Unit 2 English Consonants: Stops

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

2. Unit 2English Consonants: Stops /p/ /b/ /t/ /d/ /k/ /g/

3. English Consonants Pronunciation Power demo

4. 1. pat bat 2. pond bond 3. pie buy 4. lap lab 5. rope robe 6. rapid rabid 7. napped nabbed 8. staple stable 9. ten den 10. tuck duck 11. kitty kiddy 12. writing riding 13. matter madder 14. feet feed 15. right ride 16. shoot shooed 17. came game 18. cash gash 19. coast ghost 20. lacking lagging 21. pick pig 22. duck dug 23. lock log 24. sacking sagging Listening Exercise – Sound discrimination

5. Listening Exercise – Sounds for information 1. The speaker wants to have a look at the _______. A. cart B. card 2. What was the girl doing? A. Sopping. B. Sobbing. 3. They were talking about __________ them. A. stabling B. stapling 4. The man must be fond of ________. A. writing B. riding 5. The speaker was looking for the __________. A. bills B. pills 6. What did the man do? A. He hit the dog. B. He hid the dog. 7. The boys were _________. A. praying B. playing 8. The new teacher likes his new ___________. A. class B. glass 9. The girls are going to _________. A. do cleaning B. collect things 10. What are they going to do? A. Try it. B. Dry it.

6. Listening Exercise – Sounds for information • Can we have a look at your cart, please? • It was raining so hard that the girl started sopping. • They were talking about stabling them. • He spends hours riding every day. • Where are the bills? I remember putting them on the desk. • Did you say the man hid the dog? • Did the boys enjoy praying? • I can see the new teacher likes his new glass. • How will the girls clean them? • They have to try it.

7. Speaking Exercise -- sounds for information • 1. We can see a lot of peas in the garden. • We can see a lot of bees in the garden. • 2. We were not able to get there because of the pricks. • We were not able to get there because of the bricks. • 3. Didn't you see the tense crowd in front of the building? • Didn't you see the dense crowd in front of the building? • 4. All the rivers bent to the east. • All the rivers bend to the east. • 5. Can you tell if it is a good lock? • Can you tell if it is a good log? • 6. What are you going to do with your coat? • What are you going to do with your goat? • 7. How are we going to praise it? • How are we going to braise it? • 8. Don't talk about the creed. • Don't talk about the greed. • 9. Are we going to try it? • Are we going to dry it? • 10. Who is going to clean all this? • Who is going to glean all this?

8. Speaking Exercise –sounds in perception and production • 1. a. How do you spell "toe"? TOE. • b. How do you spell "dough"? DOUGH. • 2. a. Where's the cart? On the road. • b. Where's the card? On the table. • 3. a. Did you say "They bought the floor?" Yes. They bought it yesterday. • b. Did you say "They board the floor?" Yes. They did it themselves. • 4. a. What does "fate" mean? A power controlling one's life. • b. What does "fade" mean? To disappear gradually. • 5. a. What do you think of the new card? It's beautiful. • b. What do you think of the new guard? He's smart. • 6. a. How are you going to clean them? We'll wash them. • b. How are you going to glean them? It's difficult to get the details. • 7. a. Look at those clamorous girls! They are excited about the game. • b. Look at those glamorous girls! They are beautiful, aren't they? • 8. a. Who is going to train them? To train the players? • b. Who is going to drain them? The water flows away by itself. • 9. a. People were complaining about the crime. Because we need a safer city. • b. People were complaining about the grime. Because we need a cleaner city. 10. a. Do you know how to staple them? You need a stapler. • b. Do you know how to stable them? You put them in the stable.

9. Reading aloud – Fast food • Fast-food restaurants are very popular because the service is fast and the food is inexpensive. For many people, this is more important than the quality of the food. These restaurants are also popular because the food is always the same. People know that if they eat at a company’s restaurant in the north or south of the city, the food will be the same. If they eat in New York or London, it will still be the same. • Fast service and low cost are important in the United States. One reason is that about 50 percent of all married women with children work outside the home. They are too busy and too tired to cook dinner every night.

10. Reading aloud – Identify words that are stressed first. Pay special attention to the pronunciation of stops. • Fast-food restaurants are very popular. • The service is fast. • The food is inexpensive. • This is more important than the quality of the food. • These restaurants are also popular. • The food is always the same. • They eat at a company’s restaurant. • The restaurants are in the north or south of the city. • The food will be the same. • If they eat in New York or London, it will still be the same. • Fast service is important in the United States. • Low cost is also important in the United States. • About 50 percent of married women work outside the home. • Many married women with children are working outside the home. • They are too busy and too tired to cook dinner every night.

