EXERCISES
Written exercises
Unit 5 – Exercise 1
Allophonic variation of vowels.
Classify the following words under the right heading: normal length, clipping, lengthening and extra length.
|
give |
lie |
view |
quite |
school |
|
though |
aid |
sin |
shirt |
jug |
|
beds |
chore |
soothe |
reach |
cold |
|
peal |
go |
light |
lied |
cat |
|
cad |
car |
play |
plate |
played |
- Answers
-
Normal Length
Clipping
Lengthening
Extra Length
school
quite
give
lie
aid
shirt
sin
view
soothe
reach
jug
though
cold
light
beds
chore
peal
plate
cad
go
lied
car
cat
play
played
Unit 5 – Exercise 2
Allophonic variation of vowels and consonants.
Give the complete allophonic transcription of the following words:
|
1. play |
3. clue |
5. countless |
7. what time |
9. stop pushing |
|
2. cotton |
4. ahead |
6. begged |
8. bridge |
10. bit |
- Answers
-
- play [pʰˡleːːɪ] 3. clue [kʰˡlʷuːː] 5. countless [ˈkʰaːʊ̃nt̬ˡləs] 7. what time [w̥̠ʷɒtˆˈtʰaːɪ̃m̥] 9. stop pushing [st̠ʷɒpˆˈp̠ʰʷʊʃ̬ʲɪ̃ŋ̊] 2. cotton [ˈkʰʷɒt̬ⁿn̩] 4. ahead [əˈɦ̟ed̥] 6. begged [b̥eɡ̟˺d̥] 8. bridge [b̥ɹʲɪʤ̥] 10. bit [b̥ʲɪt]
Unit 5 – Exercise 3
Assimilation.
Identify instances of assimilation in the following sequences and explain each case.
|
1. last point |
6. ten bags |
11. common ground |
16. these young men |
|
2. both sectors |
7. good guitar |
12. nice year |
17. tin plate |
|
3. gold mine |
8. that cake |
13. please shut up |
18. bad copy |
|
4. hold back |
9. fan mail |
14. sixth century |
19. in gold |
|
5. as yet |
10. cut glass |
15. lord mayor |
20. glass shelf |
- Answers
-
last point
/t/ changes to /p/ before /m b p /
both sectors, sixth century
/θ/ changes to /s/ before /s/
gold mine, lord mayor, hold back
/d/ changes to /b/ before /m b p/
glass shelf, nice year, as yet
/s/ changes to /ʃ/ before /ʃ/ or /j/
ten bags, fan mail, tin plate
/n/ changes to /m/ before /m, b, p/
good guitar, bad copy
/d/ changes to /g/ before /k/ or /g/ pre-glottal or glottalisation
cut glass, that cake
/t/ changes to /k/ before /k/ or /g/ pre-glottal or glottalisation
common ground, in gold
/n/ changes to /ŋ/ before /k/ or /g/ pre-glottal or glottalisation
please shut up, these young men
/z/ changes to /ʒ/ before /ʃ/ or /j/
Unit 5 – Exercise 4
In the following passage given in orthography, try and identify all the places where assimilation might occur and comment on each case.
“Mind you!,” he cried, “that cat broke the nice shells that were on the glass shelf. So now, please shut up and listen to me. Did you, or didn’t you have to get them again?” Both sad, the two sisters stopped caressing her and looked blank. As yet, they couldn’t quite believe it. Ten minutes before, their face shone with enthusiasm, but not now.
