English Vowels

Ching Kang Liu

National Taipei University
ckliu@mail.ntpu.edu.tw
http://web.ntpu.edu.tw/~ckliu/pronunciation/pronunciation.htm

1
Overview How much time for each language skill

According to Burley-Allen (1995), the average

time spent on basic skills during the daily
communication process is

35 % for speaking,
16 % for reading,
9 % for writing, and
40 % for listening. (Flowerdew, 2005)

How can we polish our different skills in English?

2
Overview A new perspective of English

How to Improve English Vowels

3
Overview Deviating sounds made by EFL students

English Deviated
Examples Examples Solutions
sounds sounds
/i/ keep; keys // kip; kiss Direct methods: audio-visual
// ill; /i/ eel; (multimedia) aids and face-
to-face instruction
// take / hate // /tk/; tek
Phonetic approaches:
// red // raid 1. The fundamental issues of
// bad; fast // bed; fest the vowel space;
// mother // /m/ 2. The courses/routes of each
/n/ // /r/; vowel phoneme in each
run; country
“sound area”;
/ktri/
3. The recognition and the
// food // /fd/ foot? understanding of the fact
// good // /gd/ goo_? that English with different
accents might have
// hope; boat //? hop; bought
different qualities of vowel
// caught; law // coat; low phonemes
4
Overview Deviating sounds made by EFL students

English Deviated
Examples Examples Solutions
sounds sounds
/i/ key /i/ key Phonetic approaches:
with keys with keys Provide examples and
different similar demonstrations
durations keep durations keep

5
Mismatch The global picture of the vowel contrast
Types English (IPA) Mandarin (Pinyin) Notes
// ㄩ mismatch
high /i/
/i/ ㄧ mismatch
//
front
// /ei/ ㄟ
mid
// /(i)e/ ㄝ
low // mismatch
// /e/ ㄜ
mid mid
//
/a/ ㄚ mismatch
low //
// /ou/ ㄡ
mid
back // /(u)o/ ㄛ
//
high /u/ ㄨ mismatch
//
// /ai/ ㄞ
diphthongs // /ao/ ㄠ
// mismatch
6
Vowel space The basic vowel phonemes in the chart

English has a total of 12 basic vowel phonemes while

Mandarin has only 9 basic vowel phonemes.
Compare the following charts:
English vowel phonemes Mandarin vowel phonemes

   (ㄧ) (ㄩ) (ㄨ)

 
   (ㄟ) (ㄜ) (ㄡ)

   (ㄝ) (ㄛ)

  (ㄚ)

*Schwa (unstressed vowels) *zhi(ㄓ),chi(ㄔ), shi(ㄕ), ri(ㄖ), zi(ㄗ),ci(ㄘ),si(ㄙ)

7
Spectrogram Acoustic qualities of the vowel

0.07324

-0.08127
0.635842 1.10658
Time (s)

5000

0
0.635842 1.10658
Time (s)

8
 F1 The concepts of the first formant

Formant 1: reflecting the “high” or “low” of the vowel in the oral

tract
0.07324

-0.08127
0.635842 1.10658
Time (s)

5000

4000

3000

2000
F1
1000

0
0.635842 1.10658
Time (s)

1000
9
 F2 The concepts of the second formant

Formant 2: reflecting the “backness” of the vowel in the oral

tract
0.07324

-0.08127
0.635842 1.10658
Time (s)

5000

4000

3000

2000
F2
1000

0
0.635842 1.10658
Time (s)

3500 0

10
F1 An expression with only the first formant

5000

0
0 1.79918
Time (s)
F2 An expression with only the second formant

5000

0
0 1.80107
Time (s)
F3 An expression with only the third formant

5000

0
0 1.80768
Time (s)
F1, F2, F3 An expression with three formants but no F0

5000

0
0 2.10842
Time (s)
F0, F1, F2,
An expression with all formants
F3
5000

0
0 2.10397
Time (s)
F1/F2 The relationship between F1 & F2

See also CBCAP

Articulatory and acoustic descriptions

See also PRAAT

A package of speech analyzer
Vowel
space How to locate the vowel space using PRAAT

