FONÉTICA INGLESA PARA UN
CONTEXTO EDUCATIVO
Andrea Delgado González
Facultad de Ciencias de la Educación, Universidad de Las Palmas de Gran Canaria
Grado en Educación Primaria
46351 - Fonética Inglesa para un contexto educativo
Patricia Arnáiz Castro
1.- When to use “di” or “de” (to be or not to be).
The word “the” can be pronounced in two ways, depending on the sound of the word follows.
It is pronounced like “de” when the next word starts with a consonant, for example, in “the
car”. However, it is pronounced like “di” when the next begins a vowel, as in “the apple”.
This pronunciation can also be used for emphasis.
2.- Stress an intonation.
● Accent (noun) is the way people in a particular area speak.
● Accent (verb) means “to emphasize”.
3.- Tongue twister.
How much wood would a woodchuck chuck if a woodchuck could chuck wood?
He would chuck, he would, as much as he could, and chuck as much wood
As woodchuck would if a woodchuck could chuck wood
4.- Asking about pronunciation.
How do you say this word?
● Comma /ˈkɒmə/
● Coma /ˈkəʊmə/
How do you say?
● News /ˈnjuːz/
● Yacht /ˈjɒt/
● Vase /ˈvɑːz/
● Adult /ˈædʌlt/
● Austria /ˈɒstriə/
● Australia /ɒˈstreɪliə/
● Awful /ˈɔːfʊl/
● Awesome /ˈɔːsəm/
● Japan /dʒəˈpæn/
● Awkward /ˈɔːkwərd/
● Norwegian /nɔːrˈwiːdʒən/
● Welsh /ˈwɛlʃ/
● Wales /ˈweɪlz/
● Belgium /ˈbɛldʒəm/
● Chinese /ˌtʃaɪˈniːz/
● Portuguese /ˌpɔːtjʊˈɡiːz/
● Spanish /ˈspænɪʃ/
● Spain /ˈspeɪn/
● Spaniard /ˈspænjərd/
5.- Old Dominions.
The "Old Dominions" refers to the oldest colonies of the British Empire, which later evolved
into semi-autonomous dominions. These include countries such as Canada, Australia, New
Zealand, and South Africa. While they maintained formal loyalty to the British Crown, they
enjoyed a high degree of autonomy.
1. Australian English: is characterized by its flatter intonation and quicker speech
compared to British English. There is a merging of long and short vowel sounds, such
as in "sheep" and "ship."
2. Canadian English: shares many similarities with American English in pronunciation,
but with some key differences. The most famous feature is the pronunciation of
diphthongs in words like "about," which sounds more like "aboot" (a phenomenon
called "Canadian Raising"). It also retains a closer intonation to British English in
certain words.
3. New Zealand English: similar to Australian English, but with some subtle
differences. For example, New Zealanders tend to pronounce vowels further forward
in the mouth. The short vowel "i" in words like "fish" may sound more like "fush."
4. South African English: exhibits a wide variety of accents, reflecting influences from
Afrikaans and indigenous African languages. Speakers of South African English often
have a different intonation, with an accent that sounds closer to British English than
American or Australian English.
6.- Transcript these words.
● Question /ˈkwɛstʃən/
● Scene /ˈsiːn/
● Pie /ˈpaɪ/
● Papaya /pəˈpaɪə/
● Psychology /saɪˈkɒlədʒi/
● Knife /ˈnaɪf/
● Of strong: /ˈɒv/, weak: /əv/
7.- You can do it (transcription).
/t/ /b/ /g/ /k/
Castle /ˈkɑːsəl/ Thumb /ˈθʌm/ Reign /ˈreɪn/ Stomach /ˈstʌmək/
Whistle /ˈhwɪsəl/ Comb /ˈkəʊm/ Campaign Chemist /ˈkɛmɪst/
/ˌkæmˈpeɪn/
Fasten /ˈfɑːsən/ Plumber /ˈplʌmər/ Gnome /ˈnəʊm/ Character /ˈkærɪktər/
Often /ˈɒfən/ Dumb /ˈdʌm/ Chaos /ˈkeɪɒs/
Chemistry
/ˈkɛmɪstri/
8.- Voiceless and voiced classification.
T sound ED sound ID sound
Dressed Robbed Inherited
Parked Stared Protested
Danced Begged Commented
Brused
Laughed
9.- Long a short vowels.
