En-glish pho-net-ics



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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        /ˈkɑːsəl/     /ˈkæsəl/

-christen          /ˈkrɪsən/ /ˈkrɪsən/

-listen        /ˈlɪsən/ /ˈlɪsən/

-mustnˈt      /ˈmʌsənt/ /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     /resəl/ /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

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