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    277 views32 pages

    Phonemic Notation Practice

    Uploaded by

    Mariana Vilca

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    © All Rights Reserved
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    Phonemic Notation Practice / fav’ni:mik nav'terfn 'preektrs / Dictations and Transcriptions For College Students BOOK I-SETS 1 & 2 CD included Prof. Silvia A. Schnitzler Teacher of English as a Foreign Language 9 SAS Siva Agana Star Prefacio iBienvenido/a a este espacio de aprendizaje! Las siguientes hojas de trabajo han sido disefiadas para satisfacer las necesidades de los/las alumnos/as como vos que estén cursando la carrera de profesor o traductor en inglés. La fonologia inglesa resulta una materia ardua cuando no se tiene conocimiento sobre la notacién fonética. Es por esto que he recopilade una variedad de transcripciones asi como también de dictados para darte la Practica extra que necesités, Como plus, ingresando el cédigo que se encuentra en la contratapa del cuademnillo, tenés acceso a mi aula virtual gratuita @ hitos://www.edmodo.com Creé tu usuario, pedi acceso a la materia Fonologia |, y mantenéte al tanto de todas las actualizaciones. Ademés, podés realizar consultas gratuitas via Skype® una vez al mes durante el afio posterior a la fecha de compra del material. Agregé mi contacto: silvia.schnitzier! Otros servicios y productos Capacitacién para docentes de EFL (English os a Foreign Language) Capacitacién para docentes de ELE (Espariol como Lengua Extranjera) Talleres especificos para alumnos de inglés Talleres especificos para alumnos de espafiol City Tour bilingtie por la ciudad de Rosario. City Tours customizados Capacitacién online via Skype® Cursos de idioma en el exiranjero Servicios de traduccién Y lo que vaya surgiend v v v v v v v v ow v Ingres en www.silvias.com.ar y descubri una forma nueva y dinamica de aprender los idiomas inglés (variedad Briténica) y espafol (variedad Rioplatense) como lengua exiranjera. Te invito a: > Desarrollar tus habilidades comunicativos en idioma extranjero. > Actualizarte permanentemente con nuevos tolleres para alumnos y docentes. > Mejorar tu nivel de idioma mientras te diverts! Hace tu consulta, Contanos tus necesidades y veremos como satisfacerlas. Silvia & equipo 9 Foreword Welcome to this learning space! The following worksheets have been designed to meet the needs of students who are attending English teacher training or translation colleges. English Phonology is a challenging subject when you do not master its phonemic notation. This is why | have collected an array of transcriptions as well as dictations for you to have the extra practice you are looking for. AS a plus, enter the code at the back of this booklet and access my free source virtual classroom @ https://www.edmodo.com Create your usermame, sign in for the subject Phonology |, and keep up with all the updates. You can also have one2one chats with me via Skype® once a month for a whole year after the material purchase date. Add my contact: silvia.schnitzler! Other services and products Training courses for EFL teachers English as a Foreign Language} Training courses for ELE teachers (Espafiol como Lengua Extranjera) Workshops for students of English Workshops for students of Spanish Bilingual City Tour round Rosario city Customized City Tours ‘Online training via Skype® Immersion courses in the UK and in Argentina Translation Services Whatever may come up =) RAKE KKK KKK Enter www.silvias.com.ar and discover ¢ new and dynamic way to learn British English and Argentinean Spanish as a foreign language. | invite you to: > Refine your communication skill > Keep permanently updated with new workshops for both students and teachers > Improve your level of language while having fun. Tell us what your needs are and we will work on how to satisly them. O.SAS.. CONTENTS 2 3 Table of contents. 4 / Introduction to the student. 5 Introduction to the teacher. 6 How to use the material. 7 SETS 1 & 2 - 1* form Phonology TRANSCRIPTIONS - THE GEOGRAPHY OF COOL 8 TITLE 1.1 English ~ the Standard Language of Aviation... 9 1.2 Cooking at an Early Age... 10 1,3 Disco with Dad......... iL 1.4 Nowhere quite like Prague... 12 1.5 In Democratic Countries 13 1.6 People are Taking Advantage of you... 14 2.1 Sister Wendy Becket. 15 2.2 Teenagers & Motivation, 16 2.3 Windsor Castle Caught Fire. 7 2.4 Being Vegsie... 18 2.5 The Causes of the First World War.. ag | 2.6 Pygmalion (part 1). ne 20 DICTATIONS ~ BRITISH ENGLISH 2 @ http://www.goear.com - TRADITIONAL STORY-TELLING (4 parts) 22 @ https://www.reverbnation.com TITLE 1.1- What is Blended Learning. 1.2- Day or Night. 1.3- Speeding Through the Neighbourhood. 1.4- Martin Luther King’s Speech of Acceptance. 2.1- Speed Geeking. - 2.2- Our Big Complex World. 2.3- A Multilingu@I Internet?.. 2.4- Helen Mirren’s Oscar Winner Acceptance Speec! 23 24 29 Glossary Bibliography and websites Introduction To the student How hard were your first phonology lessons - easy or difficult? I would rather say you thought, “Impossible! This is a completely different language!” You were partially right ~ you will soon see the rationale for your assumption. Phonetic notation is the visual representation of speech sounds. The most common type of phonetic transcription uses a phonetic alphabet - in this book the International Phonetic Alphabet (IPA).' The IPA symbols were completely alien to you. For this reason you had to get acquainted with what each phoneme represents. You had to start transi from the writing system you know (the Roman alphabet) into the new one (the IPA). Here's a chart for you to keep the sounds in mind (and ear =)).? From my experience as a teacher of English Phonology, I have realized that the process of transliteration is stow and hard. It requires a lot of time and effort to finally get a solid understanding of the symbols (the phonemes). In my opinion, the best way to succeed in doing so is through plenty of practice, ‘This is why I have decided to produce a series of booklets — to give you the extra ‘exposure to phonetic notation that you need. The texts that have been carefully selected are part of the material I have been gathering for the past twenty years. These texts can be used as self-standing handouts - you