UNIVERSITY OF MAIDUGURI Maiduguri, Nigeria CENTRE ...

UNIVERSITY OF MAIDUGURI

Maiduguri, Nigeria

CENTRE FOR DISTANCE LEARNING

ARTS

ENG 205: ENGLISH PRONUNCIATION PRACTICE

UNIT: 2

ENG 205 – ENGLISH PRONUNCIATION PRACTICE UNIT: 2

CDL, University of Maiduguri, Maiduguri

ii

Published 2007© All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any other means without prior permission in writing from the University of Maiduguri. This text forms part of the learning package for the academic programme of the Centre for Distance Learning, University of Maiduguri. Further enquiries should be directed to the: Coordinator Centre for Distance Learning University of Maiduguri P. M. B. 1069 Maiduguri, Nigeria. This text is being published by the authority of the Senate, University of Maiduguri, Maiduguri – Nigeria.

ISBN: 978-8133-79-7



iii

P R E F A C E

This study unit has been prepared for learners so that they can do most of the

study on their own. The structure of the study unit is different from that of

conventional textbook. The course writers have made efforts to make the study

material rich enough but learners need to do some extra reading for further

enrichment of the knowledge required.

The learners are expected to make best use of library facilities and where feasible,

use the Internet. References are provided to guide the selection of reading

materials required.

The University expresses its profound gratitude to our course writers and editors

for making this possible. Their efforts will no doubt help in improving access to

University education.

Professor J. D. Amin

Vice-Chancellor



iv

HOW TO STUDY THE UNIT

You are welcome to this study Unit. The unit is arranged to simplify your

study. In each topic of the unit, we have introduction, objectives, in-text,

summary and self-assessment exercise.

The study unit should be 6-8 hours to complete. Tutors will be available at

designated contact centers for tutorial. The center expects you to plan your work

well. Should you wish to read further you could supplement the study with more

information from the list of references and suggested readings available in the

study unit.

PRACTICE EXERCISES/TESTS

1. Self-Assessment Exercises (SAES)

This is provided at the end of each topic. The exercise can help you to

assess whether or not you have actually studied and understood the topic.

Solutions to the exercises are provided at the end of the study unit for you to

assess yourself.

2. Tutor-Marked Assignment (TMA)

This is provided at the end of the study Unit. It is a form of examination

type questions for you to answer and send to the center. You are expected to work

on your own in responding to the assignments. The TMA forms part of your

continuous assessment (C.A.) scores, which will be marked and returned to you.

In addition, you will also write an end of Semester Examination, which will be

added to your TMA scores.

Finally, the center wishes you success as you go through the different units

of your study.


CDL, University of Maiduguri, Maiduguri 1

INTRODUCTION TO THE COURSE

In this topic, you will be introduced to the English sound system viz,

its vowel and consonant sounds, and, its suprasegmental features. The

purpose is to help you to acquire fluent English pronunciation as well as free

and spontaneous self-expression in the language. As a result, each lecture

includes drills and exercises in meaningful contexts to a assist you to acquire

fluency as you practice on your own.



ENG 205: ENGLISH PRONUNCIATION PRACTICE UNITS: 2

T A B L E O F C O N T E N TS

PAGES PREFACE - - - - - - - iii HOW TO STUDY THE UNIT - - - - - iv INTRODUCTION TO THE COURSE - - 1

TOPIC 1. THE ENGLISH VOWEL SYMBOLS - - - 3

2. THE ENGLISH CONSONANT SYMBOLS - - 6

3. THE PRODUCTION OF ENGLISH VOWEL

SOUNDS - - - - - - - 9

4. THE ENGLISH MONOPHTHONGS I - - 12

5. THE ENGLISH MONOPHTHONGS 2 - - 15

6. THE ENGLISH MONPHTHONGS 3 - - - 18

7. THE PRODUCTION OF ENGLISH DIPHTHONGS:

THE CENTRING DIPHTHONGS - - - 21

8. THE PRODUCTION OF CLOSING

DIPHOTHONGS - - - - - - 24

9. THE ENGLISH PLOSIVES - - - - 28

10. THE ENGLISH FRICATIVES - - - - 32

11. THE ENGLISH NASALS AFFRICATES AND

APPROXIMANTS - - - - - 35

12. WORD STRESS IN ENGLISH - - - 38

SOLUTION TO EXERCISES



T O P I C 1:

TABLE OF CONTENTS

PAGES

1.0 TOPIC: THE ENGLISH PHONETIC SYMBOLS - 3

1.1 INTRODUCTION - - - - - - - 4

1.2 OBJECTIVES - - - - - - - 4

1.3 IN-TEXT - - - - - - - - 4

1.3.1 THE ENGLISH VOWEL SYMBOLS - - - 4

1.4 SUMMARY - - - - - - - 5

1.5 SELF ASSESSMENT EXERCISE - - - - 5

1.6 REFERENCE - - - - - - - 5

1.7 SUGGESTED READING - - - - - 5



1.0 TOPIC: THE ENGLISH PHONETIC SYMBOLS

1.1 THE ENGLISH PHONETIC SYMBOLS

1.2 OBJECTIVES

At the end of this topic, you should be able to:

i. Represent the vowel of English using appropriate

symbols.

1.3. IN-TEXT:

1.3.1 THE ENGLISH VOWEL SYMBOLS

The International Phonetics Association (IPA) has identified different

symbols to represent the twenty (20) English vowels which we shall practice

in the course of these lectures. Each symbol is written in-between two

slanting lines to distinguish it from the normal alphabets, as follows.

Vowels Example

1. / i:/ tea, feel, people

2. / ¿ / dig, little, pin

3. /e/ pen, seven, desk

4. /æ/ fan, sack, cat

5. /a:/ car, farm, far

6. /)/ pot, wash, what

7. /):/ horse straw, court

8. /u/ good, wolf, put

9. /u:/ blue, loose, two

10. /^/ come, cut, money

11. /∂:/ first, turn, nurse

12. /∂/ father, picture, doctor

13. /e¡/ jail, late, rain

14. /∂u/ go, goat, hope

15. /ai/ eye, white, mind

16. /au/ house, how, shout

17. /)¡/ joy, coil, oil

18. /¡∂/ hear, wear, jeer

19. /∂/ air, rare, heir

20. /u∂/ sure, poor, fewer

Notice that against each vowel sound (also called vowel phoneme),

there are three English words given to illustrate the sound. The letter or



letters showing where the sound occurs is/are underlined. You will also

notice that numbers one to twelve is a single sound, while each of numbers

thirteen to twenty to made up of two symbols combining to form one sound.

