ˈevribədi | ʃʊd ˈhæv ət ˈliːs ˈtuː ˈfrenz || ˈwʌn tə ˈtɔːk ˈtuː | ən ˈwʌn tə ˈtɔːk əˈbaʊt
Key at bottom of page: Commentary
everybody:
When schwa /ə/ is followed by /r/ and then an unstressed syllable, the schwa /ə/
is often elided. Memory /ˈmeməri/
becomes /ˈmemri/, separate (adj.)
/ˈsepərət/ becomes /ˈseprət/, etc. In the case of every, the word is so common that for most people /ˈevri/ is
probably the form they have in their mental lexicon and the form /ˈevəri/, if
they occasionally use it, is caused by the influence of the spelling.
The symbol i represents the same vowel phoneme as the symbol iː. We use i in unstressed syllables and iː
in stressed syllables. This distinction isn't very helpful for TEFL purposes
and learners should simply treat the two symbols as the same. Because we are
using two different symbols for one phoneme, this means our transcription isn't
truly phonemic (phonemic transcription = one symbol for each phoneme).
should:
When unstressed, as it often is, the modal verb should can be pronounced /ʃʊd/ or with the weak form /ʃəd/. For the
sake of simplicity, learners can use the pronunciation /ʃʊd/ for both stressed
and unstressed should and ignore the weak form.
at:
When unstressed, as it usually is, at
has the weak form /ət/.
least:
When /t/ is at the end of a word (more specifically, in a syllable coda) and is
immediately preceded by a consonant (except /l/ and /n/), it is commonly
elided/deleted when another consonant immediately follows (i.e. without a
pause) in another word or in a suffix.
two:
Numbers are usually stressed and don’t have weak forms.
friends:
When /d/ is at the end of a word (more specifically, in a syllable coda) and is
immediately preceded by a consonant, it is commonly elided/deleted when another
consonant immediately follows (i.e. without a pause) in another word or, as in
this case, in a suffix.
one:
Numbers are usually stressed and don’t have weak forms.
to:
When unstressed, as it usually is, to
has the weak form /tə/ when the immediately following word begins with a
consonant. This is true for both the preposition, e.g. Go to hell /ˈɡəʊ tə ˈhel/, and the 'to infinitive', e.g. Go to see /ˈɡəʊ tə ˈsiː/.
to: The second occurrence
of this word is stressed because it is contrasted with about, and therefore has its strong form /tuː/.
and: When
unstressed, as it usually is, and has the weak form /ən/ or /ənd/.
Some books say that /ən/ is used before consonants and /ənd/ before vowels, but
this is not true. While both forms can be heard before consonants and vowels, /ən/
is much more common than /ənd/. Learners can safely use only /ən/ for the weak
form of and because it will never be wrong to do so.
Everybody
should have at least two friends. One to talk to and one to talk about.
ɪf ju ˈlen ˈsʌmwʌn ˈtweni ˈpaʊnz | ən ju ˈnevə ˈsiː ðəm əˈɡen | ɪt wəz ˈprɒbəbli ˈwɜːθ ɪt
Key at bottom of page:
Commentary
if:
Although if is monosyllabic
function/grammatical word and is usually unstressed, it doesn’t have a weak
form.
you:
The symbol u represents the same
vowel phoneme as the symbol uː. We
use u in unstressed syllables and uː in stressed syllables. This
distinction isn't very helpful for TEFL purposes and learners should simply
treat the two symbols as the same. Because we are using two different symbols
for one phoneme, this means our transcription isn't truly phonemic (phonemic
transcription = one symbol for each phoneme).
lend:
When /d/ is at the end of a word (more specifically, in a syllable coda) and is
immediately preceded by a consonant, it is commonly elided/deleted when another
consonant immediately follows (i.e. without a pause) in another word or in a
suffix.
twenty: The word twenty can be pronounced with or without
the second /t/.
pounds: See lend above.
and: When
unstressed, as it usually is, and has the weak form /ən/ or /ənd/.
Some books say that /ən/ is used before consonants and /ənd/ before vowels, but
this is not true. While both forms can be heard before consonants and vowels, /ən/
is much more common than /ənd/. Learners can safely use only /ən/ for the weak
form of and because it will never be wrong to do so.
them:
When the pronoun them is unstressed,
as it usually is, it has the weak form /ðəm/.
again: The word again
can be pronounced /əˈɡeɪn/ or /əˈɡen/.
it:
Although it is a monosyllabic
function/grammatical word and is usually unstressed, it doesn’t have a weak
form.
was:
When unstressed, as it usually is, was
has the weak form /wəz/.
