Fricatives: /f/ /v/ / θ / / ð / /s/ /z/ / ʃ / / ʒ / /h/ Affricates: / ʧ / / ʤ /

Better English Pronunciation for CommunicationA Practical Course for Students of EnglishWang GuizhenFaculty of English Language & CultureGuangdong University of Foreign Studies

ReviewEnglish Fricatives & Affricates Fricatives: /f/ /v/ /θ/ /ð/ /s/ /z/ /ʃ/ /ʒ/ /h/ Affricates: /ʧ/ /ʤ/

Speaking: Talking about your job/work. • Student A = a Chinese • Student B = a Canadian friend of the Chinese • Take turns to be A and B • Student A Student B 1. doctor teacher • 2. nurse doctor • 3. teacher student • 4. student student • 5. shop assistant waiter

Reading aloud – Identify words that are stressed first. Pay special attention to the pronunciation of fricatives & affricates. 1. Italians know and love good food. 2. It’s at the heart of their culture. 3. They don’t like to rush through meals. 4. Something happened in Italy. 5. Many Italians were surprised and angry. 6. Petrini decided to fight back. 7. “Fast food is the enemy,” he said. 8. He started a group called Slow Food. 9. It began as a humorous but determined attempt. 10. They want to preserve Italian foods. 11. It has grown into an international movement. 12. They are trying to preserve local foods and culinary traditions. 13. They are trying to conserve agricultural biodiversity. 14. Fast food is reaching more and more parts of the world. 15. Slow Food is getting its message to more and more people.

Reading aloud –Pay special attention to the pronunciation of fricatives & affricates.Slow food Italians know and love good food. It’s at the heart of their culture. They don’t like to rush through meals, either. In 1986, something happened in Italy. A McDonald’s opened in Rome. Many Italians were surprised and angry. They thought, “This is an attack on Italian culture!” One man, Carl Petrini, decided to fight back. “Fast food is the enemy,” he said. He started a group called Slow Food. Today, about 80,000 people from over 100 countries belong to the group. It began as a humorous but determined attempt to preserve Italian foods and support small restaurants from the pressures of international fast food companies. It has grown into an international movement to preserve local foods and culinary traditions and to conserve agricultural biodiversity. Fast food is reaching more and more parts of the world. But Slow Food is getting its message to more and more people, too.

Unit 4 English Consonants Nasals, Lateral(s) & Approximants

English Consonants Pronunciation Power demo

On-line Exercises What did you hearSame or different?Listen & chooseListen & respondListen for stress

1. thin thing 2. win wing 3. ton tongue 4. smack snack 5. bank bang 6. yoke joke 7. yacht jot 8. yet jet 9. west vest 10. worse verse 11. weal veal 12. weep reap 13. wing ring 14. twice trice 15. away array 16. leaf reef 17. blight bright 18. flesh fresh 19. line nine 20. light night Listening Exercise – Sound discrimination

Listening Exercise – Sounds for information 1. The speaker was talking about the ________. • A. light B. night. 2. What did the speaker see? • A. No houses. B. Low houses. 3. The speaker was talking about the ________. • A. snacks B. slacks 4. Where's the flower? • A. In the grass. B. In the glass. 5. The speaker was talking about the ________. • A. laws B. wars 6. The speaker was talking about the ________. • A. sloe B. snow 7. The speaker was talking about the ________. • A. joke B. yolk 8. The speaker was talking about ________. • A. food B. a person 9. He is now _______. • A. still alive B. dead 10. The fire was ______. • A. glowing B. growing

Listening Exercise – Sounds for information 1. It was a beautiful light. 2. We saw low houses by the hillside. 3. How did you like the slacks? 4. There's a yellow flower in the green glass. 5. Can you give us a talk about the wars? 6. It's quite a different kind of slow. 7. How did you like the yolk? 8. How do you like Jenny? 9. He lost his life in the struggle. 10. The fire kept growing for a while.

Listening Exercise – Sounds for information 1. It was a beautiful light/night. 2. We saw no/low houses by the hillside. 3. How did you like the snacks/slacks? 4. There's a yellow flower in the green grass/glass. 5. Can you give us a talk about the laws/wars? 6. It's quite a different kind of sloe/snow. 7. How did you like the joke/yolk? 8. How do you like Jelly/Jenny? 9. He lost his knife/life in the struggle. 10. The fire kept glowing/growing for a while.

English Consonants Pronunciation Power demo

Nasals, Lateral(s) & Approximants /m/, /n/, /ŋ / -- Like the stops, the nasals are all made by closing the vocal tract at some point in the mouth. Unlike the stops or any other sounds in the language, there is an opening into the nasal cavity in the pronunciation so that the sound can be resonated through the nose. The nasal consonants are /m/, /n/, and /ŋ/. /l/ -- It is called a "lateral" because during its pronunciation, the passage of air through the mouth does not go in the usual way along the centre of the tongue. /w/, /r/, /j/ -- They are called approximants because this is an articulation in which the articulators approach each other but do not get sufficiently close to each other to produce a "complete" consonant such as a stop, nasal or fricative.

Allophonic variations of /m/ Syllabic: bottom Lengthened: some more The labiodnetal nasal: comfort

Allophonic variations of /n/ Dentalized: invite Velarized: think Syllabic: button Lengthened: ten names Section of /n/

Allophonic variations of / ŋ / The alveolar [ŋ]: taking ten Syllabic: lock and key Section of /ŋ/

Allophonic variations of /r/ Devoiced as in voiceless clusters: treat The one-tap flap /r/: very The retroflexed /r/: right The back /r/, before or after /k/ or /ɡ/: crate grey Section of /r/

Allophonic variations of /l/ Syllabic: bottle "Clear-l: lease "Dark-l": call Devoiced: play The velar /l/: milk Section of clear [l] Section of dark [Ɨ]

Vowel diagram for /j/ Vowel diagram for /w/

Speaking Exercise – Sounds in perception and production 1. a. What's a lamb? A young sheep. • b. What's a ram? A male sheep. 2. a. Show me the load. It's heavy. • b. Show me the road. It's not really a road, only a path. 3. a. Where's the beer? It's in the fridge. • b. Where's the bill? It's in my wallet. 4. a. What does "snacks" mean? Food. • b. What does "slacks" mean? Trousers. 5. a. How do you spell "clack"? CLACK. • b. How do you spell "crack"? CRACK.

