TASK 6_ WRITTEN EXERCISES

Find the correct phonemic transcription in the list on the right. Write its number next to the word.

a. await .5. 1. krɪ ˈeɪt ɔ

2. jet
b. billow 7 3. ˈɒ rɪnʤ
4. ʧəʊz
c. chose 4 5. ə ˈweɪt
6. ʤet
The first one is done for you.
d. creature 17 7. bɪ ˈləʊ
8. ˈsɜːʤ ən a. await .5.
e. drudge 18 9. ə ˈreɪnʤ b. 5. ə ˈweɪt
10. hɑːt
f. hurt 20 11. drʌg
12. ˈbɪl əʊ
g. jet 2 13. rekt
14. ˈæv ɪd
h. orange 9 15. ʧɔɪz
16. ˈsɑːʤ ənt
i. sergeant 16 17. ˈkriːʧ ə
18. drʌʤ
j. wrecked 13 19. ˈreʧ ɪd
20. hɜːt

2. Circle the correct transcription The first one is done for you.

A B
1. aɪs eyes ice
2. ˈæŋkəl ankle uncle
3. səʊl soil soul
4. briːð breathe breath
5. əˈvɔɪd avoid evade
6. θɪŋ thin thing
7. ˈpəʊz ɪz possess poses
8. vaɪn vein vine
9. ˈluːv ə louvre lover
 10.ˈfiːl ɪŋz fillings feelings

3. Use the dictionary to help you answer the following questions.

a) What is the American pronunciation of marketed?

/mɑrkətəd/

b) How is kindliness pronounced - 'kaɪnd li nəs or 'kaɪnd lə nəs?

/'kaɪnd li nəs/

c) Which is the correct pronunciation of uselessly - 'juːs ləs li or juːz ləs li?
/'juːs ləs li/

d) TRUE OR FALSE? ‘The words studied and studded are sometimes

pronounced the same.

True

e) How is the plural of agency pronounced - ˈeɪʤ əns iz or ˈeɪʤ əns əz?

/ˈeɪʤ əns iz/

4. a. Mark what you think is the stress pattern on the following words,
the first is done for you.
1. daredevil: deredevil
2. deactivate deactivate
3. deputation deputation
4. deputy deputy
5. deregulation deregulation
6. derelict derelict
7. dermatitis dermatitis
8. derogatory derogatory
9. desecrate desecrate
10. discrimination discrimination
11. dishonest dishonest
12. dishwater dishwater

5. Write the words corresponding to the following phonetic

transcriptions:
/ðæn/…Than /ˈkeɪk/ cake /ˈfeɪθ/ faith /ˈhuː/…who
/ˈθruː/.. through /ˈkluː/…clue /ˈeɪt/…ate /ˈfəʊldər/…folder

/ˈteɪbəl/table /ˈfaɪl/.. fail /ˈfɑːsən/..fasten /ˈtæŋ/..tang

6. Write the IPA symbol for the first sound in each of the following words

a. Philosophy…/fi/ d. knowledge /nɒ/ g. her … /həː/

b. use ……/u/ e. Chemist /kɛ/ h. honorable .. / ɒ/

c. caught … /kɔ/ f. through … /θru/ i. clown .. /kla/

7. Using the IPA symbols, provide 2 examples for each type of place of
articulation

bilabial ... /beɪbi/ /pet/

alveolar..... /dɪər/ /zɪpər/

labio-dental ... /fuːd/ /vɔɪs/

palatal .../ʃuː/ /jeləʊ/

inter-dental ... /θɪŋ/ /ðæn/

glottal ... /hæpi/ /ɡreɪhaʊnd/

8. Using the IPA symbols, provide 1 example for each type of manner of
articulation.

plosives ...../kaʊ/
fricatives ... /ˈtuːθbrʌʃ/

affricates ..... /tʃɒp/

approximants .... /wɪʃ/

nasals .../sɪŋə/

laterals .... /leɪt/

9. Put the following words into two columns according to whether their
first consonant is voiced or not.

Voiced voiceless
-Than -Finger

- Flake -Wash
Jungle Flake
Land Finger - Social - Church
River Paper
wash Keyboard -Land - Keyboard
than Computer
-River - Computer
Ocean toe
church -toe - Paper
social
-Jungle - Ocean

