Place the tip of the tongue on the gum ridge behind the upper front teeth, then blow the tongue sharply away, without voice.
Tea butter shirt
Ten potato but
Teach sister get
Table little foot
Tell water fast
Practicethese contrasting sounds, which are sometimes confused. Repeat several times.
1. The attack began at ten o’clock and continued all night until dawn.
2. We had great difficulty in locating the origin of the trouble.
3. Tom wrote the letter immediately.
4. The heat within the tent was so great that no one could sleep.
5. The child is too young to tell time.
6. We tried several times to reach him by telephone.7. The tire had been punctured by a small tack.
8. The cat sat calmly on the top step.
4. PHRASING AND INTONATION
a) Phrases: Blend together the words in each of these phrases to form a single unit--- that is, pronounce each phrase as though it were a single word. Also stress the accented syllable rather strongly, obscuring the vowels in the remaining syllables accordingly.
To gódowntown bread and butter Pút it away
To feel tired to téll the truth téa and toast
Little by little a gláss of water to wríte a letter
b) Sentences: The teacher reads each of the following sentences in a normal manner, giving some slight emphasis to phrasing and intonation. Students repeat after teacher.Teacher repeats after students.
1. (Teacher) What’s the matter with Tom today?
(Students) What’s the matter with Tom today?
(Teacher) What’s the matter with Tom today?
2. (Teacher) I haven’t the faintest idea.
(Students) I haven’t the faintest idea.
(Teacher) I haven’t the faintest idea.3. (Teacher) Haven’t you written to your aunt yet?
(Students) Haven’t you written to your aunt yet?
(Teacher) Haven’t you written to your aunt yet?
Teacher and students continue in exactly the same manner with these sentences: Teacher reads, students repeat, teacher repeats.
4. I really hate to write letters.
5. How much is two times two?Ten times ten?
6. Where is your little sister?
7. She’s outside playing with the kitten.
8. Night after night they played their radio until almost midnight.
5. PRONUNCIATION OF TERMINAL ENDING ED:
In the previous exercise, we learned that the end- ing ed, when added to any regular verb to form the simple past tense, is pronounced I one of the following there ways:
1. It ispronounced as a separate syllable [id] if the verb ends in t or d. Example: waited [pronounced wait ed (wétid)]
2. It is pronounced [t] if the verb ends in any voiceless sound—except t. Example: asked (pronounced asked [aeskt])
3. It is pronounced [d] if the verb ends in any voiced sound—except d. Example: played (pronounced played [pled]).
Now, in accordance with these...