can pick and choose as many as you want or need. Since the answer key is provided, you will be the judge of your own progress. ‘As part of the deal of using this package, you are invited to join the virtual classroom @ https://www.edmodo.com. Additional exercises, tasks and assignments are provided plus posts with updates on the subject on a regular basis. So, get ready to become proficient in the English Phonetic notation as well as the outstanding master of your learning process. * http://w langsci,ucl 2c. ukfipal * http //www.teachingenglish,org.uk/article/honemic-chart 5 SAS To the teacher From my experience as a teacher of English Phonology at tertiary level I have realized that the process of transliteration from the writing system students know (the Roman alphabet) into a new one (the IPA) is slow and hard. It requires a lot of time and effort for the learner to finally grasp a full understanding of the phonemic notation. It also requires an extra effort for the teacher to prepare the additional practice students need in order to succeed in earning good marks. This is why I have decided to produce this series of booklets — to give both phonology teachers and their students the extra exposure needed to practice transcriptions and dictations. The texts that have been included are part of the material that I have collected through the past twenty years. They have been divided into seif-standing handouts - they can be administered according to your students’ necessities for optimal learning. Since the answer key is provided, you will find it easy to correct and grade the assignments. As an extra advantage of using this material, you are invited to join the virtual community of world languages @ hitps://www.edmodo.com. A wealth of resources, suggestions, websites and updates on the subject are shared on a daily basis. So, get ready to assist your students in mastering the English Phonetic notation as well as helping them become outstanding masters of theirlearning process. Here's a chart you can provide to your students used in the dictionary Consonants Vowels and diphthongs DP pen /pen/ sso. /sao/ is see /Sk/ a cup /kap/ D bad /bed/ 200 /ms/ 1 happy /“heepi/ bird /bsid/ t tea /tiy J shoe /fuy rosit /sit/ 2 about /a'baot/ @ did /ad/ vision /'vrgn/ se ten /ten/ er say /ser/ k cat /kwt/ sh hat /hawt/ sw cat /keet/ aw go /gau/ 9 got /got/ =m man /maen/ a: father /"fardatr)/ ar five /tatv/ (Go chain /tfem/ on no /nav/ got /gt/ ay now /nau/ ds jam /dsem/ og sing /s/ at saw /e0%/ ot boy /bat/ f fall /tol/ leg leg/ = put. pot fe near /mia(e)/ v van /ven/ — r red /red/ actual /‘wkt{ual/ eo hair /heatry/ 8 thin /om/ —j yes Hess us too /tu/ 09 pure /pjvotr)/ a this /as/ wet /wet/ (©) indicates that British pronunciation will have /r/ only if a vowel sound follows directly; otherwise it is omitted. In American pronunciation, every ‘r’ of the ordinary spelling is retained You can visit the International Phonetic Association for a more comprehensive sound list @ http://www langsci.ucl.ac.uk/ipa/ipachart. htm! SAS Age Sct How to use the material Transcriptions We recommend that you take into account the following steps when you put pen to paper: First, you should read each text carefully. Remember that, before transcribing it, you are supposed to try and grasp the general meaning of its content. Then, transcribe the text into phonetic notation bearing in mind: = Lexical/content wards — different acceptable pronunciation choices, depending on the variety (in most dictionaries: either British or American) - Function/form words (See aradiation - weak & strong forms — on page 31) = Linking 'r — for the BBC variety of English” Finally, read your transcription aloud as, in so doing, you may be able to spot mistakes. ‘Once you have finished your transcription, you can review your version in two ways: = Consult any of the pronunciation dictionaries available to correct content words, mainly. As for form words, it is advisable that you go through your theoretical notes. (See recommended bibliography on page 32) Check your production with the answer key provided below the texts. Several options have been included on a second line below the main text. When a sound can be elided, italics have been used. Remember you can always contact me on Skypé®. Check the foreword in this booklet for the assistance conditions. Dictations In the accompanying CD, you will find mp3 audio files of the dictation recordings without pauses. If you want to listen to the version with pauses, you should visit https://wwww.reverbnation.com Author: SAS You will find the advisable procedure in the sample online material included entitled “Traditional storytelling” (page 22) In the case of these four consecutive related texts, you should proceed in the following fashion: = Listen to file1-3 first for a general idea of what the text is about. - Play file2 and transcribe the text - pausing, if necessary, = Listen to file1-3 again to check your transcription. In the answer key provided you will see that only one option is given. The main difference between transcriptions and dictations is that in the former, any standard form chosen by the transcriber is accepted while in the latter, the only correct form is the one chosen by the speaker. Note: The texts provided have B2+/C1 level of language according to the CEFR‘ (Common European Framework of Reference). Transcriptions The Geography of Cool Creating cool in London is a uniquely organic and authentic process. For real bohemia you need immigrants. These are essential to create cultural diversity and to challenge the complacent mono culture of the resident English. Two of the trendiest parts of London in recent years, affluent Notting Hill and upcoming Brixton, were both hosts to large numbers of West Indian immigrants in the nineteen fifties, because they could afford the cheap rents in the areas. ‘The ethnic mix of the areas has contributed to the sense of edginess and roughness that first attracted the trend setters to the area which has seen violent riots lately. (109 words without the tite) [traenskrrpjn ki:/ /6a d310grefi av ku:l/ D /krizertin ku:| in Iandan 1z a ju:ni:kli 2:ggenik an 9:6entrk preuses# fa I 1 rial bauhi:mia ju ni:d imigrants# 8i:z ar isenfl ta krizert kaltfral I darv3:sati an ta t{aelands da kamplersant monau kaltfar