- Answers
-
mind you
/d/ changes to /ʤ/ before /j/
that cat
/t/ changes to /k/ before /k, g/ pre-glottal or glottalisation
cat broke
/s/ changes to /ʃ/ before /ʃ, j/
nice shells
/s/ changes to /ʃ/ before /ʃ/ or /j/
on the
initial /ð/ in unstressed syllables is assimilated following /n l s z /
glass shelf
/s/ changes to /ʃ/ before /ʃ j/
please shut up
/s/ changes to /ʃ/ before /ʃ j/
did you
/n/ changes to /ŋ/ before /k/ or /g/ pre-glottal or glottalisation
didn't you
/d/ changes to /ʤ/ before /j/
both sad
/θ/ changes to /s/ before /s/
stopped caressing
/t/ changes to /k/ before /k, g/ pre-glottal or glottalisation
looked blank
/t/ changes to /p/ before /m b p/
as yet
/s/ changes to /ʃ/ before /ʃ j/
couldn’t quite
/t/ changes to /k/ before /k g/ pre-glottal or glottalisation
quite believe
/t/ changes to /p/ before /m b p/
ten minutes
/n/ changes to /m/ before /m b p/
face shone
/s/ changes to /ʃ/ before /ʃ j/
Unit 5 – Exercise 5
Elision.
Identify cases of elision in the following words and sequences.
Explain them.
|
got to go |
piece of paper |
you and me |
hard sofa |
give me two |
|
send them |
fifths |
didn't like |
last time |
looked bad |
- Answers
-
got to go
/t/ is elided in the sequence /tt/
piece of paper
labio-dental fricative elision, /v/, in the word ‘of’
you and me
alveolar plosive elision, /d/, since /d/ is in the coda of the syllable, is preceded by another voiced consonant and is followed by a consonant other than /h/
hard sofa
alveolar plosive elision, /d/, since /d/ is in the coda of the syllable, is preceded by another voiced consonant and is followed by a consonant other than /h/
give me two
labio-dental fricative elision, /v/, at rapid tempo before /m/, as i n ‘give me one’
send them
alveolar plosive elision, /d/, since /d/ is in the coda of the syllable, is preceded by another voiced consonant and is followed by a consonant other than /h/
fifths
dental fricative elision, /ð/, in the common word ‘clothes’
didn't like
/t/ is elided, although it is preceded by a consonant of different voicing, since it is part of a negative contraction
last time
alveolar plosive elision, /t/, since /t/ is in the coda of the syllable, is preceded by another consonant and is followed by a consonant other than /h/
looked bad
alveolar plosive elision, /t/, since /t/ is in the coda of the syllable, is preceded by another consonant and is followed by a consonant other than /h/
Unit 5 – Exercise 6
In the following passage given in orthography, try and identify all the places where elision might occur and comment on each case.
He lost the other one. It was the second time. So he picked two more but one of them dropped. I don’t know what happened after he left. It felt horrible. We knew he didn’t like the old school. Last time he was going to send them on a piece of paper. Now he had to add one.
- Answers
-
lost the
alveolar plosive elision, /t/, since /t/ is in the coda of the syllable, is preceded by another consonant and is followed by a consonant other than /h/
second time
alveolar plosive elision, /d/, since /d/ is in the coda of the syllable, is preceded by another voiced consonant and is followed by a consonant other than /h/
picked two
/t/ is elided in the sequence /tt/
but one
glottalisation
one of them
labio-dental fricative elision, /v/, in the word ‘of’
don't know
/t/ is elided, although it is preceded by a consonant of different voicing, since it is part of a negative contraction
didn't like
/t/ is elided, although it is preceded by a consonant of different voicing, since it is part of a negative contraction
old school
alveolar plosive elision, /d/, since /d/ is in the coda of the syllable, is preceded by another voiced consonant and is followed by a consonant other than /h/
last time
alveolar plosive elision, /t/, since /t/ is in the coda of the syllable, is preceded by another consonant and is followed by a consonant other than /h/
send them
alveolar plosive elision, /d/, since /d/ is in the coda of the syllable, is preceded by another voiced consonant and is followed by a consonant other than /h/
piece of paper
labio-dental fricative elision, /v/, in the word ‘of’
Unit 5 – Exercise 7
Transcribe the text below including possible linking or intrusive ‘r’.
