɔ/ /ɔ:/ all, boss, caught
/u/ /u:/ you, too, rule
/ʊ/ /ʊ/ put, cook
/oʊ/ /ǝʊ/ boat, no, oh
/٨/ /٨/ up, but, come
/ǝ/ /ǝ/ soda, upon
/ ɜ:/ / ɜ:/ urn, first, serve
/aʊ/ /aʊ/ out, cow, house
/aɪ/ /aɪ/ my, pie, I
/ɔɪ/ /ɔɪ/ oil, boy, noise

64
Definitions

As you progress through this course, you will frequently see the terms vowels, diphthongs, and
articulators. We will now define these terms for you.

VOWEL: A vowel is a speech sound produced with vibrating vocal cords and a continuous
unrestricted flow of air coming from the mouth. The most well-known vowels in English are
A E I O and U

DIPHTHONG: A diphthong is a combination of two vowel sounds. It begins as one

vowel and ends as another. During the production of a diphthong, your articulators glide from
the position of the first vowel to the position of the second. For example, when
pronouncing /eɪ/ as in "vein," your articulators glide from the vowel /e/ to the vowel /ɪ/
In English, the most common diphthongs are /aʊ/, /eɪ/, /aɪ/, /ɔɪ/ and /oʊ/.

ARTICULATORS. The articulators are the different parts of the mouth area that we use
when speaking, such as the lips, tongue, teeth, and jaw.

The various vowel sounds are affected by the changing shape and position of your
articulators. The different vowels are created by:

A. The position of your tongue in the mouth. For example, the tongue is high in
the mouth for the vowel /i/ as in "see," but is low in the mouth for the vowel /a/ as in
"hot."
B. The shape of your lips. For example, the lips are very rounded for the vowel /u/ as in
"new," but are spread for /i / as in "see."
C. The size of your jaw opening. For example, the jaw is open much wider for /a/ as in
"hot" than it is for the diphthong /eɪ/ as in "pay."

65
THE VOWEL /i/
A. Description of the Sound /i/

To produce /i/, the lips are tense and in a "smile" position. The jaw is completely raised. The
tongue is high near the roof of the mouth.

B. Oral Practice:

EXERCISE 1: The following words should all be pronounced with /i/. Repeat them
carefully after your teacher.

/i/ At the Beginning /i/ In the Middle /i/ At the End

eat mean he
eel need bee
east keen key
easy deep tea
each scene fee

/i/ spelled:
"e" "ee" “ea” “ie” or “ei
he see east niece
we eel lean brief
me deed team piece
scene heel cheap belief
these needy peach either

Less frequent spelling patterns for /i/ consist of the letters i and eo.
EXAMPLES: police people

HINTS: a. The letters ee are usually pronounced /i/.

Examples: see green feet freedom
b. The letters ei and ie are usually pronounced /i/.
Examples: either receive piece grief
66
EXERCISE 2:The boldface words in the following phrases and sentences should all
be pronounced with the vowel /i/. Repeat them carefully after your teacher.

1. See you next week.

2. See you this evening.
3. See you at three.
4. See what I mean?
5. Pleased to meet you.
6. Steve eats cream cheese.
7. Lee has a reason for leaving.
8. She received her teaching degree.
9. A friend in need, is a friend indeed!
10. They reached a peace agreement.

67
THE VOWEL /ɪ/
A. Description of the Sound:

To pronounce /ɪ/, the lips are relaxed and slightly parted. The jaw is slightly lower than
for /i/. The tongue is high, but lower than for /i/.

B. Oral Practice:

EXERCISE 1
The following words should all be pronounced with / ɪ/. Repeat them carefully after
your teacher.
/ɪ/ At the Beginning /ɪ/ In the Middle
is pin
if lift
it give
ill miss
itch listen

/ɪ/ Spelled:
“y” "ui"
gym build sin
syrup quick lips
symbol quill with
system guilty gift
rhythm guitar differ

Less frequent spelling patterns for / ɪ/ consist of the letters o, e, u, and ee.
EXAMPLES: women pretty busy been

68
EXERCISE 2: The boldface words in the following phrases and sentences should all
be pronounced with the /ɪ/ vowel. Repeat them carefully after your teacher.

1. This is it.
2. What is this?
3. This is my sister.
4. This is Miss Smith.
5. This is big business.
6. Bill is still ill
7. This winter was bitter.
8. Give the list to Lynn.
9. My little sister is timid.

FOCUSED PRACTICE: Work in group, think of unusual uses for each of the
following items. When it is your turn, tell the group what you will do with the item,
and try to name all of your classmates’ unusual uses as well. Be sure to pronounce
the /i/ and / ɪ/ sounds in these words correctly.

69
THE VOWEL [ɛ]
A. Description of the Sound:

The lips are slightly spread and not rounded. The jaw is open more than for /eɪ/. The
tongue is midlevel in the mouth.
When pronouncing /ɛ/, open your mouth wider than for /e ɪ/ but less than for /æ/ (the
sound to be discussed in the next chapter)

B. Oral Practice:
EXERCISE 1: The following words should all be pronounced with /ɛ/. Repeat them care-
fully after your teacher.
/ɛ/ At the Beginning /ɛ/ in the middle
any bed
end next
egg west
edge bent
else many

/ɛ/ Spelled:
"e" "ea"
yes head
red bread
sell dead
seven meadow
never measure

Less frequent spelling patterns for [ɛ] consist of the letters a, ie, ue, and eo.
EXAMPLES: any friend guest leopard

70
HINTS: a. The most common spelling pattern for /ɛ/ is the letter e before a
consonant in a stressed syllable.
EXAMPLES : let amend attentive plenty
b. The letter e before "l" is usually pronounced /ɛ/.
EXAMPLES : well telephone felt seldom
c. The letters ea before d are usually pronounced /ɛ/.
EXAMPLES : thread ahead ready dead

EXERCISE 2: Repeat the following pairs of words after your teacher. When
pronouncing the words with /ɛ/, be sure to lower your jaw a bit more than for /eɪ/.
/ɛ/ /eɪ/
met mate
bet bait
fed fade
pen pain
wet weight

EXERCISE 3: The boldface words in the following phrases and sentences should all be
pronounced with the vowel /ɛ/. Repeat them carefully after your teacher on the tape.

