Here are the key terms your group will organize: Manner of Articulation: stops, fricatives, nasals, liquids, glides Special Vowels: diphthongs, schwa Phonemic Awareness: phoneme, phonological awareness, phonemic awareness Organize the word strips under the appropriate heading and place them in the envelope to pass on for assessment. Let me know if you have any other questions!

1. English Phonetics and
Phonology of Reading
Week 3

2. Terms related to Linguistics: the study of
language
Phonology: the study of sounds in a
particular language
Phonetics: The study of the
characteristics of speech
sounds across languages
Phonemes: the
smallest unit of
sound in a language
that makes a
difference in meaning

3. Voiced and Voiceless
Consonants
• The air from the lungs doesn‟t vibrate
vocal cords- Voiceless
• The air from the lungs repeatedly
vibrates vocal cords as it passes
through, creating a vibration effect-
Voiced

4. Which one is voiced?
With your partner, create a T-
Chart
apple, bar, place, starch, danger, elegant,
Safe,germ, harm, ipod, jury, king, feel,
charm,can, core, pick, queen, radio, state,
foolish, table, bath, that, use, vowel, wood, fix,
yoga, zoo

5. Consonants
• Voiced consonants • Voiceless consonants
/b/, /d/, /g/ /p/, /t/, /k/
/v/, /z/, /th/ /f/, /s/, /th/
/ʒ/, /l/, /m/ /sh/, /ch/
/n/, /ng/ /h/
/r/, /w/, /y/

6. Manner of articulation：
How do we produce sounds?
– Stops - completely – Nasals - open nasal
block airstream cavity, closed oral cavity
– Fricatives - partially – Liquids – no
stop airstream stop/turbulence
– Affricates - – Glides – most vowel-
combination of stop like consonants
and fricative

8. Place of Articulation
• Bilabials
Sounds formed using both lips- /p/, /b/, /m/
• Labiodentals
Upper teeth and lower lips- /f/, /v/
• Interdentals
The tip of the tongue between the upper and lower
front teeth- voiceless „th‟ /θ/, voiced „th‟ /ð/
• Alveolars
sounds produced right behind the front teeth- /t/,
/d/, /s/, /z/, /n/, /l/, /r/ as in „radio‟

9. • Palatals/Alveo-palatal
Sounds produced by middle part of the
tongue and the ceiling inside your mouth-
foolish /ʃ/, chip /tʃ/, genre /ʒ/, gem /dʒ/
• Velar
Soft part of the ceiling inside your mouth- /k/,
/g/, thing /ŋ/
• Glottals
No active use of tongue and other parts of the
mouth- /h/ as in „hug‟

10. Manner and Place of Articulation
• With your partner, find the place where and how the
underlined sound is produced.
1. sick 2. bar 3. dish 4. gear
5. save 6. that 7. hug 8. song
9. thin 10. dog 11. lazy
12. son 13. world 14. liar 15. yoga
16. vision 17. far 18. Judge 19. match
20. pop 21. Tom 22. top 23. king
24. button 25. butter

11. Manner and Place of Articulation -
Answers
• With your partner, find the place where and how the underlined
sound is produced.
1. sick (Al-Fr) 2. bar (Bi-St) 3. dish (Al/Pa –Fr)
4. gear (Ve-St) 5. save (La/De – Fr) 6. that (In/Dd – F)
7. hug (Glo-Fr) 8. song (Ve-Na) 9. thin (In/De-Fr)
10. Dog (Al-St) 11. lazy (Al-Fr) 12. son (Al-Na)
13. world (Ve-Gli) 14. liar (Al-Li) 15. yoga (Al/Pa-Gli)
16. Vision (Al-Fr) 17. far (La/De-F) 18. Judge ( Al/Pa-Af)
19. Match (Al/Pa-Ar) 20. pop (Bi-St) 21. Tom (Bi-N)
22. top (Al-St) 23. king (Ve-St) 24. button (Glo-St)
25. butter (Al-St)

12. Vowels: Classified by position
of tongue
• a, e, i, o, u (pure vowels)
• height
• frontness
• roundedness
• Diphthongs (ai, ei, oi, au) – two vowel
sounds are connected in a continuous motion
as in “island,” “say”, “boy,” & “audience”)
• Schwa /ə/ - unstressed vowel, pronounced
very lightly (about, medicine)

13. Pure Vowels
Front Central Back
High /i / (beet) /u/ (boot)
Mid /e/ (baby) /o/ (boat)
Low
/a/ (pot)

14. Vowel position

15. Vowels
Front Central Back
High /i:/ beet /u/ move , boot
/ɚ/ bird
/ɪ/ bit, pit
/ʊ/ could, book
Mid /e/ bait, baby /o/ toe, boat
/ə/ about,
// bet, pet sofa /ɔ / bought
//but
Low
/æ/ bat /a/ pot

16. IPA Symbols that you want to
remember!
• /ɛ/ dead, pet, said • /θ/ bath, think, thing, thin
• /æ/ ban, laugh, apple • /ð/ that, then, there
• /ə/ above, sofa, medicine • /ŋ/ thing, sing,
• /ʌ/ blood, tough, but • /ʃ/ foolish, ship
• /u/ move, two, bruise • /tʃ/ chip, attach
• /ɪ/ hit, myth, women • /ʒ/ genre, vision
• /ɔ/ ball, caught, raw • /dʒ/ hinge, judge, geography
IPS exercise:
http://www.agendaweb.org/phonetic.html
http://www.stuff.co.uk/calcul_nd.htm