Step 1: get the software package

Step 2: record sound or download sound
Step 3: segment the sound and keep the vowel
Step 4: use the “formant & LPC” format
Step 5: draw the scatterplot
Step 6: copy and paste the chart

Demonstrate PRAAT
Vowel
space Try to scatterplot the following sounds

Try to find the

frequencies of 3500 0
F1 and F2 and
locate the space
for the following
vowels:
heed, hid
hade, head 1500

low, law
Vowel
space Try to scatterplot the following sounds

heed (F1 = 420, F2 = 3082 )

hid (F1 = 615, F2 = 2437 ) 3500 0

hade (F1 = 539, F2 = 2741) heed

hade

head (F1 = 843, F2 = 2134)

hid
low

head law

low (F1 = 653, F2 = 1489)

law (F1 = 805, F2 = 1261) 1500
Vowel space The vowel space of /i, ε, æ , α, ‫כ‬, u/ (by an AES)

-3500 -2800 -2100 -1400 -700 0

0

iii i iii iiiii i iiiii iiiiiiiiiiii ii iii i ii i

i iii iiiii iiii ii i i uuu
-300 ae u uuuuuu
ii i uuuuu uuuuuuu
uuu uuuu
i uu uuuu
u u uu
uuu e
e
-600 e
u
e
e e u u
e e ee
uueee ee
eeee e e ueeee e
e a ee e
-900 ae
ae aeaeae a
ae aaaaaaaa a
a
a
eee ae ae
eeeae aeae ae
ae
aeaaa
ae
ae aaaae a
i aea aa
eea ea ae
e
aa
a
a
eae
ae
ae
a
ae
ae
a
ae
aeae
ae
ae aaae
ae
aeee
a aeae
ae
ae
ae ae
a
aaaee a
ae
ae a ae
aeae
u eae
ae
ae
ae
ae ae
aeae
ae
ae ae ae
ae aaaae
ae ae
aa a ae
a a
a
aa aae
a
ae
a ae aae ae a
e
-1200
ae ae
a
a
-1500
1500
3500 0
F 2 (Hz)

(with the frequency of the first formant on the vertical axis and the
frequencies of the second formant on the horizontal axis)
20
Vowel space The VS of /i, ε, æ , α, ‫כ‬, u/ (by an AES at UCLA)

-3500 -2800 -2100 -1400 -700 0

0 0

u
u
ii ii ii ii uu ii -300
ii ii iiii ii iiii uuuuii ii
iiiiiiiiiii uu
uuuii
uuiiuuu u e ii
uuuuuuu u
uuu u u u u uu

-600
e
e
e
ee eeeee eaaaa ea e aaaaeee ae e
ee aaaa ee e
aaaaa aaae e
aee ae
aeae
ae
aae
ae
aae aeeee
ae ae -900
ae ae
aeae
ae ae
uu aeae
ae ae
ae
ae
u
u
u
u -1200

1500 -1500
3500 0
F 2 (Hz)

21
Vowel space The VS of /i, ε, æ , α, ‫כ‬, u/ (by an AusES)

3500 2800 2100 1400 700 0

0 0

0
uuuae
u uuuu uuu 0 300
u
iiiiiiii u uuuuu uuuuu u
uuuu
u 0u
000iae ii i
00
000000000000 0
eeeeee ee ae ae
e ae 600
a ae
a aaaaae
aaaaae
0 aaa

aeae
ae
ae aeae 900
aeae
aeae
ae ae0

0 0
1200

1500 1500
3500 0
F2 (Hz)

(The vowel is extracted from heed, Ed, hat, odd, law, who)
22
Vowel space The vowel space of /i, ε, æ , α, ‫כ‬, u/ (by a MS)

3500 2800 2100 1400 700 0

0 0

300
ii i i iii i i i i iae
iaei 00000
0
ae 000 i i
ae
ae 00 0000
0
0
ae 000
ae
ae 000
ae
aeae 0 0 600
ae
ae 00
00
ae
ae 00

e e e eee e 900
eee ee aaaaa
ee eaaaaaea a
ee
ee

1200

1500 1500
3500 0
F2 (Hz)

(The vowel is extracted from heed, Ed, hat, odd, law, who)
23
Vowel space The VS of /i, ε, æ , α, ‫כ‬, u/ (by another MS)

