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Pronunciation Topics (Ch. 2-5)
Pronunciation Topics (Ch. 6-10)
Definitions
IPA
Wildcard!
100
What is the difference between long and short vowels? What is the difference between voiced and voiceless consonants? Provide minimal pairs (words with only one sound difference) to illustrate both. [2 MIN.]
What are: (Long and short vowels) tenseness and laxness and duration. Ex. beat vs. bit. (Voiceless and voiced consonants) no vibration or vibration of the vocal cords. Ex. to vs. do.
100
Which suffixes have: 2-syllable stress shift, 1-syllable stress shift, suffix stress, or no stress shift? Name two exceptions to one of these stress patterns in longer words. [3 MIN.]
What are: (2-syll. stress shift) -ate; (1-syll. stress shift) -tion, -ity, -ic, (-ic)al, -ial, -ian, -ient, -ious, -eous, -uous, -ify, -cracy, -graphy, -logy; (suffix stress) -ee, -eer, -ese, -ette, -esque, -ique; (no stress shift) -cy, -er, -ess, -ful, -ish, -ism, -ist, -less, -like, -ly, -ment, -ness, -or, -y. (Exceptions) committee, coffee, Canadian, previous, etc.
100
What is etymology? Provide the definition and an example to illustrate it. [2 MIN.]
What is: the origin or history of a word. Ex. algebra comes from Arabic, rendezvous comes from French.
100
What is primary stress and what is secondary stress? Illustrate these concepts by writing two (2) example words in IPA. Mark the appropriate stress in each word. [2 MIN.]
What is: (primary stress) the syllable with the loudest, clearest, and longest stress in a word; (secondary stress) the syllable with the second loudest, clearest, and longest stress in a word. Ex. pronunciation /prə,nʌnsi'eɪʃən/.
100
What is one VOWEL sound and one CONSONANT sound that is going away in English? Provide an example word for both. [2 MIN.]
What is: /ɔ/ and /ʍ/. Examples: caught /'kɔt/ and where /ʍer/ (and other wh-question words).
200
What are 3 ways that English vowels are organized? What are 3 ways that English consonants are organized? [2 MIN.]
What are: (For vowels) tongue height, tongue backness, and lip rounding; (for consonants) place of articulation, manner of articulation, and state of the glottis.
200
Content words include which 7 parts of speech and where do we stress multi-syllable content words? Function words include which 5 parts of speech and how do we reduce them? [3 MIN.]
What is: (Content words) nouns, verbs, adj, adv, wh-questions, negatives, interjections. We put the stress on the syllable with primary stress in multi-syllable content words. (Function words) articles, prepositions, pronouns, conjunctions, auxiliary verbs. We reduce function words with contractions, reduced vowels (/ə/), and omitted consonants (/h/).
200
What is a sibilant sound? Provide example words to illustrate each of the sibilant sounds in English. [2 MIN.]
What is: a hissing or bussing sound (/s/, /z/, /ʃ/, /tʃ/, /dʒ/, and /ʒ/).
200
Transcribe the following words with suffixes in IPA: explanation, psychology, grotesque, evaporate, heroism, and committee. Mark the primary (and secondary if any) stress in each word. What is the stress pattern rule for each of these words? [3 MIN.]
What is: (explanation; 1-syll. stress shift) /ɛksplə'neɪʃən/, (psychology, 1-syll. stress shift) /saɪk'alədʒi/, (grotesque; suffix stress) /groʊ'tɛsk/, (evaporate; 2-syll. stress shift) /i'væpo,reɪt/, (heroism; no stress shift) /'hɛroɪzəm/, (committee, exception) /kə'mɪdi/.
200
Transcribe the following words into IPA. Then, then as a team, say the words with the correct vowel sounds: beater, bitter, baiter, better, batter, butter, booter, boater, bottle. [2 MIN.]
What is: /bitɛr, bɪtɛr, beɪtɛr, bɛtɛr, bætɛr, bʌtɛr, butɛr, boʊtɛr, batəl/.