Either of them could have got it, but neither of them had seen the saw in the workshop. In the end, after a fight, Sally drew it and Pam cut it. The colour of the star in the distance was really striking, as the blue and the silver edges glittered in the dark room.
- Answers
-
Linking /r/, which occurs when there is a letter <r> in the spelling preceding a vowel sound, is marked with a superscript letter R, whereas intrusive /r/, which takes place between certain long vowel sounds and another vowel and is not marked in spelling, is marked with a superscript letter I.
aɪðәrL әv ðem kʊd әv gɒrI ɪt ∣ bәt ˈnaɪðәrL әʌ ðem әd siːn ðә sɔːrI ɪn ðә wɜːkʃɒp ∣∣ ɪn ðiː end ∣ ɑːftәrL ә faɪt ∣ ˈsӕli druːrI ɪt әnd pӕm kʌt ɪt ∣∣ ðә ˈkʌlәrL әv ðә stɑːrL ɪn ðә ˈdɪstәns wәz ˈriːәli ˈstraɪkɪŋ ∣ ӕz ðә bluːrI әnd ˈsɪlvәrL ˈeʤɪz ˈglɪtәd ɪn ðә dɑːk ruːm ∣∣
Unit 4 – Exercise 8
Identify and transcribe the weak forms in the following sentences:
- Can you move the car and trailer that were parked outside as soon as possible?
- He had gone with her from one place to another.
- Some of us would have preferred that he’d had a drink. Suddenly, he had it.
- Our neighbour doesn’t have that car. His is better than that.
- Answers
-
- Can / kәn/ you /jʊ/ move the /ðә/ car and /әn/ trailer that /ðәt/ were /wә/ parked outside as /әz/ soon as /әz/ possible?
- He /hi/ had /(h)әd/ gone with her /ә/ from /frәm/ one place to /tʊ/ another.
- Some /sәm/ of /әv/ us/әs/ would/wәd/ have/әv/ preferred that /ðәt/ she’d ʃiːd ad /hӕd/ a drink. Suddenly, he had /hӕd/ it.
- Does /dәz/ our /ɑː/ new neighbour have that car? Oh, no; his is better than / ðәn/ that.
- An /әn/ interesting event for /fәr/ its price at /әt/ a /ә/ new café; we’d /wiːd/ have /әv/ gone with him /ɪm/ but /bәt/ there’s /ðәz/ only one ticket leftAn interesting event for its price at a new café; we’d have gone with him but there’s only one ticket left.
Audio exercises
Unit 5 – Exercise 1
Allophonic variation of vowels.
Listen first, and then repeat the following words, paying attention to the realization of the vowels.
|
normal length |
clipping |
lengthening |
extra length |
|
|
1. |
card |
cart |
car |
|
|
2. |
played |
plate |
play |
|
|
3. |
feel |
feet |
fee |
|
|
4. |
bat |
bad |
bay |
|
|
5. |
pit |
pin |
pie |
Unit 5 – Exercise 2
Notice the different degrees of aspiration of the voiceless plosives.
Listen and repeat.
|
1. |
pend |
depend |
spend |
|
2. |
tend |
intend |
stem |
|
3. |
claim |
acclaim |
slain |
|
4. |
peal |
appeal |
spell |
|
5. |
tail |
retail |
steal |
|
6. |
close |
enclose |
scope |
Unit 5 – Exercise 3
Assimilation.
The following words are pronounced slowly first, and then with assimilation.
Listen and repeat both forms.
|
1. white paper |
2. stand by |
3. bath sats |
4. gold plate |
5. in question |
|
6. seven pots |
7. that ghost |
8. in gear |
9. newspaper |
10. good cook |
|
11. in May |
12. of course |
13. first class |
14. green beans |
15. give to |
|
16. might out |
17. nice shells |
18. would you? |
19. when´s yours? |
20. Great Britain |
|
21.best man |
22. set by |
23. bad guy |
24. let you |
25. rose shears |
Unit 5 – Exercise 4
In the transcription below possible assimilation has not been included. Mark the places in which it could occur and explain why.