av da rezidant ror I Inglif# tu: av da trendzist parts av landan tn ri:snt j3:z/ zefluant notin hil an apkamtn briksten/ we baud hausts ta la:d3 nambaz av west indian imigrants in 6a nainti:n fiftzz/ brkoz dex kad afa:d da tfi:p rents in di eartaz#/ / i e@ntk mrks av di earraz haz kantrrbju:trd ta da sens av edginas an u I tafnas dat f3ist atraektrd da trend setez ta di earia witf haz si:n vazelent 3 1.1- English - The Standard Language of Aviation English is universally accepted by airlines these days as the standard language of aviation. But people's understanding and command of the language vary, and although serious mistakes are rare, accidents can be caused by linguistic mishaps. In the past ten years, two new factors have made communication in the skies more problematical. One is the increase in the number of international routes from countries where the air cruise haven't had adequate language training. The other is the commercial pressure on the airlines: every second an aircraft spends on the ground costs money and so the skies are becoming even busier. In some countries, airlines insist that applicants should have excellent English at the interview stage. They have to sit for an exam which tests speaking, listening and written skills. (129 words without the ttle) / inglt{// 42 staandad leengwid3 av ervier{n / / inglsf 1z ju:niv3:sai akseptrd bar ealarnz di:z derz az da steended et leengwrd3 av exvierfn# bat pi:plz andastaendrn an kama:nd av da lzengwid3 veari/ an 2:6au srarras mrsterks a rea/ aeksrdants ken bi b a a korzd bar Imgwisttk misheeps# in da parst ten j3:2/ tu: nju: feektez ce) hav merd kamju:nikerfn 1n da skaiz mo: problemeetikl# wan iz di: a Fs ankri:s 1n 83 namber av intanzefnd ru:ts fram kantriz wea di ea kru:z 0 au haevnt haed aedrkwst laengwzd3 trezni# d1 Adar 12 da kam3:{l prefer ae pn di ealarnz// evri sekand an eakra:ft spendz on da graund kusts mani ‘an sau da skarz @ brkamin i:vn brzie# in sam kantriz/ ealainz insist dat zeplrkants fad haev eksatant mnglif at di ntavju: sterds# der heev te 3 sit far an rgzeem witf tests spi:kun/ lxsna an ritn skrlz# a/ek SAS 1.2 - Cooking at an early age It’s @ marvellous idea for children to do some cooking at an early age. Generally speaking, most children can’t wait to help in the kitchen and love getting involved in the preparation of their meals. They should be encouraged to do so, and care should be taken to ensure they enjoy the experience. It is important to show them how to do things correctly but they shouldn't be criticized too much. ‘Although the finished result may not be quite to your liking, the young cook will undoubtedly find it quite the tastiest food he or she has ever eaten. Kitchens can, of course, be dangerous places and so the absolute importance of keeping an eye on children at all times cannot be emphasized too heavily. Sharp knives, for example, should be avoided until children are old enough to handle them safely. (143 words without the title) /kokin et en 3:l1 erd3/ [its 9 ma:volas ardie fo tfildran te du: sam kukin at an silt erd3 # u dgenralt spi:kin/ moust t{1ldrn ka:nt wert ta help in do kitfin on lav a getrn involvd in de preparer{n av deo mizlz# Ser fad br inkaridgd to e/an du: sou/ on kee fad br terkn tu info: der indgot Oi: rksprertens # It 12 e/a va ela Impa:tnt te fou 6am hav te du: O1nz kerektl bet Ser fudnt br kritisaizd tu: mat# e Jo:/6ou 8a finiSt rizalt met not br kwart te jo: larkin/ 69 jan kuk wil D andautidlt faind rt kwart 6a terstirst furd hi: 9: fi: hez evar istn #krtfinz @ 8 keen/ av ko:s /bt derndseres plersiz on sou 6r aebsalu:t impoztns ev ju: ki:pin en at on tfildrn at 9:1 tarmz keenot br empfesarzd tu: hevil # @ Ja:p natvz / far 1gza:mpl/ fad br evoidid entil t{ldrn ar auld inaf to e/a ks a heendl dem serflr # 1.3- isco with Dad How come the latest idea of a fun night out involves whole families going clubbing together? ‘Apart from the fact that there’s no alcohol and no smoking, these clubs are just the same as any other. The groove club in Manchester is one of the most recent ones to open and provides the perfect environment for parent and teenagers to let their hair down with one another. The music appeals to everyone, and, if you're over fifteen you can go with or without your parents. A regular customer is sixteen-year-old Dan Cooper, who goes on Friday nights with his dad Martin. “It was pretty weird to start with” - says Dan - “but once we'd been out a couple of times, it felt just as natural as going to a football match or whatever.” (134 words without the title) /diskav wid deed/ /hau kam 80 leitist ardro ov 9 fan nart aut mvplvz houl femiliz gour 2 a Klabin tagedo# apatt fram do fekt dat daz nov elkohol on nov smoukin/ Oitz klabz 9 dgast do seim oz ent ado# 60 gruv klab m mentfistor_1z elo wan ov do maust ritsnt wanz tu oupen an provaidz 80 parfikt ° e invatranmant fo peorant on timerdgoz ta let dea hea daun wid wan ofe m anado# 89 mjuzik apitlz ty evriwan/ end/ if juar_auvo fiftiin ju kon gou 3 wid 9: widaut jo: pearants# 9 regjule kastamoar_iz stksti:n jior_ould den a 3 ku:po/ hu gouz pn fraider narts wid hiz ded ma:tin# it woz priti wiod te I > sta:t w1d/ sez daen/ bat wans wi:d bin aut 9 kapl av tarmz/ rt felt dgast az neetfral 9 goum tu 9 futborl meetf 9: wotevo# hw 1.4- Nowhere quite like Prague Is there a city in Europe, or elsewhere, like Prague? There has been a city here for ‘over a thousand years, and now 1,250,000 people live here. It is most famous for its Gothic and Baroque buildings. Old Town Square, with its wonderful clock, the Charles's Bridge, and Prague Castle on the hill above the river are just a few of Prague's famous attractions. Getting around Prague is easy by tram or underground but it's also a pedestrian’s dream because much of the old quarter and many of the streets and lanes have little or no traffic. The medieval centre is Prague Castle and the cathedral. An evening view of these illuminated landmarks is one of the most memorable sights in Europe. (122 words without the title) /nauwea kwart lark prarg/ hw /1z dar 2 siti rn juarap/ 3:1 elswea/ lark prarg# da haz brn a siti hra fer 5 auver 3 Sauznd j3:2/ an nau wan milan tu: handrad an frfti Gauznd 1 je I pizpl Inv hra# rts maust fermas far rts go@rk an barok bridinz# auld ze au taun skwea/ w1d rts wandafl klok/ da tfa:lziz