 COURSE TITLE : Pronunciation 2

 COURSE BOOK: Ship or Sheep? 3 rd Edition by Ann Baker

 Reference book:
 Pronunciation in use by Mark Hancock
 Cẩm nang Ngữ âm, Từ vựng và Ngữ pháp tiếng Anh by Lê Văn Sự

 LECTURER: Hoang Vinh Loc
 DURATION : 30 teaching periods

UNIT 1: THE ENGLISH CONSONANTS /t / and /d/ (pp. 89-96)

1.1. How to make the target sound /t/ (track B91, pp. 89)
 First, look at the picture of the mouth on page 89 and try to make the target
sound. Then listen to the recording and check your pronunciation.
1.2. /t/ at different positions in a word (pp. 90)
1.3. How to make the target sound /d/ (track C2, pp. 93)
 First, look at the picture of the mouth on page 93 and try to make the target
sound. Then listen to the recording and check your pronunciation.
1.4. Comparing two consonant sounds /t/ and /d/ (pp. 93).
 Students take turns to read and listen to their partners.
1.5. Practicing consonant sound /t/ in the conversation in the text book. (pp. 91).
 Students work in pairs or groups. Take turns to role-play the conversation. Pay
attention to the target sounds.
1.6. Practicing consonant sound /d/ in the conversation in the text book.
(pp.95).
 Students work in pairs or groups. Take turns to role-play the conversation. Pay
attention to the target sounds.
1.7. Rules for pronouncing verbs added ED.
/id/: verbs ending in /t/: verbs ending in unvoiced /d/: verbs ending in
consonant sounds /t/ and consonant sounds, except /t/: voiced consonant
/d/ /p/, /f/, /s/, /∫/, /ʧ/, /k/, / θ/ sounds, except /d/, and
vowels.
/t/: wanted, visited… /p/: stopped…. tried, used, clothed,
/d/: needed, ended… /f/: laughed… failed, closed, hugged,
/s/: missed… played, studied, …
/∫/: washed…
 /ʧ/: washed…
/k/: worked…
/ θ/: bathed (Verbs ending
with / θ/ are very rare.)

1.8. Practicing ED endings.

 Talking about the pictures. (C8. pp. 96). Students work in pairs. One student
asks a tag question about the picture with wrong information. The other
answers and gives the correct information by using the cues below each
picture.
1.9. Speaking:
 Talk to your friends about your last weekend activities. Remember to use the
past tense for verbs and pay attention to your pronunciation of ED endings.
1.10. Finding common spellings of /t/ and /d/.
 Students work in groups to find the common spellings of /t/ and /d/.

UNIT 2: THE ENGLISH CONSONANTS /s/ and /z/ (pp. 107-113)

2.1. How to make the target sound /s/ (track C21-C22 pp. 107)
 First, look at the picture of the mouth on page 107 and try to make the target
sound. Then listen to the recording and check your pronunciation.
2.2. Practicing /s/ in consonant clusters : ts, ks, st, sl, sp, sm, sw, sk, ps… (pp.
108)
2.3. How to make the target sound /z/ (track C26, pp. 110)
 First, look at the picture of the mouth on page 107 and try to make the target
sound. Then listen to the recording and check your pronunciation.
2.4. Comparing two consonant sounds /s/ and /z/ (track C27 pp. 110).
 Students take turns to read and listen to their partners.
2.5. Listening to minimal pairs of /s/ and /z/ (track C29, pp. 111).
 Students try to identify which sounds they hear in the sentences.
2.6. Practicing consonant sounds /s/ and /z/ in the conversation in the text book.
(track C30, pp.112).
 Students work in pairs or groups. Take turns to role-play the conversation. Pay
attention to the target sounds.
2.7. Rules for pronouncing nouns and verbs added S/ ES:
/iz/: nouns ending in /s/, /s/: nouns ending in other /z/: nouns ending in
/z/ and other sibilants: unvoiced sounds: /p/, /f/, /θ/, other voiced sounds
/∫/, / ʒ /, / ʧ/, /ʤ/ /t/, /k/ except /z/, /ʒ/, /ʤ/,
and vowels
/s/: buses, /z/: quizzes, /p/: cups, /f/: beliefs, /θ/: days, ends, songs,
/∫/: crashes, / ʒ /: cloths, /t/: plates, /k/: books clothes, knives, boys,
garages, /ʧ/: watches, trees….
/ ʤ/: bridges

