En-glish pho-net-ics

SAME DOUBLE CONSONANTS

Sounds	Letters	Letters	Sounds
/b/	bb	Rabbit	/ˈræbɪt/
/d/	dd	Kidding	/ˈkɪdɪŋ/
/f/	ff	Difficult	/ˈdɪfɪkəlt/
/g/	gg	Biggest	/ˈbɪgɪst/
/l/	ll	Follow	/ˈfɒləʊ/
/m/	mm	Summer	/ˈsʌməʳ/
/n/	nn	Dinner	/ˈdɪnəʳ/
/p/	pp	Slipper	/ˈslɪpəʳ/
/r/	rr	Narrow	/ˈnærəʊ/
/s/	ss	Kissing	/ˈkɪsɪŋ/
/t/	tt	Sitting	/ˈsɪtɪŋ/

TWO CONSONANTS = ONE SOUND
 Spelling Pronunciation

-accept         /əkˈsept/ /əkˈsɛpt/

-addition       /əˈdɪʃən/

-allow            /əˈlaʊ/

-apple /ˈæpl/ /ˈæpəl/

-channel        /ˈtʃænl/

-collection    /kəˈlekʃn/ /kəˈlɛkʃən/

-common   /ˈkɒmən/    /ˈkɑmən/

-cutting          /ˈkʌtɪŋ/

-effect              /ɪˈfekt/ /ɪˈfɛkt/

-falling          /ˈfɔːlɪŋ/ /ˈfɔlɪŋ/

-foggy            /ˈfɒgi/ /ˈfɑgi/

-follow             /ˈfɒləʊ/        /ˈfɑloʊ/

-gossip            /ˈgɒsɪp/       /ˈgɑsəp/

-happen          /ˈhæpən/

-happy             /ˈhæpi/

-intelligent   /ɪnˈtelɪdʒənt/ /ɪnˈtɛlədʒənt/

-letter              /ˈletəʳ/ /ˈlɛdər/

-little /ˈlɪtl/ /ˈlɪdl/

-middle /ˈmɪdl/

-narrow           /ˈnærəʊ/       /ˈnæroʊ/

-parallel          /ˈpærəlel/

-parrot           /ˈpærət/

-pollute         /pəˈluːt/ /pəˈlut/

-possess        /pəˈzes/ /pəˈzɛs/

-possible       /ˈpɒsəbl/      /ˈpɑsəbəl/

-putting         /ˈpʊtɪŋ/ /ˈpʊdɪŋ/

-puzzle         /ˈpʌzl/ /ˈpʌzəl/

-quarrel         /ˈkwɒrəl/ /ˈkwɑrəl/

-rabbit           /ˈræbɪt/ /ˈræbət/

-rubbish /ˈrʌbɪʃ/

-seller           /ˈseləʳ/ /ˈsɛləʳ/

-selling         /ˈselɪŋ/ /ˈsɛlɪŋ/

-sitting          /ˈsɪtɪŋ/ /ˈsɪdɪŋ/

CONSONANT CLUSTERS (BLENDS)

*Plaj, pratik, profesör, trafik, plan, plaket, program, prova, transfer, plastik, prenses, ödünç, örf, kürk, marş...
*We blend the /s/ and the /l/ sounds together TO MAKE THE /sl/ SOUND.