1. You said it!

2. head of lettuce
3. best friend
4. healthy and wealthy
5. bent fender
6. never better
7. Breakfast is ready at ten.
8. Ted left a message.
9. Let me get some rest!
10. Don't forget to send the letter.

71
THE DIPHTHONG / e ɪ/

A. Description of the Sound:

The lips are spread, not rounded. The jaw rises with the tongue and closes slightly. The
tongue glides from midlevel to near the roof of the mouth. /eɪ/ is a dipthong. It begins
with /e/ and ends with / ɪ/.

B. Oral Practice:

EXERCISE 1: The following words should all be pronounced with /e ɪ/. Repeat them
carefully after your teacher.

/eɪ/ At the Beginning /eɪ/ in the Middle /eɪ/ At the End

ate same way
ape rain say
age came day
aim lake may
eight date

/eɪ/ spelled:
"a" "ai" “ay” "eigh"
late main day eight
sane fail bay weigh
safe wait hay sleigh
hate grain ray freight
lady raise

Less frequent spelling patterns for /eɪ/ consist of the letters ea, ey, and ei.
EXAMPLES: break great they grey vein

72
 HINTS: a. When a is in a syllable ending in silent e, the letter a is pronounced /eɪ/
(the same as the alphabet letter A!).
EXAMPLES: same name case lane bake
b. The letters ay, ai, and ey are usually pronounced /eɪ/
EXAMPLES: play away bait aim they
c. The letters ei followed by g or n are usually pronounced /eɪ/
EXAMPLES: weigh neighbor vein reindeer

EXERCISE 2: The boldface words in the following phrases and sentences should all be
pronounced with the diphthong /eɪ/.

1. Wake up!
2. gain weight
3. What's your name?
4. late date
5. Take it away!
6. Make haste not waste!
7. April showers bring May flowers.
8. They played a great game.
9. Blake got an "A" on his paper.
10. The lady's age is eighty-eight.

EXERCISE 3: Read the following "shopping list" out loud. (You are going to buy
the items with the /eɪ/ sound.) Circle ONLY the items pronounced with /e ɪ/.

steak lettuce mayonnaise

cereal
bread raisins melon bananas
cake tomatoes bacon baking
potatoes crackers peas ice cream
soda
grapes celery gravy carrots
toothpaste peas squash paper
plates
EXERCISE 4: Read the following paragraph. Circle all words pronounced with /e ɪ/.

Babe Ruth was a famous baseball player. He was born and raised in an orphanage in
Baltimore. He first played for the Boston Red Sox but was later traded to the New
York Yankees. H e made 714 home runs and became a baseball legend. He was
named to the Baseball Hall of Fame. The last team he played for was the Boston
Braves. He died in 1948. Many say he was the greatest player of his day.

73
THE VOWEL /æ/
A. Description of the Sound:

The lips are spread. The jaw is open more than for /ɛ/. The tongue is low near the
floor the mouth.

B. Oral Practice:

EXERCISE 1: The following words should all be pronounced with the /æ/ sound.
Repeat them as accurately as possible after your teacher.

/æ/ At the Beginning /æ/ In the Middle

at cat
am map
and have
ask back
after happy

A less frequent spelling pattern for /æ/ consists of the letters au.
EXAMPLES: laugh laughter

EXERCISE 2: Repeat the following pairs of words after your teacher. When
repeating the /æ/ words, be sure to open your mouth more than for /ɛ/.
/æ/ /ɛ/
had head
mat met
pat pet
past pest
tan ten

74
EXERCISE 3:The boldface words in the following phrases and sentences should all be
pronounced with the vowel /æ/. Repeat them carefully after your teacher or the
instructor on the tape.

1. last chance
2. I'll be back.
3. at a glance
4. Wrap it up.
5. Is that a fact?
6. Clap your hands.
7. Hand me a pack of matches.
8. I have to catch a cab.
9. Sam can't stand the man.
10. The gambler plays black jack.

EXERCISE 4: Read the following letter aloud. Circle all words that should be
pronounced with the vowel /æ/.

Dear Mom and Dad,

At last we are in San Francisco. It’s a fabulous city! As we stand at the top of
Telegraph Mill we can see Alcatraz. We plan to catch a cable car and visit Grant
Avenue in Chinatown. After that, we'll have tea in the Japanese Gardens. Yesterday
we drank wine in Napa Valley. We also passed through the National Park. Our last
stop is Disneyland in Los Angeles. We'll be back next Saturday.
Love,
Gladys
P.S. We need cash. Please send money fast!

75
THE VOWEL /a/
A. Description of the Sound:

To pronounce /a/, the lips are completely apart in a "yawning" position. The jaw is lower than for
any other vowel. The tongue is flat on the floor of the mouth.

B. Oral Practice:

/a/ At the Beginning /a/ In the Middle

on top
odd cot
oxen shop
honest follow

/a/ spelled:
"a" "o"
want fox
wallet opera

HINT: The letter o followed by b, d, g, p, t, or ck is usually pronounced /a/.

EXAMPLES: robin rod log stop lot pocket

NOTE: The letter a followed by r is usually pronounced /ɑ:/.

EXAMPLES: are farm alarm cart start pardon farther

76
EXERCISE 1:The boldface words in the following phrases and sentences should all be
pronounced with the vowel /a/. Repeat them as accurately as possible after your
teacher.

1. hot pot
2. stock market
3. not far apart
4. top to bottom
5. cops and robbers
6. Park the car.
7. It was hard to start the car.
8. The doctor wants to operate.
9. Tom wants to shop.
10. My watch stopped.

EXERCISE 2: Read the following dialogue aloud. Circle all words that should
be pronounced with the /a/ vowel.

DONNA: Bob, I want to talk to you.

