INHOUD LINGUISTICS 1.1 2018-2019
Yule:
o p. 28: Phonetics
o Ch 14: Second Language Acquisition/Learning pp. 208 – 209
o p. 90 Traditional Grammar
o p. 91 Parts of speech
o p. 34
o p. 210, 213
o p. 214
o p. 92 Agreement
o Ch 3: pp. 28
o p. 35
Sound Foundations
o p. viii: Ideas behind the phonemic chart
o p. x - xi: Three levels of study
o Level 1: Sounds in isolation: pp. 2 – 10 (niet: Discovery Activity 8)
o Level 1: Sounds in isolation: pp. 11, 13, 14, 16 vanaf vowel length, 17, p. 18, 19 (disc act
20 + commentary), 22, 23
o p. 33 – 36, 37
o p. 24
o Level 1: Sounds in isolation: pp. 29 – 31 (incl disc act 33, not commentary), 33- 36
Hancock (English Pronunciation in Use)
o p. 130
o Unit 6 p 20
o Unit 7 p.22
o Unit 27A p.62
o Unit 2 p.12
o Unit 18 p.44
o Unit 3 p.14
o Unit 5 p.18
o Unit 9 p.26
o Unit 12 p.32
o Unit 11 p.30
o Unit 20 p.48
Nelson & Greenbaum
o Ch 2 Word Classes: 2.1 t/m 2.7; 2.24 t/m 2.32; 2.39 t/m 2.41
o Ch 2 Word Classes 2.19 t/m 2.23;
o Ch 3 The structures of Phrases: 3.1
o Ch 1: The Parts of a Simple Sentence: 1.13
o Ch2 Word Classes: 2.9, 2.10, 2.12 t/m 2.17;
o Ch 3 The structures of Phrases: 3.1, 3.11, 3.13, 3.14, 3.18
o Ch 1: The Parts of a Simple Sentence: 1.5, 1.7, 1.8, 1.9, 1.11, 1.12
o Ch 1: The Parts of a Simple Sentence: 1.5, 1.7, 1.8, 1.9, 1.11, 1.12
o Ch2: 2.18
o Ch 1: The Parts of a Simple Sentence: 1.5, 1.7, 1.8, 1.9, 1.11, 1.12
1
, Macmillan
o Unit 20 pp. 96, 97
o Unit 21 pp. 100, 101
o Unit 23 pp.110, 111
o Unit 25 pp. 118, 119
o Unit 27 pp. 128, 129
o Handout Unit 38
o Unit 1 pp. 6, 7
o Unit 2 pp. 10,11
o Unit 3 pp. 16, 17
o Unit 4 pp. 20, 21
o Unit 5: pp. 24, 25
o Unit 14 pp. 68, 69
o Unit 15 pp. 72, 73
o Unit 19 p. 92 tag questions only
o Unit 10 pp. 50,51
Irregular verb list (NOT IN THIS SUMMARY)
Differences when to use: article (a/an) / definite article (the) / zero article (NOT IN THIS SUMMARY)
2
,LINGUISTICS 1.1 PHONETICS
Three levels of study
Level 1: Sounds
Level 2: Individual words
Level 3: Connected speech
International phonemic Alphabet (IPA)
Phonetics -> study of the characteristics
of speech sounds.
Why phonetics? ->So learners develop the skills of finding for themselves the pronunciation and
stress of any word in a learner dictionary.
Articulatory phonetics -> study of how speech sounds are made/articulated.
Acoustic phonetics -> deals with the physical properties or speech as sound waves in the air.
Auditory phonetics (perceptual phonetics) -> deals with the perception, via the ear, or speech
sounds.
Orthographic script -> normal letters for spelling
Phonemic script -> to indicate the pronunciation
British English -> 44 symbols American English -> 40 symbols
Phoneme -> smallest distinctive sound unit in a language (that can make a difference in meaning.
Mine -> pine -> shine)
/m/ /p/ /ʃ/
There are 44 phonemes in English Received Pronunciation (RP)
RP is what we aim for.
Different languages use different ‘sets’ of phonemes:
eg. ph-o-n-e-m(e) -> 5 phonemes. b-o-n-d , b-l-o-n-d , b-l-o-n-d-i-sh
Allophone -> each phoneme has a variety of allophones: slightly
different & acceptable ways of saying the sound without changing
the meaning. /p/ -> spread lips in peel, /p/ -> rounded lips in pool.
Phonemic chart
- 3 main sections.
Vowels: shown in upper half.
- monophthongs (upper left) - diphthongs (upper right)
- consonants (lower half)
: (the colon) -> indicates length
Phonemic set -> every language has its own set of sounds.
English is not a very phonetic language: alphabetical symbols not
the same sounds.
Vocal tract -> where sounds are produced. Refers to the parts: the lungs, larynx, oral cavity (mouth),
lips, nose.
To make learning of phonemes easier, we need to know:
-how (manner of articulation) & where (place of articulation) each sound is produced in the vocal
tract.
Transcribe -> write in phonemic script !