Finally you will notice that some symbols/sounds have double dots (:) in

front of them. This shows that they are long vowels which we shall discuss

in the course of the lectures.

1.4 SUMMARY

Each of the twenty vowels of English has been represented by

means of a symbol. Three examples have been given to illustrate each

sound. This was done to enable you recognize the vowel sounds and

the letters which produce such sounds.

1.5 SELF ASSESSMENT EXERCISES

1. Identify the sounds represented by the underlined letters.

heal, shirt, fun, enough, choose

2. Identify each of the following symbols and illustrate each with

three words other than the ones given in the lecture.

[ ): u: )¡ ∂ e¡ ^]

1.6 REFERENCE

Attah, M.O.(2000): Practice in spoken English for Intermediate and

Advanced Learners, Maiduguri; University of Maiduguri press.

1.7 SUGGESTED READING

Abolade, J.O and Coomb, M. (1980). Oral English for west

Africa, London: Macmillan.

Jones, D. (1956), An outline of English phonetics, Cambridge:

Helfer

Gimson, A.C. (1980): A practical course of English

pronunciation, London Edward Arnolds.



TOPIC 2:

TABLE OF CONTENTS

PAGES

2.0 TOPIC: THE ENGLISH CONSONANT SYMBOLS - 6

2.1 INTRODUCTION - - - - - - 7

2.2 OBJECTIVES - - - - - - - 7

2.3 IN-TEXT - - - - - - - - 7

2.3.1 THE CONSONANT SYMBOLS - - - 7

2.4 SUMMARY - - - - - - - 8


2.6 REFERENCES - - - - - - - 8




2.0 TOPIC: THE ENGLISH CONSONANT SYMBOLS

2.1 INTRODUCTION:

In the unit, you will be introduced to the symbols used to

denote each of the twenty-four consonant sounds of English. Three

words will be used to illustrate each consonant sound.

2.2 OBJECTIVES:


i. Identify the symbols used to represent each of the

twenty-four consonant sounds of English.

2.3 IN-TEXT:

2.3.1 THE CONSONANT SYMBOLS

The International Phonetics Association (IPA), recommends symbols

for representing the consonant sounds of English as follows:-

1. /p/ pen, pipe, play

2. /b/ baby, bible, barber

3. /t/ bat, tilt, test

4. /d/ dad, dead, date

5. /k/ cap, cake, kick

6. /g/ go gag, garbage

7. /m/ mime, trim, man

8. /n/ nine, noon, wine

9. /ŋ/ young taking bring

10. /f/ farm, office, tough

11. /v/ view, van, oven

12. /θ/ thin, teeth, think

13. /∂/ they, brother, those

14. /S / hiss place, swot

15. / z/ rise, prize, cousin

16. /∫/ shoes, sheep, lotion

17. /�/ measures, vision, occasion

18. / h/ house, hall, behave

19. / r/ red, rail, prepare

20. /j / yes, yellow, yam

21. / t / coach, church, watch

22. /d�/ joy, George, bridge

23. /ι/ tall, fly, toll

24. /w/ white, wool, wet



As with the vowels, three words have been used to illustrate each

consonant sound. The underlined letter or letters show where the sound

occurs in the word.

2.4 SUMMARY

The 24 consonant sounds of English have been listed here with

illustrations. Each sound should be properly learned for easy

recognition and production.


1. Identify the sounds represented by the underlined letters:-

Tenth, that, shadow, cargo and joke

2. Identify each of the following symbols and illustrate each with

three words other than the ones given in the lecture:-

[ ts, j , θ,]

2.6 REFERENCE

Attah, M.O (2000): Practice in spoken English for Intermediate and

Advanced Learners.


Abolade, J.O & Coomb, M. (1980): Oral English for West

African.

Jones, D. (1956): An Outline of English Phonetics

Gimson, A.C. (1980), A practical course of English

Pronunciation



TOPIC 3:

TABLE OF CONTENTS

PAGES

3.0 TOPIC: THE PRODUCTION OF ENGLISH VOWEL

SOUND - - - - - - 9

3.1 INTRODUCTION - - - - - - 10

3.2 OBJECTIVES - - - - - - - 10

3.3 IN-TEXT - - - - - - - - 10

3.3.1 THE ENGLISH MONOPHTHONGS - - - 10

3.4 SUMMARY - - - - - - - 11


3.6 REFERENCE - - - - - - - 11

3.7 SUGGESTED READINGS - - - - - 11



3.0 TOPIC: THE PRODUCTION OF ENGLISH VOWEL

SOUNDS

3.1 INTRODUCTION

In this unit, you will be introduced to the articulation

(production) of the vowels of English. The practice will involve, first

the vowels known as monophthongs and later, the ones called

diphthongs.

3.2 OBJECTIVES


i. Articulate (produce) the vowels of English.

3.3 IN-TEXT:

3.3.1 THE ENGLISH MONOPHTHONGS [¡:,¡, e] In section 1.2.1 we gave a list of twenty (20) vowel symbols/sounds.

We had drawn your attention to the first twelve of these which we said had

one symbol/sound each. This is why they are called monophthongs-one or

single unit vowel sounds. Pronounce the first twelve vowel sounds in 1.2.1.

Did you have problem pronouncing them? Do not worry, as we shall

practice their production right away.

i. /¡:/ eg feel, tree and ceiling.

To produce /¡:/, relax the jaw, the lips must not touch the teeth and

must not be over-agreed. Then release lung air gradually.

Next read each of the following sentences, then underline the words

with /¡:/ and pronounce them properly.

1. The Queen reads a piece from her book every evening.

2. Please bring the keys, we need the tea cups.

3. The chief can feed these people from the yield of his

field.

ii. /¡/ eg hill fish and rich

The difference between /¡:/ and /¡/ is that /¡/ is longer in duration

than /¡/. This is shown by the two dots in front of /¡:/.

Pronounce the following pairs to bring out the difference between /¡:/

and /¡:/, by making /¡:/ longer than /¡/ in the following pairs:-

/¡:/ /¡/

seen sin

seat sit

bead bid

leave live

least list



Read each sentence carefully to bring out the contrast between /¡:/

and /¡/.

1. You will weep if the teacher wips you.

2. The king will punish you if you sit on his seat.

3. If you eat the eel, you will be ill.

iii. /e/ eg friend, met dead

To produce /e/ your lips should form a soft circle keep the tongue tip

down, then send the sound towards the centre of the top teeth.

