THE AYKA ENGLISH HUB

ACCENT BOOK
____________Curated by SIR WASEEM ABBAS_____________
_______________updated version 4024___________________
CONTETS
1. Introduction to Accents
2. Vowel Sounds
3. Consonant Sounds
5. Connected Speech
6. Glottalization
7. Assimilation
8. Delayed Plosion
9. Rhoticity
10.STRESS AND INTONATION
Advanced Accent Features
WHAT IS ACCENT

Accent is a combination of four main components: voice quality, intonation (speech music), liaisons
(word connections), and pronunciation (the spoken sounds of vowels, consonants, and combinations). As
you go along, you'll notice that you're being asked to look at accent in a different way. You'll also realize
that the grammar you studied before and this accent you're studying now are completely different. Part
of the difference is that grammar and vocabulary are systematic and structured-the letter of the
language. Accent, on the other hand, is free form, intuitive, and creative-more the spirit of the language.
So, thinking of music, feeling, and flow, let your mouth relax into the accent.

CAN I LEARN A NEW ACCENT?

Can a person actually learn a new accent? Many people feel that after a certain age, It's just not possible.
But we have learnt Pushto so learning English and accent can not be a big deal for us ,but by following
three Rules the students of “THE AYKA ENGLISH HUB” can learn accent,

1) NOT MAKING ABSENTEE.

2) COMIG ON TIME AND EVEN IF POSSIBLE ARRIVING IN TIME.
3) ENERGY,CONFIDENCE,LOVE FOR ADOPTING ACCENT.

Like Can classical musicians play jazz? If they practice, of course they can! For your American accent, it's
just a matter of learning and practicing techniques this book will teach you. It is up to you to use them or
not. How well you do depends mainly on how open and willing you are to sounding different from the
way you have sounded all your life. A very important thing you need to remember is that you can use
your accent to say what you mean and how you mean it. Word stress conveys meaning through tone or
feeling, which can be much more important than the actual words that you use. We'll cover the
expression of these feelings through intonation in the first lesson.

WHY IS MY ACCENT SO BAD?

Learners can be seriously hampered by a negative outlook, so I'll address this very important point early.
First, your accent is not bad; it is nonstandard to the American ear. There is a joke that goes: What do
you call a person who can speak three languages? Trilingual. What do you call a person who can speak
two languages? Bilingual. What do you call a person who can only speak one language

PASHTOON (MAN OF ONE LANGUAGE (TONGUE) Every language is equally valid or good, so every
accent is good. But not yours the student of THE AYKA ENGLISH HUB (FOR FUN)
UNIT 1 VOWEL SOUNDS
What is vowels?
A vowel sound is a type of speech sound which means that air flows freely through the mouth without
being blocked by the lips, tongue, or teeth. Vowel sounds are typically produced by the vibration of the
vocal cords and the shaping of the mouth, tongue, and lips to create different sounds

How Many Vowel Sounds Are There in English?

There are many more vowel sounds than the five vowel letters (A, E, I, O, U) in the alphabet.

In standard English, there are 20 distinct vowel sounds. These are made up of 12 monophthongs (pure
vowel sounds) and 8 diphthongs (vowel sounds that glide from one to another).

1. Monophthongs (Pure Vowels) – 12 Sounds

IPA
SYMBOL NAMES EXAMPLES DESCRIPTION

/iː/ FLEECE VOWEL SEET,MEET LONG EE SONUD

/ɪ/ KIT VOWEL SIT ,BIT SHORT I SOUND

/e/ DRESS VOWEL BED,SET SHORT E SOUND

/æ/ TRAP VOWEL CAT,CHAT SHORT A SOUND

/ɑː/ PALM VOWEL FATHER,CAR LONG AH SOUND

/ɒ/ LOT VOWEL DOG,HOT SHORT O SOUND

/ɔː/ TOUGHT VOWEL LAW ,SAW LONG AW SOUND

/ʊ/ FOOT VOWEL BOOK,LOOK SHORT U SOUND

/uː/ GOOSE VOWEL BLUE,FOOD LONG OO SOUND

/ʌ/ STURT VOWEL CUPS,BUS SHORT UH SOUND

/ɜː/ NURSE VOWEL NURSE,BIRD LONG ER SOUND

NEUTRAL VOWEL MOST
/ə/ SCHWA VOWEL SOFA,BANANA COMMON SOUND IN
ENGLISH
1. Introduction to the FLEECE Sound (/iː/)
- The FLEECE sound is a long "ee" sound, as in the words see and meet.

- It is a high front vowel; your tongue is raised towards the roof of your mouth near the front, and your
lips are slightly spread.

2. How to Produce the Sound

- Step 1: Relax your lips into a slight smile.

- Step 2: Raise your tongue high in your mouth, with the tip behind your lower front teeth, and push
the body of your tongue close to the roof of your mouth.

- Step 3: Prolong the sound to distinguish it from shorter vowels like /ɪ/ (as in sit). For example, see vs.
sit.

3. Practice Words for the FLEECE Sound

- Words: see, meet, feet, cheese, feel, tree, seat, sleep.

- Say these words slowly, emphasizing the long /iː/ sound. Have students repeat after you.

4. Minimal Pairs for Practice

- Help students differentiate between /iː/ and the short /ɪ/ sound (as in sit):

- see vs. sit

- feet vs. fit

- cheese vs. chip

5. Paragraph for Practice

I can see three trees in the street. Each tree seems green and clean. Steve feels the breeze and sees his
feet in the deep creek. He needs to be careful not to slip, but he still feels free to enjoy the peaceful
scene.

2. Introduction to the KIT Sound (/ɪ/)

- The KIT sound is a short "i" sound, as in the words sit and bit.
 - It is a high front vowel, but unlike the FLEECE sound, it is shorter and less tense. The tongue is
raised, but not as high, and the lips are more relaxed.

2. How to Produce the Sound

- Step 1: Keep your lips relaxed and slightly parted.

- Step 2: Raise the middle part of your tongue towards the roof of your mouth, but not as close as for
the /iː/ sound. The tongue should be in a slightly lower position.

- Step 3: Make the sound short and quick to distinguish it from the longer /iː/ sound. For example, sit
vs. seat.

3. Practice Words for the KIT Sound

- Words: sit, bit, ship, chip, lift, sick, hint, milk.

- Say these words slowly, emphasizing the short /ɪ/ sound. Have students repeat after you.

4. Minimal Pairs for Practice

- Students differentiate between /ɪ/ and the long /iː/ sound (as in see):

- sit vs. see

- chip vs. cheap

- fit vs. feet

5. Paragraph for Practice

"Tim is sitting in a small room with a big window. He has a thick book and is trying to finish it quickly.
The chips he ate made him feel sick, but he still thinks it is a good day to work on his craft."

Here’s the information for the third sound, **/e/** (DRESS sound):
1. Introduction to the DRESS Sound (/e/)
- The DRESS sound is a short "e" sound, as in the words *bed* and *set*.