10.- Fricative classification.
11.- Which diphthong?
Our Join During Cage Cloud Prepare Fry Town
/ˈaʊər/ /ˈdʒɔɪn/ /ˈdjʊərɪŋ/ /ˈkeɪdʒ/ /ˈklaʊd/ /prɪˈpɛər/ /ˈfraɪ/ /ˈtaʊn/
Point Newer Mail Bowl Dear Engineer Chair Sign
/ˈpɔɪnt/ /ˈmeɪl/ /ˈbəʊl/ /ˈdɪər/ /ˌɛndʒɪˈn /ˈtʃɛər/ /ˈsaɪn/
ɪər/
Surely Voice Chose Gate Zone Year Tie /ˈtaɪ/ Share
/ˈʃʊərli/ /ˈvɔɪs/ /ˈtʃəʊz/ /ˈgeɪt/ /ˈzəʊn/ /ˈjɪər/ /ˈʃɛər/
12.- Nouns and verbs.
Object noun: /ˈɒbdʒɪkt/ physical thing or item , verb: /əbˈdʒɛkt/ dissaprove
Insult noun: /ˈɪnsʌlt/ offending words, verb: /ɪnˈsʌlt/ offend
Transfer noun: /ˈtrænsfɜːr/ change of transport, verb: /trænsˈfɜːr/ convey [sth] to new place
Abstract adjective: /ˈæbstrækt/ summary of text, verb: /æbˈstrækt/ condense, summarize in
writing
Content adjective: /kənˈtɛnt/ be satisfied with [sth], noun: /ˈkɒntɛnt/ substance
Import verb: /ɪmˈpɔːrt/ import something from another country, noun: /ˈɪmpɔːrt/ something
imported
Present noun: /ˈprɛzənt/ gift , verb: /prɪˈzɛnt/ attend, be present in
Progress noun: /ˈprəʊgrɛs/ uncountable advancement, verb: /prəʊˈgrɛs/ advance or improve
Upset noun: /ˈʌpsɛt/ descontento verb: /ʌpˈsɛt/
Transport noun: /ˈtrænspɔːrt/ transporte, verb: /trænsˈpɔːrt/ transportar o trasladar
Protest noun: /ˈtrænspɔːrt/ protesta, manifestation, verb: /trænsˈpɔːrt/ protestar
Subject noun: /ˈsʌbdʒɪkt/ tema, verb: /səbˈdʒɛkt/ someter
Increase noun: /ˈɪnkriːs/ aumento de salario, verb: /ɪnˈkriːs/ aumentar
Decrease noun: /ˈdiːkriːs/ reducción o disminución, verb: /diːˈkriːs/ disminuir
Conduct noun: /ˈkɒndʌkt/ conducta o comportamiento, verb: /kənˈdʌkt/ conducir
Conflict noun: /ˈkɒnflɪkt/ conflicto, guerra, verb: /kənˈflɪkt/ diferir o discrepar
Rebel: noun: /ˈrɛbəl/ person who acts independently, verb: /rɪˈbɛl/ be against rules
Record: noun: /ˈrɛkɔːrd/ written acount, history, verb: /rɪˈkɔːrd/ capture on tape
Reject: verb: /rɪˈdʒɛkt/ refuse, noun: /ˈriːdʒɛkt/ somebody who is rejected, a fail to assimilate
Reprint: noun: /ˈriːprɪnt/ reprinted publication, verb: /ˌriːˈprɪnt/ print again
Desert: verb: /dɪˈzɜːrt/ abandon, noun: /ˈdɛzərt/ arid region
Escort: verb: /ɪˈskɔːrt/ accompany, noun: /ˈɛskɔːrt/ protective entourage) 2. Contract: noun:
/ˈkɒntrækt/ legal agreement, verb: /kənˈtrækt/ shrink
Constract: noun: /ˈkɒntræst/ difference , verb: /kənˈtræst/ show differences
Produce: verb: /prəˈdjuːs/ create, noun: /ˈprɒdjuːs/ product
Pervert: noun: /ˈpɜːrvɜːrt/ sexual deciant, verb: /pərˈvɜːrt/ corrupt
Contract: noun: /ˈkɒntrækt/ legal agreement, verb: /kənˈtrækt/ shrink
13.- Answer these questions.
1. What they have learn through this activity that they did not know?
I already know every term, but it was helpful to remember the explanation of all of them.