3500 2800 2100 1400 700 0

0 0

300

i i i i i i euuuu
0
u uu uu i uu
ii ii i i i uu
aa
u a
aa 000
aaaa
aaaa 000 600
aa000
ae 0
ae ae 00e00
0
00 0
a 00 0 0 900
e e
ae
e eeeaeae e
e ae ee
e
eee ae e e
ae eeee ee
ae ae aeae
aeae
ae ae
ae ae ae
aeae
ae 1200
ae

1500 1500
3500 0
F2 (Hz)

(The vowel is extracted from heed, Ed, hat, odd, law, who)
24
Vowel space The vowel space of /ーㄝㄚㄛㄨ/ (by a MS)

3500 2800 2100 1400 700 0

0 0

e uu
ii ii iei ii ii uu
i ii i i i i
i i i i i i i iiii eiei ee eeeeeieeeee i i uu
u 300
e uu
e eeeeeee
ee
e
ue
e eeeeee u
ue
u u
e eee u
u
uuu
u
ee ee e uu u
u e uuu
u a e ee eeee eee
e uu
uuuauuuu 600
ee u aa aaaa u
aa aa
aaa
a a
aa
aaa
a
aa aaaaa 900
aa
e a

1200

1500 1500
3500 0
F2 (Hz)

25
Vowel space Contrasting the charts by an AES and a MS

-3500 -2800 -2100 -1400 -700 0 3500 2800 2100 1400 700 0
0 0 0

iii i iii iiiii i iiiii iiiiiiiiiiii ii ii i ii i

i iii iiiii iiiii ii i i uuu
-300 aeu uuuuu 300
ii i uuu uuuuuuu
uuuuu uu 00000
i uuuuuuuuuu iii i i i i iae
iaei
u
uuu e
u ii i i ae
ae 0000 000i i
ae 00 00
e ae0 000
ae 0
-600 ae ae 00 0 0 600
u e aeae
ae 0
0
00
ee e uu aeae 00
e e ee
uueee ee ae
eeee e e ueeee e
e a ee e
-900 aeaeae a
aeae aaa e e e eee e 900
eee aeae
eeeae aeae ae
ae
ae
ae
aaaa
aaa
aa
ae a aa a eee ee aaaaa
i aee
e
ae ea
a ae eae
a
ae
a aa
aeae
aaae
aa
a
a
e
eaae
ae
ae
ae
a
ae
ae
a
ae
aeae
ae
ae
a
ae
ae
a ae
aaae
ae
aaae ee
ae
a ae
ae
aeaeae eeee eaaa
ee aaea a
u eae
ae
ae
ae
ae
ae
ae
aeae
ae
aeaeaeae aa
aa
ae a ae
aa
a aa ae
a ae aae ae aa
e
-1200 1200
ae ae
a
a
-1500
1500 1500 1500
3500 0 3500 0
F 2 (Hz) F2 (Hz)

26
Vowel space Comparing the charts by two AESs

-3500 -2800 -2100 -1400 -700 0 -3500 -2800 -2100 -1400 -700 0
0 0 0

u
u
iii i iii iiiii i iiiii iiiiiiiiiiii ii iii i ii i
i iii iiiii iiii ii i i uuu ii ii ii ii uu -300
-300 aeu uuuuu ii
ii i uuu
uuuuu uuuuu
uuuuu ii ii iiii ii iiii uu uuii ii
i uuuuuuuuuuu iiiiiiiiiii uu
uuuiiuiiu
u u
u u ii
u uuuuuuuuuuu u u eu u u
u
uuu e
e
-600 e -600
u
ee e uu e
e e ee e
e e
uueee e
eeee e e ueeee e ee eeeee eaaaa ea e aa aeee e
e a
ae
ee e eae aaaaa aaaae
ee aaaaaa ae e
eee e
-900 ae
ae ae
ae ae aa
aa aaaaa a
a
a ae ae aeaae ae ee -900
eee
eeeae ae ae ae
ae
ae
aeaaa
ae
ae
ae a aaae a ae
ae aeae aeaeae ae
i eea ea ae
e a aa
aeae aa
a
eaae
ae
a
ae
a
ae
ae
aae
ae
ae aaae
ae
aeee aeae ae ae ae
u e
ae
ae
ae
ae
ae
ae
aeae
aeae
ae ae
ae
a
aa
ae
ae ae
aa
ae aae
eaae
aa
ae
a
a
ae
ae
a
aa aea ae
aeae
ae aeae
ae ae
ae
ae
a aeae ae
ae a aaa uu u
aae ae u
e
-1200 u
u -1200
ae ae
a
a
-1500
1500 1500 -1500
3500 0 3500 0
F 2 (Hz) F 2 (Hz)