- It is a mid-front vowel; your tongue is positioned in the middle of your mouth, slightly forward, and
your lips are relaxed. slightly

2. How to Produce the Sound

- Step 1: Keep your lips relaxed and open.

- Step 2: Position the middle part of your tongue halfway between a high and low position, towards
the front of your mouth.

- Step 3: Produce the sound with a moderate duration, shorter than /iː/ but more pronounced than
/æ/. For example, *bed* vs. *bad*.

3. Practice Words for the DRESS Sound

- Words: bed, set, pen, red, head, next, said, less.

- Say these words slowly, emphasizing the /e/ sound. Have students repeat after you.

4. Minimal Pairs for Practice

- Help students differentiate between /e/ and the /æ/ sound (as in *cat*):

- bed vs. bad

- set vs. sat

- pen vs. pan

5. Paragraph for Practice

"Fred said he had to get to bed early because he had a big day ahead. He went to the red shed in his
backyard and found an old pen he had misplaced. As he sat on the small wooden bench, he noticed
the soft light from the setting sun making the shadows dance. He thought about the next day’s events,
hoping there would be less stress at work and more time to relax with his friends. Fred made a quick
list of tasks to complete, feeling a bit better about the day ahead."

Certainly! Here’s the information for the fourth sound, **/æ/** (TRAP sound), with a longer
paragraph for practice:

4. Introduction to the TRAP Sound (/æ/)

- The TRAP sound is a short "a" sound, as in the words *cat* and *hat*.

- It is a low front vowel; your tongue is positioned low in the mouth and pushed forward, while your
lips are spread.

2. How to Produce the Sound

- Step 1: Keep your lips slightly spread, similar to a smile.

- Step 2: Position the tongue low and forward in your mouth, so that it’s close to the bottom of your
mouth.

- Step 3: Make the sound short and clear to distinguish it from the more central /ʌ/ sound. For
example, *cat* vs. *cut*.

3. Practice Words for the TRAP Sound

- Words: cat, hat, bat, man, sad, bad, dance, laugh.

- Say these words slowly, emphasizing the /æ/ sound. Have students repeat after you.

4. Minimal Pairs for Practice

- Help students differentiate between /æ/ and /ʌ/ (as in *cup*):

- cat vs. cut

- bat vs. but

- man vs. mun

5. Paragraph for Practice

"At the carnival, a man with a tall hat was setting up a game where people could win a big, soft bat.
The children were excited and laughed as they danced around the colorful booths. One little girl, who
had a very sad expression, finally found a way to hit the target and win a small stuffed cat. She was
thrilled and couldn’t stop smiling as she held her prize close. The day ended with a beautiful sunset,
and everyone felt happy despite the earlier rain."

5. Introduction to the PALM Sound (/ɑː/)

- The PALM sound is a long "ah" sound, as in the words *father* and *car*.
- It is a low back vowel; your tongue is positioned low and towards the back of your mouth, and your
lips are slightly rounded.

2. How to Produce the Sound

- Step 1: Relax your lips into a neutral or slightly rounded position.

- Step 2: Position your tongue low and towards the back of your mouth, creating a wide space.

- Step 3: Prolong the sound to differentiate it from shorter vowels like /æ/. For example, *father* vs.
*cat*.

3. Practice Words for the PALM Sound

- Words: father, car, start, dark, park, arm, barn, calm.

- Say these words slowly, emphasizing the /ɑː/ sound. Have students repeat after you.

4. Minimal Pairs for Practice

- Help students differentiate between /ɑː/ and /æ/ (as in *cat*):

- car vs. cat

- dark vs. deck

- park vs. pack

5. Paragraph for Practice
"On a warm summer afternoon, my father and I went for a drive in the old car we had just fixed. We
decided to visit a large park on the edge of town where we could see the tall trees and enjoy the calm,
open space. As we walked along the path, the sun started to set, casting a golden light over the
darkening landscape. We found a cozy spot under a big tree to relax and have a picnic. The day ended
perfectly with a peaceful view of the horizon, and we both felt grateful for the simple joys of life."

6. Introduction to the LOT Sound (/ɒ/)

- The LOT sound is a short "o" sound, as in the words *dog* and *hot*.

- It is a low back vowel; your tongue is positioned low in the mouth and towards the back, and your
lips are rounded.

2. How to Produce the Sound

- Step 1: Round your lips into a small, relaxed circle.

- Step 2: Position your tongue low and towards the back of your mouth.

- Step 3: Make the sound short and clear to differentiate it from longer vowels like /ɔː/. For example,
*dog* vs. *dawn*.

3. Practice Words for the LOT Sound

- Words: dog, hot, rock, pot, box, sock, lot, shop.

- Say these words slowly, emphasizing the /ɒ/ sound. Have students repeat after you.

4. Minimal Pairs for Practice

- Help students differentiate between /ɒ/ and /ɔː/ (as in *law*):

- dog vs. dawn

- hot vs. haught

- rock vs. walk

5. Paragraph for Practice

"On a chilly autumn morning, we took our dog for a walk around the park. The ground was covered
with leaves, and the air was crisp and cool. We stopped by a small shop to buy a hot coffee and a box
of treats. As we walked along the path, we saw a large rock that looked perfect for sitting and enjoying
the view. The dog seemed to enjoy the outing just as much as we did, and the day ended with a
satisfying feeling of warmth despite the cold."

7. Introduction to the THOUGHT Sound (/ɔː/)

- The THOUGHT sound is a long "aw" sound, as in the words *law* and *thought*.

- It is a mid-back vowel; your tongue is positioned in the middle of your mouth and towards the
back, and your lips are rounded.

2. How to Produce the Sound

- Step 1: Round your lips into a more pronounced circle.

- Step 2: Position your tongue towards the middle-back of your mouth.

- Step 3: Prolong the sound to distinguish it from shorter vowels like /ɒ/. For example, *law* vs.
*lot*.

3. Practice Words for the THOUGHT Sound

- Words: law, thought, saw, dog, ball, more, call, dawn.

- Say these words slowly, emphasizing the /ɔː/ sound. Have students repeat after you.

4. Minimal Pairs for Practice

- Help students differentiate between /ɔː/ and /ɒ/ (as in *lot*):

- law vs. lot

- thought vs. thought

- ball vs. boll

5. Paragraph for Practice

"During a long walk through the park, I saw a beautiful scene that made me think deeply about life.
The sun was setting over the horizon, casting a warm glow on the trees and the calm lake. I found a
spot on a large rock and sat there, taking in the view. It was a peaceful moment, and as I looked
around, I felt a sense of awe and gratitude. The day had been full of small joys, and this serene
evening was the perfect end to it."

8. Introduction to the FOOT Sound (/ʊ/)

- The FOOT sound is a short "u" sound, as in the words *book* and *good*.