2. Which explanation they found most useful and why?
The most useful explanation was the stress colocation. We had the example object. In the
spelling, if you don't pronounce the word correctly, the meaning of the phrase could be totally
different.
3. Which of all the aspects seen today they find most difficult an why?
The schwa meaning could be complicated to understand, especially for Primary school
students because they are not familiar with the phonetic part of English.
14.- Shop and chop: practice with fricatives and affricatives.
A. Sort the phrases into two groups: “What we shop for” and “What we measure”.
What we shop for What we measure
a bag of sugar our shoe size
a set of dishes 2 cups of sugar
bed sheets 20/20 vision
desk chair the weight of a precious gem
a jar of jam a tablespoon of margarine
B. Answer the questions.
1. What can be chopped?
Tomato, carrot, meat.
2. What can be smashed?
Potatoes, burgers
15.- Nasals.
Nasals
Sing: /ˈsɪŋ/
Coming: /ˈkʌmɪŋ/
Ink: /ˈɪŋk/
Sung: /ˈsʌŋ/
Uncle: /ˈʌŋkəl/
Rang: /ˈræŋ/
Warning: /ˈwɔːrnɪŋ/
Going: /ˈgəʊɪŋ/
Ring: /ˈrɪŋ/
16.- Same /L/?
Clear L Dark L
Follow: /ˈfɒləʊ/ Little: /ˈlɪtəl/
Little: /ˈlɪtəl/ Collect: /kəˈlɛkt/
Flies Roll: /ˈrəʊl/
File: /ˈfaɪl/ Rolled: /rəʊld/
Help: /ˈhɛlp/ Hold: /ˈhəʊld/
Fill: /ˈfɪl/ Called
Flew: /ˈfluː/ Whistle: /ˈhwɪsəl/
Role: /rəʊl/
Call: /ˈkɔːl/
Shoulder: /ˈʃəʊldər/
Cold: /ˈkəʊld/
Caller: /ˈkɔːlər/
Block: /ˈblɒk/
Rattle: /ˈrætəl/
17. Clear L or Dark L.
Clear L Dark L
Calm: /ˈkɑːm/
Talk: /ˈtɔːk/
Palm: /ˈpɑːm/
Walk: /ˈwɔːk/
Salmon: /ˈsæmən/
Half: /ˈhɑːf/
Folk: /ˈfəʊk/
Chalk: /ˈtʃɔːk/
Calf: /ˈkɑːf/
Almond: /ˈɑːmənd/
*The word "would" does not have the letter "L." It is a word with the vowel "ou" and ends
with the consonant "d." Therefore, the concept of clear L or dark L does not apply in this
case, as it does not contain the /l/ sound.
*The word "should" does not have the letter "L," so it does not have a clear L or a dark L. It
is a word that ends with the consonant /d/ and does not contain the /l/ sound.
*The word "could" does not have the letter "L," so it does not have a clear L or a dark L. It is
a word that ends with the consonant /d/ and does not contain the /l/ sound.
18.- Glides semi-vowels.
Word Transcription
Year /ˈjɪər/
Week /ˈwiːk/
Yiddish /ˈjɪdɪʃ/
Wit /ˈwɪt/
Yet /ˈjɛt/
Wet /ˈwɛt/
Yap /jæp/
Wax /ˈwæks/
Yatch /ˈjɒt/
Watch /ˈwɒtʃ/
Wood /ˈwʊd/
Young /ˈjʌŋ/
One /ˈwʌn/
19.- Transcript this phrase.
Access to the road was blocked from traffic yesterday because of the accident.
/ˈæksɛs ˈtu ˈðə ˈrəʊd ˈwɒz bläkt ˈfrɒm ˈtræfɪk ˈjɛstərdeɪ bɪˈkəz ˈɒv ˈðə ˈæksɪdənt/.
20.- Short vowels.
/ɪ/ /ɛ/ /æ/ /ʌ/ /ɒ/ /ʊ/ /ə/
Fish: /ˈfɪʃ/ Mess: Cat: /ˈkæt/ Bus: /ˈbʌs/ Dog: Put: /ˈpʊt/ About:
/ˈmɛs/ /ˈdɒg/ /əˈbaʊt/
Pin: /ˈpɪn/ Desk: Man: Cut: /ˈkʌt/ Lock: Book: Banana:
/ˈdɛsk/ /mæn/ /ˈlɒk/ /ˈbʊk/ /bəˈnɑːnə/
It: /ˈɪt/ Test: /ˈtɛst/ Bad: Some: Pot: /ˈpɒt/ Bull: /bʊl/ Again:
/ˈbæd/ /ˈsʌm/ /əˈgɛn/
21.- Transcription /ɪ/.