27
Vowel space The charts produced by an ES & a MS

28
Vowel space The charts produced by two ESs

29
Movement How to detect the vowel movement?

5000

4000

3000 The spectrogram of

2000 “food” by an EFL
1000
student
0
0 1.10644
Time (s)

3500 3000 2500 2000 1500 1000 500 0

0
The course of /u/
200 in “food” by an EFL
400 student
600
u
800

1000

1200

1400
Movement How to detect the vowel movement?

0 0.187311 0.374621 0.561932 0.749243 0.936553

5000 5000

4000 4000

3000 3000 The spectrogram of

2000 2000 “food” by a native
1000 1000 speaker
0 0
0 0.936553
Time (s)

3000 2000 1000 0

0 The course of /u/ in
“food” by a native
300
speaker
600
u
900

1200

1500
Movement How to detect the vowel movement?
0 0.187311 0.374621 0.561932 0.749243 0.936553
5000 5000 The spectrogram of
4000 4000
“food” by a native
3000 3000 speaker
2000 2000

1000 1000

0 0
0 0.936553
Time (s)

5000 The spectrogram of

4000
“food” by an EFL
3000 student
2000

1000

0
0 1.10644
Time (s)
Movement How to detect the vowel movement?

5000
The spectrogram of
4000
/u/ in “coo” by an
3000 EFL student
2000

1000

0
0 1.10649
uTime (s)

3500 3000 2500 2000 1500 1000 500 0

0 The course of /u/ in
“coo” by an EFL
300
student

600

u
900

1200

1500
Movement How to detect the vowel movement?

5000
The spectrogram of
4000 /u/ in “coo” by a
3000
native speaker
2000

1000

0
0 0.86449
Time (s)
u

3500 3000 2500 2000 1500 1000 500 0

0
The course of /u/ in
“coo” by a native
300 speaker

600
u
900

1200

1500
Movement Contrasting the vowel movements of /u/

The spectrogram of
“coo” by a native
speaker

The spectrogram of
“coo” by an EFL
student

3500 3000 2500 2000 1500 1000 500 0

0

300

600
MS1
AES
MS2
900

1200

1500
Directions How to specify the courses of the sound
0.0965 Heed (BrE, male)
0

-0.1932
0 0.581769
Time (s)
5000

4000

3000

2000

1000

0
0 0.581769
Time (s)

Hid (BrE, male)

0.2316

-0.2567
0 0.501451
Time (s)
5000

4000

3000

2000

1000

0
0 0.501451
Time (s)
Directions How to specify the courses of the sound
heed hid
Heed
3000 2800 2600 2400 2200 2000
F2_Hz F1_Hz F2_Hz F1_Hz 200

(BrE, male)
2592.63 327.716 2276.86 435.417
250
2618.97 321.508 2280.98 434.813
2612.36 316.676 2273.63 435.438 300

2595.07 311.975 2261.52 439.063

350 heed
2587.4 311.988 2250.09 445.467
2585.36 313.504 2227.19 450.925 400

2599.4 309.642 2220.06 457.876

450
2610.34 303.753 2198.29 465.437
2605.49 294.567 2167.42 462.645 500

2597.52 286.824
2592.86 284.355 3000 2800 2600 2400 2200 2000

2602.83 288.197
200
Hid
(BrE, male)
2600.52 278.069 250
2592.37 268.937
300
2584.6 264.638
2587.2 266.518
350 hid
2566.75 263.173
2564.95 254.349 400