brid3 an pra:g kai:sl on fol a 6a hl abav da river a d3ast a fju: av pra:gz fermas atraek{nz# getrn araund prazg 1z i:zi bax traem a:r andagraund bat rts 2:Iseu prdestrranz dri:m brkpz matf av d1 auld kwo:ter an meni av da stri:ts en a aa lemnz haev Int! 3: nau traefik# 89 medri:vI sentar 1z prazg ka:sl an 6a I” ka@i:dral# an i:vnin vju: av éi:z rlu:minertid leendma:zks 12 wan av da juea 9 mm maust memarabl sarts 1n juerep# Br 1,5- In Democratic Countries In democratic countries any efforts to restrict the freedom of the press are rightiy ‘condemned. However, this freedom can easily be abused. Stories about people often attract far more public attention than political events. Though we may enjoy reading about the lives of others, it is extremely doubtful whether we would equally enjoy reading about ourselves. ‘Acting on the contention that facts are sacred, reporters can cause untold suffering to individuals by publishing details about their private lives. Newspapers exert such tremendous influence that they cannot only bring about major changes to the lives of ordinary people but an even overthrow a government. (103 words without tite) / treenskripfn / / in demakreetrk kantriz / /1n demakraetrk kantriz eni efats ta rrstrikt da fri:dam av da pres 9 rartli kandemd# haueva/ drs nea kan i:zali bi abju:zd# sto:r1z I abaut pi:pl pfn atraekt fa: ma: pabltk atenfn dan palitrkl rvents# ften a au wi mer indgor ri:din abaut 8a larvz av Adoz/ rts rkstri:mli e/a afe dautfu weda wi wad i:kwali 1nd3o1 ri:din abaut avaselvz# aektrn wird pn da kantenfn dat faekts a serkrid/ rrpo:tez kan ko:z antauld @ safarin tu individ3ualz bat pablxfin di:terlz abaut dea prarvrt 2 dju drterlz a larvzi# nju:sperpaz 19z3:t satf trrmendas influans dat der keenat Zz e/ak a o aunli brtn abaut merd3e tfernds1z ta da larvz av 3:dinai pi:pl bat kan i:vn auva6rau 3 gavanmant#/ 1.6- People are Taking Advantage of you Do you ever suspect that people are taking advantage of you? Do you ever kick yourself because you haven’t achieved the things you wanted to? Well, now is the time to get motivated! People who are highly self-motivated never sit back and let luck take over the driving seat of their lives. They make plans — not just for big projects but for everyday tasks as well. Good plans keep us motivated because they stop us feeling overwhelmed, and, at the same time, they make us undoubtedly much more efficient at almost everything we do. Of course, even the most carefully constructed plan must sometimes be put aside, especially if an unexpected stroke of bad luck or good fortune happens to come our way. The secret is to be adaptable! (129 words without the title) / pi:pl a terkin adva:ntid3 av ju/ / da ju eva saspekt dat pi:pl a terk1n adva:ntrd3 av ju# da ju eva kik joiself brkoz ju heevnt atfizvd 62 O1nz ju wontrd tu# 30 /wel/ nau 12 a tarm ta get mautivertid# pi:pl hu a harli ) selfmautivertid neva stt baek an let Ink terk auve da drarvin si:t av deo a larvz# Sex merk pleenz/ not dest fa brg prodgekts bat far evrrder A aut tazsks az wel# gud pleenz ki:p az mautrvertid brkoz der stop as fi:lr 3 30 auvawelmd/ eend/ at da serm tarm/ der merk az andavtidli matf mir a rftfnt at d:lmaust evrr61n wi du:# av ko:s/ i:vn da meust keafli a D foli kanstraktid plaen mast samtatmz br put asard rspefli rf an antkspektrd a/e strauk av beed Ink 3: gud fartfu:n haepanz ta kam aua wer# da si:krit tfan/tju: a zz ta bi adeeptabl# 9 SAS sis Anta St 2.1 - Sister Wendy Becket Sister Wendy Becket hes been a nun for nearly fifty years, since she was sixteen. Most of the time, she lives in solitary confinement in a caravan in the grounds of a Carmelite monastery in Norfolk, often not speaking to anyone for twenty two hours a day. But every few months she leaves her caravan and travels round Europe, staying in international hotels and eating in famous restaurants. Why is she leading a double life? Sister Wendy has a remarkable other life; she writes and presents an arts programme for BBC television called ‘Sister Wendy's Grand Tour’. She begins each programme with these words: “For over twenty years I've lived in solitude; now I'm visiting the world’s most famous art treasures.” (121 words without the title) / treenskrip{n / / sista wendi bek:t / / sista wendi bekit haz brn a nan fa nrali fifti jrez/ sins fi waz 3 siksti:n# maust av da tarm/ fi lrvz in soliteri kanfainmant in 2 a m keeravaen rn 6a graundz av a ka:melart monastari in no:fak/ often re not spi:k1n tu enzwan fa twenti tu: avez a der# bat bat evri fju: man@s fr li:vz ha keeraveen an traeviz raund juerep/ stern In 2 intanzefnl hautelz an istry rn fermas restaronts# war 12 fr li:drq 2 dabl a: lanf¥# sista wendi heez 2 rmazkabl ade larf// fx rarts an prizents an telrvign ko:ld ststa wendiz greend tues a Bd fx brginz istf preugraem w1d ai:z wa:dz// far auve twenti jrez atv livd a ni in solitju:d// nav aim vizitrn 39 wa:ldz maust fermas azt treyaz# a axts preugraem fa bi: 15 2.2 — Teenagers & Motivation Characterizing teenagers and defining motivation in the 21century It is an acknowledged fact that the generation of students referred to as ‘digital natives’ is unlikely to be motivated in the ‘pen and paper’ classroom of today. Since the learning environment is a crucial element in the learning process, how can we, educators, ‘expect motivation to occur when we are using ‘static’ tools (such as the board) which are just the opposite of the ‘dynamic’ tools (such as the computer) learners are used to handling in thei 3? There are two key words: motivation, and 21®century-generation, which will bbe defined in the following paragraphs. (106 words with the title) / treenskripfn / /ti:zne1dgaz an mavtiverf{n/ a /keeraktararzin ti:nerdgez an difarnin mautrverfn 1n da twenti fast sendfari# 1 2 a ni /1t 1z an aknolrd3d faekt dat da dgenarerfn av stju:dnts rif3sid e yf a tu az didgitl nertivz 1z anlarkli ta bi mautivertid 1n da pen an perpa a kla:srum av tader# sins 6a |3:nin Invaraanment 1z a kru:{l elimant in u: u e/fam m fra 6a I3:nin prauses/ hau kan wi:/ edgukertaz/ tkspekt mautrverfn tu ak3: or dja e/a wen wi 2 ju:zrn steetrk tu:lz/ sat{ az da bo:d/ wrtf a dgast 31 ppazrt av a n s 6a datnzemrk tu:lz/ satf az 6a kampju:ta/ 13:nez a ju:stte heendlry in I 6ee detli larvz# der a tu: ki: w3rdz// mautiverfn/ an twenti fs:st senffari exfn witf wil bi