Pronounce the following words with your mouth in the position

described, sell, pen seven deaf, bread.

Read each sentence pronouncing /e/ properly wherever it occurs.

1. Many elephants and leopards went behind the hedge.

2. Ten men fell into the luris den.

3. They serve egg and bread on Wednesdays.

3.43.43.43.4 SUMMARY

In this unit you were taught to pronounce [i:, i, and e] being the

first three members of the English monophthongs. The remaining

monophthongs will be studied in subsequent lectures.

3.53.53.53.5 SELF ASSESSMENT EXERCISES

1. Describe the production/ pronunciation of [ i:, i, and e].

2. How is /i:/ different from /i/ ?

3.63.63.63.6 REFERENCE

Attah, M.O (2000) Practice in spoken English for Intermediate and

Advanced Learners.

3.73.73.73.7 SUGGESTED READING

Bannard, G.L and Mackay P.S. (1979) Practice In Spoken English,

London: The Macmillan.

Fromkin, V. and Rodman, R. (1974), An Introduction To Language,

New York: Rinehart & Winston

Jones, D. (1956), An Outline Of English Phonetics,Cambridge: Heffer



TOPIC 4:

TABLE OF CONTENTS

PAGES

4.0 TOPIC: THE ENGLISH MONOPHTHONGS - - 12

4.1 INTRODUCTION - - - - - - 13

4.2 OBJECTIVES - - - - - - - 13

4.3 IN-TEXT - - - - - - - - 13

4.3.1 THE MONOPHTHONGS [Æ, A:,),):] - - 13

4.4 SUMMARY - - - - - - - 14

4.5 SELF ASSESSMENT EXERCISES - - - - 14

4.6 REFERENCE - - - - - - - 14




4.0 TOPIC: THE ENGLISH MONOPHTHONGS: [æ, a:,),):]

4.1 INTRODUCTION

4.2 OBJECTIVES


i. Pronounce the monophthongs [æ, a:, ر,ر :]

4.3 IN-TEXT:

4.3.1 THE MONOPHTHONGS: [æ, a:, ),):]

The next four monophthongs [æ, a:, ),):] consist of a pair of long and

short sounds; [æ, a:] and [ ر,ر :]. Each pair is pronounced exactly the same

way except that one member is longer in duration than the other as we shall

see shortly.

/æ/ and /a:/

Cat cart

Pat part

Hat heart

Back bark

Ant aunt

Fat fart

If you pronounced each pair well you would have noticed that the /æ/

words (to the left) were shorter than the /a:/ words (to the left). But notice

that in their production, the jaw is relaxed and the tongue is kept down,

while the sound is sent forward to the front of the mouth.

Read each of the following sentences carefully to bring out the

contrast between /æ/ and /a:/:

i. They brought the cat in the cart.

ii. Pat the fighting dogs or part them.

iii. They are farming to avert impending famine.

/)/ and /):/

Pot port

Cot court

Loss laws

Spot sport

Not north

Knot naught

Cock cork



Notice that in each pair, the word to the left is shorter than the word to

the right yet in their production, the jaw is relaxed, the mouth remains open,

then the tongue tip is brought down behind the lower teeth. Read each of the

following sentences carefully to make the correct contrast between /)/ and

/):/

1. Saratu is carrying the pot to the port.

2. We caught the baby before she fell from the cot. 3. Please cock the bottle with the right cork.

4.4 SUMMARY

We have practiced the production of [æ, a:, ), ):] and we saw

that each pair is made up of long and short sounds. We also saw that

each pair has more or less similar points of articulation (produced in

more or less the same way).

4.5 SELF ASSESSMENT EXERCISE

1. Describe the production of [æ, a:, ), ):].

2. List three words to illustrate each of [æ, a:, ), ):].\

4.6 REFERENCE

Attah, M.O. (2000) Practice in spoken English …..


Jones, D. (1956), An Outline Of English Phonetics

Fromkin, V. and Rodman, R. (1974), An Introduction Of Language

Banard, GL and Mackay, P.S. (1979) Practice In Spoken English.



TOPIC 5:

TABLE OF CONTENTS

PAGES

5.0 TOPIC: THE ENGLISH MONOPHTHONGS

[U, U:, ^, ∂:,∂] - - - - - 15

5.1 INTRODUCTION - - - - - - 16

5.2 OBJECTIVES - - - - - - - 16

5.3 IN-TEXT - - - - - - - - 16

5.3.1 THE MONOPHTHONGS [U, U:, ^, ∂:,∂] - - 15

5.4 SUMMARY - - - - - - - 17


5.6 REFERENCE - - - - - - - 17




5.0 TOPIC: THE ENGLISH MONOPHTHONGS:

[u, u:, ^, ∂:,∂]

5.1 INTRODUCTION

5.2 OBJECTIVES


i. Pronounce the monophthongs [u, u:, ^, ∂:,∂]

5.3 IN-TEXT:

5.3.1 THE MONOPHTHONGS [u, u:, ^, ∂:,∂]

/u/ and /u:/

Pull pool

Full fool

Would wooed

Could cooed

Should shoed

If you pronounce /u/ and /u:/well, you would notice that /u/ is a short

sound while /u:/ is a long sound. They are however produced in more or less

the same way, viz, the lips are rounded, the back of the tongue is raised and

air passes out through the mouth.

Read the sentences below, making a clear distinction between /u/ and

/u:/ in each sentence:

1. Pull him out of the pool quickly.

2. The fool was happy that his barn was full.

3. Luke could not look in the face after the quarrel.

4. He wooed her in the wood.

/^/ e.g. come, mother, cut and young is another short sound. To

produce this sound, let the tip of the tongue make contact with the lower

teeth, spread the lips then allow air to pass though the mouth.

Pronounce /^/ properly in each of the following words: love, money,

bus, luck, run, language and jump. Also read each of the following sentences

pronouncing /^/ properly whenever it occurs.

1. The young couple ran quickly and jumped into the bus.

2. They cut open his luggage and removed his money.

3. Sunday was lucky on Monday, he found the missing cups.

4. If my mother had enough money, she would go to London.

The vowel /∂/, also called the neutral vowel does not occur in a

stressed position. Examples are colour, another, about, was. To produce this



sound raise the centre of the tongue towards the soft palate, spread the lips

and allow air to come out gently through the mouth. More examples of /∂/

include: cupboard, picture, suggest, letter and father. Read each sentence at

normal speed making sure that you pronounce /∂/ properly whenever it

occurs:

1. I saw the picture of your younger brother in America.

2. You will need a better machine for the work.

3. I left the breakfast set in the cupboard, as you suggested.

4. The boy sent another letter to his father.

5. The younger merchant has bought some coloured cloth.

Is longer than /∂/ and exists in words like girl hurl, birth, herd, turn, and

bird. Pronounce /a:/ properly in each of the following word, thirst, heard,

whirl, worst, word our and murder read each sentence carefully and make

the correct contrast between the two words that are similar.