Then, listen to the text.
ðә lɔːd meә ɑːskt ðem tә lʊk әt ӕ sɪksθ ˈsentri mӕp ˈdekәreɪtɪd ɪn gәʊld ∣∣ θӕt mӕp ʃәʊd bәʊθ ˈsektәz weә ðә ˈkɑːstl̩z ɪn ˈkwesʧn̩ stʊd ˈmeni ˈsentrɪz әˈgәʊ ∣∣ pliːz ʃәʊ miː əˈgen ∣ wʌn әv tɒmz frɪendz ɑːskt kaɪndli ∣∣ aɪ hӕv tʊ lʊk ӕt ðiːz ˈjelәʊ laɪnz ʃәʊɪŋ ɪn klɪә laɪt ∣∣ ɪts kwaɪt ә gʊd ˈkɒpi ev an ʌnˈkɒmn̩ ˈpɪkʧә ∣ bʌt ˈprɒbәbli beɪst ɒn ә ˈmɒdn̩ ˈmɒdl̩ ∣∣
- Answers
-
ðә lɔːd meә1 ɑːskt ðem tә lʊk әt ӕ sɪksθ ˈsentri2 mӕp ˈdekәreɪtɪd ɪn gәʊld3 ∣∣ θӕt mӕp4 ʃәʊd b5әʊθ ˈs ektәz6 weә ðә ˈkɑːstl̩z ɪn ˈkwesʧn̩7 stʊd ˈmeni8 ˈsentrɪz әˈgәʊ ∣∣ pliːz ʃәʊ9 miː əˈgen ∣ wʌn әv tɒmz10 frɪendz ɑːskt kaɪndli11 ∣∣ aɪ hӕv tʊ12 lʊk ӕt ðiːz ˈjelәʊ13 laɪnz ʃәʊɪŋ14 ɪn klɪә15 laɪt ∣∣ ɪts kwaɪt ә gʊd ˈkɒpi16 ev an ʌnˈkɒmn17ˈpɪkʧә18 ∣ bʌt ˈprɒbәbli19 beɪst ɒn ә ˈmɒdn̩ ˈmɒdl̩20 ∣∣
The lord mayor asked them to look at a sixth century map decorated in gold. That map showed both sectors where the castles in question stood many centuries ago. Please show me again, one of Tom's friends asked kindly. I have to look at these yellow lines showing in clear light. It's quite a good copy of an uncommon picture, but probably based on a modern model.
1.
Alveolar stop regressive place assimilation. The alveolar stops /t d n/ may become bilabial –i.e. there is a change in the place of articulation- when followed by a bilabial stop, /p, b, m/, and that is why it is a case of regressive assimilation. There is no change in voicing, so /t/ changes to /p/, /d/ to /b/ and /n/ to /m/
2.
Dental fricative regressive place approximation. The dental fricatives /θ ð/ may become alveolar fricatives /s z/ –i.e. there is a change in the place of articulation- when followed by a alveolar fricative /s z/, and that is why it is a case of regressive assimilation. There is no change in voicing./
3.
Alveolar stop regressive place assimilation. The alveolar stops /t d n/ may become velar –i.e. there is a change in the place of articulation- when followed by a velar stop, /k g/, and that is why it is a case of regressive assimilation. Note that /ŋ/ is not mentioned as it does not occur as syllable initial. There is no change in voicing, so /t/ changes to /k/, /d/ to /g/ and /n/ to /ŋ/.
4.
Same as number 1.
5.
Same as number 1.
6.
Same as number 2.
7.
Same as number 3.
8.
Same as number 1.
9.
Alveolar fricative regressive place approximation. The alveolar fricatives /s, z/ may become post-alveolar fricatives /ʃ ʒ/ –i.e. there is a change in the place of articulation- when followed by a post-alveolar fricative /ʃ ʒ/ or a palatal approximant /j/, and that is why it is a case of regressive assimilation. There is no change in voicing.