difaind in éa folaurn paeragra:fs#/ ze SAS 2.3 - Windsor Castle Caught Fire Many people in Britain can remember the night five years ago when Windsor Castle caught fire. Firemen, watched anxiously by the Queen, tried in vain to stop the terrible destruction of priceless art and beautiful historical architecture. At the time, it seemed as if there was no hope of recovery. One hundred rooms were damaged and nine state rooms were destroyed. (61 words) However, last year the restoration of the castle was completed in time for the Queen's fiftieth wedding’ anniversary. The restoration work has not involved the recreation of the castle to its former state. In the small private chapel a new wooden altar was designed by the Queen’s nephew. Visitors can see several panels and some stonework which have been left unrepaired to serve as a reminder of the fire and the treasures which were lost. (75 words) / winaza kaisl ko:t faze / meni pizpl in brit kan rimemba d8 nait farv jtz agau wen windza a 3: kazs| kort fara# fareman/ wotft enAfasli bar d2 kwitn/ trazd rn vein to e stop d8 terabl distrakjn av praislas a:t an bjustafel hrstorikl azkitekt/at 1 2 1 1 a at 89 tarm/ xt si:md az if 83 waz nau haup av rrkavari# wan handrad a 1 rurmz wa daemrdgd an namn stert ruzmz we distroud# v v 3 havevo/ lazst jra da restarerfn av da ka:sl woz kampliztid in tarm 3 fo do kwitnz fiaftra® wedin aentva:saritt ba restarerfn wa:k haz not 2 anvolvd 8a rekrrerfn av da kazsl tu its fozma stert# in 88 smo:l prarvit 2 tfeepl 2 njuz wudn a:lta waz dizaind bar 83 kwiznz nevjus# ° 3 f vizitaz kan siz sevral penlz an sam staunwazk witf hav bin left anripead to s3:v az 9 rimaindar av de fazer an da tregaz wit wa lost 3 a > 7 2.4 - Being Veggie A survey done this summer found that thirty five per cent of girls and eighteen per ‘cent of boys thought being veggie was in. Concern for animals is the leading reason kids give Up eating meat, Usually, mums and dads aren’t too thrilled about their kid’s vegetarianism. But getting ‘enough protein, parents’ biggest fear, is not a problem. It is plentiful in the whole grains vegetarians are so fond of. Most adolescent veggies have the same problems as their ‘carnivorous peers: they like junk food. That greasy cheese pizza and peanut butter sandwiches are their staples. Giving up meat can sometimes be a warning sign of something more alarming, like an eating disorder such as anorexia. Fitting into the family’s eating routine can also be a nuisance. (127 words without the title) /bi:1n ved3i/ /a's3iver dan dts sama faund dat @3:ti farv pe sent av g3:lz an erti:n pa 3 sent av barz 89:t biz) ved3i waz in# kansszn far zenimalz 12 6a li:drq rizzn kidz grv ap i:trn mist# ju:suali/ mamz an deedz a:nt tu: Braid abaut dea kidz vedgatearionizan# bat getrn inaf prauti:n/ pearants it brgzst fra/ 1z not a problam# tts plentrfl rn da haul grernz a rant e/t ful ved3iteerranz a sau fond ov# maust aedalesnt ved3iz haev da serm a problamz az dea ka:nivaras praz// der lark d3ank fu:d# daet gri:si tfi:z pi:tsa an pi:nat bata szendwrd31z 3 dea sterplz# grvin ap mi:t kan m tfa samtarmz bi a wo:ntn sain av sam@1n ma:r ala:min/ lark an i:tin Satf az aenereksia# frtrn inta da feemaitz i:trn ru:ti:n kan 3:lsau D D SAS 3 £ 2.5 - The Causes of the First World War In 1900, world events were dominated by the continent of Europe, where there was ‘more industry and wealth than anywhere else in the world. Most of the ships trading across the oceans were owned by Europeans, and large parts of Asia, Africa and South America had been colonized by European countries. Tremendous political and social changes have taken place since then. One of the most important causes of these changes was the First World ‘War. We are going to explain next, how and why it broke out. It all started as the heir to the throne of the Empire of Austria-Hungary was passing along a street in his car and a bom was thrown at it. (123 words with the title) / treenskripfn / / 8 ko:21z ov da f3ist w3:ld wo:/ a /1n nainti:n handrad/ wa:id rvents we dominertid bar da kontrnant av 7 a aa a jvuarep/ wea 6a waz mo:r Indastri an wel dan eniweer els 1n da wa:ld# 2 a moust av da frps trerdrn akrs di ausnz wer ound bar juaraprenz/ an a i lazd3 pats av e13a/ aefrtka an sau amertka had bin kolanarzd bar dpe 3 a i juarapran kantriz# trimendas palztrkl an saufl tfemnds1z hav terken at a kp plers sins 6en# wan av da maust impoztnt ka:ziz av 6i:z tfernds1z wez 6o frst wazld wor# wr a gaurn tu rksplern nekst/ hau an war rt brauk ea aut# rt 2:1 startid az d1 ed ta da Graun av d1 empazer av vstria haggart 2 Wez parsin alon a stri:t 1n hiz ka:r an a bom waz Graun eet 1t# 2.6 - Pygmalion (part 1) ‘The curtain rises on the scene in Covent Garden late one evening. The street is busy with people arriving to start work at the market, horses pulling carts piled high with vegetables, and carriages waiting for the audience who are just leaving the Opera House at the end of a performance. It is raining heavily, and the people are running in all directions to avoid getting wet. The elegant opera goers wearing long evening dresses and jewelry, or tail coats and top hats are in sharp contrast with the market workers, who are dressed in old trousers and dirty jackets, muddy boots and flat caps. The air is filled with shouts from porters warning bystanders to step back and make way for yet another barrow load of apples, or cries from impatient young men trying in vain to find cabs. (140 words without the ttle) / pigmerlian / /8a k3xtn raiziz on de si:n in kavnt gazdn lert wan i:vnin# de stri:t 1z o brzi wid pi:pl ararvry ta start watk at da ma:krt/ ho:srz pulin kazts 3 parld har wrd vedsrtablz/ an kzerrd3rz wertrn fa i a:dians hu 2 dgast a li:vin di ppra haus at di end av 3 pafs:mans# rt 1z rernin hevili/ an da 3 pizpl a ranzq zn 3:1 drrekfnz tu avord getty wet# 6i elxgant vpra gauez ax a weartn lpn i:vnin dresiz an dgu:arri/ 9: terl kauts an top haets ar 1n a Sa:p kontra:st w1d 63 mazkrt ws:kaz/ hu a drest rn auld trauzaz an dati dggekrts/ madi bu:ts an fleet keeps# 61 ear 12 fild wzd fauts fram po:taz wornrn barstaendez ta step baek an merk wer fa jet anade beerau loud av zeplz/ 9: kraiz frem rmperfnt jan men trarrn in vein te faind /dtkterfn kizz / /britrf mngltf/ /8e britrf @ wel naun fa bi:1n rkstri:mli sensatrv abaut hau der an Adez