3
, Consonants /medeklinker/
To make a consonant sound -> the air pushed out by the lungs up through the trachea (or windpipe)
to the larynx. Inside the larynx are your vocal folds (or vocal cords), which take two basic positions:
1) vocal folds spread apart -> air from the lungs passes between them with no obstruction: voiceless
sounds.
2) vocal folds drawn together -> air from the lungs repeatedly pushes them apart as it passes
through, + vibration effect: voiced sounds
Made by restricting/blocking the airflow in some physical way, and this release of the restriction is
what gives the consonant its characteristic sound.
Consonant sounds -> produced with various types of obstruction to the airflow. With or without
vibration of the vocal cords.
2 consonants: /w/ and /j/ -> made without any restriction to the airflow. (and are in that sense just
like vowels.) (you, words)
Consonants -> mark the beginnings and ends of syllables. <- functional/ phonemic definition.
Quite a few similar to the normal letters of the alphabet: /b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /p/ /r/ /
s/ /t/ /v/ /w/ -> 17 + the others = 24 consonants. There is no /c/ /q/ /y/ /z/
c -> /s/ /k/ (cell, call) q -> /kw/ /k/ (quite, technique) x-> /z/ /ks/ /gz/ (xylophone, extra, exist)
When we describe the articulation/uniqueness of each consonant, we focus on: (Combining these 3 :
a practical working description of how each consonant is produced)
- energy: the voiced/ voiceless distinction.
voiced -> if it requires the vocal cords to vibrate. Unvoiced -> if it does not vibrate.
Fortis = strong (breath force), unvoiced consonants. [ unvoiced needs to compensate for lack of
voice with force]
Lenis = gentle (weaker breath force), voiced consonants [voiced takes energy from the breath in
order to drive the larynx]
- place of articulation (where)
the place in the vocal tract where the physical restriction/block to the airflow takes place.-> where
the characteristic component sounds of that consonant are initiated.
- manner of articulation (how)
the nature of the physical restriction -> how the characteristic component sounds of that consonant
are initiated.
How are consonants formed? Plosives, Affricates, fricatives, lateral, approximants, nasals (when
sound leaves through your nose).
Consonant chart
-unvoiced +voiced
ROW 1: Plosives & affricates
- variable 1: voiced/unvoiced.
- variable 2: manner of articulation:
-> plosives: Air is stopped and let out with slight explosion.
sounds made by a build-up and release.(like a mini-explosion) ->
the air stream is completely blocked by the tongue or lips, held
momentarily, then the pressure is released explosively.
4
Yule:
o p. 28: Phonetics
o Ch 14: Second Language Acquisition/Learning pp. 208 – 209
o p. 90 Traditional Grammar
o p. 91 Parts of speech
o p. 34
o p. 210, 213
o p. 214
o p. 92 Agreement
o Ch 3: pp. 28
o p. 35
Sound Foundations
o p. viii: Ideas behind the phonemic chart
o p. x - xi: Three levels of study
o Level 1: Sounds in isolation: pp. 2 – 10 (niet: Discovery Activity 8)
o Level 1: Sounds in isolation: pp. 11, 13, 14, 16 vanaf vowel length, 17, p. 18, 19 (disc act
20 + commentary), 22, 23
o p. 33 – 36, 37
o p. 24
o Level 1: Sounds in isolation: pp. 29 – 31 (incl disc act 33, not commentary), 33- 36
Hancock (English Pronunciation in Use)
o p. 130
o Unit 6 p 20
o Unit 7 p.22
o Unit 27A p.62
o Unit 2 p.12
o Unit 18 p.44
o Unit 3 p.14
o Unit 5 p.18
o Unit 9 p.26
o Unit 12 p.32
o Unit 11 p.30
o Unit 20 p.48
Nelson & Greenbaum
o Ch 2 Word Classes: 2.1 t/m 2.7; 2.24 t/m 2.32; 2.39 t/m 2.41
o Ch 2 Word Classes 2.19 t/m 2.23;
o Ch 3 The structures of Phrases: 3.1
o Ch 1: The Parts of a Simple Sentence: 1.13
o Ch2 Word Classes: 2.9, 2.10, 2.12 t/m 2.17;
o Ch 3 The structures of Phrases: 3.1, 3.11, 3.13, 3.14, 3.18
o Ch 1: The Parts of a Simple Sentence: 1.5, 1.7, 1.8, 1.9, 1.11, 1.12
o Ch 1: The Parts of a Simple Sentence: 1.5, 1.7, 1.8, 1.9, 1.11, 1.12
o Ch2: 2.18
o Ch 1: The Parts of a Simple Sentence: 1.5, 1.7, 1.8, 1.9, 1.11, 1.12
1
, Macmillan
o Unit 20 pp. 96, 97
o Unit 21 pp. 100, 101
o Unit 23 pp.110, 111
o Unit 25 pp. 118, 119
o Unit 27 pp. 128, 129
o Handout Unit 38
o Unit 1 pp. 6, 7
o Unit 2 pp. 10,11
o Unit 3 pp. 16, 17
o Unit 4 pp. 20, 21
o Unit 5: pp. 24, 25
o Unit 14 pp. 68, 69
o Unit 15 pp. 72, 73
o Unit 19 p. 92 tag questions only
o Unit 10 pp. 50,51
Irregular verb list (NOT IN THIS SUMMARY)
Differences when to use: article (a/an) / definite article (the) / zero article (NOT IN THIS SUMMARY)
2
,LINGUISTICS 1.1 PHONETICS
Three levels of study
Level 1: Sounds
Level 2: Individual words
Level 3: Connected speech
International phonemic Alphabet (IPA)
Phonetics -> study of the characteristics
of speech sounds.