10.
Regressive voice assimilation. Voicelessness from the following consonant is borrowed.
11.
Same as number 1.
12.
Same as number 9.
13.
Same as number 8.
14.
Same as number 8.
15.
Same as number 3.
16.
Same as number 3.
17.
Same as number 3.
18.
Same as number 1.
19.
Same as number 1.
20.
Same as number 1.
Unit 5 – Exercise 5
Elision. The following words are pronounced slowly first, and then with elision of some sounds. Listen and repeat both forms.
|
1. stand there |
2. I don´t know |
3. next please |
4. postman |
5. stand here |
|
6. stand aside |
7. picked one |
8. asked him |
9. picked two |
10. give me one |
|
11. looked horrible |
12. but came |
13. lost another |
14. wouldn´t answer |
15. add one |
|
16. clothes |
17. can´t hurry |
18. want to drink |
19. old school |
20. one of them |
Unit 5 – Exercise 6
In the transcription below possible elision has not been included. Mark the places in which it could occur and explain why.
Then, listen to the text.
aɪ kɑːnt ˈhʌri ∣∣ hiː ˈwʊdn̩t ˈɑːnsәr ˈenɪθɪŋ els ∣∣ gɪv miː wʌn ∣ hiː ʤʌmpt tә ðә saɪd ∣∣ ðә ˈpәʊstmәn ˈdɪdnt nәʊ wɒt tә duː ∣∣ sәʊ hiː lɒst ɪt ∣∣ hiː lɒst ӕˈnʌðә ʧɑːns bʌt ˈkʊdn̩t help ɪt ∣∣
- Answers
-
∣∣ aɪ kɑːnt ˈhʌri1 ∣∣ hiː ˈwʊdn̩t ˈɑːnsәr ˈenɪθɪŋ els ∣∣ gɪv miː2 wʌn ∣ hiː ʤʌmpt tә3 ðә saɪd ∣∣ ðә ˈpәʊstmәn4 ˈdɪdnt nәʊ5 wɒt tә6 duː ∣∣ sәʊ hiː lɒst ɪt ∣∣ hiː lɒst ӕˈnʌðә ʧɑːns bʌt ˈkʊdn̩t help7 ɪt ∣∣
I can't hurry. He wouldn't answer anything else. Give me one, he jumped to the side. The postman didn't know what to do. So he lost it. He lost another chance but couldn't help it.
1.
/t/ is elided, although it is preceded by a consonant of different voicing, since it is part of a negative contraction. This is also the case even if the following sound is /h/ or a vowel.
2.
Labio-dental fricative elision, /v/, in the word ‘of’at rapid tempo before /m/.
3.
/t/ is elided in the sequence /tt/.
4.
Alveolar plosive elision, /t/, since /t/ is in the coda of the syllable, is preceded by another consonant and is followed by a consonant other than /h/.
5.
Same as number 1.
6.
Same as number 3.
7.
Same as number 1.
Unit 5 – Exercise 7
You will hear five sentences twice.
Give each sentence in broad transcription.
Then try to identify any feature of connected speech that you might have observed.
- Answers
-
1.
wʊd jʊ wɒnt tә drɪŋk ә paɪnt әt ði әʊld pʌb ∣∣
Would you want to drink a pint at the old pub?
Assimilations:
would you:
Coalescence or co-occurrence. Both place and manner assimilations take place when the alveolar plosives /t, d/ are followed by the palatal approximant /j/, yielding a palate-alveolar affricate /ʧ ʤ/, with no change in voicing.
old pub:
Alveolar stop regressive place assimilation. The alveolar stops /t d n/ may become bilabial –i.e. there is a change in the place of articulation- when followed by a bilabial stop, /p, b, m/, and that is why it is a case of regressive assimilation. There is no change in voicing, so /t/ changes to /p/, /d/ to /b/ and /n/ to /m/
Ellisions:
want to:
/t/ is elided in the sequence /tt/.