2.8. Further Practice:

 Asking your partner about his/ her daily routines, eg. What time do you get
up?
 Then tell the class about your friend’s daily routines. Remember to use the
present tense of the verbs and pay attention to your pronunciation of the verbs
and nouns added S/ ES.
2.9. Finding common spellings of /s/ and /z/
 Students work in groups to find the common spellings of /s/ and /z/.

Unit 3: The English Consonants / ∫ / & / ʒ / (pp. 114-119)

3.1. How to make the target sound /∫/ (track C32 pp. 114)
 First, look at the picture of the mouth on page 114 and try to make the target
sound. Then listen to the recording and check your pronunciation.
3.2. Comparing /s/ and /∫/ (track C33a, pp. 114).
 Students take turns to read and listen to their partners.
3.3. Practicing consonant sound /∫/ in the conversation. (track C36, pp. 116)
 Students work in pairs or groups. Take turns to role-play the conversation. Pay
attention to the target sounds.
3.4. How to make the target sound / ʒ / (track C38, pp. 117)
 First, look at the picture of the mouth on page 117 and try to make the target
sound. Then listen to the recording and check your pronunciation.
3.5. Practicing intonation in thanks/ responses. (track C41, pp. 119)
  Students take turns to thank and response.
3.6. Further Practice:
 Reading aloud the following tongue twister: pay attention to the sounds /s/, /∫/,
/z/.
She sells seashells on the seashore. The seashells she sells are seashore
seashells.
3.7. Reading short news in English.
 Paying attention to stress in words and in sentences.
The Central Water Authority advised all residents today to use less water. There is

very little water in the reservoir, and rain is not expected for weeks. For more

information, please visit the city government website. There you will find a list of

ways to reduce water consumption, including watering indoor plants with dishwater,

and taking showers instead of baths. If you have an important question regarding the

water advisory, please type it in the text box provided on the web site. The city

government asks that residents not call the offices regarding this matter.

3.8. Finding common spellings of / ∫ / & / ʒ /

 Students work in groups to find the common spellings of / ∫ / & / ʒ /.

Unit 4: The English Consonants / ʧ / & / ʤ/ (pp. 120-127)

4.1. How to make the target sound / ʧ / (track C42 pp. 120)
 First, look at the picture of the mouth on page 120 and try to make the target
sound. Then listen to the recording and check your pronunciation.
4.2. Comparing /∫/ and / ʧ / (track C43, pp. 120)
 Students take turns to read and listen to their partners.
4.3. Intonation in a list: (track C47, pp.122-123)
 Listen to the recording of someone listing the ingredients in the recipe.
Notice how the intonation keeps going up on each item of the list, but
comes down at the end.
4.4. How to make the target sound / dʒ / (track C49, pp. 124)
  First, look at the picture of the mouth on page 124 and try to make the target
sound. Then listen to the recording and check your pronunciation.
4.5. Comparing / ʧ / and / dʒ /. (track C50, pp. 124)
 Students take turns to read and listen to their partners.
4.6. Practicing consonant sounds /ʧ/ and /dʒ/ in the conversation. (track C53,
pp. 126)
 Students work in pairs or groups. Take turns to role-play the conversation. Pay
attention to the target sounds.
4.7. Pronouncing the joining sounds of / ʧ / and / dʒ /. (pp. 126)
 When two sounds / ʧ / and / dʒ / come together, we usually say both sounds.
Example: large (/dʒ/ / ʧ/) cherries.
4.8. Game: (Minimal pair sentences, track C52, pp. 125)
 Work in pairs or groups. Which sound do you hear / ʧ/ or /dʒ/? Give 10 points
for each correct answer. Who has the most points is the winner.
4.9. Reading short news in English.
 Paying attention to stress in words and in sentences.
All banks and public offices were closed today because of the heavy snowfall.
Schools were also closed and will remain closed until next week. Public transit will
only be running on major thoroughfares that have been cleared and salted.
However, most side roads remain closed, so residents are advised to leave cars in
their driveways and stay home from work. If the conditions continue to worsen, the
city may have to call in snow clearing crews from surrounding regions. Two of the
six trucks that we have to clear snow are currently out of service.