If
you lend someone twenty pounds and you never see them again, it was probably
worth it.
if:
Although if is monosyllabic
function/grammatical word and is usually unstressed, it doesn’t have a weak
form.
you:
The symbol u represents the same
vowel phoneme as the symbol uː. We
use u in unstressed syllables and uː in stressed syllables. This
distinction isn't very helpful for TEFL purposes and learners should simply
treat the two symbols as the same. Because we are using two different symbols
for one phoneme, this means our transcription isn't truly phonemic (phonemic
transcription = one symbol for each phoneme).
the:
When unstressed, as it usually is, the definite article the has the weak form /ðə/ when the following word begins with a
consonant.
a:
When unstressed, as it usually is, the indefinite article a has the weak form /ə/.
dollars:
Plural s has three pronunciations
depending on the sound at the end of the noun:
/ɪz/ after /s z ʃ ʒ ʧ ʤ/
/s/ after the remaining voiceless
consonants
/z/ after vowels and the remaining
voiced consonants.
The same pattern applies to third person
singular s, possessive s and the contraction of is.
that’s:
When unstressed, as it usually is, that
as a conjunction or relative pronoun has the weak form /ðət/. Note that the
other uses of that do not have weak
forms and are always pronounced /ðæt/: pronoun, I know that. /aɪ ˈnəʊ ˈðæt/; determiner, I know that man. /aɪ ˈnəʊ ˈðæt ˈmæn/; adverb, It wasn’t that good. /ɪt ˈwɒzn̩t ˈðæt ˈɡʊd/.
When unstressed, as it usually is, the
word is can have three different
pronunciations, depending on the final sound of the immediately preceding word:
When the final sound of the preceding
word is /s z ʃ ʒ ʧ ʤ/, then is has
the form /ɪz/, e.g. Chris is well /ˈkrɪs ɪz ˈwel/.
When the final sound of the preceding
word is a voiceless consonants (excluding the consonants listed above), then is has the form /s/ and forms a
contraction with the preceding word, e.g. Jack is well /ˈʤæks ˈwel/.
If the final sound of the preceding word
is voiced (i.e. a vowel or a voiced consonant (excluding the consonants listed
above)), then is has the form /z/ and
forms a contraction with the preceding word, e.g. John is well /ˈʤɒnz ˈwel/.
This is the same pattern as with
possessive s, plural s and the third person singular s.
million: Words which have
final /iən/ can also be pronounced /jən/.
bank’s: Possessive
s has three pronunciations depending
on the sound at the end of the noun:
/ɪz/ after /s z ʃ ʒ ʧ ʤ/
/s/ after the remaining voiceless
consonants
/z/ after vowels and the remaining voiced
consonants.
The same pattern applies to third person
singular s, plural s and the contraction of is.
If you owe the bank a
hundred dollars, that’s your problem. If you owe the bank a hundred million
dollars, that’s the bank’s problem.
I:
Although I is a monosyllabic
function/grammatical word and is usually unstressed, it doesn’t usually have a
weak form.
had:
The /d/ of had undergoes assimilation, changing from /d/ to /b/
because the immediately following sound is /m/. The consonant /d/ is a
voiced alveolar plosive and /b/ is a voiceled bilabial plosive.
The change from /d/ to /b/ is a change of place of articulation (not of voicing
or of manner of articulation). The place of articulation of the plosive changes
to bilabial because the following consonant is bilabial (/m/ = a voiced bilabial
nasal). It is usual for /d/ to change its place of articulation to that of an
immediately following consonant, becoming /ɡ/ before velar consonants (/k/ or /ɡ/)
or /b/ before bilabial consonants (/p b m/).
my:
Although my is monosyllabic
function/grammatical word and is usually unstressed, it doesn’t usually have a
weak form.
serviced: The
regular -ed ending has three
pronunciations:
/ɪd/ after /t/ or /d/
/t/ after all other voiceless consonants
/d/ after vowels and all other voiced
consonants
the:
The symbol i represents the same
vowel phoneme as the symbol iː. We
use i in unstressed syllables and iː in stressed syllables. This
distinction isn't very helpful for TEFL purposes and learners should simply
treat the two symbols as the same. Because we are using two different symbols
for one phoneme, this means our transcription isn't truly phonemic (phonemic
transcription = one symbol for each phoneme).