- It is a high back vowel; your tongue is positioned high and towards the back of your mouth, and
your lips are rounded.

2. How to Produce the Sound

- Step 1: Round your lips into a small, relaxed circle.

- Step 2: Position your tongue high and towards the back of your mouth, but not as high as for the
/uː/ sound.

- Step 3: Make the sound short and distinct to differentiate it from the longer /uː/ sound. For
example, *book* vs. *boot*.

3. Practice Words for the FOOT Sound

- Words: book, good, foot, put, look, cook, wool, hood.

- Say these words slowly, emphasizing the /ʊ/ sound. Have students repeat after you.

4. Minimal Pairs for Practice

- Help students differentiate between /ʊ/ and /uː/ (as in *food*):

- book vs. boot

- good vs. goose

 - put vs. pool

5. Paragraph for Practice

"On a cool winter afternoon, I decided to cook a warm meal. I pulled out a big book of recipes and
chose a hearty stew. As the food simmered, I put on my woolen hat and warm boots, and went
outside for a quick walk. The crisp air was refreshing, and the snow-covered ground was beautiful.
When I came back, the kitchen smelled amazing, and the stew was ready. I enjoyed a satisfying meal
and felt cozy and content."

9. Introduction to the GOOSE Sound (/uː/)

- The GOOSE sound is a long "oo" sound, as in the words *food* and *moon*.

- It is a high back vowel; your tongue is positioned high and towards the back of your mouth, and
your lips are rounded.

2. How to Produce the Sound

- Step 1: Round your lips into a tighter circle.

- Step 2: Position your tongue high and towards the back of your mouth.

- Step 3: Prolong the sound to distinguish it from the shorter /ʊ/ sound. For example, *food* vs.
*foot*.

3. Practice Words for the GOOSE Sound

- Words: food, moon, boot, pool, loose, soon, choose, group.

- Say these words slowly, emphasizing the /uː/ sound. Have students repeat after you.

4. Minimal Pairs for Practice

- Help students differentiate between /uː/ and /ʊ/ (as in *book*):

- food vs. book

- moon vs. put

 - loose vs. look

5. Paragraph for Practice

"On a bright sunny day, I decided to take a trip to the local park with a picnic basket full of delicious
food. As I sat under a large tree, I noticed a group of ducks swimming in a nearby pool. The calm water
and the clear blue sky made the perfect backdrop for a relaxing afternoon. After eating, I took a
leisurely stroll around the park, enjoying the sunshine and the fresh air. The day was a perfect escape
from the routine, and I felt rejuvenated and content."

10. Introduction to the STRUT Sound (/ʌ/)

- The STRUT sound is a short "u" sound, as in the words *cup* and *luck*.

- It is a mid-central vowel; your tongue is positioned in the middle of your mouth, slightly lower, and
your lips are relaxed.

2. How to Produce the Sound

- Step 1: Keep your lips relaxed and open.

- Step 2: Position your tongue in the middle of your mouth, not too high or low.

- Step 3: Make the sound short and clear. For example, *cup* vs. *cop*.

3. Practice Words for the STRUT Sound

- Words: cup, luck, bus, jump, sun, gun, drum, cut.

- Say these words slowly, emphasizing the /ʌ/ sound. Have students repeat after you.

4. Minimal Pairs for Practice

- Help students differentiate between /ʌ/ and /ɒ/ (as in *lot*):

- cup vs. cop

- luck vs. lock

- sun vs. son

5. Paragraph for Practice

"During a weekend trip, I stopped at a small café for a quick lunch. I ordered a cup of hot soup and a
sandwich with extra pickles. The café had a cozy atmosphere, and I enjoyed watching the people
passing by through the window. After lunch, I decided to take a short walk in the nearby park. The sun
was shining, and the fresh air was invigorating. It was a simple but pleasant day, and I felt refreshed as
I headed back home, ready to relax and enjoy the rest of the weekend."

11. Introduction to the NURSE Sound (/ɜː/)

- The NURSE sound is a long "ur" sound, as in the words nurse and bird.

- It is a mid-central vowel; your tongue is positioned in the middle of your mouth and slightly raised,
with your lips relaxed or slightly rounded.

2. How to Produce the Sound

- Step 1: Keep your lips relaxed or slightly rounded.

- Step 2: Position your tongue in the middle of your mouth, slightly raised.

- Step 3: Prolong the sound to distinguish it from shorter vowels. For example, *nurse* vs. *nest*.

3. Practice Words for the NURSE Sound

- Words: nurse, bird, word, firm, learn, serve, turn, burn.

- Say these words slowly, emphasizing the /ɜː/ sound. Have students repeat after you.

4. Minimal Pairs for Practice

- Help students differentiate between /ɜː/ and /æ/ (as in *cat*):

- nurse vs. nest

- bird vs. bad

 - word vs. wad

5. Paragraph for Practice

"During a visit to the local museum, I found myself fascinated by the exhibits about ancient
civilizations. The guide, who was an experienced historian, explained how these early societies had
learned to navigate the world using basic tools. As I walked through the various displays, I noticed a
small corner dedicated to medical advancements, highlighting the evolution of the nursing profession.
It was remarkable to see how far we’ve come in understanding and treating illnesses, and I felt a deep
respect for those who work in the medical field. The visit was both educational and inspiring."

12. Introduction to the SCHWA Sound (/ə/)

- The SCHWA sound is an unstressed, neutral "uh" sound, found in many unstressed syllables, such
as in the first syllable of *sofa* and *banana*.

- It is a mid-central vowel; your tongue is positioned in the center of your mouth in a relaxed, neutral
position, with your lips in a neutral position.

2. How to Produce the Sound

- Step 1: Keep your lips relaxed and in a neutral position.

- Step 2: Position your tongue in the middle of your mouth, relaxed and not close to the roof or the
bottom of your mouth.

- Step 3: Make the sound short and quick, typically occurring in unstressed syllables. For example,
*sofa* vs. *soap*.

3. Practice Words for the SCHWA Sound

- Words: sofa, banana, problem, support, pencil, doctor, about, suppose.

- Say these words slowly, emphasizing the /ə/ sound. Have students repeat after you.

4. Minimal Pairs for Practice

- Help students differentiate between /ə/ and other vowel sounds:
 - sofa vs. soap

- banana vs. ban

- problem vs. prop

5. Paragraph for Practice

While I was relaxing on the sofa in THE AYKA ENGLISH HUB, I realized that I had a problem with my
project. I needed support to fix the issue, so I called a colleague for help. As I searched through my
notes, I found an old pencil I had forgotten about, it was given by sir Waseem abbas . It’s amazing how
a few simple tools can make a big difference. After solving the problem, I felt a sense of
accomplishment and enjoyed the rest of my day. The small victories are often the most satisfying and
make everyday challenges easier to handle."