1. He jumped out of bed and caught the bird.

2. At the head of the herd was a black sheep.

3. The ten men should turn toward the pool.

4. the worst hostilities occurred in the west of the country

5. Ted has married his third wife.

5.4 SUMMARY

We have practiced the last of the monophthongs, namely [u, u;

n,∂, ∂:] [u, n,∂:] were short sound while [u:, ∂:] were long sound

example were given in individual words and in context to help your

private practice.


1. use three English words to illustrate each of the following sound [

u: u: ^, ∂, ∂,]

2. Describe the production of /u/ and /u:/

5.6 REFERENCE

Attah, M.O (2000), Practical In Spoken English For Intermediate And

Advanced Learners.


O Connor, J.D. (1977) Beth English Pronunciations

Tench, P. (1981) Pronunciations skills , London: The Macmillan

Jones, D.(1956) An Outline of English phonetics.



TOPIC 6:

TABLE OF CONTENTS

PAGES

6.0 TOPC: THE PRODUCTION OF ENGLISH

DIPHTHONGS - - - - - 18

6.1 INTRODUCTION - - - - - - 19

6.2 OBJECTIVES - - - - - - - 19

6.3 IN-TEXT - - - - - - - - 19

6.3.1 THE CENTERING DIPHTHONGS - - - 19

6.4 SUMMARY - - - - - - - 20


6.6 REFERENCE - - - - - - - 20

6.7 SUGGESTED READINGS - - - - - 20



6.0 TOPIC: THE PRODUCTION OF ENGLISH DIPHTHONGS

6.1 INTRODUCTION

In this unit you will be introduced to the production/articulation

of English diphthongs. A diphthong is a combination of two vowel

sounds forming one unit of sound. Diphthongs are of two types,

Centring diphthongs and closing, diphthongs. We shall follow this

major divisional in our presentation of the diphthongs.

6.2 OBJECTIVES


i. Identify the centering diphthongs and also pronounce

them correctly.

6.3 IN-TEXT:

6.3.1 THE CENTERING DIPHTHONGS (є∂ i∂, u∂) / є∂/ e.g square, dare, heir.

To produce /є∂/ the jaw is relaxed, the mouth is slightly closed, the

back of the moves forward as it glides (move quickly from /e/ to /2/. As you

pronounce the following examples, try to combine /e/ and /∂/ to form one

vowel sound:- air, have, care, fare, glare and wave. Read each sentence

below and identity all the /є∂/ words:-

1. Mary was told to beware of the bear.

2. Don’t despair the heir will recover from the malaria attack.

3. The air was clear so we claimed the precarious stairs.

4. There in the dairy farm are rare animals.

5. She dared to stare at the fair pear.

/i∂/ e.g fear, clear, beer.

To produce /i∂, the front part of the tongue is raised; then the tongue

starts from /i/ and glides in the direction of /∂/. More examples of /i∂/ words

are dear, hear, near, pierce, tear, sheer, wear, theatre, jeer and sincere.

Read each sentence and identify each /i∂/ words:-

1. He will hear better when he comes near the theater.

2. The spear pierced the animal near the ear.

3. Who has any idea where the queer old man lives?

/u∂/ e.g poor, tour and newer

To produce /u∂/, raise the back of the tongue, then move the tongue

from /u/ in the direction of /∂/. More examples of /u∂/ are; sure, cure, fury,



durable, pure, endure and bluer. Read each sentence to properly pronounce

all the /u∂/ words:-

1. Surely, the pupils can endure hardship longer than their teachers.

2. He was sure that the sky was bluer when he was lured into the

field.

3. I’m sure that his story is tiner than yours.

4. During the tour we bought durable glasses from the brewery.

6.4 SUMMARY

We have practiced the first of the diphthongs, viz [∂, i∂, u∂]. Did you notice how the tongue moved from one vowel position to the

other during the articulation of each of them?


1. Identify these sounds and illustrate each of them with three

examples: [є∂ i∂,u∂] Note: Use examples other than the words given in the lecture.

6.6 REFERENCE

Jones, D. (1956). An Outline of English Phonetics.


Attah, M.O (2000). Practice in spoken English for advanced and

intermediate learning.

Tench, P. (1981). Pronunciation Skills, London: Macmillan’s.



TOPIC 7:

TABLE OF CONTENTS

PAGES

7.0 TOPIC: THE PRODUCTION OF CLOSING

DIPHTHONGS - - - - - 21

7.1 INTRODUCTION - - - - - - 22

7.2 OBJECTIVES - - - - - - 22

7.3 IN-TEXT - - - - - - - - 22

7.3.1 THE CLOSING DIPHTHONGS - - - 22

7.4 SUMMARY - - - - - - - 23


7.6 REFERENCES - - - - - - - 23




7.0 TOPIC: THE PRODUCTION OF CLOSING DIPHTHONGS

[(ei, ∂u, ai, )i]

7.1 INTRODUCTION

7.2 OBJECTIVES


i. Pronounce [ei,∂u, ai, an, )i].

7.3 IN-TEXT:

7.3.1 THE CLOSING DIPHTHONGS

/ei/ eg. Late, rain, wait and praise.

To produce /ei/, your tongue should start from the position of /e/ and

move up quickly in the direction of /i/. The movement leaves the month in a

closing position, and so /ei/ is a closing diphthong.

Pronounce each of the following words and properly articulate /ei/

whenever it occurs.

Baby, game, case, able, hate, table, plane, tail, eight, name, daily, day,

faire, maize, sailor and cake.

/∂u/ e.g. load, bone, shoulder.

To pronounce /∂u/ start at /∂/ with your lips in a rounded position and

move the tongue quickly in the direction of /u/.

Pronounce /∂u/ properly in each of the following words: home, road,

go, code, old, blow and roll. Identify all the /∂u/ words in each of the

following sentences.

i. I hope he knows how to use the phone.

ii. The rogue rose with a boulder on his shoulder.

iii. The coach caught a cold in the frozen snow.

