Com PRONUNCIATION 2

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 COURSE TITLE : Pronunciation 2

 COURSE BOOK: Ship or Sheep? 3rd

Edition by Ann Baker

 Reference book:

 Pronunciation in use by Mark Hancock

 Cẩm nang Ngữ âm, Từ vựng và Ngữ pháp tiếng Anh by Lê Văn Sự



 LECTURER: Hoang Vinh Loc

 DURATION : 30 teaching periods

UNIT 1: THE ENGLISH CONSONANTS /t / and /d/ (pp 89-96)

1.1 How to make the target sound /t/ (track B91, pp 89)

 First, look at the picture of the mouth on page 89 and try to make the target sound Then listen to the recording and check your pronunciation

1.2 /t/ at different positions in a word (pp 90)

1.3 How to make the target sound /d/ (track C2, pp 93)

 First, look at the picture of the mouth on page 93 and try to make the target sound Then listen to the recording and check your pronunciation

1.4 Comparing two consonant sounds /t/ and /d/ (pp 93)

 Students take turns to read and listen to their partners

1.5 Practicing consonant sound /t/ in the conversation in the text book (pp 91)

 Students work in pairs or groups Take turns to role-play the conversation Pay attention to the target sounds

1.6 Practicing consonant sound /d/ in the conversation in the text book (pp.95)

 Students work in pairs or groups Take turns to role-play the conversation Pay attention to the target sounds

1.7 Rules for pronouncing verbs added ED

/id/: verbs ending in

consonant sounds /t/ and

/d/

/t/: verbs ending in unvoiced consonant sounds, except /t/:

/p/, /f/, /s/, /∫/, /ʧ/, /k/, / θ/

/d/: verbs ending in voiced consonant sounds, except /d/, and

vowels

/t/: wanted, visited…

/d/: needed, ended…

/p/: stopped…

/f/: laughed…

/s/: missed…

/∫/: washed…

tried, used, clothed, failed, closed, hugged, played, studied, …

/ʧ/: washed…

/k/: worked…

/ θ/: bathed (Verbs ending with / θ/ are very rare.)

1.8 Practicing ED endings

 Talking about the pictures (C8 pp 96) Students work in pairs One student asks a tag question about the picture with wrong information The other

answers and gives the correct information by using the cues below each

picture

1.9 Speaking:

 Talk to your friends about your last weekend activities Remember to use the past tense for verbs and pay attention to your pronunciation of ED endings

1.10 Finding common spellings of /t/ and /d/

 Students work in groups to find the common spellings of /t/ and /d/

UNIT 2: THE ENGLISH CONSONANTS /s/ and /z/ (pp 107-113)

2.1 How to make the target sound /s/ (track C21-C22 pp 107)

 First, look at the picture of the mouth on page 107 and try to make the target sound Then listen to the recording and check your pronunciation

2.2 Practicing /s/ in consonant clusters : ts, ks, st, sl, sp, sm, sw, sk, ps… (pp 108)

2.3 How to make the target sound /z/ (track C26, pp 110)

 First, look at the picture of the mouth on page 107 and try to make the target sound Then listen to the recording and check your pronunciation

2.4 Comparing two consonant sounds /s/ and /z/ (track C27 pp 110)

 Students take turns to read and listen to their partners

2.5 Listening to minimal pairs of /s/ and /z/ (track C29, pp 111)

 Students try to identify which sounds they hear in the sentences

2.6 Practicing consonant sounds /s/ and /z/ in the conversation in the text book (track C30, pp.112)

 Students work in pairs or groups Take turns to role-play the conversation Pay attention to the target sounds

2.7 Rules for pronouncing nouns and verbs added S/ ES:

/iz/: nouns ending in /s/,

/z/ and other sibilants:

/∫/, / ʒ /, / ʧ/, /ʤ/

/s/: nouns ending in other unvoiced sounds: /p/, /f/, /θ/, /t/, /k/

/z/: nouns ending in other voiced sounds except /z/, /ʒ/, /ʤ/, and vowels

/s/: buses, /z/: quizzes,

/∫/: crashes, / ʒ /:

garages, /ʧ/: watches,

/ ʤ/: bridges

/p/: cups, /f/: beliefs, /θ/:

cloths, /t/: plates, /k/: books

days, ends, songs, clothes, knives, boys, trees…

2.8 Further Practice:

 Asking your partner about his/ her daily routines, eg What time do you get up?