BOB: Are you all right?
DONNA: Don't be alarmed. I saw Dr. Johnson at the hospital. You're going to be a
father!!!! Our new baby will be born on October 5th.
BOB: I'm in shock. How do you feel?
DONNA: I'm feeling "on top of the world." I've got a list of names for our
new baby.
BOB: If it's a girl, let's call her Donna after her Mom.
DONNA: "Donna" is fine for a middle name. How about Connie or Barbara
as her first name?
BOB: To be honest, I'm fond of the name Barbara. But you forgot that we
might have a boy. How about Bob Junior?
DONNA: I like the name Bob a lot! How about Tom or John for his middle name?
BOB: OK, our girl will be Barbara Donna Scott. We can call her
"Bobbie" for short.
DONNA: If it's a boy, his name will be Robert John Scott and we can still use the
nickname "Bobby."
BOB: Stop—what if we have twins?
DONNA: I'm NOT ready for that problem. Watching one little tot will be enough,
Pop!

77
THE VOWEL /ɔ/
A. Description of the Sound:

The lips are in a tense oval shape and slightly protruded. The jaw is open more than for
/o ʊ/. The tongue is low near the floor of the mouth.

B. Oral Practice
EXERCISE 1:The following words should all be pronounced with the / ɔ/ vowel.
Repeat them accurately after your teacher.

/ɔ/ At the Beginning / ɔ/ In the Middle /ɔ/ At the End

all boss awe
off fall raw
also song law
awful broad saw
often bought flaw

/ɔ/ spelled:
"o" "a" "aw" "au"
dog fall jaw auto
loss call lawn fault
lost mall dawn cause
long salt drawn pauper
offer stall awful auction

78
EXERCISE 2: Repeat the following pairs of words after your teacher. When repeating
the /ɔ/ words, be sure to protrude your lips more than for the other sounds.

I II
/ɔ/ /oʊ/ /ɔ/ /a/
saw so fork fox
law low stalk stock
tall toll taught tot
bald bold caught cot
bought boat caller collar

EXERCISE 3:The boldface words in the following phrases should all be pronounced with
the vowel /ɔ/. Repeat them carefully after your teacher.

1. Call it off.
2. Call it quits.
3. call the shots
4. Call it a day.
5. walk on air
6. all talk
7. walk all over
8. I t ’ s all wrong.
9. It's a lost cause.
10. fought off an awful cough

79
THE VOWEL /u/
A. Description of the Sound:

The lips are tense and in a "whistling" position. The jaw is completely raised. The tongue is
high near the roof of the mouth. When you produce /u/, your lips should be in a "whistling"
position. /u/ is a long sound; be sure to p r o l o n g it. If you remember to protrude
your lips when producing /u/, you'll never confuse "pull" with “pool"!

B. Oral Practice:

EXERCISE 1:The following words should all be pronounced with /u/. Repeat them care-
fully after your teacher.

/u/ In the Middle /u/ At the End

food do
pool new
room you
suit shoe
goose chew

/u/ spelled:
"u" "oo" "o" "ew" "ue"
rule cool do new due
rude fool to drew blue
June too who stew clue
tune noon tomb knew glued
tuna stool lose news avenue

NOTE: When the letter u follows t, d, n, or s, some Americans pronounce it

/ju/.
EXAMPLES: Tuesday duty suit
Less frequent spelling patterns for /u/ consist of the letters ui, ou, oe,
ieu, and ough.
80
 EXAMPLE: fruit group shoe lieutenant through
HINTS: a. The letters ew are usually pronounced /u/.
EXAMPLES: new stew drew grew
b. The letters oo followed by l, m, or n are usually
pronounced /u/.
EXAMPLES: school boom moon

EXERCISE 2:The boldface words in the following phrases and sentences should all be
pronounced with the vowel /u/. Repeat them carefully after your teacher.

1. What's new?
2. Who is it?
3. How are you?
4. loose tooth
5. in the mood
6. School will soon be through.
7. You must chew your food.
8. He proved he knew the truth.
9. The group flew to New York.
10. Who ruined my new shoes?

81
THE VOWEL /ʊ/
A. Description of the Sound

The lips are relaxed and slightly parted. The jaw is slightly lower than for /u/. The
tongue: is high, but lower than for /u/.
As you repeat the exercise words, remember NOT to protrude your lips and tense
them as you would for /u/. /ʊ/ is a SHORT, QUICK sound; your lips should barely
move while saying it.

B. Oral Practice:

EXERCISE 1
The following words should all he pronounced with /ʊ/. Repeat them carefully after your
teacher. RELAX your lips and jaw as you produce /ʊ/.
/ʊ/ In the Middle
cook took
hook foot
shook wood
good hood
stood put
full woman
push cushion

The vowel /ʊ/ is found only in the middle of words.

/ʊ/ spelled:

u oo ou
pull wool could
put wood would
push hook should
bullet good

A less frequent spelling pattern for /ʊ/ is the letter o.

82
EXAMPLES: wolf woman

HINTS: a. The letters oo followed by d or k are usually pronounced /ʊ/.

EXAMPLES: hood good wood book look cook
b. The letter u followed by sh is usually pronounced /ʊ/
EXAMPLES: bush push cushion

EXERCISE 2: The boldface words in the following phrases and sentences should all be
pronounced with the /ʊ/ vowel. Repeat them carefully after your teacher.

1. Look out!
2. Take a good look.
3. good-looking
4. He couldn't come.
5. Should we go?
6. Who took my book?
7. Put the wood away.
8. He took a look at the crook.
9. The woman stood on one foot.
10. Could you eat ten sugar cookies?

83
THE VOWEL /٨/
A. Description of the Sound:

To produce /٨/, the lips are relaxed and slightly parted. The jaw is relaxed and
slightly lowered. The tongue is relaxed and midlevel in the mouth.
The vowel /٨/ is a short, quick sound. You shouldn't feel any tension and your lips
should barely move during its production.

B. Oral Practice:

EXERCISE 1: The following words should all be pronounced with the /٨/ vowel. Repeat
them accurately after your teacher.

/٨/ At the Beginning /٨/ In the Middle

up nut
utter won
under does
oven must
other come

/٨/ spelled:
“
u" "o"
but love
cut done
sun some
lucky mother
funny Monday

Less frequent spelling patterns for /٨/ consist of the letters ou, oo, oe, and a.
EXAMPLES: cousin trouble flood does was what

84
EXERCISE 2:The boldface words in the following phrases and sentences should all be
pronounced with the vowel /٨/. Repeat them accurately after your teacher.