/ai/ e.g while, sky, title

To pronounce /ai/ the tongue starts in the position of /a:/ and moves

quickly in the direction of /i/. More example of /ai/ are buy, bile, write, why,

tight and style. Identify /ai/ whenever it occurs in the following sentences.

i. His wife needed five naira to buy some rice.

ii. I will ride my bicycle this night.

iii. He likes to write under different types of title.

iv. If the price is right I’ll buy the while bike for my child.

/au/ e.g cow, shout, town



To produce /au/, the tongue glides from /a:/ to /u/. More examples of

/au/ include, owl pound, gown, house, month, mouse now and proud.

Identify /au/ whenever it occurs in the following sentences:-

i. The hounds found the mouse near the mound.

ii. The cow and the owl don’t make the same sound.

iii. They found the mouse-trap in the house.

/)i/ e.g boy, coin, employ

To produce /)i/, keep the lips apart and clear of the teeth, then project

the sound forward as the tongue moves from /)/ in the direction of /i/. More

example of /)i/ are, voice, joy, noise, oil, spoil, buoy, enjoy and toil. Identify

/)i/ in each sentence below:-

i. They toiled to buy their choice toys.

ii. He boiled the royal python with joy

iii. Joys voice can be heard even in the void.

7.4 SUMMARY

We have practiced the last five diphthongs, viz, [ei, ∂u, au,)i]. I hope you noticed how the tongue moved from one vowel

position to the other during the production?


1. Identify these sounds and illustrate each of them with three

words other than the ones used in the lectures:-

[∂u, au, )i ei]

2. Identify the diphthong represented by the letter/letters

underlined in each of the following words: decoy, loitering,

silent post, jail, fame

7.6 REFERENCES

Attah, M.O Practice in Spoken English.


Jones, D., Outlines Of English Phonetics, Cambridge; Heffer.

O’connor J.D. Better English Pronunciation London; Cambridge

University press.



TOPIC 8:

TABLE OF CONTENTS

PAGES

8.0 TOPIC: THE PRODUCTION OF ENGLISH

CONSONANT - - - - - 24

8.1 INTRODUCTION - - - - - - 25

8.2 OBJECTIVE - - - - - - - 25

8.3 IN-TEXT - - - - - - - - 25

8.3.1 THE ENGLISH PLOSIVES - - - - 25

8.4 SUMMARY - - - - - - - 26


8.6 REFERENCE - - - - - - - 27




8.0 TOPIC: THE PRODUCTION OF ENGLISH CONSONANT

SOUNDS

8.1 INTRODUCTION

In this unit, you will be introduced to the articulation of the

consonant sounds of English. This will be done under five different

headings of plosives; fricatives, nasals, affricatives and approximants.

8.2 OBJECTIVES


i. Identify and articulate the English plosives, fricatives,

nasals and affricates with minimal difficulty.

8.3 IN-TEXT

8.3.1 THE ENGLISH PLOSIVES

[p, b, t, k, g]

The consonant sounds listed above are called plosives because a kind

of plosion follows each of them as they are produced. This is because for

each of them, the air from the lung is trapped first, then released suddenly to

cause the plosion.

[p] is produced when the upper and lower lips are pressed together to

completely block air from the lungs. As a result, air pressure builds up

sufficiently. When the lips are suddenly separated the blocked air rushes out

making a sound that resembles an explosion.

Examples are, pope, paper, pan, ripple, apple, pay and people.

/b/ e.g Bible, book, baby.

To produce /b/ press the upper and lower lips together to completely

block lung air. Allow sufficient to build up, then separate the lips suddenly.

More examples /b/ are bread, big, bold, barber and ban.

Note Please

Notice that /b/ is silent in the following words:- doubt, debt, comb,

thumb, lamb, dumb, climb, tomb, mump and plumber. This means

that /b/ is not pronounced in each of the words listed above.

/t/ e.g test, tea, sit.

To produce /t/ press the tip of the tongue against the upper gum (roof

of the mouth), then pull the tongue down suddenly.



Examples of /t/ include the following: total, tight, tart, bat, little and

letter.

Note Please

Note that /t/ is silent in the following words:- Listen, fasten, depot,

castle and Christians. This means that the ‘t’ in each words is not

pronounced.

/d/ e.g dad, dead, lid.

To produce /d/ press the tip of the tongue against the upper gum,

release the tongue suddenly from the gum; this should cause air to rush out

with the sound of an explosion. More examples of /d/ are added, dust, dab,

field, standard, dug and dud.

/k/ e.g kick, cake, park

The consonant sound, /k/ is another member of the plosive group as

its production also involves a complete closure of the air passage followed

by an audible release of compressed air. To produce /k/, make back of the

tongue to touch the soft palate or velum. This will completely close the air

passage, causing air pressure to build up, then suddenly disengage the

tongue from the velum. More examples of /k/ are click, are, crew, class,

cackle, cactus, come, care, cook.

/g/ e.g gate, egg, gum.

To produce /g/ bring the back of the tongue against the soft palate

(this blocks the air from the lungs). Then, the back of the tongue is suddenly

pulled down when air has sufficiently welled up. More examples of /g/

include, gag, gasket, dig, bag, peg, fog, drag and galore.

8.4 SUMMARY

In this topic, we practiced the production of the six English

plosives. We saw that in the production of each of them two vocal

organs make a complete contact thereby blocking completely air from

the lungs. We also saw that in each of them there was a sudden

separation of the two organs causing the air pressure which had built

up to cause a kind of explosion.


1. What is a plosive? Illustrate your answer by describing the

production of any two English plosives of your choice.

2. Identify these English plosives and illustrate each with three

words other than the ones used in the lecture: [k, g, t, d]



8.6 REFERENCE

Attah, M.O Practice In Spoken English For Intermediate And

Advanced Hearers.


Abolade, J.O and Coomb, M., Oral English for West Africa.

O,Conner, J.D Better English Pronunciation.

Tench, P. Pronunciation practice.



TOPIC 9:

TABLE OF CONTENTS

PAGES

9.0 TOPIC: THE PRODUCTION OF ENGLISH

FRICATIVES - - - - - 28

9.1 INTRODUCTION - - - - - - 29

9.2 OBJECTIVES - - - - - - - 29

9.3 IN-TEXT - - - - - - - - 29

9.3.1 THE ENGLISH FRICATIVES [ F, V, Θ,∂,S, Z, ] 29

9.4 SUMMARY - - - - - - - 31


9.6 REFERENCE - - - - - - - 31




9.0 TOPIC: THE PRODUCTION OF ENGLISH FRICATIVE

9.1 INTRODUCTION

9.2 OBJECTIVES

At the end of this topic, you will be able to:

i. Identify and pronounce the English fricative with minimum

difficulty

9.3 IN-TEXT:

9.3.1 THE ENGLISH FRICATIVE

[ f, v, Θ,∂,s, z, ]

Each of the consonants in this group is production with speech air

passing through a narrow gap made by two speech organs to cause a wising

noise to be heard as the sound is produced. This why they are called

fricative. We will look at how each of them is produced.