DIPHTHONGS__________________

1. /eɪ/ (as in face)

How to Pronounce: Start by making the /e/ sound, like the vowel in *bet*, with your tongue in the
mid-front position. Glide smoothly towards /ɪ/, as in *sit*, by raising your tongue slightly higher.

Practice Words: face, rain, made, wait, play, steak

Explanation: This sound is common in words with "ai," "ay," and "a-e" spellings. It’s important to
make a smooth transition from /e/ to /ɪ/ without separating them into two sounds. The key is the
glide.

Practice Paragraph: The rain stayed long enough for Jake to wait and play his game outside. Later, he
made a face when he saw the steak wasn’t cooked right, but he decided to eat it anyway. After dinner,
he checked his phone to make sure the game results were available.

2. /aɪ/ (as in price)

How to Pronounce: Start with the /a/ sound, as in *cat*, with the tongue in a low position. Glide
toward /ɪ/, where the tongue moves up and forward.

Practice Words: price, time, high, fly, light, drive

Explanation: This diphthong appears in words with "i," "y," or "igh" spellings. The glide from the open
/a/ sound to the more closed /ɪ/ should be smooth and continuous.

Practice Paragraph: I had a hard time deciding whether to buy the kite or wait for a better price. The
sky was high and clear, perfect for flying. I finally made up my mind, grabbed the kite, and went
outside. It was a perfect day to drive around and enjoy the bright sunlight.
3. /ɔɪ/ (as in choice)
How to Pronounce: Begin with the /ɔ/ sound, as in *thought*, with your tongue low and back. Glide
towards /ɪ/, where your tongue rises and moves forward.

Practice Words: choice, boy, toy, coin, enjoy, noise

Explanation: This diphthong is common in words with "oi" and "oy" spellings. Focus on moving from
the rounded /ɔ/ to the high-front /ɪ/ without breaking the two sounds.

Practice Paragraph: The boy was thrilled with his toy, making so much noise that everyone in the room
could hear him. He had a choice between a toy car and a coin, but he chose the one that made the
most sound. After a while, he started to enjoy playing quietly.

4. /aʊ/ (as in mouth)

How to Pronounce: Start with the /a/ sound, as in *cat*, with the tongue in a low position. Glide
toward /ʊ/, where the tongue moves toward the back of the mouth, and the lips round slightly.

Practice Words: house, now, town, mouth, cloud, out

Explanation: This diphthong usually appears in words spelled with "ou" or "ow." Make sure to glide
smoothly from the open /a/ sound to the rounded /ʊ/ sound without separating them.

Practice Paragraph: Now that the rain has stopped, we can go out and explore the town. The clouds
have cleared up, and the sky looks bright. As we walked by a small house, I noticed a large tree casting
a shadow over the front yard. We stopped to take a break and shared stories under the open sky.

5. /əʊ/ (as in goat)

How to Pronounce: Start with the neutral schwa sound /ə/, and glide toward /ʊ/, raising your tongue
slightly and rounding your lips.

Practice Words: go, phone, no, boat, stone, hope

Explanation: Words spelled with "o," "oa," or "ow" often use this diphthong. Make the glide smooth
by focusing on the relaxed start of /ə/ and rounding your lips slightly as you move to /ʊ/.

Practice Paragraph: Joe called me on the phone to ask if I could go with him on a boat trip this
weekend. He hoped that the weather would be nice and that the river wouldn’t be too rough. As we
talked, I realized I had left my shoes near the large stone by the river during our last trip.

6. /ɪə/ (as in near)

How to Pronounce: Start with the /ɪ/ sound, as in *sit*, and glide towards a schwa sound /ə/, where
the tongue relaxes and the lips remain neutral.

Practice Words: near, here, fear, tear, cheer, dear

Explanation: Words with this diphthong often involve "ear" or "eer" spellings. Make sure to smoothly
transition from /ɪ/ to /ə/ without making two separate sounds.

Practice Paragraph: I could hear the sound of the wind as I walked near the park. The air felt cool, and
I had no fear of the evening setting in. A tear fell from my eye as I remembered how dear the place
was to me. The cheers of children playing brought back happy memories.

7. /eə/ (as in square)

How to Pronounce: Start with the /e/ sound, similar to *bet*, and glide toward the schwa sound /ə/.

Practice Words: square, air, care, bear, wear, share

Explanation: This diphthong is common in words with "air," "are," or "ear" spellings. Focus on
transitioning from the mid-front /e/ to the relaxed schwa /ə/.

Practice Paragraph: Claire took care as she walked through the square, watching the people around
her. The fresh air made her feel relaxed, and she decided to sit on a bench. As she sat, she saw a small
bear statue and wondered who had placed it there. It was a pleasant moment that she wished she
could share with her friends.

8. /ʊə/ (as in cure)

How to Pronounce: Start with /ʊ/, as in *book*, and glide towards the schwa sound /ə/.

Practice Words: cure, pure, sure, endure, secure, tour

Explanation: This diphthong appears in words with "ure" or "our" spellings. Make sure the glide from
the rounded /ʊ/ to the relaxed schwa /ə/ is smooth.

Practice Paragraph: The doctor was sure that the pure water could help cure the illness. After a long
treatment, the patient was able to endure the hardships and felt more secure about his health. Later,
he took a tour around the hospital to thank the staff for their help and care.
UNIT 2 CONSONANT SOUNDS

INTRODUTION
A consonant sound is produced when the airflow is obstructed in some way as it passes through the
vocal tract, mouth, or nose. Unlike vowel sounds, which are made with an open vocal tract,
consonants involve the use of the tongue, teeth, lips, and sometimes the vocal cords to create specific
sounds. These sounds can be voiced, where the vocal cords vibrate (like in /b/ or /d/), or voiceless,
where they do not (like in /p/ or /t/). Consonants are essential in shaping the structure of words and
sentences in any language.

1. /p/
- How to Pronounce: Voiceless plosive. Lips together, small burst of air.

- Practice Words: pen, stop, map

- Practice Sentence: Peter picked a perfect pencil.

2. /b/
- How to Pronounce: Voiced plosive. Lips together, vocal cords engaged.

- Practice Words: bat, cab, rub

- Practice Sentence: Bill bought a blue bike.

3. /t/
- How to Pronounce: Voiceless plosive. Tongue behind upper teeth, release air.

- Practice Words : top, cat, fit

- Practice Sentence: Tim tapped the tiny table.

4. /d/
- How to Pronounce: Voiced plosive. Tongue behind upper teeth, vocal cords engaged.

- Practice Words: dog, red, bed

- Practice Sentence: Dan drove down the dusty road.

5. /k/
- How to Pronounce: Voiceless plosive. Back of tongue raised to the soft palate, release air.
- Practice Words: cat, kick, back

- Practice Sentence: Kevin kicked the cold can.

6. /g/
- How to Pronounce: Voiced plosive. Back of tongue raised, vocal cords engaged.