1. Come in.
2. What does it mean?
3. bubble gum
4. once a month
5. Once is enough.
6. cover up
7. My uncle is my mother’s brother.
8. My cousin is my uncle’s son.
9. The gloves are such an ugly color.
10. Come have some fun in the sun.

85
THE DIPHTHONG / o ʊ/
A. Description of the Sound:

The lips are tense and very round. The jaw rises with the tongue and closes slightly. The
tongue glides from midlevel to near the roof of the mouth.
B. Oral Practice:
EXERCISE 1: The following words should all be pronounced with /oʊ/.
Repeat them carefully after your teacher.

/o ʊ/ At the Beginning /o ʊ/ In the Middle /o ʊ/ At the End

oat boat go
own both so
oak coat toe
omen nose sew
open known snow

/oʊ/ spelled:
"o" "oa" "ow" "oe" "ou"
no soap know toe dough
rope goat owe foe though
vote loan grow goes shoulder
home foam throw
fold load bowl

EXERCISE 2:The boldface words in the following phrases and sentences should all be
pronounced with the diphthong /o ʊ/. Repeat them carefully after your teacher .

1. Leave me alone!
2. I suppose so.
3. over and over
4. Hold the phone.
86
 5. open and close
6. at a moment’s notice
7. Tony broke his toe.
8. I sew my own clothes.
9. The tomatoes are homegrown.
10. Don’t go home so soon.

EXERCISE 3: Read the following dialogue aloud. Circle all the words pronounced with
/o ʊ/.

JOE: Rose, let’s go on a trip. We need to be alone

ROSE: OK, Joe. Where should we go?
JOE: I know! We'll go to Ohio.
ROSE: Great! We'll visit my Uncle Roland.
JOE: No, it's too cold in Ohio. We'll go to Arizona.
ROSE: Fine. We'll stay with your Aunt Mona!
JOE: No, it's too hot in Arizona. Let's go to Rome.
ROSE: Oh, good! You'll meet my Cousin Tony.
JOE: No, no, no!! We won't go to Rome. Let's go to Nome, Alaska. We don't know
anyone there!!
ROSE: You won't believe it, but I have an old friend . . .
JOE: Hold it, Rose, we won't go anywhere! I suppose we'll just stay home.

87
THE VOWEL /ǝ/

A. Description of the Sound:

/ǝ/ is the sound that results when ANY vowel in English is unstressed in a word. The
vowels in all unaccented syllables almost always sound like /ǝ/. Any letters or
combination of letters can represent the schwa /ǝ/. The schwa vowel is a VERY short,
quick sound. Your lips should be completely relaxed and barely move during its
production.

B. Oral Practice

EXERCISE 1: Repeat the following words after your teacher. Notice how the syllable with
the /ǝ/ vowel receives LESS stress than the other syllables in the word.

/ǝ/ In the First /ǝ/ In the Middle /ǝ/ In the Final

Syllable Syllable Syllable

ago agony soda
away holiday sofa
amaze company zebra
upon buffalo famous
contain photograph cousin
/ǝ/ Spelled:
"a" "e" "i" "o" "u"
arrive oven liquid occur upon
ashamed open humid obtain suppose
asleep cement capital lemon circus
away jacket typical lesson column

Other spellings of words containing “o” include eo, ou, iou, and ai.
EXAMPLES: pigeon famous delicious nation certain

NOTE: The schwa /ǝ/ can occur more than once and be represented by different
letters in the same word.
EXAMPLES: president elephant accident

EXERCISE 2: Read the following common phrases and sentences aloud. Be sure to pro-
nounce the syllable with /ǝ/ with LESS force than the other syllables.
1. How are you today?
2. See you tonight.
3. See you tomorrow.
4. Don't complain.
5. I suppose so.
6. I suppose it's possible.
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7. Consider my complaint.
8. Complete today's lesson.
9. Don't complain about the problem.
10. My cousin will arrive at seven.

89
THE VOWEL /ɜ:/
A. Description of the Sound:
The lips are protruded and slightly parted. The jaw is slightly lowered. The tongue is midlevel in
the mouth. / ɜ:/ is a sound that occurs only in stressed syllables of words.

B. Oral Practice:
EXERCISE 1:

The following words should be pronounced with / ɜ:/. Repeat them carefully after your teacher. Your
tongue tip must not touch any part of the roof of your mouth as you pronounce / ɜ:/.

/ ɜ:/ At the Beginning / ɜ:/ In the Middle / ɜ:/ At the End

urn turn fur
herb word blur
earn verb stir
urgent curve occur
earnest circus prefer

/ ɜ:/ spelled:
“ir” “ur” “er”
bird hurt fern
girl curl term
firm curb stern
third purple German
circle turkey servant

EXERCISE 2:

Repeat the following phrases and sentences after your teacher. The boldface words
should be pronounced with / ɜ:/.

1. turn it off
2. heard the words
3. slow as a turtle
4. first thing first
5. the worst is yet to come
6. Herb left work early on Thursday.
7. The early bird catches the worm.
8. The girl saw the circus first.
9. The servant serve dessert.
10. Erma has her thirty-third birthday.

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THE DIPHTHONG /a ʊ/
A. Description of the Sound

The lips glide from an open position. The jaw rises with the tongue and closes. The
tongue glides from low to high near the roof of the mouth.

B. Oral Practice:
EXERCISE 1:
The following words should all be pronounced with /aʊ/. Repeat them carefully after your
teacher.
/aʊ/At The Beginning /aʊ/ In The Middle /aʊ/ At The End
owl loud cow
out down how
hour crowd now
ounce mouse allow
outlet vowel plough

EXERCISE 2:
Read the following dialogue aloud. Circle all words that should be pronounced with the
diphthong /aʊ/.

MR. BROWN: You look out of sorts. How come?

MRS. BROWN: I'm tired out. Didn't you hear the loud noise outside all night?
MR. BROWN: I didn't hear a sound. I was "out like a light!"
MRS. BROWN: Our neighbors had a big crowd; they were shouting and howling!
MR. BROWN: Why didn't you tell them to stop clowning around?
MRS. BROWN: I didn't want to sound like a grouch.
MR. BROWN: Next time I'll go out. I'm not afraid to open my mouth!
MRS. BROWN: I knew I could count on you. Here comes our noisy neighbor Mr.
Crowley, right now.
MR. BROWN: That 300 pound "powerhouse!" Sorry dear, I have to go downtown, NOW!!
MRS BROWN: Come back, you coward!!!