 Then tell the class about your friend’s daily routines Remember to use the present tense of the verbs and pay attention to your pronunciation of the verbs and nouns added S/ ES

2.9 Finding common spellings of /s/ and /z/

 Students work in groups to find the common spellings of /s/ and /z/

Unit 3: The English Consonants / ∫ / & / ʒ / (pp 114-119)

3.1 How to make the target sound /∫/ (track C32 pp 114)

 First, look at the picture of the mouth on page 114 and try to make the target sound Then listen to the recording and check your pronunciation

3.2 Comparing /s/ and /∫/ (track C33a, pp 114)

 Students take turns to read and listen to their partners

3.3 Practicing consonant sound /∫/ in the conversation (track C36, pp 116)

 Students work in pairs or groups Take turns to role-play the conversation Pay attention to the target sounds

3.4 How to make the target sound / ʒ / (track C38, pp 117)

 First, look at the picture of the mouth on page 117 and try to make the target sound Then listen to the recording and check your pronunciation

3.5 Practicing intonation in thanks/ responses (track C41, pp 119)

 Students take turns to thank and response

3.6 Further Practice:

 Reading aloud the following tongue twister: pay attention to the sounds /s/, /∫/, /z/

She sells seashells on the seashore The seashells she sells are seashore

seashells

3.7 Reading short news in English

 Paying attention to stress in words and in sentences

The Central Water Authority advised all residents today to use less water There is very little water in the reservoir, and rain is not expected for weeks For more information, please visit the city government website There you will find a list of ways to reduce water consumption, including watering indoor plants with dishwater, and taking showers instead of baths If you have an important question regarding the water advisory, please type it in the text box provided on the web site The city government asks that residents not call the offices regarding this matter

3.8 Finding common spellings of / ∫ / & / ʒ /

 Students work in groups to find the common spellings of / ∫ / & / ʒ /

Unit 4: The English Consonants / ʧ / & / ʤ/ (pp 120-127)

4.1 How to make the target sound / ʧ / (track C42 pp 120)

 First, look at the picture of the mouth on page 120 and try to make the target sound Then listen to the recording and check your pronunciation

4.2 Comparing / ∫/ and / ʧ / (track C43, pp 120)

 Students take turns to read and listen to their partners

4.3 Intonation in a list: (track C47, pp.122-123)

 Listen to the recording of someone listing the ingredients in the recipe Notice how the intonation keeps going up on each item of the list, but comes down at the end

4.4 How to make the target sound / dʒ / (track C49, pp 124)

 First, look at the picture of the mouth on page 124 and try to make the target sound Then listen to the recording and check your pronunciation

4.5 Comparing / ʧ / and / dʒ / (track C50, pp 124)

 Students take turns to read and listen to their partners

4.6 Practicing consonant sounds /ʧ/ and /dʒ/ in the conversation (track C53,

pp 126)

 Students work in pairs or groups Take turns to role-play the conversation Pay attention to the target sounds

4.7 Pronouncing the joining sounds of / ʧ / and / dʒ / (pp 126)

 When two sounds / ʧ / and / dʒ / come together, we usually say both sounds Example: large (/dʒ/ / ʧ/) cherries

4.8 Game: (Minimal pair sentences, track C52, pp 125)

 Work in pairs or groups Which sound do you hear / ʧ/ or /dʒ/? Give 10 points for each correct answer Who has the most points is the winner

4.9 Reading short news in English

 Paying attention to stress in words and in sentences

All banks and public offices were closed today because of the heavy snowfall Schools were also closed and will remain closed until next week Public transit will only be running on major thoroughfares that have been cleared and salted However, most side roads remain closed, so residents are advised to leave cars in their driveways and stay home from work If the conditions continue to worsen, the city may have to call in snow clearing crews from surrounding regions Two of the six trucks that we have to clear snow are currently out of service