- Practice Words: go, bag, hug

- Practice Sentence: Greg gave the green gift.

7. /f/
- How to Pronounce: Voiceless fricative. Lower lip against upper teeth, friction sound.

Practice Words: fun, fan, laugh

- Practice Sentence: Fred found five frogs in the forest.

8. /v/
- How to Pronounce: Voiced fricative. Lower lip against upper teeth, vocal cords engaged.

- Practice Words: van, very, love

- Practice Sentence: Violet visited a very vivid valley.

9. /s/
- How to Pronounce: Voiceless fricative. Tongue near teeth, airflow creates friction.

- Practice Words: sit, sun, miss

- Practice Sentence: Sam sat silently in the soft sand.

10. /z/
- How to Pronounce: Voiced fricative. Tongue near teeth, vocal cords engaged.

- Practice Words: zoo, zip, buzz

- Practice Sentence: Zack zipped his coat quickly.

11. /ʃ/ (as in *she*)

- How to Pronounce: Voiceless fricative. Tongue near the roof of your mouth, create friction.

- Practice Words: she, ship, wish

- Practice Sentence: She shook the shiny shell.

12. /ʒ/ (as in *measure*)
- How to Pronounce: Voiced fricative. Tongue near the roof of the mouth, vocal cords engaged.

- Practice Words: measure, treasure, pleasure

- Practice Sentence: She found treasure beyond measure.

13. /h/
- How to Pronounce: Voiceless fricative. Air flows freely through the vocal tract.

- Practice Words: hat, home, happy

- Practice Sentence: Harry has a huge house.

14. /tʃ/ (as in *chip*)

- How to Pronounce: Voiceless affricate. Stop followed by a fricative.

- Practice Words: chip, chair, watch

- Practice Sentence: Charlie chose to chew chocolate chips.

15. /dʒ/ (as in *judge*)

- How to Pronounce: Voiced affricate. Stop followed by a fricative, vocal cords engaged.

- Practice Words: judge, jam, edge

- Practice Sentence: Jack jumped over the large hedge.

16. /m/
- How to Pronounce: Voiced nasal. Lips together, air flows through the nose.

- Practice Words: man, room, time

- Practice Sentence: Mary made a marvelous meal.

17. /n/
- How to Pronounce: Voiced nasal. Tongue against the upper teeth, air through the nose.

- Practice Words: net, run, nine

- Practice Sentence: Nancy never needed nine notebooks.

18. /ŋ/ (as in *sing*)
- How to Pronounce: Voiced nasal. Back of the tongue against the soft palate, air through the nose.

- Practice Words: sing, song, king

- Practice Sentence: The king sings a long song.

19. /l/
- How to Pronounce: Voiced lateral approximant. Tongue against the upper teeth, air flows around the
sides.

- Practice Words: light, love, hill

- Practice Sentence: Lucy loves the little lamp.

20. /r/
- How to Pronounce: Voiced approximant. Tongue raised but not touching the roof of the mouth, vocal
cords engaged.

- Practice Words: red, run, car

- Practice Sentence: Robert ran rapidly to reach the red car.

21. /j/ (as in *yes*)

- How to Pronounce: Voiced approximant. Tongue close to the roof of the mouth, vocal cords engaged.

- Practice Words: yes, yellow, year

- Practice Sentence: Jane jumped joyfully in the yellow yard.

22. /w/
- How to Pronounce: Voiced approximant. Lips rounded, vocal cords engaged.

- Practice Words: wet, win, water

- Practice Sentence: Will went walking in the wet weather.

23. /θ/ (as in *think*)

- How to Pronounce: Voiceless fricative. Tongue between the teeth, airflow restricted.

- Practice Words: think, bath, month

- Practice Sentence: Thomas thought the bath was cold.

24. /ð/ (as in *this*)
- How to Pronounce: Voiced fricative. Tongue between the teeth, vocal cords engaged.

- Practice Words: this, that, brother

- Practice Sentence: They thought that their brother was right.

UNIT 3 CONNECTED SPEECH

Connected speech - liaison

1. Introduction to Liaison
- Liaison involves linking sounds between words to create a smooth and connected flow of speech.
This often occurs when a word ends in a consonant sound and the next word begins with a vowel
sound or when two vowel sounds meet.

- For example, in the phrase "an apple," the final /n/ in "an" links directly to the initial /æ/ in
"apple," creating a smoother transition between words.

2. Types of Liaison

- Consonant to Vowel Liaison

- Definition: When a word ends in a consonant sound and the following word begins with a vowel
sound, the final consonant sound links with the initial vowel sound.

- Example: "go on" [ɡoʊ ɒn]

- Pronunciation: /goʊ ɒn/ is pronounced as /ɡoʊ wɒn/, where the /oʊ/ sound
smoothly transitions into the /w/ sound.

- Additional Examples:

- "turn off" [tɜrn ɒf]

- Pronunciation: /tɜrn ɒf/ is pronounced as /tɜrn ɒf/, where /n/ links with /ɒ/.
- "pick up" [pɪk ʌp]

- Pronunciation: /pɪk ʌp/ is pronounced as /pɪk ʌp/, where /k/ links with /ʌ/.
- "give us" [ɡɪv ʌs]

- Pronunciation: /ɡɪv ʌs/ is pronounced as /ɡɪv ʌs/, where /v/ links with /ʌ/.
- "come in" [kʌm ɪn]
 - Pronunciation: /kʌm ɪn/ is pronounced as /kʌm ɪn/, where /m/ links with /ɪ/.
- "find out" [faɪnd aʊt]

- Pronunciation: /faɪnd aʊt/ is pronounced as /faɪnd aʊt/, where /d/ links with
/aʊ/.

- "check in" [tʃɛk ɪn]

- Pronunciation: /tʃɛk ɪn/ is pronounced as /tʃɛk ɪn/, where /k/ links with /ɪ/.
- "stand up" [stænd ʌp]

- Pronunciation: /stænd ʌp/ is pronounced as /stænd ʌp/, where /d/ links with
/ʌ/.

- "bring it" [brɪŋ ɪt]

- Pronunciation: /brɪŋ ɪt/ is pronounced as /brɪŋ ɪt/, where /ŋ/ links with /ɪ/.

- Vowel to Vowel Liaison

- Definition: When a word ends in a vowel sound and the next word begins with a vowel sound, a
slight consonant sound, usually /j/ or /w/, is often added to create a smooth connection.

- Example: "I am" [aɪ æm]

- Pronunciation: /aɪ æm/ is pronounced as /aɪ jæm/, where a slight /j/ sound is added.

- Additional Examples:

- "go away" [ɡoʊ əweɪ]

- Pronunciation: /ɡoʊ əweɪ/ is pronounced as /ɡoʊ wəweɪ/, where /oʊ/ links with /w/.

- "see it" [siː ɪt]

- Pronunciation: /siː ɪt/ is pronounced as /siː jɪt/, where a slight /j/ sound is added.