11. Reading aloud – Identify words that are stressed first. Pay special attention to the pronunciation of stops. • Fast-foodrestaurants are verypopular. • The service is fast. • The food is inexpensive. • This is moreimportant than the quality of the food. • Theserestaurants are alsopopular. • The food is always the same. • They eat at a company’s restaurant. • The restaurant are in the north or south of the city. • The food will be the same. • If they eat in NewYork or London, it will stillbe the same. • Fastservice is important in the UnitedStates. • Lowcost is alsoimportant in the UnitedStates. • About50percent of marriedwomenworkoutside the home. • Manymarriedwomen with children are workingoutside the home. • They are toobusy andtootiredto cookdinnereverynight.

12. Listen & Imitate

13. Listen & Imitate • D: Hi, Gloria. How is it going? • G: OK, I guess. • D: Gloria, this is a friend of mine, John. • G: Hi, John. • J: Hi, Gloria. Glad to meet you.

14. Listen & Imitate

15. Listen & Imitate • D: Excuse me, I don't think we've met before. My name is • Ding Guowen. • G: How do you do, Prof. Ding. My name is George White. • D: Nice to meet you, Mr. White. Welcome to the English • Department. • G: Please call me George. I've come to see David, my • brother, who is teaching in your department. My mother • is here too. May I present my mother, Mrs. White. • D: Oh, how do you do, Mrs. White. It's a pleasure to meet • you. You have two fine young sons there. • W: Thank you, Prof. Ding. We're very proud of them.

16. Task 1: Making a proper introduction to yourself. • Student A = a Chinese student; • Student B = an international student studying in China • Take turns to be A and B Possible steps • Say hello to start a conversation. • Tell him/her your name. • Tell him/her who you are. • Ask anything appropriate about him/her. … • End your conversation in an appropriate manner.

17. Task 2: Introducing people in an appropriate manner. Group Work – Groups of three: Take turns to be A, B and C Student A = a Chinese student Student B = a Chinese (a friend, teacher …) Student C = a foreigner (a friend, teacher …) Possible steps • A says hello to start a conversation. • A introduces B and C. • B and C say hello to each other. • Anything appropriate … • End the conversation in an appropriate manner.

18. Allophonic variations of /p/ Allophone Occurrence Example [ph] Aspirated release in initial word and stressed positions poke [p-] Unreleased in word final position top ten [pɔ] Unaspirated release in clusters, esp. after /s/ spot [p:] Lengthening, when arresting /p/ is followed by a releasing /p/ Stop Pete. [p~] Nasal release, before a syllabic nasal Stop him.

19. Allophonic variations of /b/ Allophone Occurrence Example [b-] Unreleased in word final position rob [b:] lengthened when arresting /b/ is followed by a releasing /b/ Rob Bob [b͂] Nasal resonance, before a syllabic nasal Rob him.

20. Allophonic variations of /t/ Allophone Occurrence Example [th] Aspirated release in initial word and stressed positions tape [t-] Unreleased in word final position coat hanger [tɔ] Unaspirated release in clusters, esp. after /s/ stop [t:] Lengthening, when arresting /t/ is followed by a releasing /t/ Get ten. [t͂ ] Nasal release, before a syllabic nasal button [ t̪ ] Dentalized before /θ/ eighth [ ſ ] Flapped, intervocalically letter [ʔ ] Glottal stop, before syllabic [n] or [l] button, battle

21. Allophonic variations of /d/ Allophone Occurrence Example [ d̪ ] Dentalized before an interdental width [d-] Unreleased in word final position lead glass [d̮l] Bilateral release with /l/ middle [d:] Lengthened when arresting /d/ is followed by a releasing /d/ sad Dave [d͂ ] Nasal release, before a syllabic nasal bread and butter

22. Allophonic variations of /k/ Allophone Occurrence Example [kh] Aspirated release in initial word and stressed positions keep [k-] Unreleased in word final position take mine [kɔ] Unaspirated release in clusters, esp. after /s/ sky [k:] Lengthening, when arresting /k/ is followed by releasing /k/ Take Kim. [k͂ ] Nasal release, before a syllabic nasal beacon [k̮l] Bilateral release with /l/ clock [c] or [k] Assimilated to a front vowel keen [ʔ ] Glottal stop, before syllabic [n] bacon [kw] Rounded, before a rounded sound quarter

23. /k, g/ + /i:/ /k, g/ + /i:/ /k, g/ + /α:/

24. Allophonic variations of /g/ Allophone Occurrence Example [g-] Unreleased in word final position and some clusters flag [g:] Lengthened when arresting /g/ is followed by a releasing /g/ big grapes [g̮l] Bilateral release with /l/ glad [g͂ ] Nasal release, before a syllabic nasal pig and goat [g] Assimilated to a front vowel geese [gw] Rounded, before a rounded sound goose

25. Thank you & Good luck gzwang@mail.gdufs.edu.cn