2559.38 253.779
450
2540.8 268.664
2539.32 266.631 500

2526.09 263.182
Directions The vowel directions of Englishes
AmE (male) BrE (male)
3000 2500 2000 1500 1000 500 0 3000 2500 2000 1500 1000 500 0
0 0

heed heed
200 hid 200 hid
hade hade
head head
400 400
low low
law law
who'd who'd
600 600
hood hood
had had
800 hot 800 hot
hutment hutment

1000 1000

NZE (male) NTPU (male)

3000 2500 2000 1500 1000 500 0 3000 2500 2000 1500 1000 500 0
0 0

heed heed
200 hid 200 hid
hade hade
head head
400 400
low low
law law
who'd who'd
600 600
hood hood
had had
800 hot 800 hot
hutment hutment

1000 1000
Directions Contrasting heed and hid
AmE (male) heed vs. hid BrE (male) heed vs. hid
3000 2500 2000 1500 1000 500 0 3000 2500 2000 1500 1000 500 0
0 0

heed heed
200 hid 200 hid
hade hade
head head
400 400
low low
law law
who'd who'd
600 600
hood hood
had had
800 hot 800 hot
hutment hutment

1000 1000

NZE (male) heed vs. hid NTPU (male) heed vs. hid
3000 2500 2000 1500 1000 500 0 3000 2500 2000 1500 1000 500 0
0 0

heed heed
200 hid 200 hid
hade hade
head head
400 400
low low
law law
who'd who'd
600 600
hood hood
had had
800 hot 800 hot
hutment hutment

1000 1000
Directions Contrasting hade and head
AmE (male) hade vs. head BrE (male) hade vs. head
3000 2500 2000 1500 1000 500 0 3000 2500 2000 1500 1000 500 0
0 0

heed heed
200 hid 200 hid
hade hade
head head
400 400
low low
law law
who'd who'd
600 600
hood hood
had had
800 hot 800 hot
hutment hutment

1000 1000

NZE (male) hade vs. head NTPU (male) hade vs. head
3000 2500 2000 1500 1000 500 0 3000 2500 2000 1500 1000 500 0
0 0

heed heed
200 hid 200 hid
hade hade
head head
400 400
low low
law law
who'd who'd
600 600
hood hood
had had
800 hot 800 hot
hutment hutment

1000 1000
Directions Contrasting low and law (considered a tense-lax pair here)
AmE (male) low vs. law BrE (male) low vs. law
3000 2500 2000 1500 1000 500 0 3000 2500 2000 1500 1000 500 0
0 0

heed heed
200 hid 200 hid
hade hade
head head
400 400
low low
law law
who'd who'd
600 600
hood hood
had had
800 hot 800 hot
hutment hutment

1000 1000

NZE (male) low vs. law NTPU (male) low vs. law
3000 2500 2000 1500 1000 500 0 3000 2500 2000 1500 1000 500 0
0 0

heed heed
200 hid 200 hid
hade hade
head head
400 400
low low
law law
who'd who'd
600 600
hood hood
had had
800 hot 800 hot
hutment hutment

1000 1000
Tense/lax Mechanism in the English phonemic system

i

 
 
//
  

 
movements Mapping the physical locations

Locating the “vowel space” and get the true qualities of the
vowel of American English
Movements Using Accent Coach to identify the vowels

Try to pronounce the following vowels:

/:, ; , ; ; ; , ; , :/

i 
 
 
 //
 
 
Vowels MRI graphs of oral tracts for vowels

/i/ Front

Back

//

45
Vowels MRI graphs of oral tracts for vowels

//

//

46
Vowels MRI graphs of oral tracts for vowels

/o/

/u/

47
Contrast The pair feet/fit

KK symbols: /i/ & //

1. feet/fit My feet don’t fit
/i/ //

48
Contrast Practice: pairs of /i/ & //

03 The vowel /i/ 05 The vowel //

1. E ease eat 1. is it
2. bee bead beat 2. bid bit
3. D deed deep 3. did dip
4. tea tease teeth 4. middle little
5. fee feed feet 5. minute visit

Sentences:
1. He sees the key point.
2. Please leave me in
peace.
Sentences:
1. This kid is sick; he is
shivering.
2. Give him six minutes to
finish the quiz.