4.10. Finding common spellings of /ʧ/ and /dʒ/.

 Students work in groups to find the common spellings of /ʧ/ and /dʒ/.

Unit 5: The English Consonants / θ / and / ð / (pp. 151-158)

5.1. How to make the target sound / θ/ (track D24, pp. 151)
 First, look at the picture of the mouth on page 151 and try to make the target
sound. Then listen to the recording and check your pronunciation.
5.2. Comparing / θ/ and /s/ (track D25, pp. 151), / θ/ and /f/ (track D27, pp.
152), / θ/ and /t/ (track D29, pp. 153)
  Students take turns to read and listen to their partners.
5.3. Practicing consonant / θ/ in conversation. (track D32, pp. 153-154)
 Students work in pairs or groups. Take turns to role-play the conversation. Pay
attention to the target sounds.
5.4. How to make the target sound / ð/ (track D35, pp. 155)
 First, look at the picture of the mouth on page 155 and try to make the target
sound. Then listen to the recording and check your pronunciation.
5.5. Comparing /d/ and / ð/ (track D36, pp.155), /z/ and / ð/ (track D38, pp.
156)
 Students take turns to read and listen to their partners.
5.6. Practicing consonant / ð/ in conversation. (track D41, pp. 157)
 Students work in pairs or groups. Take turns to role-play the conversation. Pay
attention to the target sounds.
5.7. Game: Distinguish consonants / θ / and / ð/
 Find a way from Start to Finish. You may pass a square if the word in it
has the sound / θ/. You can move horizontally () or vertically ()

Start

north northern either weather breathe those
south bath bathe thought breath youth
southern third their through though thumb
Thailand cloth path fifth with worth
month clothes these brother that teeth
throw thing author other they wealth

Finish

5.8. Reading short news in English.

 Pay attention to stress in words and in sentences.

The ABC Food Company is opening a new factory in Asia. We are looking for

personnel at all management levels to relocate. If we cannot find enough employees

to transfer from within the company, we will be forced to recruit using other means.

Despite being a current employee, it is still necessary to apply for the overseas

positions. Applicants should send a resume to our home office. If you have friends or

family members who may be interested in a position, please print out an application

and have them cite you as a reference.

5.9. Finding common spellings of / θ / and / ð/.

 Students work in groups to find the common spellings of / θ / and / ð/.

Unit 6. Word Stress.

6.1. Saying English Chant: Two Little Love Birds

Two little love birds, kissing in the tree
K-I-S-S-I-N-G (/kei/ /ai/ /es/ /es/ /ai/ /en/ /dʒi:/)
First comes love, then comes marriage
Then comes the baby in the baby carriage.
6.2. Introduction to word stress.
 Stress is the degree of force used in producing a syllable.
 For words, we just use one degree of stress (‘): primary stress. In some long
words we may find secondary stress (,).
 Ex: primary stress: letter /’letǝ(r)/, again /ǝ’gen/, banana /bǝ’na:nǝ/,
difficulty /’difikǝlti/
 Ex: secondary stress: engineer /,endʒi’niǝ(r)/, economical /,i:kǝ’nomikl/,
examination /ig,zæmi’neiʃn/, justification /,dʒʌstifi’keiʃn/

6.3. Some common patterns of English word stress.

 Words of two syllables:
. [‘dada]: father, any
. [da’da]: begin, away
 Words of three syllables:
.[‘dadada]: Saturday, balcony
.[da’dada]: tomato, September
.[,dada’da]: understand, afternoon
  Words of more than 3 syllables:
. [‘dadadada]: television, kindergarten
. [da’dadada(da)]: laboratory, refrigerator
. [dada’dada(da)]: conversation, international
. [(,)da(,)dada’dada(da)]: organization /,ɔ:gǝnai’zeiʃn/, responsibility /ri,sponsǝ’bilǝti/