System: /ˈsɪstəm/ Built: /ˈbɪlt/ Dinner: /ˈdɪnər/
Hymn: /ˈhɪm/ Guilty: ˈgɪlti/ Thin: /ˈθɪn/
Synonym: /ˈsɪnənɪm/ Pimple: /ˈpɪmpəl/
22.- Transcription /ə/.
1. About: /əˈbaʊt/
2. Photography: /fəˈtɒgrəfi/
3. Submit: /səbˈmɪt/
4. Tiger: /ˈtaɪɡə/
23.- Schwas in content words.
The schwa is found in unstressed syllables of content words: MACHINE, SOLDIER,
CORRUPT, PURSUE, and you’ll notice that on these syllables, the spelling is any of a, e, o,
u, making it hard to spot a schwa on spelling alone. It helps to know where the stress in the
word is – a schwa is never on the stressed syllable.
1. Machine: /məˈʃiːn/
2. Soldier: /ˈsəʊldʒər/
3. Corrupt: /kəˈrʌpt/
4. Pursue: /pərˈsjuː/
24.- Schwas in function words.
Along: /əˈlɒŋ/ Telephone: /ˈtɛlɪfəʊn/ Available: /əˈveɪləbəl/
Suppose: /səˈpəʊz/ Photograph: /ˈfəʊtəgrɑːf/ Campus: /ˈkæmpəs/
Balloon: /bəˈluːn/ Obstacle: /ˈɒbstəkəl/ Teacher: /ˈtiːtʃər/
25.- Schwas we don't pronounce.
1. Fathom: /ˈfæðəm/
2. Passion: /ˈpæʃən/
3. Little: /ˈlɪtəl/
26.- Long vowels.
/iː/ /u:/ /ͻ:/ /ɜ:/ /ɑː/
Mean: /ˈmiːn/ Loose: /ˈluːs/ Horse: /ˈhɔːrs/ Purse: /ˈpɜːrs/ Park: /ˈpɑːk/
Leek: /ˈliːk/ Goose: /ˈguːs/ Sport: /ˈspɔːrt/ Earn: /ˈɜːrn/ Car: /ˈkɑːr/
Eve: /ˈiːv/ Food: /ˈfuːd/ Short: /ˈʃɔːrt/ Learn: /ˈlɜːrn/ Pass: /ˈpɑːs/
27.- Do a transcript based on the text.
Licking: /ˈlɪkɪŋ/ Leaking: ˈlēkiNG
Ship: /ˈʃɪp/ Sheep: /ˈʃiːp/
Chicks: /ˈtʃɪks/ Cheek: /ˈtʃiːks/
Fill: /ˈfɪl/ Feel: /ˈfiːl/
Kip: /ˈkɪp/ Keep: /ˈkiːp/
Twit: /ˈtwɪt/ Tweet: /ˈtwiːt/
Bitch: /ˈbɪtʃ/ Beach: /ˈbiːtʃ/
Shit: /ˈʃɪt/ Sheet: /ˈʃiːt/
28.- The Bear dictation.
Somewhere: Bear: /ˈbɛər/ Nowhere: Air: /ˈɛər/
/ˈsʌmhwɛər/ /ˈnəʊhwɛər/
Anywhere: Stare: /ˈstɛər/ There: /ˈðɛər/ Scared: /ˈskɛərd/
/ˈɛnihwɛər/
Fair: /ˈfɛər/ Pear: /ˈpɛər/ Hair: /ˈhɛər/
29.- Rolling in the deep.
/ɑː/ /iː/ /u:/ /ͻ:/
Starting: /ˈstɑːtɪŋ/ Reaching: /ˈriːtʃ/ Dark: /ˈdɑːrk/ All: /ˈɔːl/
Heart: /ˈhɑːrt/ Me: /mi/ Leave: /ˈliːv/
Scars: /ˈskɑːrs/ Keep: /ˈkiːp/ Do: /dʊ/
Feeling: /ˈfiːlɪŋ/
Deep: /ˈdiːp/
Beat/ˈbiːt/