49
Practice “eat” vs. “it”

 [] [] i key keys keep lead leaf see

 [] []  is it kiss kid lib lip

Contrast /i/ and // (key)

1. is ease
2. it eat
3. did deed
4. dip deep
5. ship sheep

Sentences:
1. At least you can give me a list.
2. I know you live here, but you must leave tomorrow.
3. The sheep are on the ship now.
Contrast The pair food/foot

KK symbols: // & //

4. food/foot Don’t put the food near your foot.
// //

51
Contrast Practice: pairs of // & //

19 The vowel /u/ 20 The vowel //

1. ooo! ooze oops 1. pull push

2. do boob boot 2. pud(ding) put
3. flu food flute 3. bull book
4. too tube tooth 4. full foot
5. moo mood moot 5. could cook

Sentences:
1. Sue bought a new suit.
2. Which will you choose:
food or juice?
Sentences:
1. He looks like a good
cook.
2. A good-looking woman
wants to buy the book.

52
Practice “food” vs. “foot”

 [] []  good could took shook book put

 [] [u]  goose coo loose lose food boot

Contrast the vowels // and /u/

1. book boot
2. pull pool
3. foot food
4. took tool
5. good goose

Sentences:
1. You need to choose a good cookbook.
2. The food looks good. Can you put it in my room?
Contrast The pair let/late

KK symbols: // & //

2. let/late He is late. Don’t let him in.
// //

54
Contrast Practice: pairs of // & //

07 The vowel // 08 The vowel /e/

1. egg X 1. a aid eight

2. bed bet 2. bay bade bate
3. dead debt 3. day days date
4. tell tech 4. stay tail take
5. fed fetch 5. Kay cave cake

Sentences:
1. The weather there is
great.
2. The red pepper does not
sell well in the west.
Sentences:
1. They played all day.
2. What’s your name? Are
you James?

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Practice “late” vs. “let”

 [] [e]  say sage sake may make made

 [] []  bet bed less leg red wreck

Contrast /e/ and // (hate)

1. age edge
2. bade bed
3. mate met
4. wait wet
5. waste west

Sentences:
1. I met my roommate yesterday.
2. Put the pepper on the paper.
Contrast The pair bought/boat

KK symbols: // & //

3. bought/boat He bought a boat yesterday.
// //

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Contrast Practice: pairs of // & //

16 The vowel // 17 The vowel /o/

1. audit ought 1. oh ode oat

2. pause bought 2. bow (n.) bode boat
3. daub daughter 3. foe vogue vote
4. taw taught 4. toe toad toke
5. cause caught 5. go goad goat

Sentences: Sentences:
1. You ought to sit in and 1. This is an old show
audit the course. about a goat.
2. He bought some chalk 2. He told me that it was
for his daughter. cold outside and gave
me the coat.
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Practice “low” vs. “law”

 [] []  caught cause law saw bought all

 [] []  no nose note boat hope hose

Contrast // and /o/

1. oat ought
2. boat bought
3. pose pause
4. law low
5. coat caught

Sentences:
1. He bought a new boat last week.
2. He showed me the original copy of Shaw’s notebook.
Contrast The pair bought/boat

KK symbols: // & //

5. said/sad He said his dad was very sad.
// //

60
Contrast Practice: pairs of // & //

10 The vowel // 11 Contrast // and //

1. add at 1. X ax
2. bad bat 2. bed bad
3. dad dash 3. dead dad
4. tab tap 4. left laughed
5. cab cap 5. guess gas

Sentences: Sentences:
1. I’m not mad, but I’m sad. 1. I guess the fire was
2. I’m glad that Jack is caused by gas.
back. 2. The dragon had two
heads.
3. He said he was sad.
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Practice “bed” vs. “bad”

 [] []  bet bed less leg red wreck

 [] []  bad bat bag back batch badge

Contrast // and //

1. X ax
2. bed bad
3. dead dad
4. left laughed
5. guess gas

Sentences:
1. I guess the fire was caused by gas.
2. The dragon had two heads.
3. He said he was sad.
Practice “lock” vs. “luck”
 [] []  got god nod not odd op
[]  ugly up bud love luck mud much
[] study trouble double mother brother government
country

Contrast the vowels // and //

1. up op (operation)
2. duck dock
3. bucks box
4. luck lock
5. gut got

Sentences:
1. The government seems to be bothered by some kind of
trouble.
2. Shut the door, or you’ll be shot.
Practice The vowels followed by an /r/ sound

[] ear year beer near hear volunteer

[] air bear pair fair dare share chair
[] ire byre fire liar dire desire retire
[] bird verb perch first work worm word
[] actor doctor letter better
Practice The minimal pairs in the context
A 1. At least you can give me a list.
2. I know you live here, but you must leave tomorrow.