- "how old" [haʊ oʊld]

- Pronunciation: /haʊ oʊld/ is pronounced as /haʊ wəʊld/, where /aʊ/ links with /w/.

- "too easy" [tuː iːzi]

- Pronunciation: /tuː iːzi/ is pronounced as /tuː jiːzi/, where a slight /j/ sound is added.

- "are you" [ɑː juː]

 - Pronunciation: /ɑː juː/ is pronounced as /ɑː jjuː/, where a slight /j/ sound is added.

- "I agree" [aɪ əɡriː]

- Pronunciation: /aɪ əɡriː/ is pronounced as /aɪ jəɡriː/, where a slight /j/ sound is added.

- "we open" [wiː oʊpən]

- Pronunciation: /wiː oʊpən/ is pronounced as /wiː wəʊpən/, where /iː/ links with /w/.

- "try it" [traɪ ɪt]

- Pronunciation: /traɪ ɪt/ is pronounced as /traɪ jɪt/, where a slight /j/ sound is added.

3. Practice Activities
- Activity 1: Listening and Repeating
- Listen to audio recordings of the practice words and sentences. Focus on how the liaison is used.
Repeat each phrase, paying attention to linking sounds.

- Activity 2: Minimal Pairs Practice

- Compare phrases with and without liaison to notice the differences. For example:

- "go on" [ɡoʊ ɒn] vs. "go off" [ɡoʊ ɒf]

- "I am" [aɪ æm] vs. "I can" [aɪ kæn]

- Practice saying both phrases and notice how liaison affects the flow.

- Activity 3: Sentence Stress and Intonation

- Practice sentences with emphasis on liaison. Focus on how the connected sounds affect sentence
rhythm and intonation.

- Example Sentences:

- "Can you turn on the light and check in with the guests?"

- "I see it is too old. Are you sure it’s still working?"

- Activity 4: Role Play

- In pairs, practice short dialogues using liaison. Focus on natural speech flow.

- Example Dialogue:

- Person A: "Are you coming to the party?"

- Person B: "I’m not sure yet. I need to check if my friends are coming too."
4. Practice Paragraph

"When you turn on the lights and check in with your friends, you might notice that some of them are
already there. If you see them waiting by the door, don’t be surprised. It’s always better to go ahead
and join them. Make sure you come over and say hello. If it starts to rain, we can all go inside and keep
warm. Let’s hope it clears up soon, so we can enjoy the evening."
UNIT 4 GLOTTALIZATION

Connected speech - glottalization

1. Introduction to Glottalization
- Glottalization refers to the process where the glottal sound (a sound made by closing the vocal
cords) is used to replace or influence other sounds in speech. It often involves the replacement of a /t/
sound with a glottal stop [ʔ], especially in informal or rapid speech.

- The glottal stop [ʔ] is produced by briefly closing the vocal cords, resulting in a sudden release of
air. It commonly occurs in British English and can affect how certain words are pronounced.

2. When Glottalization Occurs

- Word-final Position: The glottal stop can replace a /t/ sound at the end of a word.

- Example: "butter" [ˈbʌtə] is pronounced as [ˈbʌʔə].

- Before a Pause: The /t/ sound can be replaced with a glottal stop when followed by a pause.

- Example: "cat" [kæt] is pronounced as [kæʔ].

- Before a Glottal Sound: The /t/ sound can be replaced with a glottal stop before another glottal
sound.

- Example: "kitten" [ˈkɪtn] is pronounced as [ˈkɪʔn].

3. Examples of Glottalization

- In Casual Speech:
- "what" [wɒt] → [wɒʔ]

- "football" [ˈfʊtbɔːl] → [ˈfʊʔbɔːl]

- "that" [ðæt] → [ðæʔ]

- "right" [raɪt] → [raɪʔ]

- "city" [ˈsɪti] → [ˈsɪʔi]

Before a Pause:
- "not" [nɒt] → [nɒʔ]

- "better" [ˈbɛtə] → [ˈbɛʔə]

- "waiting" [ˈweɪtɪŋ] → [ˈweɪʔɪŋ]

4. Practice Activities

- Activity 1: Listening and Repeating

- Listen to recordings of words and sentences where glottalization occurs. Pay attention to the
replacement of the /t/ sound with the glottal stop. Repeat each phrase, focusing on the glottal stop
sound.

- Activity 2: Minimal Pairs Practice

- Practice saying pairs of words where one word features glottalization and the other does not:

- "butter" [ˈbʌtə] vs. "butter" [ˈbʌʔə]

- "better" [ˈbɛtə] vs. "better" [ˈbɛʔə]

- "cat" [kæt] vs. "cat" [kæʔ]

- Activity 3: Sentence Practice

- Practice sentences that include words with glottalization. Focus on how the glottal stop affects the
flow of speech.

- Example Sentences:

- "I bought a bottle of water and a packet of biscuits."

- "The city is very quiet at night, and the lights are beautiful."

- Activity 4: Role Play

- In pairs, practice short dialogues incorporating glottalized words. Emphasize natural speech flow
and the use of the glottal stop.

- Example Dialogue:

- Person A: "Did you see that?"

- Person B: "Yes, I did. What a sight!"

5. Practice Paragraph
"In the bustling city, people often talk quickly, and the glottal stop becomes quite common. For
example, instead of saying 'I’m waiting for a bus,' people might say 'I’m waiʔin' for a bus.' Similarly,
'better' might be pronounced as 'beʔer.' This natural process of glottalization can make speech sound
more fluid and informal. It’s important to recognize and practice this feature to understand native
speech patterns and speak more naturally."
UNIT 5 ASSIMILATION

Connected speech - assimilation

1. Introduction to Assimilation
- Assimilation is a process in connected speech where one sound changes to become more like a
neighboring sound. It occurs naturally in rapid, casual speech and helps make speech more fluid and
efficient.

- This process can affect the place of articulation, voicing, or manner of articulation of sounds. For
example, when saying “in bed,” the /n/ in "in" becomes more like the /b/ sound in "bed," and it
sounds like /ɪm bed/.

- There are three types of assimilation:

1. Progressive assimilation

2. Regressive assimilation

3. Reciprocal assimilation (coalescent assimilation)

2. Types of Assimilation

- Regressive Assimilation (Most Common)

- The sound changes due to the influence of the sound that follows it.

- Example: "ten boys" [ten bɔɪz] becomes [tem bɔɪz] where /n/ changes to /m/ to match the bilabial
/b/.

- More Examples:

- "good boy" [ɡʊd bɔɪ] → [ɡʊb bɔɪ]

- "green park" [ɡriːn pɑːk] → [ɡriːm pɑːk]

- "have to" [hæv tuː] → [hæf tuː]

 - Progressive Assimilation
- The earlier sound affects the one that follows it.