6.4. Some remarks about English word stress

- The following endings receive the stress:
 -ade: lemonade, persuade, grenade…
 -ee: referee, refugee, agree…
 -eer: engineer, career, volunteer…
 -oon: afternoon, balloon, cartoon, typhoon…
 -ese: Vietnamese, Chinese, Japanese…
 -oo: shampoo, tattoo, taboo, kangaroo…
 -ain: maintain, remain, disdain (khinh bỉ)…
 -ique: unique, technique, antique…
 -esque: grotesque (kì quái), picturesque (đẹp như tranh), arabesque (kiểu trang
trí đường lượn)
 -ette: cigarette, etiquette (phép xã giao), brochette (thịt nướng xiên)
 Exceptions: centigrade, coffee, committee, cuckoo, teaspoon,
- The following endings receive the stress on themselves in verbs of 2 syllables and
receive the stress on the third syllable from the end in verbs of 3 syllables.
 -ate: inflate, locate, situate, dominate, illuminate, demonstrate
 -fy, -ly: defy, rely, personify, qualify, simplify
 -ize, -ise: surprise, baptize, apologize, advertise, recognize, modernize
 Exceptions: regularize, characterize, hospitalize.
- The following endings receive the stress on the syllables before them.
 -ion: education, population, opinion
 -ity: ability, activity, curiosity
 -ic, -ical: mechanic, economic, economical, geographical, psychological.
 -ian: physician, Canadian, politician
 -ial: material, industrial, testimonial
 -ious: victorious, vicious, notorious
 -ient, -ience, -iency: sufficient, patience, proficiency
  -itude: attitude, gratitude, longitude (kinh độ)
 -ual: usual, casual, manual
 -uous: continuous, promiscuous, ambiguous
 -ular: singular, particular, regular
 -logy: psychology, phonology, morphology
 -graphy: geography, biography, photography
 -nomy: astronomy, autonomy, economy
 -id: acid, valid, candid (honest)
 -it: deposit, limit, profit
 -ish: abolish, accomplish, perish (tàn lụi)
 -ety: anxiety, society, piety (lòng hiếu thảo)
 - eous: courageous, advantageous, spontaneous (tự ý)
 -ia: Australia, Austria, India
 Exceptions: Arabic, catholic, politics, invalid (tật nguyền), impoverish (làm
cho nghèo), deficit (sự thiếu hụt)
6.5. Exercise
 Write the word which is missing from the family.
Example: society, sociology (dada’dadada), sociological
1. civil, civilize, __________________(dadada’dada)
2. ________________ (da’dadada), biologist, biological
3. personal, ________________(dada’dadada), personalize
4. legal, legalize, _________________ (dadada’dada)
5. _______________ (‘dada), authority, authorize

Unit 7. Word Stress (Continued).

7.1 Stress in word pairs of two syllables.

 There are about 150 words pairs which take stress on the 1 st syllables when
they are nouns and adjectives and on the 2 nd syllables when they are verbs.
 Nouns and Adjectives Verbs
‘1 2 1 ‘2
present/’preznt/ present /pri’zent/

 Examples:
object (n) /’ɑbdʒikt/ object (v) /əb’dʒekt/
subject (n, adj) /’sʌbdʒikt/ subject (v) /sʌb’dʒekt/
perfect (n, adj) /’pɜ:fikt/ perfect (v) /pə’fekt/
research (n) /’ri:sɜ:t∫/ or /ri’sɜ:t∫/ research (v) / ri’sɜ:t∫/
rebel (n) /’rebl/ rebel (v) /ri’bel/
record (n) /’rekɔ:d/ record (v) /ri’kɔ:d/
desert (n) /’dezət/ desert (v) /di’zɜ:t/
import (n) /’impɔ:t/ import (v) /im’pɔ:t/
export (n) /’ekspɔ:t/ export (v) / [ik’spɔ:t]
survey (n) /’sɜ:vei/ survey (v) [sə’vei]

7.2. Three-syllable law: words of three or more than three syllables which do not fit
the above rules of stress usually take the stress on the third syllable from the end.
 Examples : furniture, familiar, diplomat, different, discipline, benefit, difficult,
photograph, …

7.3 Exercise
 Put an accent mark over the main stressed syllable of the following words. Then
write the transcription of each word. You may use a dictionary to check your
answers.

