I.

Read the statements and decide whether they are true (T) or false (F)

1. When we are making vowels, the air cannot get out freely.

2. In the production of the sound /ʊ/ the front of the tongue is the highest point.

3. In the production of the sound /ʌ/ the tongue is high in the mouth.

4. Triphthongs are composed of centering diphthongs with /ə/ added at the end.

5. In terms of length, diphthongs are like long vowels.

6. In the production of the sound /ɑː/ the back of the tongue is the highest point.

7. In the production of the sound /i:/ the tongue is neither high nor low in the
mouth.

8. The second part of a diphthong is much longer and stronger than the first part.

9. The sound /æ/ is made with the tongue below its rest position.

10. Long vowels tend to be longer than short vowels in similar contexts.

II. Find the phoneme which corresponds to each description below, then
transcribe an example phonemically

1. Short low back rounded vowel

2. long high back rounded vowel

3. long high front unrounded vowel

4. long mid central unrounded vowel

5. short low front unrounded vowel

6. short mid central unrounded vowel

7. short mid front unrounded vowel

8. long mid back rounded vowel

9. short mid central unrounded vowel

10. short mid-low central unrounded vowels

III. Describe the following phonemes, then transcribe an example

phonemically

1. /ɪ/ ……………………………………………………………………………….

2. /ɔɪ/ ……………………………………………………………………………….

3. /əʊ/ ……………………………………………………………………………….

4. /ɪə/ ……………………………………………………………………………….

5. /ɜ:/ ……………………………………………………………………………….

6. /eə/ ……………………………………………………………………………….

7. /ʊ/……………………………………………………………………………….

8. /ʌ/ ……………………………………………………………………………….

9. /aʊ/ ……………………………………………………………………………….

10. /ɑː/…………………………………...………………………………………….

IV. Choose the sound that is different from the other sounds. Explain your
choice.

1. /e/, /æ/, /ɔː/

2. /i:/, /ə/, /ʌ/

3. /aʊ/, /ɪə/, /ɔɪ/

4. /u:/, /ɪ/, /i:/, /e/

5. /ɜ:/, /i:/, /u:/

6. /ɒ/, /ə/, /ʌ/

7. /ɪ/, /ɔː/, /ɑː/

8. /æ/, /ʌ/, /ʊ/

9. /e/, /∂/, /ɒ/

10./uə/, /əʊ/, /eɪ/

V. For each group of sounds listed below, state the phonetic features which
they all share.

1. /ɒ/, /ɔː/, /u:/

2. /ɪ/, /u:/, /i:/

3. /ɜ:/, /ɑː/, /ɔː/

4. /ə/, /ɔː/, /ʌ/

5. /e/, /ɪ/, /æ/

6. /ɒ/, /ʊ/, /æ/

7. /eə/, /uə/, /ɪə/

8. /ɔː/, /ʊ/, /ɑː/

9. /ɔɪ/, /əʊ/, /eɪ/

10./ɒ/, /æ/, /ɑː/

VI. Match the word with their correct phonetic transcription.

1. combats a. /'ouvə'si:z/

2. certificates b. /ɪˈfektʃuəl/

3. various c. /səˈtɪfɪkəts/

4. pedagogical d. /ʤi'ɔgrəfi/
 5. prestige e. /preˈstiːʒ/

6. vocational f. /vəʊˈkeɪʃənl/

7. conducted g. /ˈkɒmbæts/

8. geography h. /kənˈdʌkt/

9. effectual i. /ɪnˈθjuːziæst/

10. calculator k. /ˈveəriəs/

l. ˈkætəlɒɡ/

m. /ˌpedəˈɡɒdʒɪkl/

n. /'kælkjuleitə/

o. /əˈpiːl/

p. /ɪmˈpruːvmənt/

VII. Write the words corresponding to the following phonetic transcriptions.

1. /'ʃɑ:pənə/

2. /'fiziks/

3. /ˌkrɪmɪˈnɒlədʒi/

4. /ˈdɪsəplɪns/

5. /əˈɡresɪv/

6. /ˈrestrɒnt/

7. /ˌkɒmplɪˈmentri/

8. /ˈpenətreɪt/

9. /ˈæθliːt/
10. /səbˈstænʃl/

11. /fəˈnɒmɪnən/

12. /ˈmedɪsn/

13. /dɪˈstræktɪd/

14. /ˈsænwɪtʃ/

15. /ˌdɪsˌsætɪsˈfækʃn/

16. /piːl/

17. /tʃɪks/

18. /kəʊm/

19. /ˌɪntəˈmiːdiət/

20. /kəmˈpærətɪv/

VIII. Find the phoneme which corresponds to each description below, then
transcribe an example phonemically.

1. Voiceless labio-dental fricative consonant

2. Voiced dental fricative consonant

3. Voiceless palato-alveolar fricative consonant

4. Voiced bilabial plosive consonant

5. Voiceless alveolar plosive consonant

6. Voiceless velar plosive consonant

7. Voiced palato-alveolar affricate consonant

8. Voiced bilabial nasal consonant

9. Voiced bilabial approximant consonant

10. Voiced palatal approximant consonant

IX. Describe the following phonemes, then transcribe an example

phonemically.