- Example: "dogs" [dɒɡz] remains voiced due to the /ɡ/ sound, instead of the /s/ becoming
unvoiced like in "cats" [kæts].

- More Examples:

- "plays" [pleɪz] remains voiced because of the /z/ at the end.

- "girls" [ɡɜːlz] remains voiced.

- "bags" [bæɡz] remains voiced.

- Coalescent Assimilation (Reciprocal Assimilation)

- Two sounds combine to create a new sound, often occurring when /t/ or /d/ is followed by /j/.

- Example: "did you" [dɪd juː] becomes [dɪʤuː], where /d/ and /j/ merge into /ʤ/.

- More Examples:

- "can’t you" [kɑːnt juː] → [kɑːnʧuː]

- "won’t you" [woʊnt juː] → [woʊnʧuː]

- "would you" [wʊd juː] → [wʊʤuː]

3. Practice Words and Phrases for Assimilation

- Regressive Assimilation:

- ten pence → [tem pɛns]

- in bed → [ɪm bed]

- good girl → [ɡʊɡ ɡɜːl]

- Progressive Assimilation:
- likes → [laɪks]

- loves → [lʌvz]

- needs → [niːdz]

- Coalescent Assimilation:
- could you → [kʊʤuː]

- would you → [wʊʤuː]

- don’t you → [doʊnʧuː]

4. Practice Activities
- Activity 1: Listening and Repeating

- Listen to sentences and phrases with assimilation and repeat them. Focus on how sounds blend
into each other.

- Example Sentences:

- "I need to go now."

- "Can’t you help me with this?"

- "Would you like some tea?"

- Activity 2: Minimal Pairs

- Practice distinguishing between phrases where assimilation occurs and where it does not.

- "good boy" vs. "good toy"

- "ten boys" vs. "ten cars"

- "could you" vs. "could he"

- Activity 3: Role Play

- In pairs, practice dialogues that naturally incorporate assimilation. Focus on blending sounds as
you speak more quickly.

- Example Dialogue:

- Person A: "Did you see that?"

- Person B: "I saw it, but I don’t think it’s true."

- Person A: "Well, we’ll have to check it out."

5. Practice Paragraph
"I couldn’t believe what I saw when I went to the park yesterday. There were ten people sitting on the
benches, enjoying the nice weather. One of them was my friend, and I said, 'Could you wait for me?'
She smiled and nodded. We walked through the park together, talking about all the good things
happening lately. I told her, 'I think it’s time to go now,' and we left the park with big smiles on our
faces. It’s always fun to spend time with good friends like that."

Explanation: Assimilation occurs naturally in fluent speech and helps link words together for
smoother pronunciation. By recognizing and practicing different types of assimilation, learners can
improve their listening skills and sound more natural in everyday speech.
UNIT 6 DELAYED PLOSION

1. Introduction to Delayed Plosion

Delayed plosion refers to a phenomenon in connected speech when two plosive sounds come
together, and the release (or "plosion") of the first sound is delayed until the second one. This occurs
naturally in English and helps to maintain the smooth flow of speech.

Plosives are sounds like /p/, /b/, /t/, /d/, /k/, and /g/. In delayed plosion, the first plosive sound
doesn’t fully release before the next one, creating a more seamless transition between words or
syllables.

For example, in "hot dog," the /t/ in "hot" is not fully released until the /d/ in "dog," so it sounds
like "ho(d) dog."

2. How to Produce the Sound

Step 1: Identify the first plosive sound (/p/, /b/, /t/, /d/, /k/, /g/) in the word.

Step 2: Articulate the first plosive by stopping airflow in your mouth, but don’t release the air
immediately.

Step 3: Hold the air briefly, and then allow the second plosive sound to release the airflow. This
creates a single smooth sound instead of two distinct ones.

Example: In the phrase “black car,” the /k/ in "black" is held momentarily, then released together
with the /k/ in "car," creating a seamless /blæk kɑː/ transition.

3. Examples of Delayed Plosion

Word Combinations:

- hot cake → /hɒt keɪk/ (delayed /t/ and /k/)

- black coat → /blæk kəʊt/ (delayed /k/ and /k/)

 - good boy → /ɡʊd bɔɪ/ (delayed /d/ and /b/)

- big gate → /bɪɡ ɡeɪt/ (delayed /ɡ/ and /ɡ/)

- red door → /red dɔː/ (delayed /d/ and /d/)

Within Words:
- doctor → /ˈdɒk.tə/ (delayed /k/ and /t/)

- subject → /ˈsʌb.dʒɛkt/ (delayed /b/ and /d/)

- subtract → /səbˈtrækt/ (delayed /b/ and /t/)

4. Types of Delayed Plosion

Alveolar Delayed Plosion: This occurs when two alveolar plosives (such as /t/ and /d/) come
together.

Example: "That time" /ðæt taɪm/ → /ðæ(t)taɪm/.

Velar Delayed Plosion: Occurs when the back of the tongue blocks airflow for both /k/ and /g/
sounds.

Example: "Big game" /bɪɡ ɡeɪm/ → /bɪ(g)geɪm/.

Labial Delayed Plosion: This happens when the lips block airflow for sounds like /p/ and /b/.

Example: "Top player" /tɒp pleɪər/ → /tɒ(p)pleɪər/.

5. Practice Words and Phrases

- hot dog → /hɒt dɒɡ/

- black cat → /blæk kæt/

- red tape → /red teɪp/

- big bag → /bɪɡ bæɡ/

- that game → /ðæt ɡeɪm/

6. Practice Activities
Activity 1: Word Repetition

Practice the word pairs listed above. Focus on delaying the release of the first plosive and blending it
with the second. Repeat each phrase multiple times.

Activity 2: Sentence Practice

Say the following sentences, focusing on delayed plosion:

- "The big gate was open."

- "She bought a hot cake for breakfast."

- "The black cat sat on the mat."

- "It’s a red tape issue."

- "I need a good boy to help me."

Activity 3: Minimal Pairs

Practice distinguishing between phrases with and without delayed plosion.

- "hot cake" vs. "hat case"

- "black coat" vs. "bat coat"

- "big game" vs. "bit game"

Activity 4: Role Play

In pairs, create a dialogue where you use several examples of delayed plosion. Focus on making the
transition between plosive sounds as smooth as possible.

Example Dialogue:

- Person A: "Did you see the black cat?"

- Person B: "Yes, it’s near the big gate."

- Person A: "Let’s go get that dog then."

- Person B: "Okay, but be careful of the hot cakes on the table."

7. Practice Passage
"I went to the market and saw a big gate blocking the entrance. A black cat sat nearby, watching a
dog play in the yard. I bought some hot cakes and red tape to wrap the presents. Later, I met a good
boy who helped me carry my bags. We walked past the gate and into the park, where kids played
games and ran around happily. It was a nice day, and I felt lucky to meet such friendly people along
the way."
UNIT 7 RHOTICITY

1. Introduction to rhoticity
Rhoticity refers to the pronunciation of the "r" sound in speech, particularly in how it is handled at the
end of a word or syllable. In some English accents, the "r" sound is always pronounced, while in
others, it is only pronounced when followed by a vowel sound. This distinction is one of the most
significant factors in differentiating accents in English, such as between American and British English.