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FOCUSED PRACTICE 1:

Student A: Put an X next to one phrase in each of the pairs in the

left-hand column. Do not tell Student B which you marked. Read the
phrase to Student B, being careful to pronounce the /a/, /o ʊ/, and
/aʊ/.

Student B: Listen to the phrase that Student A reads, and put an X

next to the appropriate ending from the right column.

After you and your partner have completed all six items, compare
your answers. Then reverse roles and repeat the exercise.

FOCUSED PRACTICE 2:

With a partner, plan a dialog in which you call back the person who
left each of the following messages. Present your dialog to the class
and be sure to pronounce the sounds /a/, /o ʊ/, and /a ʊ/ correctly.

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93
THE DIPHTHONG /aɪ/

A. Description of the Sound

The lips glide from an open to a slightly parted position. The jaw rises with the tongue
and closes. The tongue glides from low to high near the roof of the mouth.

B. Oral Practice:
EXERCISE 1:The following words should all be pronounced with /a ɪ/. Carefully
repeat them after your teacher.

/aɪ/ At the Beginning /aɪ/ In the Middle /aɪ/ At the End

eye bite by
ice five cry
I'm mind die
I've sign tie
item fight lie

/aɪ/ Spelled:
“I” "y" "ie" "igh"
i my die high
ice fly pie sigh
fire why tie night
bite type cries frighten
nice style

EXERCISE 2: Read the following phrases and sentences aloud. The boldface
words should be pronounced with the diphthong [a ɪ].
1. Hi!
2. Nice to meet you.
3. I’m fine.
4. What time is it?
5. Nice try!
6. Rise and shine!
7. The store is open from nine to five.
8. I’ll buy the item if the price is right.
9. I’ll try to type it by tonight.
[Link] driver’s license expires in July.

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EXERCISE 3: Read the following dialogue aloud. Circle all words that should be
pronounced with the diphthong /a ɪ/.

MIKE: Hi, Myra! It’s nice to see you.

MYRA: Likewise, Mike. How are you?
MIKE: I'm tired. I just came in on a night flight from Ireland.
MYRA: What time did your flight arrive?
MIKE: I arrived at five forty-five in the morning.
MYRA: I'm surprised the airlines have a late night flight.
MIKE: If you don't mind, Myra, I think I'll go home and rest for a while. I'm
really "wiped out!"
MYRA: It's quite all right. Goodbye, Mike!

95
THE DIPTHONG /ɔɪ/
A. Description of the Sound:

The lips glide from a tense oval shape to a relaxed, slightly parted position. The jaw rises
with the tongue and closes. The tongue glides from a low position to high near the roof of
the mouth.

B. Oral Description:

EXERCISE 1: The following words should all be pronounced with /ɔɪ/. Repeat them as
accurately as possible after your teacher.

/ ɔɪ/ At the Beginning / ɔɪ/ In the Middle / ɔɪ/ At the End

oil join toy
oink foil joy
oily coin boy
oyster avoid enjoy
ointment noise annoy

EXERCISE 2: Read aloud the following words. Be sure to produce BOTH vowel
sounds in each diphthong.

/aʊ/ /aɪ/ /ɔɪ/

foul file foil
bow buy boy
towel tile toil
sow sigh soy
owl aisle oil

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Chapter 6: STRESS, RHYTHM, AND INTONATION
STRESS is the first vocal feature we will deal with. Speakers mus t stress certain
syllables in words; otherwise the words would be misunderstood or sound strange. For
example, improperly placed stress when pronouncing invalid (a chronically ill or
disabled person) may make it sound like invalid (null; legally ineffective). Stress can
also change the meaning of a sentence. "I saw a movie" is different from "I saw a
movie." In English, proper use of stress enables you to clearly understand the
difference between such words as the noun present (gift) and the verb present (to
introduce; to offer). "He won't go" implies a meaning different from "He won't go."

RHYTHM is the second feature we will present. Rhythm is created by the strong
stresses or beats in a sentence. In many languages, the rhythm is syllable timed. This
means that all vowels in all syllables are pronounced almost equally. Syllables are
rarely lost or reduced as they are in English. For example, a three-word phrase in your
language is not likely to become two words. In English, "ham and eggs" is squeezed
into two words, "ham'n eggs."
This reduction results because English has a stress-timed rhythm. This means that
its rhythm is determined by the number of stresses and not by the number of
syllables. English speakers slow down and emphasize heavily stressed words or
syllables. They speed up and reduce unstressed ones. For example, the five-word phrase
"I will see you tomorrow" may become "I’ll seeya t'morrow."

INTONATION is the final vocal feature you will learn about. Intonation
patterns involve pitch and are responsible for the melody of the language. Speakers
frequently depend more on intonation patterns to convey their meaning than on the
pronunciation of individual vowels and consonants. For example, in English, the same
words can be used to make a statement or ask a question. If your vocal intonation rises,
you are asking a question 'He speaks English?" If your voice falls, you are making a
statement "He speaks English." The sentence "That's Bill's car" becomes the question "That's
Bill's car?" when you raise the pitch of your voice at the end.
So—now you can appreciate the common expression, It's not WHAT you say, it's
HOW you say it!
Although your English grammar may be perfect and you can pronounce individual
sounds correctly, you will still have a noticeable foreign accent until you master the stress,
rhythm, and intonation patterns of English.

I. STRESS WITHIN THE WORD

DEFINITION
Stress refers to the amount of volume that a speaker gives to a particular sound, syllable, or
word while saying it. Stressed sounds and syllables are louder and longer than unstressed
ones. The words accent, stress, and emphasis are frequently used interchangeably.

STRESS IN ENGLISH
A major characteristic of the English language is the use of strong and weak stress. Every word
of more than one syllable has a syllable that is emphasized more than the others. Accented

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syllables receive more force and are louder than unaccented ones. Correct use of stress is
essential for achieving proper pronunciation of words.