B 1. I met my roommate yesterday.

2. Put the pepper on the paper.

C 1. I guess the fire was caused by gas.

2. The dragon had two heads.
3. He said he was sad.

D 1. The government seems to be bothered by some kind of trouble.

2. Shut the door, or you’ll be shot.

E 1. He bought a new boat last week.

2. He showed me the original copy of Shaw’s work.

F 1. You need to choose a good cookbook.

2. The food looks good. Can you put it in my room?
Practice The minimal pairs in the context

 1. We ran in the rain on Sunday noon.

 2. He bought a boat and put it on the cold shore.
 3. The caterpillar lived on the leaf.
 4. The woman cooked food for the two poor tourists.
 5. We love to lie down and look at the sky at night.
 6. I want you to take it easy and don’t make me hate you.
 7. His mother was lucky enough and won another new cup.
 8. My dad was sad when I packed my bag.
Vowels Rules for English vowel allophones

1. A given vowel is longest in an open syllable, next longest in a

syllable closed by a voiced consonant, and shortest in a syllable
closed by a voiceless consonant.
(key)

2. Other things being equal, vowels are longer in stressed

syllables.

3. Other things being equal, vowels are longest in monosyllabic

words, next longest in words with two syllables, and shortest in
words with more than two syllables.

speed speedy speedily

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Vowels Rules for English vowel allophones

4. A reduced vowel may be voiceless when it occurs after a

voiceless stop (and before a voiceless stop).

permission, tomato, compare, potato, catastrophe

preparatory, introduction, replicate, complicate

5. Vowels are nasalized in syllables closed by a nasal consonant.

ban, run, seen

6. Vowels are retracted before syllable final [].

peel, pail, pal

68
Practice The vowels in the context

Good evening, ladies and gentleman, and welcome. I’m sure we have all heard the
expression, “Think Green.” Tonight we are going to talk about ways that we can “Act Green” in
our everyday lives.
The best place to start, of course, is in the home. Every day, people all over the world
are hurting the environment without even knowing it. For example, busy families buy paper
napkins and plastic food wrap at the supermarket. This helps them save time on housework,
but after these things have been used, what happens to them? They go in the trash. In many
places, especially in North America, big cities are running out of places to throw their trash.
Shouldn’t we do something about this before it’s too late?

American English
British English
Australian English
South African English
New Zealand English
Irish English
Saint Kitts
NTPU
Accents The vowel movements of different accents

1. British [], []; [], []; []; []; [], []; [], []
[], []; [], []; []; []; [], []; [], []
2. Australian [], []; [], []; []; []; [], []; [], []
[], []; [], []; []; []; [], []; [], []
3. South Africa [], []; [], []; []; []; [], []; [], []
[], []; [], []; []; []; [], []; [], []
4. New Zealand [], []; [], []; []; []; [], []; [], []
5. Irish [], []; [], []; []; []; [], []; [], []
6. Saint Kitts [], []; [], []; []; []; [], []; [], []

70
The End Of the vowel section

Thank you!

71
English Next David Graddol, 2006 (pp. 107-8)

It would be interesting to
speculate on what that
‘saturation point’, or final
‘market penetration’ of English
might be. At this stage, very
rough estimates based on the
emerging patterns of middle
class and urbanisation hint at
around 3 billion speakers by
around 2040. In other words, it
is doubtful whether, even if the
‘World English Project’ were
successfully implemented, that
more than around 40% of the
global population would ever
become functional users of
English.
72
English Next David Graddol, 2006 (pp. 90-91)

73
English Next David Graddol, 2006 (pp. 90-91)

 74
The End Comments and suggestions, please!

Thank you!

75