spizk 61: 1gltf laengwid3i# aeksent difransrz si:m ta rasi:v mo:r atenfn in dgenrl dan enrwear in 6a watld/ inklu:dry adar inglrf spi:kxn kantriz# rt mer bi fa drs ri:zn dat nertrv an npn nertrv ti:tfaz av ingltf vVju: 88 masta w1d kensrdrabl intrast# 49 ti:tfar av britrf inglif az 2 fortn laengwid3 trprkli tfu:zrz rasi:vd prenansi'erfn az 6a modl# a: pi:/ fa foxt/ 12 da maust wardli iandastud prananst'erfn av dauz in 88 wa:ld hu ju:z britrf ingltf az dea refrans aeksent# rts d:Isau da tarp av britrf ngltf prenansr'etfn dat amerikanz farnd i:ztast tu andasteend# rt si:mz/ hav'eva/ dat da pranansr'erfn av britif inglif 1z tfernd3rn kwart reeprdli# Listen @ http: //vru.goear.com/listen/7439672/british-enalish-silvia-schnitaler ai SAS. Online Dictation Streaming & download Traditional storytelling® — part one People have been telling stories about life and the world around them. for thousands of years. Many stories have survived through oral traditions, but others have been in writing for a long time. There are several types of traditional tales: some explain the physical world around us; others give lessons about life. The different types of stories include myths, legends, fables and folktales. Myths are ancient stories that typically try to explain natural occurrences or practices and beliefs of a culture or society. These stories may include supernatural beings, gods, ancestors from the remote past, and heroes. For example, in Norse Viking stories the world began when fire from the south met ice from the north, (116 words) Myths are ancient stories that typically try to explain natural occurrences or practices and beliefs of a culture or society. People define the world as they experience it, and their myths explain what they see. Therefore, the same natural occurrence may have a large variety of mythical explanations. For example, in an ancient Chinese story, the world began ‘when a giant exploded from an egg. ‘Legends are similar to myths but they come from a different time period because they are tales from a more recent past. Even though they do not have clear historical evidence, people accept them as true or based on some facts. As storytellers told legends through the years, they added details to make them more interesting. (121 words) Traditional storytelling — part three [As generation after generation of storytellers told legends through the years, they added details and characters to make their stories more interesting. By adding more and more heroic and thrilling information, the storytellers made sure people wanted to continue to hear or read them. Greek poet Homer began with tale telling and we continue to enjoy different versions of his work today. Fables are fictitious stories that include 2 moral or a message to the listener or reader. Often animals, plants and other forces of nature speak and act like humans, and there ‘may be supernatural occurrences in these stories. Through them, the author ‘communicates @ useful lesson or some wisdom about life. (113 words) Traditional storytelling — part four Fables often try to help us understand people's character and behaviour through their strengths and weaknesses. Folk stories are also fiction and often show how people cope with the world around them. They are usually anonymous and circulate orally through the years. They may be about rich people or poor folk, and may include animals that have the power of speech. Many of the world's folktales resemble each other in several ways- timeless and placeless human situations are discussed in exciting and interesting ways. Tall tales are humorous and have exaggerated characters with superhuman strength ‘and abilities. One well-known tale is about a giant lumberjack named Paul Bunyan and his blue ox; another one is about a wild cowboy named Pecos Bill. (122 words) Listen @ httos://www.reverbnation.com N. (2007) Destinations 1 pages 151/2 (adapted) — Heinle Publishing 2 ©.848_. 1.1 - What is blended learning? Slended learning refers to @ language course which combines face-to-face classroom ‘component with an appropriate use of technology. The term technology covers a wide range of recent technologies, such as the Internet, CD-ROMs and interactive whiteboards. Tt also includes the use of computers as @ means of communication, such as chat and email, and 2 number of environments which enable teachers to enrich their courses, such as virtual learning environments (VLEs), blogs and wikis. AA blended-learning course is potentially greater than the sum of its parts, and positive learning outcomes are most apparent when dear roles are assigned to the teacher and to the tech. (105 words without the title) Jdrkter{n / /wot 1z blendid I3:n1n/ / blendid I3:nin rrfs:z tu @ laengwrds ko:s witf kambainz fers ta face kla:sru:m kampaunant wad an apraupriat ju:s av teknoladgi# do ta:m teknolad3i kavaz @ ward reind3 av ri nt teknolad3iz/ satf az di: intanet/ si: di: romz an intaraektry wartbo:dz# rt 9:Isau inklu:dz da ju:s av kempju:taz az @ mi:nz av kamju:ntkerfn/ satf az tfeet an i:merl/ an a namber av invarrenmants wrtf inexbl ti:tfaz tu inrttf dea ko:s1z/ satf az vaitfual 3:1) invarranmants/ vi: el i:z/ blogz/ an wik1z# 9 blendid azn ko:s 1z patenfli gretta an 6 sam av its pa:ts/ an pozrtry Iain autkamz 9 maust apaerant wen kira reulz er asarnd ta de ti:tfar an te da tek#t/ Watch: basic concepts on BL. http://www. youtube, com/watch?v=3xMqJmMcMEQ (Am English) 23 2.2 - Day or night? ‘As a science writer on the New York Times, I was invited to participate in an experiment. It was an attempt to explore how the body changes during a day: what it is that makes you wake up, get hungry or tired. If doctors could understand the body's clock, they could determine ideal times for administering treatments for life-threatening diseases — they could even cure jet lag. | was warned that I'd be living in a laboratory for a month without knowing whether it was day of night outside. ‘The experiment terminated in a very anti-climatic way: when they told me it was over, a party was thrown but I was too disoriented to enjoy it! (115 words) /drkterjn/ / der >: nart / /az a sazans raxtr on da nju: jork tarmz/ ar waz Invartrd ta pa:trsrpert nan tksperrmant# rt waz an atemst tu rksplo: hau da bodi tfernd31z d3uerrn a der// wot rt 1z dat merks ju werk ap/ get hangri 9: tarad# 1f doktaz kad andastaend da bodiz klok/ der kad dit3:min ardral tarmz fer administrin tri:tmants fa larf Oretnin drzi:zrz// dex kad i:vn kja: d3et lgeg# ar waz wo:ind dat ard bi livin 1n a laboretri far @ man® widaut naurn weder rt wez der 9: nart autsard# di: Iksperimant t3:minertid in a veri zenti klarmeettk wer// wen der tauld mz rt wez auve/ a parti waz @raun bat ar waz tu: disoirrantid tu ind3ox 1t# 1.3 - Speeding Through the Neighbourhood There are so many things that drive me crazy, but I can often just let them go. One thing, though, that gets me every single time is our predilection to speed through cur neighbourhoods. This morning as I drove to work, a minimum of five cars sped past me despite the clearty blinking yellow lights and the hordes of small children with their parents walking along the sidewalks on their way to school. Who do these people think they are, 1 fume to no one but myself and my morning cup of coffee? Are they so important that slowing down to 20 miles per hour for two blocks will stop the world from spinning? (114 words without the title) /drkterjn / /spi:drn @ru: 6a nerbahud#/ /ar 8 sau meni 81nz dat drarv mr krexzi/ bat ax kan vfn d3ast let dam geu# wan @1n/ éau / dat gets mr evti sxngl tarm 12 ava prisdr'lekjn ta spi:d @ru: ava nerbehudz# d1s mo:nzn az ar drouv ta wak/ 8 mintmem av fav ka:z sped pazst mr dr'spart da klrali blrnkin jelau larts an da ho:dz av smi! tfildrn wrd dea pearants wo:krn alon 30 sardwo:ks pn ea wer ta sku:l# hu: da 6i:z pi:pl @rnk der a:# ar fju:m ta nau wan bat mazself an mar ma:nzn kap av kofi# a: der sau impoztnt dat slaury daun ta twenti mariz par ave fa tu: bloks wz! stop da wa:ld fram spinin#/ 1.4 - Martin Luther Kings speech of acceptance of the Nobel Prize’ After contemplation, I conclude that this award which 1 receive on behalf of the movement is profound recognition that nonviolence is the answer to the crucial political and moral question of our time - the need for man to overcome oppression and violence without resorting to violence and oppression. Negroes of the United States, following the people of India, have demonstrated that nonviolence is not sterile passivity, but a powerful moral force which makes for social transformation. Sooner or later all the people of the world will have to discover a way to live together in peace. If this is to be achieved, man must evolve for all human conflict a method - the foundation of which is LOVE. (119 words without the title) /ma:tin lu:8a k1nz spi:t{ ev akseptans av da naubel praiz/ /a:fta kontamplerfn/ ar kanklu:d dat drs ewo:d witf ar rasi:v on baha:f av da mu:vmant 12 a prefaund rekagnifn dat nonvavelans iz dr ainsa to a kru:fl palztrkl an mora kwesdfan av ava tam// da ni:d fe meen tu auvakam aprefn an vazlans wréaut riz9:try ta vaselans en aprefn# ni:grauz av da ju:nartid sterts/ folaurn da pi:pl av indra/ hav demanstrertrd dat nonvazalans 1z not sterazl paestvati/ bat 8 pavefl moral fozs witf merks fa saujl treensfamerfn# su:nar 9: lerta 2:1 6a pi:pl av 6a wa:ld wil haev ta diskavar 9 wer ta liv tageder in pi:s# if 61s 1 ta br atfi:vd/ maen mast rvolv far 9:1 hjuzman konfizkt 9 me8ad// 6a faunderfn av witf / 1z lav# Tr et nmmaeaate conmatineuserarial Jiauroates/i964hkine-bo. nim) Taureales/9bd/king-acceptance en htmi?print=t 26 SAS 2.1 - Speed Geeking Speed geeking’s a participation process used to quickly view a number of presentations within a fixed period of time. It gets its name from speed dating, since they both employ similar techniques. A large room is selected as the venue. All the presenters are arranged in a large circle along the edge of the room. The remaining members of the audience stand at the center of the room. Ideally there are about 6-7 people for each presenter. There’s a facilitator who rings a bell to start the proceedings. Once started, the audience splits up into groups. Participants give their presentations and answer questions. After about five minutes, each ‘group moves over to the presenter to their right and the timer starts once more. The session. ‘ends when every group has attended all the presentations. (134 words) / spi:d gi:kin / / spi:d gi:kinz a pa:tistperfn prauses ju:zd te kwikli vju: a nambear av preznterfnz w1d1n a fikst prarted av tarm# rt gets rts nerm fram spi:d dertrn/ sins der bau@ rmplor simala tekni:ks# a la:d3 ru:m 1z stlektrd az 6a venju:# 9:1 6a prizentaz ar arernd3d in a la:d3 s3:kl alon d1 ed3. av da ru:m# da rimernin membez av dr 2:dians steend at da sentar av 62 ru:m# ardrali dar ar abaut srks ta sevn pi:pl far i:tf prizenta# daz 3 fastlrterta hu riz a bel ta staxt da prasi:dinz# wans sta:trd/ di >:dians splits ap inte gru:ps# pa:tisipants giv dea preznter{nz an ainsa kwesifanz# axftar abaut farv mintts/ i:tf gruzp mu:vz auve te do prizenta ta dea rart an da tarma starts wans mo:# da sefn endz wen evri gru:p haz atendrd 9:1 a preznterfnz#/ SAS i Algor Scie 2.2 — Our Big Complex World urs is @ big World - complex and full of many diverse people. People with many varying points of view are constantly running up against others who have different opinions. Those of ls who smoke are just one group of many. Recently, the activism of nonsmokers has reminded us of the need to be considerate of others when we smoke in public. But, please — enough is enough! We would like to remind nonsmokers that courtesy is a two way street. If you politely request that someone not smoke you are more likely to receive a cooperative Fesponse than if you shout fiercely and hurl insults. If you speak directly to someone, you are ‘more likely to get what you want than if you complain to the management. (126 words) Jdrkterfn / / ava big kompleks wa:ld / / avaz 12 a big w3:ld// kompleks an ful av meni darv3:s pi:pl# pi:pl wz1d meni veart1n points ev vju: 8 konstantli raniy Ap agenst adaz hu haev difrant apinjanz# dauz av as hu smauk 2 d3ast wan gru:p av meni# :sntli/ 81 aektrvizam av nonsmaukez hez rimarndid as av 69 ni:d ta bi kansrdrat av adaz wen wi smauk rn pablrk# bat pli:z// naf 1z inaf# wi wad lark ta rimaind nonsmaukaz dat k3:tasi 12 @ tu: wer stri:t# af ju palartli rrkwest dat samwan not smauk ju a mo: larkli te rasi:v 9 kauoparatry rispons dan if ju faut frasli an hs:l insalts# rf ju spi:k drrektli ta samwan/ ju 2 mo: larkli ta get wot ju wont dan rf ju kamplein ta 8a maentd3mant#/ 