WORDS STRESSED ON THE FIRST SYLLABLE

I. The majority of two-syllable words are accented on the FIRST syllable.

EXAMPLES: Tuesday awful ever brother oven window

II. Compound nouns are usually accented on the FIRST syllable.

EXAMPLES: bedroom airfield stoplight schoolhouse bookstore

III. Numbers that are multiples of ten are accented on the FIRST syllable.
EXAMPLES: twenty thirty forty fifty sixty seventy

WORDS STRESSED ON THE SECOND SYLLABLE

I. Reflexive pronouns are usually accented on the SECOND syllable.

EXAMPLES: myself yourself himself herself ourselves

II. Compound verbs are usually accented on the SECOND or LAST syllable.
EXAMPLES: outdone outsmart outdo outrun overlook overcome

EXERCISE 1:Repeat the following words as accurately as possible after your teacher. Be
sure to stress the first syllable of the words in column I and the second syllable of the
words in column II.

Stress on the FIRST Syllable Stress on the SECOND Syllable

apple around
table allow
mother invite
teacher complete
winter support

EXERCISE 2: The following three-syllable words have a variety of stress patterns. Repeat
them as accurately as possible after your teacher or the instructor on the tape. Remember
to EMPHASIZE the stressed syllable.
Primary stress on the Primary stress on the Primary stress on the
FIRST SYLLABLE SECOND SYLLABLE THIRD SYLLABLE
accident SYLLABLE
complete afternoon
strawberry SSSYLLABLE
support absolute
seventy examine seventeen
yesterday tomorrow recommend
president policeman guarantee

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EXERCISE 3: Listen carefully to your teacher or the tape as the following groups of words
are presented. Circle the one word in each group that has a different stress pattern than the
others.

Example: connect control contain constant

1. agent annoy allow agree
2. upon until undo under
3. protect program pronoun protein
4. token toaster today total
5. supper sunken suffer support

II. STRESS WITHIN THE SENTENCE

SENTENCE STRESS IN ENGLISH

You have already learned that word stress is a major feature of English. Stress
patterns go beyond the word level. Just as it is awkward sounding to stress the syllables
in a word incorrectly or to stress them all equally, it is unnatural sounding to stress all
the words in a sentence equally or improperly. Effective use of strong and weak
emphasis in phrases and sentences will help you achieve your goal of sounding like a
native English speaker.

WORDS GENERALLY STRESSED IN SENTENCES: CONTENT WORDS

Content words are the important words in a sentence which convey meaning. We
normally STRESS content words when speaking. Content words include all the major parts
of speech such as nouns, verbs, adjectives, adverbs, and question words.

WORDS GENERALLY UNSTRESSED IN SENTENCES: FUNCTION WORDS

Function words are the unimportant words in a sentence. They don't carry as much
meaning as content words. We normally do NOT stress function words when speaking.
Function words include the following parts of speech:

a. articles (the, a)
b. prepositions (for, of, in, to)
c. pronouns (I, her, him, he, she, you)
d. conjunctions (but, as, and)
c. helping verbs (is, was, are, were, was, can)

EXERCISE 1: Repeat the following common expressions after your teacher or the
instructor on the tape. Be sure to STRESS the content words and NOT the function words.
1. in a moment
2. to tell the truth
3. Silence is golden!
4. Honesty is the best policy.
5. A penny saved is a penny earned.
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STRESSING WORDS TO CLARIFY OR CHANGE MEANING

Sometimes a speaker wants his or her sentence to convey a special mean ing which it
wouldn't have in the written form. This can be done by stressing a specific word in
order to call attention to i t . The word that receives the stress depends on the
personal motive of the speaker.

EXAMPLE A: "I BOUGHT ten ties." (I wasn't given the ties; I bought them.)
EXAMPLE B: "I bought ten TIES." (I didn't buy shirts; I bought ties.)

EXERCISE 2: The boldface words in the following questions and responses should receive
more emphasis than the others. Repeat them after your teacher.

1. Who likes candy? Sam likes candy.

2. What does Sam like? Sam likes candy.
3. Is that his car? No, that's her car.
4. Will she stay? No, she'll leave.
5. Where are you going? I'm going home.
6. Who's going home? I'm going home.
7. When are you going home? I'm going home now.
8. Did Mary buy a book? No, she bought a pen.
9. Did Mary buy a book? No, Sue bought a book.
10. Did Mary buy a book? No, Mary borrowed a book.

EXERCISE 3:Read the following dialogue aloud. Pay careful attention to the sentence
stress patterns suggested.

JOHN: Anne, who was on the phone?

ANNE: My old friend Mary.
JOHN: Mary Jones?
ANNE: No. Mary Hall.
JOHN: I don't know Mary Hall. Where is she from?
ANNE: She's from Washington.
JOHN: Washington the state or Washington the city?
ANNE: Washington, D.C., our nation's capital.
JOHN: Is that where she lives?
ANNE: Yes, she still lives in the white house.
JOHN: The White House? With the President?
ANNE: No, silly. The white house on First street.
JOHN: What did she want?
ANNE: She wants to come here.
JOHN: Come here? When?
ANNE: In a week. She's bringing her black bird, her collie, her snakes,
her . . .
JUAN: Stop! She's bringing a zoo to our house?
ANNA: No, John. She's opening a pet store here in town.

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III. RHYTHM

RHYTHM IN ENGLISH

The rhythm of conversational English is more rapid and less precise than formal
speech. Every spoken sentence contains syllables or words that receive primary
stress. Like the beats in music, strong stresses occur regularly to create a rhythm.
Certain words within the sentence must be emphasized while others are spoken more
rapidly. This frequently causes sounds to be reduced, changed, or completely
omitted. To keep the sentence flowing, words are linked together into phrases and
separated by pauses to convey meaning clearly. Effective use of rhythm will help you to
achieve more natural sounding speech.

LINKING AND WORD REDUCTIONS

In conversational English, the words in phrases and short sentences should be linked together
as if they were one word.
EXAMPLE A: "How are you?" should be pronounced "Howareyou?"
EXAMPLE B: "Do it now!" should be pronounced "Doitnow!"

When words are linked together in this manner, sounds are frequently reduced or omitted
completely. (The linking of words and the reductions and omissions of sounds occur ONLY
in conversational speech. They are never written.)
EXAMPLE A: "I miss Sam" - "I misam."
EXAMPLE B: "Don't take i t . " = "Don'take it."