10. On the following diagram indicate with an arrow the movement of

the tongue for the diphthongs in the given words. Give a phonetic
transcription first.
Cow: /kaʊ/ toy: /tɔɪ/
May: /meɪ/ Boy: /bɔɪ/
Train: /treɪn/ Oil: /ɔɪl/
So: /səʊ/ Nose: /nəʊz/

11. Transcribe from IPA to English text the following sentences

a) /ˈaɪ ˈkliːn maɪ ˈtiːθ ˈɑːftər ˈaɪ ˈkɪs ði ˈfrɒg/

-I clean my teeth after I kiss the frog

b) /ðæt ˈmɛdsən hæd ði ˈɒpəzɪt ɪˈfɛkt/

-That medicine had the opposite effect

c) / ðeɪ ˈɔːlweɪz ˈiːt wɜːmz/

-They always eat worms

d) /kʌm wɪθ mi tu ˈsiː ði stɑrz /

-Come with me to see the starts

12. Write the phonetic symbol for the first sound in each word
Judge: /dʒ/
Easy: /iː/
Pneumonia: /nʊ/
Contact: /kɒn/
Phone: /foʊn/
Civic: /SIV/
Usually: /ju:/
University: /ju:/
Hospital: /hos/

13. Write the phonetic symbol for the final sound in each word

Beds: /z/
Bets: /s/
Nest: /t/
Bathes: /z/
Belts: /s/
Twelfth: /θ/
Fifths: /s/
Next: /t/
Lapsed: /t/

14. Put the following words in the relevant column according to the
manner of articulation of the consonant in bold.

/ˈeɪ.ʒə/ /ˈnʌθ.ɪŋ/ /bɪˈheɪv/ /ˌiː.kəˈnɒm.ɪks/ /ˈmæn.ɪdʒ/ /ˈtɑː.ɡɪt/ /ˈdɑːnsɪŋ/

/mɪˈsteɪk/ /ˈsæt.ə.deɪ/ /ˈtær.ɪf/ /ˈtrɔː.mə/ /fəˈnɒl.ə.dʒi/ /ˈfeɪ.məs/ /fɔːk/ /
ˈsiː.lɪŋ/ /ˈɡlɑː.t̬ l/ /əˈprɒk.sɪ.mənt/ /træk/ /trænzˈleɪ.tə / /ˈsnɪk.ə / /ˈɡlæs·əz/ /
ə r r

ˈsɪz.əz/ /ˈbrʌð.ə / /ʃaʊə / /tʃɜːtʃ/

r r
fricative affricate plosive nasal lateral approximant
/ˈeɪ.ʒə/ /ˈmæn.ɪdʒ/ /ˈtɑː.ɡɪt/ /ˌiː.kə /fəˈnɒl.ə.dʒi/ /ˈtær.ɪf/
ˈnɒm.ɪks/
/ˈnʌθ.ɪŋ/ /bɪ /tʃɜːtʃ/ /mɪˈsteɪk/ / /ˈɡlɑː.t̬əl/ /træk/
ˈheɪv/ ˈsæt.ə.deɪ/ /ˈtrɔː.mə/
/ˈbrʌð.ər/ /fɔːk/ /ˈsiː.lɪŋ/

/ˈdɑːnsɪŋ/ /əˈprɒk.sɪ.mənt/ /ˈsnɪk.ər/

/ˈfeɪ.məs/
/trænzˈleɪ.tər/
/ˈɡlæs·əz/ /
ˈsɪz.əz/
/ˈbrʌð.ər/
/ʃaʊər/

15. Circle the words according to their place of articulation

a. Circle the words that begin with a bilabial consonant:

math gnat son bold rat camp

b. Circle the words that begin with a velar consonant:

kid rig let coke gun run

 c. Circle the words that begin with a labiodental consonant:

fog cat this mat show vine

d. Circle the words that begin with an alveolar consonant:

zip rose label sun toe dice

e. Circle the words that begin with a dental consonant:

put show shy thigh the hot

f. Circle the words that begin with a palato-alveolar consonant:

shoe shy tie thigh thy jeep

Step 6: Write a reflection

There are many similarities between Spanish and English. Firstly, both languages
use the Roman alphabet which helps learners to get familiar with the linguistic
code fasters. Secondly, there are many words in both languages with same sound,
appearance and meaning, and thirdly, the word order in both languages is similar
except for some exceptions regarding the position of nouns and adjectives in a
sentence. Of course there are some differences between English and Spanish
regarding phonological and phonemic features. First of all, Spanish only has 5
vowel sounds while English has 20 different vowel sounds including diphthongs.
This might explain why Spanish speakers have difficulty differentiating between
vowels phonemes in words like sick and seek. In the following chart we will find
some of these characteristics:

Consonants Spanish English Articulation

ñ Only appears in Only appears in It is palatal and nasal

Spanish Spanish

ll Only appears in Only appears in It voiced palatal fricative

Spanish Spanish

rr Only appears in Only appears in It is dental alveolar

Spanish Spanish

Ch-sh Spanish speakers English Ch is affricate and lingua-

pronounce both speakers alveolar
phonemes alike pronounce both
as ‘ch’ phonemes
differently
Sh doesn’t exist in Spanish
and in English it is lingua
palatal and fricative

v-b Spanish speakers English In English ‘v’ is fricative

pronounce both speakers and labiodental and ‘b’ is
phonemes alike as pronounce both plosive and bilabial
‘b’ phonemes
differently

Th Only appears in Only appears in It is dental and fricative

English English
s-z Spanish speakers English In English, ‘s’ is voiceless
pronounce the speakers and lingua-alveolar. ‘z’ is
same phoneme as pronounce both voiced and lingua-alveolar.
‘s’ phonemes In Spanish ‘s’ ‘z’ both are
differently fricative and alveolar

h In Spanish this is a In English is not In English it is fricative and

silent phoneme silent glottal

w In Spanish this In English this is In Spanish it is occlusive

phoneme is a semivowel
pronounce almost In English it is bilabial
a as ‘gu’ sound in
Spanish

j In Spanish this In English this In Spanish it is fricative

phoneme sounds phoneme is a
similar to the semivowel
English sound ‘H’
In English it is lingua-
palatal

As shown in the chart below some Spanish and English phonemes differ in their
pronunciation even though they are written alike. We can see that there also some
sounds that do not exist in Spanish but that are present in English and vice versa.
We can also analyze the word structure in English which seems to accommodate
multiple consonants at the beginning or at the end of words. Unlike English, in
Spanish a consonant is always followed by a vowel and cannot be read without
one. This explains the difficulty for Spanish speakers to pronounce English words
like prompts, inks, sixths, sixths, speak, etc. For Spanish speakers pronunciation in
English tends to be somehow difficult because of the many different vowel sounds
that exist in English. These particular sounds confuse Spanish learners and
sometimes mispronunciation of certain words can lead to misunderstandings, for
this reason second language learners should be taught about the segmental
features of the target language. Understanding the linguistic codes of a second
language is compulsory since it allows learners to recognize, differentiate and
pronounce each sound and make emphasis in those that do not exist in their
mother tongue. Moreover, it is equally important to include the suprasegmental part
in second language learning. Language learners need to learn how to stress and
use intonation adequately in their second language. According to Lyabode (2011)
‘At both social and cohesive levels of utterances, intonational patterns possess
implication for the communication purposes’ that is to say that pronunciation alone
is not enough in order to make sense and be clear when producing utterances but
also intonation and stress play an important role in communication. The social and
cultural component is as important as the pronunciation one. For example, knowing
when to stress specific parts of a sentence, when to raise or fall intonation when
asking questions or answering questions are really important since our choices can
show rudeness and be impolite if we don't know the rules. For this reason, I
consider it is mandatory to teach pronunciation in early stages so that students get
familiar with the rules of their L2 and acquire significant knowledge that will allow
them to communicate coherently and culturally appropriate.