300
What are some unusual spelling patterns for the sounds /ʃ, tʃ, ʒ, dʒ/? How are the sounds /kw/ and /ks/ usually spelled? [2 MIN.]
What are: (For /ʃ/) -ti-, -ci-, -ssi-, -ssu-; (for /tʃ/) ch; (for /ʒ/) -si-, -su-; (for /dʒ/) -du-. (For /kw/) qu; (for /ks/) cc or x.
300
Thought groups include which 5 types of grammatical units or chunks? Where can normal focus words usually be found in a thought group? What are 5 other types of focus? [3 MIN.]
What is: (Thought groups) phrases, short sentences, transitions, expressions, clauses. (Focus word) normal focus is found in the last content word in a thought group. Other types of focus include focus in multi-syllable words with a pitch change, special focus for contrast, highlighting information, correcting a previous statement, emphasizing (dis-) agreement
300
What is a stress-timed language and what is a syllable-timed language? Provide two examples of each. [2 MIN.]
What is: (Stress-timed) the rhythm of the language has strong or stressed beats and weak or reduced beats. Ex. English, Arabic. (Syllable-timed) the rhythm of the language has equal beats on each syllable. Ex. Chinese, Japanese.
300
Transcribe the following American idiom into IPA and do a complete rhythm, thought group, and focus analysis: "Don't count your chickens before the eggs have hatched." Circle thought groups and put a dot above focus words. Mark primary stress in longer words, note any sounds that can be reduced, and mark sounds that can be linked with an arrow. [3 MIN.]
What is: /dont kaʊnt jɛr 'tʃɪkənz bəfor ðeɪ hætʃ/.
300
Practice and then perform the following tongue twisters with your entire team. You must pronounce the s-clusters and other difficult sounds correctly! [2.5 MIN.] Sally sells sea shells by the sea shore. / Shy Shelly says she shall sew sheets. / Lesser leather never weathered, wetter weather better. / Thank the other three brothers on their father's mother's brother's side. /
What is: /sæli sɛlz ʃɛlz baɪ ðə si ʃor./ /shaɪ ʃɛli sɛz ʃi ʃæl soʊ ʃits./ /lɛsɛr lɛðɛr nɛvɛr wɛðɛrd, wɛtɛr wɛðɛr bɛtɛr./ /θeɪŋk ðə əðɛr θri brʌðɛrz an ðer faðɛrz mʌðɛrz brʌðɛrz saɪd./
400
When do we use final /s/, /z/,and /ɪz/ word ending for plurals? When do we use final /t/, /d/, and /ɪd/ word endings for past tense verbs? Provide an example word for each word ending pattern. [2.5 MIN.]
What is: (For plural word endings) when the word ends in a voiceless sound /s/, when a word ends in a voiced sound /z/, and when a word ends in a sibilant sound we add the syllable /ɪz/. (For past tense verb word endings) when the word ends in a voiceless sound /t/, when a word ends in a voiced sound /d/, and when a word ends in /t/ or /d/ we add the syllable /ɪd/.
400
When do we use rising (6 ways) or falling (4 ways) intonation at the end of sentences? When do we use partial fall or rise (2 ways) intonation in non-final thought groups? [3 MIN.]
What is: (Rising intonation) clarification; surprise, uncertainty, or confirmation; yes/no questions that you don't know; wh-questions requesting repetition; checking background knowledge; offering the first option. (Falling intonation) completion or certainty; yes/no questions that you know; wh-questions requesting information; offering the second option. (Partial fall or rise) more to come or lists of more than two items.
400
What are content words and what are function words? Using IPA and a rhythm analysis, provide one (1) example sentence that illustrates how we use both to create the rhythm of English. [3 MIN.]