This style of speaking (the use of contractions, linking, and word reductions) is used by
American English speakers in normal conversation and is perfectly acceptable spoken
language. Try to use these forms as often as possible when speaking English. YOU'LL
SOON GET THE RHYTHM !!!

EXERCISE 1: Repeat the following phrases and sentences after your teacher. Be sure to
blend the words together smoothly and to use reduced forms appropriately.

1. cream'n sugar (cream and sugar)

2. bread'n butter (bread and butter)
3. ham'n cheese (ham and cheese)
4. pieceǝpie (piece of pie)
5. I gotǝ school (I go to school)

SOUND CHANGES

The rapid speech of native American English speakers can be difficult for you to
understand at times. Sounds in words may run together, disappear, or actually change.
EXAMPLES: "When did you see her?" might sound like "Whenja see-er?"
"I'll meet you" might sound like “I’ll meetcha."
It's true that such expressions are not the "King's English." In fact, the king would
probably turn over in his grave if he were to hear them! Nevertheless, American
101
English speakers use such rhythm patterns in informal, rapid speech. It is important for
you to be able to understand these expressions when you hear them.

EXERCISE 2: Listen carefully to your teacher or the tape as the following commonly
used expressions are presented using the rapid, informal rhythm. (The slow, careful
speech form is provided to help you "SEE" as well as "HEAR" the difference!)

1. Whatsidoin? (What is he doing?)

2. Whenjarive? (When did you arrive?)
3. Saniceday! (It's a nice day!)
4. Nicetǝmeetchǝ (Nice to meet you.)
5. Whervyǝbeen? (Where have you been?)

PHRASING AND PAUSING

A phrase is a thought group or a group of words that convey meaning. A pause is a brief
moment during which the speaker is silent. Sentences should be divided into phrases or
thought groups through the use of pauses. The speaker can use a pause to convey or
emphasize meaning or simply to take a breath!

EXERCISE 3: Read the following sentences aloud. Be sure to PAUSE between each
phrase marked by the slanted lines and to blend the words in each phrase.

1. The phone book // is on the shelf.

2. Steve said // "Sue is gone."
3. "Please help me // Sally."
4. Mr. White // our neighbor // is very nice.
5. I don't agree // and I won't change my mind.

EXERCISE 4: Read the following sentences aloud, pausing where indicated. Underline
the sentence in each pair that is correctly marked for pauses.

EXAMPLE: I finished my homework // and watched TV.

I finished // my homework and watched TV.

1. Meet me at the bus stop // after you're done.

Meet me at the bus // stop after you're done.
2. Bill Brown the mayor will // speak tonight.
Bill Brown // the mayor // will speak tonight.
3. Please clean your room // before leaving.
Please clean your // room before leaving.

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 4. The truth is I don't // like it.
The truth is // I don't like it.
5. He was there // for the first time.
He was there for // the first time.
6. Charles Dickens // the famous author // wrote David Copperfield.
Charles Dickens the famous author wrote // David Copperfield.
7. Where there's a will // there's a way.
Where there's a // will there's a // way.
8. Do unto others as // you would have them do // unto you.
Do unto others // as you would have them // do unto you.
9. Patrick Henry said // "Give me liberty // or give me death."
Patrick Henry // said "Give me // liberty or give me death."
11. When in Rome do // as the Romans do.
When in Rome // do as the Romans do.

EXERCISE 5: Practise reading the following poems.

Messy Room
by Shel Silverstein

Whosever room this is should be ashamed!

His underwear is hanging on the lamp.
His raincoat is there in the overstuffed chair,
And the chair is becoming quite mucky and damp.
His workbook is wedged in the window,
His sweater's been thrown on the floor.
His scarf and one ski are beneath the TV,
And his pants have been carelessly hung on the door.
His books are all jammed in the closet,
His vest has been left in the hall.
A lizard named Ed is asleep in his bed,
And his smelly old sock has been stuck to the wall.
Whosever room this is should be ashamed!
Donald or Robert or Willie or--
Huh? You say it's mine? Oh, dear,
I knew it looked familiar!

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 Help!
By Shel Silverstein
I walked through the wildwood, and what did I see
But a unicorn with his horn stuck in a tree,
Cryin’, “Someone please help me before it‘s too late.”
I hollered, “I’ll free you.” He hollered back, “Wait--
How much will it hurt? How long will it take?
Are you sure that my horn will not scratch, bend, or break?
How hard will you pull? How much must I pay?
Must you do it right now or is Wednesday okay?
Have you done this before? Do you have the right tools?
Have you graduated from horn-savin’ school?
Will I owe you a favor? And what will it be?
Do you promise that you will not damage the tree?
Should I close my eyes? Should I sit down or stand?
Do you have insurance? Have you washed your hands?
And after you free me--tell me what then?
Can you guarantee I won’t get stuck again?
Tell me when. Tell me how.
Tell me why. Tell me where….”

IV. INTONATION
DEFINITION

Intonation refers to the use of melody and the rise and fal l of the voice when
speaking. Each language uses rising and falling pitches differently and has its own
distinctive melody and intonation patterns. In fact, babies usually recognize and use
the intonation of their native language before they learn actual speech sounds and
words.

INTONATION IN ENGLISH

Intonation can determine grammatical meaning as well as the speaker's attitude. It will
"tell" whether a person is making a statement or asking a question; it will also indicate if
the person is confident, doubtful, shy, annoyed, or impatient. Correct use of intonation is
necessary to convey your message correctly and to make you sound like a native
English speaker.