/f/ e.g. farm, office, tough

In the production of /f/, air squeezes through a narrow gap formed by

the upper teeth and the lower lip. Therefore during production, bring the

upper and lower lip in context, then pass the speech air through the narrow

space caused by the upper teeth and the lower tip. More examples of /f/:-

Philip, laugh, fifty, phone, enough, fall, tough, rough and half.

/v/ e.g. valve, five, cave.

In producing /v/, the upper and lower lips are in contact, then air

squeezes through the narrowing formed by them.

More examples of /v/ are:- love, waves, oven, village, cove, van, dove

and vote.

/Θ/ e.g. teeth, tenth, thin

To produce /Θ/ bring the upper and lower teeth close together. Then

advance the tip of the tongue, forward between them as air escapes through

the mouth only. /Θ/ is often confused with /t/ as in both and boat. Pronounce

the pairs given below to make a clear distinction between /Θ/ and /t/.

thin – tin

tenth – tent

thirst – test

thick – tick

though – taught

three - tree



thinker – tinker

Did you notice a difference between /Θ/ and /t/ in your pronunciation?

/∂/ e.g. brother, gather, they

To produce /∂/ follow the same process as /Θ/ except that three

should be a vibration in the throat region. /∂/ is often confused with /d/ as

in dart and that. Pronounce the following pairs correctly:-

There -dare

Then - den

they – day

mother – murder

leather – leader

either – elder

bathe – bade

Identify /∂/ wherever it occurs in the following sentences:-

i. My father and my mother opened their mouths.

ii. These lathers are neither thick nor thin, are they?

iii. Nobody expects to hear the truth from the months of the youths

in leather jackets.

/S/ e.g speak, place, piece

To produce /s/ place the tip and black of the tongue close to the

alveolar ridge (see appendix), air escapes through the mouth. More examples

of /s/ include: bus, since, suspense, cyst system, say sword and hiss

/z/ e.g. zoo, does, roses,

The sound /z/ is said with the tongue pressed lightly on the upper

teeth. More examples: causing, rise, prize, tease, lazy, rose, pleasant, lose,

nose, and reason.

/s/ e.g. show wash station

To produce /s/ bring the tip of the tongue and the alveolar ridge

together, them let air squeeze through the narrowing caused by the tongue

and the alveolar ridge. More examples of /s/ : ship, addition, ocean, polish,

English fish, intention and shallow.

/z/ e.g. treasure, vision leisure the consonant /z/in produced much the same

way as /s/except that the vocal cord are vibrating for /z/ are: confusion,

enclosure, pleasure television, division and illusion. /h/ e.g. house, high,

behave.



The sound /h/ is made in the throat as air is pushed up from the lung.

More example of /h/ are: behind, hope, harm, had, hand, half, head, and here

please note, that /h/ is silent in t he following word: honors honest

honorable, hour, heir, John, Thomas school and scholar. This mean that the

letter /h/ in the spelling of there word is not pronounced during speech.

9.4 SUMMARY

We have noted that in the production of mine (9) English

fricative, air escapes through a narrowing caused by two vocal organs

coming closely together.


1. What is a fricative? Illustrate your answer by describing the

production of any two fricatives.

2. List three word other than the ones given during the lecture, to

illustrate each of the following fricative. [ f, θ � ]

9.6 REFERENCE

Attah, MO Practice In Spoken English For Intermediate And

Advanced Learners.


Abolade, J.O, and Coomb, M, Oral English for West Africa

O, Connor, J.D Better English pronunciation

Tench, P Pronunciation Practice.



TOPIC 10:

TABLE OF CONTENTS

PAGES

10.0 TOPIC: THE PRODUCTION OF ENGLISH NASALS

AFFRICATES AND APPROXIMANTS - 32

10.1 INTRODUCTION - - - - - - 33

10.2 OBJECTIVES - - - - - - - 33

10.3 IN-TEXT - - - - - - - - 33

10.3.1 THE ENGLISH NASAL AFFRICATES AND

APPROXIMANTS - - - - - 33

10.4 SUMMARY - - - - - - - 34


10.6 REFERENCE - - - - - - - 34




10.0 TOPIC: THE PRODUCTION OF ENGLISH NASALS,

AFFRICATES AND APPROXIMANT

10.1 INTRODUCTION

10.2 OBJECTIVES

10.3 IN TEXT:

10.3.1 THE ENGLISH NASALS [m, n, ŋ] THE ENGLISH

AFFRICATES – [t� dz ] AND THE ENGLISH APPROXIMANTS [ι r j w ]

The nasals, so called be caused in production there sound the air is

directed through the nose nasals are [m,n,ŋ] /m/ e.g. mine, time, muscle. To

produced /m/ the upper and lower lips come into contact to block air from

passing through the mouth with the blockage in place, air is directed down

the nose. More examples of [m] are: man mammal, summer warm, home

come and mother.

[n] e.g. ten; men, nine

To produced /n/ bring the tongue and the palate in complete, contact

to obstruct speech air from escaping through the mouth. Example of /n/ are:

noon, June, sin, vision, listen and pen.

/ŋ/ e.g. king, young and bring

To produced /ŋ/ the back of tongue touches the soft palate to caused a

blockage. Then the air is pushed out through the nose. More examples of /ŋ/

include: - English, taking, watching, bang and sing.

The Affricates are /t∫/ and /d�/. They are so called because though they

resemble the plosives in production, /t∫/ e.g church, child, change.

To produce /t∫/ the tip of the tongue is placed against the upper teeth

ridge, then the tip of the tongue is removed causing a soft plosion. More

examples of /t∫/ are: lunch, teacher, chin, wretch, each, nature, March and

French.

/d�/ eg. age, page, joy.

/d�/ is produced much the same way as /t∫/, but for /d�/ you should feel a

vibration in the throat region. More examples of /d�/ are; soldier, join,

marriage, danger, enjoy and germinate.



The approximants, so called because they resemble vowel sounds in

their production as a minimal obstruction is felt during their production. The

approximants are: [ι, r, j, w]

/ι/ eg. Sleep, tall, , long.