2.
ðә gʊd kʊk in ˈkwesʧn̩ keɪm ɪn meɪ ∣∣
The good cook in question came in May.
Assimilations:
good cook,in question:
Alveolar stop regressive place assimilation. The alveolar stops /t, d, n/ may become velar –i.e. there is a change in the place of articulation- when followed by a velar stop, /k g/, and that is why it is a case of regressive assimilation. Note that /ŋ/ is not mentioned as it does not occur as syllable initial. There is no change in voicing, so /t/ changes to /k/, /d/ to /g/ and /n/ to /ŋ/.n:
In May:
Alveolar stop regressive place assimilation. The alveolar stops /t, d, n/ may become bilabial –i.e. there is a change in the place of articulation- when followed by a bilabial stop, /p, b, m/, and that is why it is a case of regressive assimilation. There is no change in voicing, so /t/ changes to /p/, /d/ to /b/ and /n/ to /m/
3.
aɪl let ju stӕnd ðeәr ɪn ðә ˈmɪdl̩ ∣∣
I’ll let you stand there in the middle.
Assimilations:
let you
Coalescence or co-occurrence. Both place and manner assimilations take place when the alveolar plosives /t, d/ are followed by the palatal approximant /j/, yielding a palate-alveolar affricate /ʧ ʤ/, with no change in voicing.
Ellisions:
stand here:
alveolar plosive elision, /d/, since /d/ is in the coda of the syllable, is preceded by another voiced consonant and is followed by a consonant other than / h/. Compare with ‘stand aside’ or ‘stand here’, which exhibit no elision since /d/ is followed by a vowel and /h/, respectively. /d/ is not elided in ‘add one’ since it is not preceded by a consonant.
Linking /r/:
there in
4.
aɪ ɑːskt hɪm wɒt taɪm ðә pәʊstmәn brɔːt ðә ˈnjuːz ˌpeɪpәr ɪn ði iːvnɪŋ ∣∣
I asked him what time the postman brought the newspaper in the evening.
Assimilations:
Newspaper:
Newspaper: Regressive voice assimilation. Voicelessness from the following consonant is borrowed.
Ellisions:
what time:
/t/ is elided in the sequence /tt/.
postman:
alveolar plosive elision, /t/, since /t/ is in the coda of the syllable, is preceded by another consonant and is followed by a consonant other than /h/. Compare with ‘lost another’, ‘picked one’, ‘asked him’ or ‘looked horrible’, which exhibit no elision since / t/ is followed by a vowel or /h/. /t/ is not elided in ‘But came’ since it is not preceded by a consonant.
Linking /r/:
newspaper in
5.
maɪnd juː ∣ aɪv gɒt tә send ðem ðӕt mӕp әv greɪt ˈbrɪtn̩ ∣∣
Mind you! I got to send them that map of Great Britain.
Assimilations:
mind you:
Coalescence or co-occurrence. Both place and manner assimilations take place when the alveolar plosives /t, d/ are followed by the palatal approximant /j/, yielding a palate-alveolar affricate /ʧ ʤ/, with no change in voicing.
that map, Great Britain:
Alveolar stop regressive place assimilation. The alveolar stops /t, d, n/ may become bilabial –i.e. there is a change in the place of articulation- when followed by a bilabial stop, /p b m/, and that is why it is a case of regressive assimilation. There is no change in voicing, so /t/ changes to /p/, /d/ to /b/ and /n/ to /m/
Ellisions:
got to:
/t/ is elided in the sequence /tt/.
send them:
Alveolar plosive elision, /d/, since /d/ is in the coda of the syllable, is preceded by another voiced consonant and is followed by a consonant other than / h/.
Compare with ‘stand aside’ or ‘stand here’, which exhibit no elision since /d/ is followed by a vowel and /h/, respectively. /d/ is not elided in ‘add one’ since it is not preceded by a consonant.