- Rhotic accents pronounce the "r" sound in all contexts, including after vowels at the end of
words or syllables (e.g., "car" sounds like /kɑr/ in American English).

- Non-rhotic accents do not pronounce the "r" at the end of words or syllables unless followed
by a vowel (e.g., "car" sounds like /kɑː/ in British Received Pronunciation).

2. types of rhoticity
- Rhotic accents: Accents that consistently pronounce the "r" sound, such as most American,
Irish, and Canadian accents.

- Non-rhotic accents: Accents that drop the "r" sound at the end of words or syllables unless
followed by a vowel. These include British Received Pronunciation (RP), Australian, and New Zealand
accents.

3. how to pronounce the rhotic "r"

In rhotic accents, the "r" sound is pronounced with the tongue raised toward the roof of the mouth
without touching it. The lips can be slightly rounded.

steps to produce the rhotic "r":

- Step 1: Relax your tongue.

- Step 2: Lift the back of your tongue slightly, making sure it doesn’t touch the roof of your mouth.

- Step 3: Curl the tip of your tongue towards the back without touching the roof of your mouth.

- Step 4: Voice the "r" sound by vibrating your vocal cords.

4. practice words for rhoticity
- car

- bar

- star

- door

- hard

- floor

- four

- near

5. minimal pairs for practice

For rhotic vs. non-rhotic pronunciation:

- car vs. caa

- star vs. staa

- hard vs. haad

6. practice passage
I parked my car near the bar. The stars were shining brightly, and the door to the cafe was ajar. We
stayed there for hours, chatting about life and sipping coffee. After a long day of work, it felt good to
relax on the floor and gaze at the night sky. We talked about how hard it can be to find peace, but in
that moment, everything seemed perfect.
UNIT 8 STRESS AND INTONATION

1. introduction to stress and intonation

Stress and intonation are key aspects of spoken English that affect the rhythm and melody of speech.
Stress refers to the emphasis placed on certain syllables or words, while intonation is the rise and fall
of the voice when speaking. Mastering both is important for clear and natural communication.

2. stress in english
Stress in English operates at two levels: word stress and sentence stress.

- Word stress: In multi-syllable words, one syllable is pronounced more strongly than the others
(e.g., the first syllable in "comfort" or the second in "enjoy").

- Sentence stress: In a sentence, content words (nouns, verbs, adjectives, etc.) are typically
stressed, while function words (articles, prepositions, etc.) are less emphasized.

how to identify word stress:

- Step 1: Listen to the natural emphasis in the word.

- Step 2: Practice repeating words by exaggerating the stressed syllable.

- Step 3: Use a dictionary for words where stress may be less clear, as they often indicate the stressed
syllable.

practice words:
- comfort

- enjoy

- example

- computer

- umbrella
3. intonation in english
Intonation refers to the rise and fall of pitch in your voice as you speak. It helps convey meaning
beyond the words themselves, indicating things like questions, emotions, or emphasis. There are
generally two types of intonation in English:

- Rising intonation: Often used in yes/no questions or to express uncertainty (e.g., "Are you
coming?").

- Falling intonation: Common in statements and commands, signaling certainty and completion
(e.g., "I am coming.").

how to use intonation:

- Step 1: For rising intonation, raise the pitch of your voice at the end of the sentence or phrase.

- Step 2: For falling intonation, let the pitch of your voice drop at the end of the sentence or phrase.

- Step 3: Vary your intonation to express different emotions like surprise, doubt, or excitement.

practice sentences:
- Are you going to the store? (rising)

- I went to the store yesterday. (falling)

- Do you want some tea? (rising)

- We need to leave now. (falling)

4. practice passage for stress and intonation

Yesterday, I went to THE AYKA ENGLISH HUB to learn English. On my way, I met an old friend. We
talked for a while, and she invited me to her house for dinner. I was happy to accept the invitation.
Later, I called my mother to tell her about the day, and she was excited to hear the news. She asked,
"Are you going to visit your friend soon?" and I replied, "Yes, I'm visiting tomorrow!"
 Unit 9: Advanced Accent Features

1. Introduction to Advanced Accent Features

This unit explores nuanced elements of English pronunciation that can affect the way accents are
perceived and produced. These features include subtle aspects of speech that contribute to the
distinctiveness of various accents.

2. Key Concepts
- Prosody: The rhythm, stress, and intonation patterns in speech. It helps convey meaning beyond the
literal words and can vary significantly between accents.

- Linking and Reduction: Advanced linking and reduction patterns that occur in connected speech,
affecting how smoothly and naturally speech flows.

- Intrusive Sounds: Sounds that are inserted between words to aid in smoother transitions, such as the
intrusive /r/ in some accents.

3. Prosody
- Definition: Prosody refers to the melody and rhythm of speech, including pitch, loudness, tempo, and
duration. It influences how speech is perceived and understood.

- Examples: Rising intonation in questions, falling intonation in statements, and stress patterns that
emphasize important information.

4. Linking and Reduction

- Linking: How sounds are connected between words, such as in phrases like "go on" [ˈɡoʊwɒn] where
the /oʊ/ and /w/ sounds blend.

- Reduction: The process where syllables or sounds are reduced or omitted in rapid speech, such as
"going to" becoming [ˈɡəʊɪŋtə].

5. Intrusive Sounds
- Definition: Intrusive sounds are added between words for smoother transitions, often seen in
accents like Received Pronunciation.

- Example: The insertion of /r/ in "law and order" pronounced as [lɔːr ən ˈɔːrdər].
6. Practice Activities
- Prosody Practice: Listen to recordings of different accents and identify variations in pitch and stress.
Practice mimicking these variations to develop an ear for prosody.

- Linking and Reduction Exercise: Read sentences aloud, focusing on linking sounds between words
and reducing syllables where appropriate.

- Intrusive Sound Identification: Identify and practice phrases with intrusive sounds, paying attention
to how these sounds affect pronunciation.

7. Practice Passage
The sun was setting as the city lights began to twinkle. The night sky, full of stars, seemed to stretch
endlessly. The street musicians played their instruments, creating a soothing melody that floated
through the cool evening air. People walked along the boulevard, chatting and laughing, enjoying the
peaceful end to a busy day. In the distance, a faint sound of music and conversation could be heard,
blending seamlessly with the sounds of the city.

8. Conclusion
Understanding and mastering advanced accent features can enhance the naturalness and fluency of
speech. By focusing on prosody, linking, reduction, and intrusive sounds, learners can better grasp the
subtleties of English accents and improve their overall pronunciation skills.

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