1. /s/:

2. /v/:

3. /θ/:

4. /ʒ/:

5. /h/:

6. /d/:

7. /g/:

8. /ŋ/:

9. /l/:

10. /r/:

X. Choose the sound that is different from the other sounds. Explain your
choice.

1. /t/, /s/, /n/

2. /f/, /s/, /p/

3. /p/, /b/, /t/

4. /m/, /n/, /l/

5. /k/, /g/, /h/

6. /ʃ/, /tʃ/, /dʒ/

7. /n/, /ŋ/, /w/

8. /m/, /w/, /v/

9. /t/, /n/, /l/

10. /ʒ/, /ʃ/, /dʒ/

11. For each group of sounds listed below, state the phonetic features which
they all share.

1. /p/, /b/, /t/

2. /w/, /r/, /j/

3. /m/, /n/, /ŋ/

4. /b/, /m/, /w/

5. /f/, /θ/, /s/

6. /b/, /d/, /g/

7. /p/, /t/, /k/

8. /f/, /θ/, /v/

9. /p/, /m/, /w/

10. /θ/, /ð/, /ʒ/

12. Find a minimal pair for each of the following pairs of sounds. Transcribe
the words phonemically.

1. /i:/ and /ɪ/

2. /ɪ/ and /e/

3. /e/ and /æ/

4. /æ/ and /ʌ/

5. /æ/ and /a:/

6. /ʌ/ and /a:/

7. /ɒ/ and /æ/

8. /ɒ/ and /ɔː/

9. /ɒ/ and /ʊ/

10. /ʊ/ and /u:/

11. /f/ and /v/

12. /b/ and /v/

13. /v/ and /w/

14. /dʒ/ and /j/

15. /s/ and /θ/

16. /f/ and /θ/

17. /t/ and /θ:/

18. /m/ and /n/

19. /n/ and /ŋ/

20. /n/ and /l/

13. Mark the letter A, B, C, or D on your answer sheet to indicate the word
that differs from the rest in the position of the main stress in each of the
following questions.
1 A. adorable B. ability C. impossible D. entertainment
2 A. engineer B. corporate C. difficult D. different
3 A. popular B. position C. horrible D. positive
4 A. selfish B. correct C. purpose D. surface
5 A. permission B. computer C. million D. perfection
 6 A. scholarship B. negative C. develop D. purposeful
7 A. ability B. acceptable C. education D. hilarious
8 A. document B. comedian C. perspective D. location
9 A. provide B. product C. promote D. profess
10 A. different B. regular C. achieving D. property
11 A. education B. community C. development D. unbreakable
12 A. politics B. deposit C. conception D. occasion
13 A. prepare B. repeat C. purpose D. police
14 A. preface B. famous C. forget D. childish
15 A. cartoon B. western C. teacher D. theater
16 A. Brazil B. Iraq C. Norway D. Japan
17 A. scientific B. ability C. experience D. material
18 A. complain B. luggage C. improve D. forgive
19 A. offensive B. delicious C. dangerous D. religious
20 A. develop B. adjective C. generous D. popular

14. Put the phrases under the correct rules of assimilation

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

……………………………………………………………………………

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

……………………………………………………………………………

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

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

……………………………………………………………………………

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

……………………………………………………………………………

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

……………………………………………………………………………

……………………………………………………………………………

7. / s / changes to /ʃ/ before /ʃ/ or / j / followed by a rounded vowel sound:

…………………………………………………………………………………
………………………………………………………………………

8. / z / changes to /ʒ/ before /ʃ/ or / j / followed by a rounded vowel sound:

…………………………………………………………………………………
………………………………………………………………………

9. /θ/ changes to / s / before / s /:

……………………………………………………………………………

……………………………………………………………………………

cold cream blood pressure good morning

field glasses open market tone control
fat girl nice shoes bus shelter
roman candle fifth set where's yours?
common ground private property brown paper
cheese shop first class cigarette card
 earth science wet blanket pocket money
head boy chicken breast nice yacht

15. Write the transcriptions of these sentences in case of assimilation

1. Made your bed! -> ___________________________

2. She needs your help. -> ___________________________

3. Where’s yours? -> ___________________________

4. Get some of that soup! -> ___________________________

5. What you want -> ___________________________

6. Would you? -> ___________________________

7. In case you need it -> ___________________________

8. Has your letter come? -> ___________________________

16. Put the words / phrases / sentences under the correct types of elision
and underline the elided sound

1) /ə/ can be disappeared after plosives /p/, /t/, /k/:

…………………………………………………………………………………
………………………………………………………………………

2) Simplification of consonant groups: /t/ and /d/ are often very reduced or
omitted in groups of three (or more) consonants across word boundaries:
………………………………………………............................................

…………………………………………………………………………..

3) Elision of identical consonants:

……………………………………………………………………………

……………………………………………………………………………
4) Elision of /v/ in OF before consonants:
……………………………………………………………………………

……………………………………………………………………………

5) Elision of initial glottal sound /h/ in HE, HIM, HIS, HER(S):

……………………………………………………………………………

……………………………………………………………………………

1. Did you see him last night? 9. puddle of mud

2. confuse 10. kept talking
3. One of my favorite songs 11. six students
4. tonight 12. next to
5. police 13. Where's he?
6. A lot of candies 14. kept quiet
7. Liz smiled gently 15. At Chile, both of them live happily
8. first thing