the:
When unstressed, as it usually is, the definite article the has the weak form /ðə/ when the following word begins with a
consonant.
advised: When /d/ is at the end of a word (more
specifically, in a syllable coda) and is immediately preceded by a consonant,
it is commonly elided/deleted when another consonant immediately follows (i.e.
without a pause) in another word or in a suffix.
me:
See the above.
to:
When unstressed, as it usually is, to
has the weak form /tə/ when the immediately following word begins with a
consonant. This is true for both the preposition, e.g. Go to hell /ˈɡəʊ tə ˈhel/, and the 'to infinitive', e.g. Go to see /ˈɡəʊ tə ˈsiː/.
and: When
unstressed, as it usually is, and has the weak form /ən/ or /ənd/.
Some books say that /ən/ is used before consonants and /ənd/ before vowels, but
this is not true. While both forms can be heard before consonants and vowels, /ən/
is much more common than /ənd/. Learners can safely use only /ən/ for the weak
form of and because it will never be wrong to do so.
I had my car serviced
the other day. The mechanic advised me to keep the oil and change the car.
the:
When unstressed, as it usually is, the definite article the has the weak form /ðə/ when the following word begins with a
consonant.
reason:
Phonemically, the final syllable of reason
is /ən/. When this syllable is preceded by /z/, however, the schwa /ə/ often
isn't pronounced. Instead the articulators move directly from the position for /z/
to the position for /n/. This is relatively easy to do because /z/ is a
fricative, a category of sound which involves making a very narrow stricture in
the vocal tract. It is possible, therefore, for the articulators to move from
such a position to the complete closure required for /n/ (accompanied by the
lowering of the soft palate to allow air to escape out through the nose)
without passing through the position for a vowel and thereby avoiding an
intervening schwa /ə/. This results in syllabic /n/.
Note that in English, syllabic /n/ is
not a phoneme in its own right, but merely a special way of realising the
syllable /ən/. This means that when we use a special symbol [n̩] for it in
transcription, it makes our transcription non-phonemic (because we are now
using more than one symbol for each phoneme and introducing a special symbol to
show a particular phonetic detail).
The syllabic /n/ of reason undergoes
assimilation, changing from /n̩/ to /ŋ̩/ because the immediately following word
begins with /ɡ/. The consonant /n/ is a voiced alveolar nasal
and /ŋ/ is a voiced velar nasal. The change from /n/ to /ŋ/ is
a change of place of articulation (not of voicing or of manner of
articulation). The place of articulation of the nasal changes to velar because
the following consonant is velar (/ɡ/ = a voiced velar plosive). It is usual
for /n/ to change its place of articulation to that of an immediately following
consonant, becoming /ŋ/ before velar consonants (/k/ or /ɡ/) or /m/ before
bilabial consonants (/p b m/).
grandchildren:
When /d/ is at the end of a word (more specifically, in a syllable coda) and is
immediately preceded by a consonant, it is commonly elided/deleted when another
consonant immediately follows (i.e. without a pause) in another word or in a
suffix.
and: When
unstressed, as it usually is, and has the weak form /ən/ or /ənd/.
Some books say that /ən/ is used before consonants and /ənd/ before vowels, but
this is not true. While both forms can be heard before consonants and vowels, /ən/
is much more common than /ənd/. Learners can safely use only /ən/ for the weak
form of and because it will never be wrong to do so.
The /n/ of and undergoes
assimilation, changing from /n/ to /ŋ/ because the immediately following word
begins with /ɡ/. The consonant /n/ is a voiced alveolar nasal
and /ŋ/ is a voiced velar nasal. The change from /n/ to /ŋ/ is
a change of place of articulation (not of voicing or of manner of
articulation). The place of articulation of the nasal changes to velar because
the following consonant is velar (/ɡ/ = a voiced velar plosive). It is usual
for /n/ to change its place of articulation to that of an immediately following
consonant, becoming /ŋ/ before velar consonants (/k/ or /ɡ/) or /m/ before
bilabial consonants (/p b m/).
grandparents:
When /d/ is at the end of a word (more specifically, in a syllable coda) and is
immediately preceded by a consonant, it is commonly elided/deleted when another
consonant immediately follows (i.e. without a pause) in another word or in a
suffix.