2.3 - A Multilingu@I Internet? ‘What do you think is the world's most widely spoken language? Most people are under the impression that it’s English as this is the language that’s used most frequently on the intemet. If this were true, it would, of course, bring enormous benefits for both Worldwide communications and understanding, although it could become a threat to cultural diversity. And English certainly does seem to be everywhere, from films to pop music and TV, and from business to science and other fields. It comes as quite a surprise then that even though around seventy five per cent of the pages on the Web are in English, this is the mother tongue of only five per cent of the world’s population. (119 words without the title) / 2 maltilingwal intanet / / wot da ju @1nk 1z 3a wa:ldz maust ward spaukan langwid3# moaust pizpl ar anda di: 1mprefn dat rts inglif az d1s 1z 6a langwrdz dzts ju:zd maust fri:kwantli on di: intanet# 1f 61s we trur/ rt wud/ av kars/ brin 1no:mas benafrts fa bau w3:ldward kamju:nikerfnz an andastendrn/ >:ldau rt kad brkam a Oret ta kaltfral darvazsati# an mngltf ssztnli daz sizm ta br evriwea// fram filmz ta pop mju:zik an ti:vir/ an fram brznas ta sazens an nda firldz#/ / tt kamz az kwart 9 saprarz den dat i:vn dau araund sevntr farv pasent ‘av de perd3iz pn de web ar in nglif/ drs 1z da mada tan av aunit farv pasent av de wazldz popjuler{n#/ 2.4 - Helen Mirren’s Oscar Winner Acceptance Speech ‘Thank you, Academy. Huge honour. You know my sister told me that all kids love to get gold stars and this is the biggest and the best gold star that I've ever had in my life. I want to share it with my fellow nominees, those brilliant actresses who gave such amazing performances this year. Also, with the filmmakers, all the producers and the cast. For fifty years and more Elizabeth Windsor has maintained her dignity, her sense of duty and her hairstyle. She's had her feet planted firmly on the ground, her hat on her head, her handbag on her arm and she's weathered many storms. I salute her courage and her consistency. I thank her, because if it wasn't for her, I most certainly would not be here. Ladies and gentlemen, I give you The Queen. (138 words) / helan miranz oska winer akseptans spi:tf / [822k ju/ akeedami# hj I5 ona# ju nav mar sista tauld mr dat 9:1 kadz lav ta get gould sta:z an ars 1z 6a brgist an de best gauld sta: dat atv eve haed in maz laif#t ax wont ta fear tt w18 mar felew nomini:z/ 6auz briljant eektresiz hu gerv satf{ ameizin pafsimeansiz dis j3: a:lsau wid da film merkaz/ 3:! da pradju:sez en da ka:st# fa frfti j3:z ‘an marr ilizaba8 winze haz meinteind he digniti/ ha sens av dju:ti an ha heastarl# fi:z haed ha fi:t plaintrd f3:mli on da graund/ he heet on ha hed/ ha heenabeeg on har aim an fi:z wedad ment sto:mz# ar salu:t ha karid3 an ha kansistansi# ar Gaenk ha/ brkoz if rt woznt fo: ha/ ar maust s3:tnli wudnt bi hra# letdiz an d3entiman/ ar giv ju da kwi:n#/ http://www. youtube, com/watch?v=ZunOOuJwY7E 30 eo Glossary BBC English It is @ pronunciation model for foreign learners wishing to acquire an English accent. The old standard “Received Pronunciation (RP)” is based on a very old-fashioned view of the language; the present-day BBC accent is easily accessible and easy to record and examine. It is relatively free from class-based associations and it is available throughout the world where BBC broadcasts can be received. Common European Framework of Reference (CEFR) It Is a framework of reference designed to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency. It is used in Europe but also in other continents and is now available in 39 languages. Dialect It is usual to distinguish between dialect and accent. Both terms are used to identify different varieties of a particular language, but the word ‘accent’ is used for varieties which differ from each other only in matters of pronunciation while ‘dialect’ also covers differences in such areas as vocabulary and grammar. Function words The notion of the function word belongs to grammar, not to phonetics, but itis a vital one in the description of English pronunciation. This class of words is distinguished from “lexi words” such as verbs, nouns, adjectives and adverbs, though it is difficult to be precise ‘about how the distinction is to be defined. Function words include such types as around 36 conjunctions (e.g. ‘and’, "but’), articles (‘a/an’, ‘the’) and prepositions (e.g. ‘to’, from’, ‘for, ‘on’. Many function words have the characteristic that they are pronounced sometimes in a ‘strong form (as when the word is pronounced in isolation) and at other times in a weak form (when pronounced in context, without stress). Gradiation By gradation is meant the existence in many common English function words of two or more pronunciation possibilities: a strong form and one or more weak forms. International Phonetic Association (IPA) The IPA is the major as well as the oldest representative organization for phoneticians whose aim is to promote the scientific study of phonetics and the various practical applications of that science. The IPA provides the academic community world-wide with a notational standard for the phonetic representation of all languages - the International Phonetic Alphabet (also IPA - latest version published in 2005). Linking ‘r’ There are many words in English (e.g. ‘car, ‘here’, tyre’) which in a rhotic accent such as General American or Scottish would be pronounced with a final r but which in BBC Pronunciation end in a vowel when they are pronounced before a pause or before a consonant. When they are followed by a vowel, BBC speakers pronounce the r at the end (e.g, ‘the car is’ /8e kazr 12/) ~ itis said that this is done to link the words without sliding the two vowels together (though it is difficult to see how such a statement could stand as en. explanation of the phenomenon — lots of languages do run vowels together), Narrow/Phonemic transcription The only symbols that may be used are those which represent one of the phonemes OF the language, and extra symbols are excluded. SAS Phoneme This is the fundamental unit of phonology, which has been defined and used in many different ways. Virtually all theories of phonology hold that spoken language can be broken

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