PHRASES ENDING WITH A FALLING PITCH

I. Declarative statements
EXAMPLES: Linda is my sister.↘ He is not going. ↘

II. Questions that require more than a YES/NO response (such question words
include who, what, when, why, where, which, how)
EXAMPLES: Where is my book? ↘ (On the table. ↘ )
104
 When did he leave? ↘ (At three o'clock. ↘ )

PHRASES ENDING WITH A RISING PITCH

I. Questions that ask for a YES/NO response (such question words

include can, do, will, would, may, is, etc.)
EXAMPLES: Will you stay? ↗ (No, I can't. ↘ )
Do you like school? ↗ (Yes, I do. ↘ )
II. Statements that express doubt or uncertainty
EXAMPLES: I'm not positive. ↗ I think he's coming. ↗

EXERCISE 1: Repeat the statements and questions. Make your voice FALL at the end
of each of the sentences and questions. Remember, questions that cannot be answered with
yes or no take the same downward intonation as declarative statements.
1. I have four brothers. ↘
2. He is not my friend. ↘
3. We like ice cream. ↘
4. Tim bought a new car. ↘
5. She likes to play tennis. ↘
6. What is your name? ↘
7. How is your family? ↘
8. Who will drive you home? ↘
9. Why did he leave? ↘
10. Which book is yours? ↘

EXERCISE 2: Repeat the following yes/no questions and sample answers after the
instructor on the tape. Be sure your voice rises at the end of each question and falls
at the end of each response.
YES/NO Questions ↗ Responses ↘
1. Can you see? Yes, I can.
2. Does he play golf? Yes, he does.
3. May I borrow it? Yes, you may.
4. Will she help? No, she won't.
5. Did he arrive? Yes, he's here now.

SOUNDING CONFIDENT INSTEAD OF UNCERTAIN

As was already discussed, a falling pitch should be used at the end of declarative
statements. It will help you sound confident and sure of yourself. On the other hand,
using an upward pitch at the end of the same sentences indicates that the speaker is
doubtful or uncertain about what he or she is saying.
EXAMPLE: They have 20 children. ↘ (stated as a fact)
They have 20 children. ↗ (stated with doubt or disbelief)

EXERCISE 3: Read each of the following statements twice. Use a falling pitch to end the
sentences in the first column, and an upward pitch to end the sentences in the second
column. (Notice how the falling pitch in the first reading helps you to sound sure of

105
yourself while the rising pitch in the second reading makes you sound doubtful or
uncertain.)
Stated with Certainty↘ Stated with Doubt ↗
1. He ate 25 hot dogs. He ate 25 hot dogs.
2. The boss gave him a raise. The boss gave him a raise.
3. You ran 55 miles. You ran 55 miles.
4. Mike was elected president. Mike was elected president.
5. It's already 3 o'clock. It's already 3 o'clock.

INTONATION IN SENTENCES WITH TWO OR MORE PHRASES

Intonation also tells the listener if a speaker has completed the statement or question, or
whether he or she has more to say. Many sentences are spoken with two or more phrases
joined together with such connecting words as and, if, or, so, or but.
EXAMPLES: He can sing, but he can't dance.
We were hungry, thirsty, and tired.
If your voice drops after the first phrase, your listener will think you are finished with the
sentence. To make it clear that you have more to say, you must keep your voice level before
the connecting word and not allow it to fall until you finish your sentence.
EXAMPLES: He can sing —>, but he can't dance↘.
We were hungry —>, thirsty —>, and tired. ↘

I. Declarative sentences with two or more phrases

Keep your voice level —> before the connecting word and lower it at the end.
EXAMPLES: She must buy coffee —>, tea —>, and milk. ↘
She speaks French —>, but not Spanish. ↘

II. Questions presenting two or more choices

This intonation pattern is the same as for declarative sentences with two or more
phrases. Keep your voice level —> before the connecting word and lower it when
you finish your question.
EXAMPLES: Would you like cake—> , or pie? ↘
Is he leaving tomorrow —>, or Sunday? ↘

III. Yes/no questions with two or more phrases

Keep your voice level —> before the connecting word, and use a rising pitch at
the end of your question.
EXAMPLES: Will you come —> if I drive you? ↗
Did he like the new belt —> and gloves I bought? ↗

EXERCISE 1: Read the following dialogue aloud. Use the correct intonation
patterns as indicated by the intonation arrows. This exercise is not on the tape.
↘ = Voice falls ↗ = Voice rises —> = Voice stays level
HUSBAND: Hi, honey. ↘__ What did you do today? ↘_
WIFE: I went shopping. ↘ __
HUSBAND: You went shopping? _↗_ Again? ↗_
WIFE: Yes. ↘__ The store had a big sale. ↘___ Everything was half

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 price. _↘_
HUSBAND: What did you buy now? _↘_
WIFE: I bought this blouse for thirty dollars. _↘__ Isn't it stunning? ↗
HUSBAND: Yes, it's stunning. ↘ I'm the one that's stunned. ↘
WIFE: Do you like the green hat —> or the red one? ↘__
HUSBAND: I like the cheaper one. ↘__
WIFE. I also bought a belt —> scarf —> , dress —> and shoes. _↘_
HUSBAND: Stop it! __↘_ I'm afraid to hear any more. ↘_ _ Do we have any money
left? ↗
WIFE: Yes, dear, we have lots of money left. ↘ I saved two hundred dollars
on my new clothes, so I bought you a set of golf clubs. ↘
HUSBAND: Really? ↗ I always said you were a great shopper! ↘

EXERCISE 2: On the line to the right of each of the following statements or

questions, draw the correct intonation arrow. ( ↘ voice falls; ↗ = voice rises)

EXAMPLES: I feel fine. (Declarative sentence)

Can you sing? (Yes/no question)

1. When’s your birthday? ______

2. Did you see my friend? ______
3. How are you? ______
4. I'm fine, thank you. ______
5. Why were you absent? ______
6. Can you have dinner? ______
7. I don't like beets. ______
8. How do you know? ______
9. Where is the pencil? ______
10. What is your name? ______

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EXERCISE 3: Draw the correct intonation arrrows in the blanks of the following multiple
phrase sentences. (↘ = voice falls; ↗= voice rises ; —>= voice level)

1. We enjoy swimming, ______ hiking, ______ and tennis. ______

2. Is a barbecue all right______if it doesn’t rain? ______
3. If it rains tomorrow______the game is off. ______
4. Is he sick? ______I hope not. ______
5. Please bring me the hammer, ______nails, ______and scissors. ______
6. Do you like grapes, ______pears______, and plums? ______
7. May I leave now______, or should I wait? ______
8. He’s good at math, ______but not spelling. ______
9. Call me later, ______if it’s not too late. ______
10. Will you visit us______ if you’re in town? ______

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