The /n/ of grand undergoes
assimilation, changing from /n/ to /m/ because the immediately following sound
is /p/. The consonant /n/ is a voiced alveolar nasal and /m/
is a voiceless bilabial plosive. The change from /n/ to /m/ is
a change of place of articulation (not of voicing or of manner of
articulation). The place of articulation of the nasal changes to bilabial
because the following consonant is bilabial (/p/ = a voiceless bilabial
plosive). It is usual for /n/ to change its place of articulation to that of an
immediately following consonant, becoming /ŋ/ before velar consonants (/k/ or /ɡ/)
or /m/ before bilabial consonants (/p b m/).
Plural s has three pronunciations depending on the sound at the end of the
noun:
/ɪz/ after /s z ʃ ʒ ʧ ʤ/
/s/ after the remaining voiceless
consonants
/z/ after vowels and the remaining
voiced consonants.
The same pattern applies to third person
singular s, possessive s and the contraction of is.
because:
Although it’s generally true that schwa /ə/ doesn’t occur in unstressed
syllables in the General British accent, there are a small number of words in
which it can be stressed and the most important of these is because. Learners needn’t be concerned
by this because there is always a non-schwa alternative in such words (/-ˈkɒz/
in the case of because) and it will
never be wrong to use it.
they: Although they is
a monosyllabic function/grammar word and is usually unstressed, it doesn’t have
a weak form.
common:
The syllable /ən/ does not form a syllabic consonant when preceded by /m/.
enemy:
The symbol i represents the same
vowel phoneme as the symbol iː. We
use i in unstressed syllables and iː in stressed syllables. This
distinction isn't very helpful for TEFL purposes and learners should simply
treat the two symbols as the same. Because we are using two different symbols
for one phoneme, this means our transcription isn't truly phonemic (phonemic
transcription = one symbol for each phoneme).
The reason
grandchildren and grandparents get along so well is because they have a common
enemy.
don’t:
Although function/grammatical words are generally unstressed in English,
negative contractions such as don’t
(and didn’t, won’t, can’tshouldn’t, etc.) are usually stressed.
Although /t/ isn’t usually elided when
it is preceded by /n/ (e.g. in bent nail
/ˈbent ˈneɪl/, front door /ˈfrʌnt ˈdɔː/),
the negative contractions, because of their high frequency, are an exception
and their final /t/ can be elided before both consonants and vowels (e.g. I couldn’t say /aɪ ˈkʊdn̩ ˈseɪ/. He didn’t ask /hi ˈdɪdn̩ ˈɑːsk/.), but
not before a pause. This is much more common in the case of disyllabic negative
contractions (e.g. didn’t, doesn’t, haven’t, hasn’t, hadn’t, shouldn’t, couldn’t, wouldn’t, etc.). In the case of
monosyllabic negative contractions (won’t,
can’t), elision of /t/ is only usual
in rather casual speech.
temptation:
Phonemically, the final syllable of temptation
is /ən/. When this syllable is preceded by /ʃ/, however, the schwa /ə/ often
isn't pronounced. Instead the articulators move directly from the position for
/ʃ/ to the position for /n/. This is relatively easy to do because /ʃ/ is a
fricative, a category of sound which involves making a very narrow stricture in
the vocal tract. It is possible, therefore, for the articulators to move from
such a position to the complete closure required for /n/ (accompanied by the
lowering of the soft palate to allow air to escape out through the nose)
without passing through the position for a vowel and thereby avoiding an
intervening schwa /ə/.
Note that in English, syllabic /n/ is
not a phoneme in its own right, but merely a special way of realising the
syllable /ən/. This means that when we use a special symbol [n̩] for it in
transcription, it makes our transcription non-phonemic (because we are now
using more than one symbol for each phoneme and introducing a special symbol to
show a particular phonetic detail).
as
you:
When a word ends with /z/ and the immediately following word begins with /j/,
the /z/ and the /j/ can combine to form /ʒ/. This is known as coalescent
assimilation. It is most common with the high-frequency words you and your.
The symbol u represents the same vowel phoneme as the symbol uː. We use u in unstressed syllables and uː
in stressed syllables. This distinction isn't very helpful for TEFL purposes
and learners should simply treat the two symbols as the same. Because we are
using two different symbols for one phoneme, this means our transcription isn't
truly phonemic (phonemic transcription = one symbol for each phoneme).
starts:
The third person singular s has three pronunciations depending on the sound at
the end of the verb:
/ɪz/ after /s z ʃ ʒ ʧ ʤ/
/s/ after the remaining voiceless
consonants
/z/ after vowels and the remaining voiced
consonants.
Don’t worry about avoiding
temptation. As you grow older, it starts avoiding you.