17. Thumb challenge!
• Find a partner
• You and your partner hold the opposite
side of the strip where it says „start‟
• One of you start translating the IPA
symbols on the strip to English words
• If you run into a symbol that you fail to
translate, your partner will take over and
start translating the symbol you failed

18. Why IPA? The Need for a Phonetic Alphabet
fənɛtɪks ɪz fʌn !
The complexity of English phonology includes:
1) Different letters can represent a single sound : to-
too-two, threw -clue -shoe
2) A single letter can represent different sounds: /eɪ/
dame, /æ/ dad, /a/ father, /ɔ/ call , /ɪ/ village, /ɛ/
many
3) A combination of letters may represent a single
sound:
• /ʃ/ shoot , /k/ character, /f/ physics, /ð/ either, /i/ deal,
/f/ rough

19. The Complexity of English
Phonology
4) Some letter have no sound in certain words:
• mnemonic , whole, psychology, bough, lamb,
ghost
5) Some sounds are not represented in the
spelling. In many words, for example, the
letter u represents a y sound followed by a u
sound:
• cute, future, utility

20. Phonetic Transcription Exercise
Part 1
• Referring to the International Phonetic Alphabet
(IPA), write the phonetic symbol for the first sound of
in each of the following words according to how you
would pronounce it.
• 1) judge: / / 2) psycho: / / 3) easy: / /
• 4) pneumonia: / / 5) phone: / /
• 6) contact: / / 7) think: / / 8) these: / /
• 9) cheese: / / 10) she: / /

21. Phonetic Transcription Exercise
Part 2
• Referring to the International Phonetic Alphabet
(IPA), transcribe the following words. Remember,
you‟re transcribing the sounds you hear when you
say the word, not the letters themselves!
• 1) play: /________/ 2) gnome: /__________/
• 3) crazy: /_________/ 4) merry: /__________/
• 5) marry: /________/ 6) lit: /_______/
• 7) let: /_____/

22. Phonetic Transcription
Exercise Part 3
• Try your hand at deciphering the
phonetic alphabet. Write the following
sentence using “our” alphabet (the
Roman alphabet):
• ðə fɚst deɪ əv krɪsməs halədeɪz ænd
ðə sʌn wəz ʃaynɪŋ braɪt

23. Phonetic Transcription Exercise Part 4 : Using
the IPA to analyze students‟ speech
Q1: You notice that an Arabic speaking student
from Saudi Arabia pronounces the word /put/
as /but/. What might be a possible
explanation for the student pronouncing the
word in this manner?
Q2: How might you explain the correct
pronunciation of the word to the student?

24. In-Class Activity: Using the IPA to
analyze students‟ speech
• Directions: It‟s a new school year and you have a
Spanish-speaking CLD student who has only been in
the U.S. for a few months in your class. You overhear
her saying:
/diys ar nat ʃip/ instead of /ðiyz ar nat tʃip/ reflecting
the phonology of her native language.
• 1) Write what the student is saying in standard
English (not in IPA): _________________________

25. In-Class Activity directions
continued
• Select 2 phonemes that she‟s
pronouncing in a non-native like way
and discuss how you might help her
with her pronunciation difficulties. Be
sure to refer to your place and manner
of articulation charts when deciding
what advice you‟ll give her.

26. 2 Phonemes Mispronounced
• 1) Phoneme student is pronouncing: /______/
Native-like pronunciation: /______/
• Pronunciation suggestions for the
student:____________________________________
__________________________________________
• 2) Phoneme student is pronouncing: /______/
Native-like pronunciation: /______/
• Pronunciation suggestions for the
student:____________________________________
__________________________________________

27. Chapter 4: Phonology of
Reading
Week 3

28. Content Objectives
Our mission for this session is to:
– Define phonology and related terms in relation to
reading.
– Examine two views or perspectives on
phonemic awareness.
– Explore the linguistic and practical implications of
teaching phonemic awareness.

29. Key Concepts
• Phonology
• Phonological awareness
• Phonemic awareness ( 2 views)
• Linguistic considerations (allophones,
dialectical variations)

30. Phonology & Phonological Awareness:
Phonology: The study of the system and patterns
of sounds in a particular language
Phonological awareness: the Ability to
distinguish larger units of speech
EX: the reader‟s capacity to
understand the relationships:
Between the words intervene and intervention

31. Explicit Teaching of Phonemic Awareness:
Linguistic Concerns
• Phonemes as perceptual units versus
physical realities (i.e. Phonemes are not
always pronounced the same way)
– Allophones: phonetic variations/variants of
phonemes (e.g., “pin – spin”, “bat – bad”).
– Do not maintain their physical properties.
• bitten, better, butter (the “tt” is a flap sound in
Am. Eng)

32. Explicit Teaching of Phonemic
Awareness:
Linguistic Concerns
• Phonological differences in languages.
Ex. /d/ and /ð/ as in
“den” and “then” = 2 different phonemes
in standard English, but allophones of
the same phoneme in Spanish.
• Is minimal pair useful? Why/why not?

33. Organizing Pocket!
• Each group will be provided with an envelop
with word strips in
• On each strip, you will find a word, definition
or examples that are related to a manner of
articulation, special vowels or phonemic
awareness.
• Find the matching strips and put them in a
pocket
• Pass your pocket sheet to the group on the
right for the assessment