The sound /ι/ is formed with the tongue-tip touching the font top

teeth. Lung air is passed round the minor obstruction caused by the tongue

and the teeth. More examples of /ι/ are; toll, dull, leaf, lady, tremble, flute

and full.

/r/ eg. Rush, race, drag.

To produce, make the tip of the tongue point toward the hard palate,

make the lips rounded, then let air flow between the tongue-tip and the hard

palate. More examples of /r/ are: red, rail, pretty, library, married, ride, and

write.

/j/ eg. yes, you, use.

The sound /j/ is also called a semi-vowel, because in production, the

mouth is in the same position as for /i:/, then a quick movement to the

vowel, follows the /j/ are: amuse, yellow, beyond, few, music and beautiful.

/w/ eg. white, wool, wet.

The sound /w/ is formed by making a quick glide to the vowel which

follows it. To produce /w/, your lips should be rounded, then move the

tongue quickly in the direction of the vowel following it. More examples of

/w/ are: one, water, why, woman, wash, persuade, wine and wack.

10.4 SUMMARY

In this topic, we described the production of the English nasals,

affricates and approximants. These were considered together for

convenience, not for resemblance in production.


1. Identify the following sounds [ŋ, j, t∫, dз]

10.6 REFERENCE

Attah, M. O. Practice in spoken English


Barnard, G.L. and Mckay P.S. (1979) Practice In Spoken English,

London: The Macmillan

Jones, D. (1956), An Outline Of English Phonetics, Cambridge:

Heffer

Gimson, A.C. (1980) A Practical Course Of English Pronouonciation,

London: Edward Arnold.



TOPIC 11:

TABLE OF CONTENTS

PAGES

11.0 TOPIC: STRESS AND INTONATION - - - 35

11.1 INTRODUCTION - - - - - - 36

11.2 OBJECTIVES - - - - - - - 36

11.3 IN-TEXT - - - - - - - - 36

11.3.1 WORDS STRESS IN ENGLISH - - - 36

11.4 SUMMARY - - - - - - - 37


11.6 REFERENCE - - - - - - - 37




11.0 TOPIC: STRESS AND INTONATION

11.1 INTRODUCTION

In this topic, you will be introduced to accentuation in English

speech. We will consider this at the word level and at the sentence

level. At the word level, we will call it word stress; and at the sentence

level, we will call it intonation.

11.2 OBJECTIVES

At the end of this unit, you will be able to:

i. Identify the stressed syllable in an English word and also

recognize the functions of English intonation.

11.3 IN-TEXT:

11.3.1 WORD STRESS IN ENGLISH

In English words with two or more syllables, only one syllable is

stressed. The syllable which is stressed is said more loudly than the rest of

the syllables. In our study of word stress, we will classify English words into

four groups, namely, those stressed on the first syllable, those stressed on the

second syllable those stressed on the third syllable. The stressed syllables is

written in capital letters to indicate the force with which they are said. A

slash is also used to indicate the syllable.

a. English words stressed on First syllable

HUS/band, COL/lege, NO/ting, QUAN/tit/ty, UN/der, YES/ter/day,

BA/che/lor,TE/le/phone. Say each word with greater force on the first

syllable (written in capital ) and notice the rise and fall of the voice

b. English word stressed on the second syllable

ad/ DRESS, re/ SULT, de /GREE , to /BA/co, to /MA/to e/LEV/en,

im/PORT/ant, and thir/TEEN. Read each word again paying attention

to the fall- rise rhythm of the voice as the second syllable is said with

greater force.

c. English words stressed on third syllable

Re/pre/SENT, re/pro/DUCE, un/der/STAND, dis/ap/POINT,

pho/to/GRAPH/ic, af/ter/NOON, se/cond/HAND and in/tro/DUCE.

Read each again pronouncing the third syllable with greater force.

d. Words which change their form and meaning depending on which

syllable is stressed.



Nouns Verbs

IM/port im/PORT

RE/fuse re/FUSE

IN/crease in/CREASE

OB/ject ob/JECT

PRE/sent pre/SENT

CON/vict con/VICT

RE/cord re/CORD

SUB/ject sub/JECT

PRO/gress pro/GRESS

Pronouncing each pair again, stress each word, first on the first

syllable, then on the second . did you notice any change in the form and

meaning of each word? Do the same with ‘contact’ ‘perfect’, ‘frequent’,

‘Dispute’, ‘August’ and ‘rebel’.

11.4 SUMMARY

We have noted that in pronouncing English words with two or

more syllables, one syllable is said louder than the rest. The syllable

which is said louder than the rest is the stressed syllable. Therefore,

unlike Nigerian words, English word syllables are not said with equal

force as one is said with greater force than the rest. We also saw that if

some words are stressed on the wrong syllable, they would produce

unintended meaning.


1. Correctly stress the following words: famous, department,

table, teacher, anchor, second-class.

11.6 REFERENCE

Attach M.O. Practice In Spoken English


Kingdon, R. (1985) – English Introduction Practice, London:

Longmans

Allen, W.S. (1972), Living English Speech London: Longmans.

Amayo, A. (1986) “Teaching English pronunciation in Nigeria for

international intelligibility: The suprasegmentals, in Unoh, S.O. Use

of English in Nigeria, Ibadan: spectrum.



TOPIC 12:

TABLE OF CONTENTS

PAGES

12.0 TOPIC: INTONATION IN ENGLISH - - - 38

12.1 INTRODUCTION - - - - - - 39

12.2 OBJECTIVES - - - - - - - 39

12.3 IN-TEXT - - - - - - - - 39

12.3.1 THE FUNCTIONS OF INTONATION - - 39

12.4 SUMMARY - - - - - - - 40


12.6 REFERENCE - - - - - - - 40




12.0 TOPIC: INTONATION IN ENGLISH

12.1 INTRODUCTION

12.2 OBJECTIVES

12.3 IN-TEXT:

12.3.1 INTONATION IN ENGLISH

As with word stress, the voice also rises and falls as we produce

English sentences. In other words, in English sentence, some words are said

with force while others are said with less force. Thus, intonation may be

defined as the rise and fall of the voice in an English utterance. Information

may be used in a number of ways to convey different types of information as

well as the mood of the speaker.

English operates with two basic intonation patterns; the fall pattern

and the rise pattern The fall pattern is usually used for statements,

commands and wh-question. The fall intonation begins with the voice high

on the first stressed word and falls on the last stressed word. We shall

illustrate these with commands, statements and Wh-questions.