Sleep /slip/ not /silip/

SONORANTS

NASAL sounds	m	n	ŋ
LIQUID sounds	l	r
GLIDE sounds	w	y

CLUSTERS (BLENDS)	LETTERS		SOUNDS
/bl/	Black		/blæk/
	Blanket		/ˈblæŋkɪt/
	Blond		/blɒnd/
/br/	Brave		/breɪv/
	Bread		/bred/
	Break		/breɪk/
/cl/	Clear		/klɪəʳ/
	Climb		/klaɪm/
	Close		/kləʊz/
/cr/	Crazy		/ˈkreɪzi/
	Create		/kriˈeit/
	Crew		/kruː/
/dr/	Dress		/dres/
	Drink		/drɪŋk/
	Drive		/draɪv/
/fl/	Flag		/flæg/
	Flood		/flʌd/
	Fluent		/ˈfluːənt/
/fr/	Free	/ˈfriː/
	Front	/frʌnt/
	Fruit	/fruːt/
/gl/	Glass	/glɑːs/
	Glove	/glʌv/
	Glue	/gluː/
/gr/	Grand	/grænd/
	Great	/greɪt/
	Group	/gruːp/
/pl/	Play	/pleɪ/
	Please	/pliːz/
	Plenty	/ˈplenti/
/pr/	Prevent	/prɪˈvent/
	Pretty	/ˈprɪti/
	Press	/pres/
/sc/	Scale	/skeɪl/
	Scared	/skeəʳd/
	Scan	/skæn/
/sk/	Ski	/skiː/
	Skill	/skɪl/
	Skirt	/skɜːʳt/
/sl/	Slim	/slɪm/
	Sleep	/sliːp/
	Slip	/slɪp/
/sm/	Smell	/smel/
	Smile	/smaɪl/
	Smoke	/sməʊk/
/sn/	Snake	/sneɪk/
	Sneeze	/sniːz/
	Sniff	/snɪf/
/sp/	Space	/speɪs/
	Speak	/spiːk/
	Special	/ˈspeʃəl/
/st/ /st/	Stair	/steəʳ/
	Stand	/stænd/
	Stamp	/stæmp/
/sw/	Swear	/sweəʳ/
	Sweet	/swiːt/
	Swim	/swɪm/
/tr/	Train	/treɪn/
	Travel	/ˈtrævəl/
	Trip	/trɪp/
/str/	Street	/striːt/
	Stress	/stres/
	Straight	/streɪt/

 
NOTE:

GLIDES = DIPHTHONGS

/ɪə/	/ɪ/	gliding	/ə/
/ʊə/	/ʊ/	gliding	/ə/
/eə/	/e/	gliding	/ə/
/eɪ/	/e/	gliding	/ɪ/
/ɔɪ/	/ɒ/	gliding	/ɪ/
/aɪ/	/æ/	gliding	/ɪ/
/əʊ/	/ə/	gliding	/ʊ/
/aʊ/	/æ/	gliding	/ʊ/

SILENT CONSONANT PHONEMES

            

Silent  /b/
-bomb          /bɒm/    /bɑm/

-climb          /klaɪm/

-comb          /kəʊm/   /koʊm/

-debt           /det/ /dɛt/

-doubt         /daʊt/

-lamb           /læm/

-limb            /lɪm/

-thumb         /θʌm/

-tomb           /tuːm/ /tum/

 

Silent  /k/

-knee         /niː/ /ni/

-knife         /naɪf/

-knight      /naɪt/

-knit          /nɪt/

-knock      /nɒk/   /nɑk/

-know       /nəʊ/    /noʊ/

-knowledge  /ˈnɒlɪdʒ/  /ˈnɑlɪdʒ/

 

  Silent  /l/

-calf          /kɑːf/   /kæf/

-calm        /kɑːm/ /kɑm/ /kɑm/

-could        /kʊd/   /kʊdʒ/   /kəd/

-half          /hɑːf/  /hæf/

-should      /ʃʊd/   /ʃəd/

-talk          /tɔːk/ /tɔk/

-walk         /wɔːk/ /wɔk/

-would       /wʊd/ /wʊdʒ/  /wəd/

  Silent /g/
-campaign  /ˈkæmpeɪn/

-reign         /reɪn/

-sign           /saɪn/
Silent  /n/
-autumn      /ˈɔːtəm/ /ˈɔtəm/

-column       /ˈkɒləm/    /ˈkɑləm/

-condemn    /kənˈdem/

-damn          /dæm/

-solemn        /ˈsɒləm/    /ˈsɑləm/
Silent /d/
-handsome   /ˈhænsəm/

-wednesday  /ˈwenzdi/ /ˈwɛnzdeɪ/ 

Silent  /t/
-castle        /ˈkɑːs^əl/     /ˈkæsəl/

-christen          /ˈkrɪs^ən/ /ˈkrɪsən/

-listen        /ˈlɪs^ən/ /ˈlɪsən/

-mustnˈt      /ˈmʌs^ənt/ /ˈmʌsənt/

 