1. politician 6. beneficial 11. familiarity

--------------------
2. democratic
----------------------
3. personality
----------------------
4. photographer
---------------------
7. ecologist
---------------------
8. mechanization
----------------------
9. contemplate
--------------------
12. electricity
----------------------
13. telegraphy
-----------------------
14. diplomatic
 ------------------------ --------------------- -----------------------
5. photographical 10. meteorology 15. passionate
------------------------ -------------------------- ----------------------

7.4. Let’s sing!

Old McDonald had a farm

Old McDonald had a farm

E… I… E… I… O Old McDonald had a farm
And on his farm he had some cows
E… I… E… I… O E… I… E… I… O
With a moo-moo here and a moo-moo there
Here a moo, there a moo, everywhere a moo-moo

Old McDonald had a farm

E… I… E… I… O
And on his farm he had some chickens
E… I… E… I… O
With a cluck-cluck here and a cluck-cluck there
Here a cluck, there a cluck, everywhere a cluck-cluck
A moo-moo here and a moo-moo there
Here a moo, there a moo, everywhere a moo-moo

Old McDonald had a farm

E… I… E… I… O
And on his farm he had some sheep
E… I… E… I… O
With a baa-baa here and a baa-baa there
Here a baa, there a baa, everywhere a baa-baa
A cluck-cluck here and a cluck-cluck there
Here a cluck, there a cluck, everywhere a cluck-cluck
A moo-moo here and a moo-moo there
Here a moo, there a moo, everywhere a moo-moo

Old McDonald had a farm

E… I… E… I… O
And on his farm he had some pigs
E… I… E… I… O
With an oink-oink here and an oink-oink there
Here an oink, there an oink, everywhere an oink-oink
A baa-baa here and a baa-baa there
Here a baa, there a baa, everywhere a baa-baa
A cluck-cluck here and a cluck-cluck there
Here a cluck, there a cluck, everywhere a cluck-cluck
A moo-moo here and a moo-moo there
Here a moo, there a moo, everywhere a moo-moo

Old McDonald had a farm

E… I… E… I… O
And on his farm he had some ducks
E… I… E… I… O
With an quack-quack here and an quack-quack there
Here a quack, there a quack, everywhere a quack-
quack
An oink-oink here and an oink-oink there
Here an oink, there an oink, everywhere an oink-oink
A baa-baa here and a baa-baa there
Here a baa, there a baa, everywhere a baa-baa
A cluck-cluck here and a cluck-cluck there
Here a cluck, there a cluck, everywhere a cluck-cluck
A moo-moo here and a moo-moo there
Here a moo, there a moo, everywhere a moo-moo
 Unit 8. Revision and Test Format

8.1 Revision of English sounds

8.2. Test format

Part I. Read aloud minimal pairs (2.5 marks)

Part II. Read aloud words. (2.5 marks)

Part III. Read aloud a news report, an announcement or a message. (5 marks)

8.3. Sample Test.

Minimal Pairs Words An Announcement

cheap jeep definition Patients at City Hospital received holiday gifts
cherry Jerry continuous today. Children from a local school distributed presents to
dare there magnify many of the patients. Keeping in the spirit of the holiday
pick pig attraction season, the doctors and nurses were given presents as
 log lock department well. A holiday party for hospital patients will take place
then den contrary on Sunday. If you did not have a chance to donate a gift
though dough policeman yet, please bring an unwrapped item to floor 7 of the
breathe breed variation children’s ward by Saturday at the latest. Indicate the age
gold cold natural and gender appropriateness of your gift. Gifts for adult
could good Vietnamese patients will also be accepted