What are: (Content words) the most important words in speech for meaning. (Function words) make speech grammatically correct but are less important for meaning. Ex. WHAT did you EAT for DINner? /wʌt dɪd jə it fɛr 'dɪnɛr?/
400
Transcribe the following American idiom into IPA and do a complete rhythm, thought groups, and focus analysis: "To hear something straight from the horse's mouth." Circle thought groups and put a dot above focus words. Mark primary stress in longer words, note any sounds that can be reduced, and mark sounds that can be linked with an arrow. [3 MIN.]
What is: /tə hir 'sʌmθɪŋ streɪt frʌm ðə 'horsɪz maʊθ./
400
Put the correct plural and past tense word endings on the following words: visit, purchase, arrange, flower, rose, tulip, basket. Write 1-2 sentences in IPA that contain all of these words with the correct ending sounds. [3 MIN.]
What is: Ex. We visited the store and purchased and arranged flowers, such as roses and tulips, in baskets. /wi vɪsɪtɪd ðə stor ænd 'pɛrtʃəst ænd ə'reɪndʒd flaʊwɛrz, sʌtʃ æz roʊsɪz ænd 'tulɪps, ɪn 'bæskɛts./
500
How can we use parts of speech to predict stress in: compound nouns, adverbs of location, reflexive pronouns, adj + N phrases, verbs with prefixes, 2-syllable words with N-V stress shift, phrasal verbs, numbers, abbreviations? Name one exception for one of these stress patterns in words. [3 MIN.]
What is: (Compound noun) stress the first noun; (adv of location) stress the second noun; (reflexive pronoun) stress -self or -selves; (adj + N phrase) stress both; (verbs with prefixes) stress the base word; (2-syllable words with N-V stress shift) stress the first syllable in nouns, the second syllable in verbs; (phrasal verbs) stress the particle; (numbers) stress first syllable in ten numbers, second syllable in -teen numbers; (abbreviation) stress each syllable. Exceptions: compound nouns where the first noun composes the second, -teen numbers in the middle of phrases, exceptions for N-V stress shift.
500
What are 6 ways you can link or change English sounds in speech? Provide an example phrase for each. [3 MIN.]
What is: C + C (same), C + C (similar), C (stop) + C, C + V, /t/+ /j/ = /tʃ/, and /d/ + /j/ = /dʒ/.
500
What is intonation? Illustrate, using IPA and an intonation analysis with arrows, 2-3 difference sentences in English that use: (1) rising intonation, (2) falling intonation, and (3) partial fall or rise intonation. What meanings do your sentences convey? [3 MIN.]
What is: (Intonation) the rise and fall of pitch or tones in speaking. Ex. (Rising intonation) clarification, yes/no questions that you know; wh-questions for requests; checkingn background knowledge; offering the first option. (Falling intonation) completion or certainty; surprise, uncertainty, or confirmation; yes/no questions that you know; wh-questions for repetition; offering the second option. (Partial fall or rise) more to come or lists of more than two items.
500
Transcribe the following knock knock joke into IPA and do a complete rhythm, thought groups, focus, AND intonation analysis: "Knock! Knock! Who's there? Snow. Snow who? Snow use. I forgot my name again!" Circle thought groups and put a dot above focus words. Mark primary stress in longer words, note any sounds that can be reduced, and mark sounds that can be linked with an arrow. AND indicate intonation patterns with rising, falling, or partial fall/rise arrows. [4 MIN.]
What is: /nak! nak! huz ðer? sno. sno hu? sno jus. aɪ fər'gat maɪ neɪm ə'gɛn!/.
500
Write these three American idioms in IPA and do a complete rhythm, thought groups, and focus analysis of each: (1) the whole nine yards; (2) curiosity killed the cat; (3) the best of both worlds. What do they mean? [3 MIN.]
What is: (1) the whole nine yards /ðə hoʊl naɪn jardz/ (everything!); (2) curiosity killed the cat /kjɛri'asɪti kɪld ðə kæt/ (being curious may get you in trouble!); (3) /ðə bɛst əv boʊθ wɛrldz/ (a win-win situation!).