Speaking Exercise – Sounds in perception and production 6. a. What's the colour of sloe? Green. • b. What's the colour of snow? White. 7. a. What do you know about Yale? It's a world class university. • b. What do you know about jail? It's a prison. 8. a. Where are the wines? In the cupboard. • b. Where are the vines? In the fields. 9. a. What does "clue" mean? A piece of information. • b. What does "crew" mean? A group of people working together. 10. a. They were excited about the new gain. How much was it? • b. They were excited about the new game. Did they invent it?

Speaking Exercise –sounds in perception and production 1. a. What's a lamb? A young sheep. • b. What's a ram? A male sheep. 2. a. Show me the load. It's heavy. • b. Show me the road. It's not really a road, only a path. 3. a. Where's the beer? It's in the fridge. • b. Where's the bill? It's in my wallet. 4. a. What does "snacks" mean? Food. • b. What does "slacks" mean? Trousers. 5. a. How do you spell "clack"? CLACK. • b. How do you spell "crack"? CRACK. 6. a. What's the colour of sloe? Green. • b. What's the colour of snow? White. 7. a. What do you know about Yale? It's a world class university. • b. What do you know about jail? It's a prison. 8. a. Where are the wines? In the cupboard. • b. Where are the vines? In the fields. 9. a. What does "clue" mean? A piece of information. • b. What does "crew" mean? A group of people working together. 10. a. They were excited about the new gain. How much was it? • b. They were excited about the new game. Did they invent it?

Reading aloud –The English Dictionary How many words are there in the English dictionary? If you had asked that question in 1806, the answer would have been 28,000. In 1822, the answer would have been 70,000. Today the question is difficult to answer because there are many kinds of dictionaries. The number of words depends on how inclusive the dictionary is. For example, there are apparently some one million insects already described, with several million more are waiting descrip-tion. It is indeed hard to see how even a conservative estimate of English vocabulary could go much below a million words. A complete and exhaustive English dictionary today, therefore, would probably contain around 650,000 words. Don’t worry, though, few people use more than 60,000 words!

Reading aloud – Identify words that are stressed first. Pay special attention to the pronunciation of nasals, lateral(s) & approximants. 1. How many words are there in the English dictionary? 2. You asked that question in 1806. 3. The answer would have been 28,000. 4. In 1822, the answer would have been 70,000. 5. Today the question is difficult to answer. 6. There are many kinds of dictionaries. 7. The number of words depends on how inclusive the dictionary is. 8. There are apparently some one million insects already described. 9. Several million more are waiting for description. 10. It is a conservative estimate of English vocabulary. 11. It is hard to estimate the size of English vocabulary. 12. We are looking for a complete and exhaustive English dictionary. 13. This dictionary contains around 650,000 words. 14. Don’t worry, though. 15. Few people use more than 60,000 words.

Listen & Imitate (1)

Listen & Imitate (1) • J: Do you have a train schedule with you, Gloria? • G: Yes, I have one. • J: We want a train from Guangzhou to Shenzhen that leaves around 9 in the morning. • G: Let’s see. There’s an express train that leaves at 9:20 and arrives at 10:25. The train number is Z31. • J: That’s the right train for us. We need to go to the train station now. • G: Let’s go then, John.

Listen & Imitate (2)

Listen & Imitate (2) • D: Do you have any pens? • A: What kind are you looking for? • D: I’m not sure. • A: Are you looking for a fountain pen or a ballpoint? • D: A fountain pen. • A: We have these in gold and in silver. • D: Do you have any in black? • A: Yes. We have these. • D: These have narrow points. Can I have one with a wide point? • A: What about this one? • D: Hm. Can I try it? • A: Of course. • D: Hm. How much is it? • A: 169.99 Yuan. • D: I was looking for something cheaper, but I’ll take it.

Task 1: Getting & Giving information • Student A = a Chinese Student • Student B = a staff in the British Council Office in a Chinese city • Take turns to be A and B • Situation: For student A: You would like to get some information about the British Book exhibition from a staff in the British Council Office. The information you need is listed on Card A. For student B: You are a staff member working for the British Council Office. You have the information about the British Book Exhibition on Card B.

For Student A – Please get the following information: 1. Where? _____________________________ 2. When? _____________________________ 3. For how long? _____________________________ 4. What kinds of books? _____________________________ 5. Who (Organiser)? _____________________________ 6. For whom? _____________________________ 7. How to get tickets? _____________________________ 8. Prices of the books? _____________________________

For Student B – Information about the British Book Exhibition: • Time: Dec. 11 - 20 • Venue: No. 3 Hall, Cultural Park • Organiser: British Book Publishers' Association • All kinds of books are available but most of them are textbooks. • All are welcome. No invitation is needed. • 80% discount for all books.

Revision: English Consonants Pronunciation Power demo

Assignment • On-line exercises • Presentations • Reading aloud the passage on p.44 • A one-minute mini-talk: Getting & Giving Information (p.48)

Thank you. gzwang@mail.gdufs.edu.cn

Fricatives: /f/ /v/ / θ / / ð / /s/ /z/ / ʃ / / ʒ / /h/ Affricates: / ʧ / / ʤ /