Commands – as explained before, commands are said with falling intonation

examples:

1. Leave the house.

2. Open the door.

3. Get on with the work.

Statements

1. He promised to write on arrival.

2. The president went to London by air.

3. They have moved into their new house.

If you read each sentence well, your voice started with a rise and

descended gradually until it dropped on the final stressed word, as in the

commands.

WH-Questions: these are questions beginning with ‘what’, ‘why’, ‘when’,

‘where’, ‘who’ are also spoken with the falling intonation. Examples:

1. What is the time to close?

2. When do you close from lectures?



3. How much money do you have?

4. Who is the author of this book?

The Rise Pattern

The rise pattern – upward movement of the voice in the last stressed

word – is usually noticed in questions other than the Wh-type already

discussed. It is also used in continuatives or unfinished statements, as we

now illustrate.

The Non – Wh-Questions

They are also called polar questions because they can be answered

with ‘yes’ or ‘no’. Examples.

1. Did you enjoy the meal?

2. Is that your husband?

3. Have you washed your hand?

4. Can I do it for you?

In each of these and other polar questions, the voice rises at the last stressed

word as shown in No 1 above.

Continuatives

In a continuative or a sentence beginning with a subsidiary phrase or clause,

the first part usually ends in a rising tone, while the second or final part ends

in a falling tone. E.g.

`In spite of the rain, they enjoyed the game` (the voice rises at `rain’, and

falls at game). Other examples include:

1. When the principal saw us, he gave us a hot chase.

2. Unless we leave home right away, we will miss the train.

3. He came, he saw, he conquered.

4. They saved rice, beans and meat.

12.4 SUMMARY

We have seen that the voice also rises and falls in connected

speech like clauses, phrases and sentences. We also saw that different

functions are achieved as the voice rises or falls at the last stressed

word in phrases, clauses or sentences.


1. What is intonation? Explain any two functions of intonation.

12.6 REFERENCE

Kingdom, R. (1958) English Intonation Practice, London: Longmans.




Allen, W.S. (1972) Living English Speech, London: Longmans

Gimson, A.C. (1980), A Practical Course Of English Pronunciation,

London; Edward Arnolt

Attah, M.O. (1999) Practice In Spoken English For Intermediate And

Advanced Learners.



SOLUTION TO EXERCISES

TOPIC 1:

A. /i:/, /∂/, /^/, /):/

B. a. door, caught, four

b. two, choose, loose.

c. bony, toy, joy

d. compare, air, care

e. Bait, cake, late

TOPIC 2:

A. a. This, thin, thing

b. the, that, bathe

c. shame, shy, lotion

d. came sepuldure, kite

e. joy, jam, george

B a. /ts/ change, watch, chance

b. /j/ yes, joy, yeast

c. /θ/ thank, three, with

TOPIC 3:

A. The jaw is relaxed, air then flows freely from the lungs without

pronounced lip spreading.

B. Same as above, except that /i:/ is longer in duration than /i/.

C. /e/ The lips form a soft circle. The tongue tips is kept down, then the

sound is sent towards the centre of the mouth.

TOPIC 4:

A. /a:/ is longer in duration than /∂/ but they are both formed when the

jaw is relaxed while the second is sent forward to the front of the

mouth.

B. /):/ is longer in duration than /)/but they are both produced the same

way, viz, the jaw is relaxed, the mouth is open and the tongue tip goes

down behind the lower teeth.

C. /ǽ/ man, pan dan

/a:/ park, lark, cart

/)/ got, top, not

/):/ sort, court, north



TOPIC 5:

A. /u:/ choose, loose, two

/^/ son, mother, money

/∂/ ago, another, butter

/∂:/ gird, girl, bird

B. /u:/ is longer than /u/ but they are both produced in more or less the

same way. The lips are rounded the back of the tongue is raised, and air

passes out through the mouth.

TOPIC 6:

a./ε∂/ air, compare, care

b. /i∂/ beer, tear, fear

c. /u∂/ poor, fewer, tour

TOPIC 7:

a. /∂u/ goat, coat, loan

b. /au/ how, cow, house

c. /)i/ toy, joy, point

d. /ei/ take, pay, lake

TOPIC 8:

A. A plosive is a consonant sound produced with audible plossion when

two organs of speech are forced apart causing accumulated air to

explode or rush out with force causing a little explosion.

Examples.

/K/- The back of the tongue touches the soft palate or velum. This

completely closes the air passage, causing air pressure to build up.

The tongue is then suddenly disengaged from the velum. The

complete closure causes air to well up, then the sudden release causes

the explosion, which follows the production of /k/.

/p/ The two lips close completely to cause air to build up, then

when suddenly released. The compressed air ‘explodes, in the

production of /p/.

B. /k/ car, kite, carbon

/g/ go, goat, guide

/t/ to tight, fight

/d/ dan, dance, wide



TOPIC 9:

A. A fricative is a consonant sound produced with speech air passing

through a narrow gap made by two speech organs. As air squeeze past

this narrow gap, a hissing air is heard.

/f/ The upper teeth forms a narrow gap with the lower lip and air

squeezes through this narrowing, causing a hissing sound.

/θ/ The tip of the tongue and the teeth approximate to leave a

narrowing through which air squeeze past.

B. /f/ fish, tough, laugh

/θ/ teeth, tenth, length

/�/ pleasure, measure, vision

TOPIC 10:

a /ŋ/ sing, bring, wing

b. /j/ yes, yeast, year

c. /ts/ church, change, chance

d. /d�/ George, charge, joy

TOPIC 11:

a. famous

b. deþartment

c. table

d. teacher

e. ánchor

f. second-ćlass

TOPIC 12:

A. Intonation is the rise and fall of the voice connected speech. At the

end of the utterance, this may result in the fall or rise tone.

B. Two functions of intonation include the following;-

a. Emphasis- his FATHER went to Abuja

b. contrast- he borrowed MY pen, not yours



TUTOR-MARKED ASSIGNMENT

ANSWER ANY THREE OF THE FOLLOWING QUESTIONS:

1. List the monophthongs and illiterate each with three English

words.

2. Identify the vowel sounds in the following words:

a. quay

b. bony

c. money

d. gate

e. court

f. fight

g. cupboard

3. Define monophthong

4. Identify the diphthongs represented in each of the following

words:- eight, eye, poor, shout, hope, air.

5. Using the following keys: N = nasal, A = Affricate and Ap =

Approximant; identify the following sounds: [w, m, r, ι, ŋ]. 6. List all the nasals, approximants and affricates; and use three

words other than those used in the lecture, to illustrate each.

7. Explain the ‘rise’ and ‘fall’ patterns of English intonation

8. How is stress different from intonation?

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