Why phonetics? ->So learners develop the skills of finding for themselves the pronunciation and
stress of any word in a learner dictionary.
Articulatory phonetics -> study of how speech sounds are made/articulated.
Acoustic phonetics -> deals with the physical properties or speech as sound waves in the air.
Auditory phonetics (perceptual phonetics) -> deals with the perception, via the ear, or speech
sounds.
Orthographic script -> normal letters for spelling
Phonemic script -> to indicate the pronunciation
British English -> 44 symbols American English -> 40 symbols
Phoneme -> smallest distinctive sound unit in a language (that can make a difference in meaning.
Mine -> pine -> shine)
/m/ /p/ /ʃ/
There are 44 phonemes in English Received Pronunciation (RP)
RP is what we aim for.
Different languages use different ‘sets’ of phonemes:
eg. ph-o-n-e-m(e) -> 5 phonemes. b-o-n-d , b-l-o-n-d , b-l-o-n-d-i-sh
Allophone -> each phoneme has a variety of allophones: slightly
different & acceptable ways of saying the sound without changing
the meaning. /p/ -> spread lips in peel, /p/ -> rounded lips in pool.
Phonemic chart
- 3 main sections.
Vowels: shown in upper half.
- monophthongs (upper left) - diphthongs (upper right)
- consonants (lower half)
: (the colon) -> indicates length
Phonemic set -> every language has its own set of sounds.
English is not a very phonetic language: alphabetical symbols not
the same sounds.
Vocal tract -> where sounds are produced. Refers to the parts: the lungs, larynx, oral cavity (mouth),
lips, nose.
To make learning of phonemes easier, we need to know:
-how (manner of articulation) & where (place of articulation) each sound is produced in the vocal
tract.
Transcribe -> write in phonemic script !
3
, Consonants /medeklinker/
To make a consonant sound -> the air pushed out by the lungs up through the trachea (or windpipe)
to the larynx. Inside the larynx are your vocal folds (or vocal cords), which take two basic positions:
1) vocal folds spread apart -> air from the lungs passes between them with no obstruction: voiceless
sounds.
2) vocal folds drawn together -> air from the lungs repeatedly pushes them apart as it passes
through, + vibration effect: voiced sounds
Made by restricting/blocking the airflow in some physical way, and this release of the restriction is
what gives the consonant its characteristic sound.
Consonant sounds -> produced with various types of obstruction to the airflow. With or without
vibration of the vocal cords.
2 consonants: /w/ and /j/ -> made without any restriction to the airflow. (and are in that sense just
like vowels.) (you, words)
Consonants -> mark the beginnings and ends of syllables. <- functional/ phonemic definition.
Quite a few similar to the normal letters of the alphabet: /b/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /p/ /r/ /
s/ /t/ /v/ /w/ -> 17 + the others = 24 consonants. There is no /c/ /q/ /y/ /z/
c -> /s/ /k/ (cell, call) q -> /kw/ /k/ (quite, technique) x-> /z/ /ks/ /gz/ (xylophone, extra, exist)
When we describe the articulation/uniqueness of each consonant, we focus on: (Combining these 3 :
a practical working description of how each consonant is produced)
- energy: the voiced/ voiceless distinction.
voiced -> if it requires the vocal cords to vibrate. Unvoiced -> if it does not vibrate.
Fortis = strong (breath force), unvoiced consonants. [ unvoiced needs to compensate for lack of
voice with force]
Lenis = gentle (weaker breath force), voiced consonants [voiced takes energy from the breath in
order to drive the larynx]
- place of articulation (where)
the place in the vocal tract where the physical restriction/block to the airflow takes place.-> where
the characteristic component sounds of that consonant are initiated.
- manner of articulation (how)
the nature of the physical restriction -> how the characteristic component sounds of that consonant
are initiated.
How are consonants formed? Plosives, Affricates, fricatives, lateral, approximants, nasals (when
sound leaves through your nose).
Consonant chart
-unvoiced +voiced
ROW 1: Plosives & affricates
- variable 1: voiced/unvoiced.
- variable 2: manner of articulation:
-> plosives: Air is stopped and let out with slight explosion.
sounds made by a build-up and release.(like a mini-explosion) ->
the air stream is completely blocked by the tongue or lips, held
momentarily, then the pressure is released explosively.
4