Silent  /h/
-exhaust    /ɪgˈzɔːst/ /ɪgˈzɔst/

-exhibit     /ɪgˈzɪbɪt/ /ɪgˈzɪbət/

-honest     /ˈɒnɪst/ /ˈɑnəst/

-honour      /ˈɒnəʳ/ /ˈɑnər/

-hour        /aʊəʳ/  /aʊr/


Silent  /w/
-who            /huː/ /hu/

-whoever     /huːˈevəʳ/ /huˈɛvər/

-whole         /həʊl/  /hoʊl/

-whom         /huːm/ /hum/

-whose         /huːz/ /huz/

-wrap          /ræp/

-wreck         /rek/ /rɛk/

-wrest          /rest/ /rɛst/

-wrestle     /res^əl/ /ˈrɛsəl/

-wrestler    /resləʳ/ /ˈrɛslər/

-wrestling  /reslɪŋ/ /ˈrɛslɪŋ/

-wring       /rɪŋ/

-wrist         /rɪst/

-write         /raɪt/

-wrong        /rɒŋ/ /rɔŋ/

Silent /p/

-psychiatrist  /saɪˈkaɪətrɪst/ /səˈkaɪətrəst/

-psychic        /ˈsaɪkɪk/

-psycho          /ˈsaɪkəʊ/ /ˈsaɪkoʊ/

-psychological /ˌsaɪkəˈlɒdʒɪkl/ /ˌsaɪkəˈlɑdʒɪkl/

-psychologist  /saɪˈkɒlədʒɪst/ /saɪˈkɑlədʒəst/

-psychology   /saɪˈkɒlədʒi/ /saɪˈkɑlədʒi/
             

CHAPTER IV

SYLLABLE SYSTEM

DIVIDING WORDS into SYLLABLES

*Dividing words into parts helps speed the process of decoding. Knowing the rules for syllable division will help students read words more accurately and fluently.
*It is very important to have the ability to divide words into syllables (syllable awareness). How you divide a word makes a big difference in how the word would be pronounced.
*It provides students with essential - fundamental knowledge in the alphabetic system.
*Knowing the six syllable types will allow the students to become a strong reader and speller.
*Phonemic awareness is more highly related to learning to read than are tests of general intelligence, reading readiness, and listening comprehension (Stanovich, 1993).
*Students who have well - developed phonological skills learn to read with more success.
*Syllable Awareness makes speech easier for the brain to process.
*It is useful to teach explicit, systematic phonics rules.

‘Phonics first, syllables always’

WORD STRESS RULES
*Dictionaries are very important to teach languages. Because they show the phonetic spelling of a word, and which syllable is stressed in a word.
*In English, we don’t say each syllable with the same force or stress. We say one syllable loudly, other syllables quietly.
*One word has only one stress. (One word cannot have two stresses. But in long words, a secondary stress (ˌ) is much weaker than the primary (main) stress (ˈ).
*The stressed syllable is strong, big or loud. The unstressed syllables are weak, small or quiet.
*We can only stress vowel sounds, not consonant sounds.
*We divide off any compound words, prefixes, suffixes, and roots which have vowel sounds.
*Word Stress is the part of Spoken English. Word stress is not an optional thing.
*An apostrophe /ˈ/ is used to show which syllable is stressed.

*The main = primary stress (apostrophe /ˈ/) is used in words that have at least two syllables.

*The secondary stress (comma /ˌ/) is used in long words.

ENGLISH WORD STRESS = PRIMARY, SECONDARY and WEAK STRESS