4.10 Finding common spellings of / ʧ/ and /dʒ/

 Students work in groups to find the common spellings of /ʧ/ and /dʒ/

Unit 5: The English Consonants / θ / and / ð / (pp 151-158)

5.1 How to make the target sound / θ/ (track D24, pp 151)

 First, look at the picture of the mouth on page 151 and try to make the target sound Then listen to the recording and check your pronunciation

5.2 Comparing / θ/ and /s/ (track D25, pp 151), / θ/ and /f/ (track D27, pp 152), / θ/ and /t/ (track D29, pp 153)

 Students take turns to read and listen to their partners.

5.3 Practicing consonant / θ/ in conversation (track D32, pp 153-154)

 Students work in pairs or groups Take turns to role-play the conversation Pay attention to the target sounds

5.4 How to make the target sound / ð/ (track D35, pp 155)

 First, look at the picture of the mouth on page 155 and try to make the target sound Then listen to the recording and check your pronunciation

5.5 Comparing /d/ and / ð/ (track D36, pp.155), /z/ and / ð/ (track D38, pp 156)

 Students take turns to read and listen to their partners

5.6 Practicing consonant / ð/ in conversation (track D41, pp 157)

 Students work in pairs or groups Take turns to role-play the conversation Pay attention to the target sounds

5.7 Game: Distinguish consonants / θ / and / ð/

 Find a way from Start to Finish You may pass a square if the word in it has the sound / θ/ You can move horizontally () or vertically ()

5.8 Reading short news in English

 Pay attention to stress in words and in sentences

The ABC Food Company is opening a new factory in Asia We are looking for personnel at all management levels to relocate If we cannot find enough employees

Start



 Finish

to transfer from within the company, we will be forced to recruit using other means Despite being a current employee, it is still necessary to apply for the overseas positions Applicants should send a resume to our home office If you have friends or family members who may be interested in a position, please print out an application and have them cite you as a reference

5.9 Finding common spellings of / θ / and / ð/

 Students work in groups to find the common spellings of / θ / and / ð/

Unit 6 Word Stress

6.1 Saying English Chant: Two Little Love Birds

Two little love birds, kissing in the tree K-I-S-S-I-N-G (/kei/ /ai/ /es/ /es/ /ai/ /en/ /dʒi:/) First comes love, then comes marriage Then comes the baby in the baby carriage

6.2 Introduction to word stress

 Stress is the degree of force used in producing a syllable

 For words, we just use one degree of stress (‘): primary stress In some long words we may find secondary stress (,)

 Ex: primary stress: letter /’letǝ(r)/, again /ǝ’gen/, banana /bǝ’na:nǝ/,

difficulty /’difikǝlti/

 Ex: secondary stress: engineer /,endʒi’niǝ(r)/, economical /,i:kǝ’nomikl/,

examination /ig,zæmi’neiʃn/, justification /,dʒʌstifi’keiʃn/

6.3 Some common patterns of English word stress

 Words of two syllables:

[‘dada]: father, any

[da’da]: begin, away

 Words of three syllables:

.[‘dadada]: Saturday, balcony

.[da’dada]: tomato, September

.[,dada’da]: understand, afternoon

 Words of more than 3 syllables:

[‘dadadada]: television, kindergarten

[da’dadada(da)]: laboratory, refrigerator

[dada’dada(da)]: conversation, international

[(,)da(,)dada’dada(da)]: organization /,ɔ:gǝnai’zeiʃn/, responsibility /ri,sponsǝ’bilǝti/

6.4 Some remarks about English word stress

- The following endings receive the stress:

 -ade: lemonade, persuade, grenade…

 -ee: referee, refugee, agree…

 -eer: engineer, career, volunteer…

 -oon: afternoon, balloon, cartoon, typhoon…

 -ese: Vietnamese, Chinese, Japanese…

 -oo: shampoo, tattoo, taboo, kangaroo…

 -ain: maintain, remain, disdain (khinh bỉ)…

 -ique: unique, technique, antique…

 -esque: grotesque (kì quái), picturesque (đẹp như tranh), arabesque (kiểu trang trí đường lượn)

 -ette: cigarette, etiquette (phép xã giao), brochette (thịt nướng xiên)

 Exceptions: centigrade, coffee, committee, cuckoo, teaspoon,

- The following endings receive the stress on themselves in verbs of 2 syllables and

receive the stress on the third syllable from the end in verbs of 3 syllables

 -ate: inflate, locate, situate, dominate, illuminate, demonstrate

 -fy, -ly: defy, rely, personify, qualify, simplify

 -ize, -ise: surprise, baptize, apologize, advertise, recognize, modernize

 Exceptions: regularize, characterize, hospitalize

- The following endings receive the stress on the syllables before them

 -ion: education, population, opinion

 -ity: ability, activity, curiosity

 -ic, -ical: mechanic, economic, economical, geographical, psychological

 -ian: physician, Canadian, politician

 -ial: material, industrial, testimonial

 -ious: victorious, vicious, notorious

 -ient, -ience, -iency: sufficient, patience, proficiency

 -itude: attitude, gratitude, longitude (kinh độ)

 -ual: usual, casual, manual

 -uous: continuous, promiscuous, ambiguous

 -ular: singular, particular, regular

 -logy: psychology, phonology, morphology

 -graphy: geography, biography, photography

 -nomy: astronomy, autonomy, economy

 -id: acid, valid, candid (honest)

 -it: deposit, limit, profit

 -ish: abolish, accomplish, perish (tàn lụi)

 -ety: anxiety, society, piety (lòng hiếu thảo)

 - eous: courageous, advantageous, spontaneous (tự ý)

 -ia: Australia, Austria, India

 Exceptions: Arabic, catholic, politics, invalid (tật nguyền), impoverish (làm cho nghèo), deficit (sự thiếu hụt)

6.5 Exercise

 Write the word which is missing from the family

Example: society, sociology (dada’dadada), sociological

1 civil, civilize, (dadada’dada)

2 (da’dadada), biologist, biological

3 personal, (dada’dadada), personalize

4 legal, legalize, _ (dadada’dada)

5 _ (‘dada), authority, authorize

Unit 7 Word Stress (Continued)

7.1 Stress in word pairs of two syllables

 There are about 150 words pairs which take stress on the 1st syllables when they are nouns and adjectives and on the 2nd syllables when they are verbs

 Examples:

object (n) /’ɑbdʒikt/ object (v) /əb’dʒekt/

subject (n, adj) /’sʌbdʒikt/ subject (v) /sʌb’dʒekt/

perfect (n, adj) /’pɜ:fikt/ perfect (v) /pə’fekt/

research (n) /’ri:sɜ:t∫/ or /ri’sɜ:t∫/ research (v) / ri’sɜ:t∫/

record (n) /’rekɔ:d/ record (v) /ri’kɔ:d/

desert (n) /’dezət/ desert (v) /di’zɜ:t/

import (n) /’impɔ:t/ import (v) /im’pɔ:t/

export (n) /’ekspɔ:t/ export (v) / [ik’spɔ:t]

survey (n) /’sɜ:vei/ survey (v) [sə’vei]

7.2 Three-syllable law: words of three or more than three syllables which do not fit the above rules of stress usually take the stress on the third syllable from the end

 Examples : furniture, familiar, diplomat, different, discipline, benefit, difficult, photograph, …

7.3 Exercise

 Put an accent mark over the main stressed syllable of the following words Then write the transcription of each word You may use a dictionary to check your

answers

1 politician

-

6 beneficial -

11 familiarity -

2 democratic

-

7 ecologist -

12 electricity -

3 personality

-

8 mechanization -

13 telegraphy -

Nouns and Adjectives

present/’preznt/

Verbs

present /pri’zent/