Homeworks (2) قناة الواجبات
2. elision وأنواعه
Q/ What is Elision? define it and explain its types in details with examples!
Elision: The disappearance of a sound. E.g. 'He leaves next week' speakers would generally delete the /t/ in 'next'/neks wi:k/. The reason is an economy of effort, and to keep speed since it is sometimes difficult to pronounce some consonant clusters.
Types of Elision:
1. Elision of vowels:
1- We delete ǝ or I when their syllables come after a stressed syllable.
Example:
Several: /ˈsɛvərəl/ >> /ˈsɛvrəl/
2. Loss of unstressed initial vowel/syllable (aphesis)
In very informal, English the initial vowel or syllable of a word may be omitted IF it is unstressed. Examples:
"about" becomes "bout"
(OR) "because" becomes "cause"
SLOW: "about" /ə'baʊt/
VERY FAST: "bout" /baʊt/
2. Elision of Consonants:
b. Complex consonant clusters are simplified. Example:
texts (/teksts/ can be simplified to /teks/)
Elision: The disappearance of a sound. E.g. 'He leaves next week' speakers would generally delete the /t/ in 'next'/neks wi:k/. The reason is an economy of effort, and to keep speed since it is sometimes difficult to pronounce some consonant clusters.
Types of Elision:
1. Elision of vowels:
1- We delete ǝ or I when their syllables come after a stressed syllable.
Example:
Several: /ˈsɛvərəl/ >> /ˈsɛvrəl/
2. Loss of unstressed initial vowel/syllable (aphesis)
In very informal, English the initial vowel or syllable of a word may be omitted IF it is unstressed. Examples:
"about" becomes "bout"
(OR) "because" becomes "cause"
SLOW: "about" /ə'baʊt/
VERY FAST: "bout" /baʊt/
2. Elision of Consonants:
b. Complex consonant clusters are simplified. Example:
texts (/teksts/ can be simplified to /teks/)
👍1
Homeworks (2) قناة الواجبات
3. the weak syllable contains short vowels. what are? they and give example for every one of them!
Q: Weak syllables may contain short vowels. what are they and give example for every one of them!
The answer:
1. schwa ∂ - about /∂ ˈbaʊt /
2. The neutralized vowel i - me /mi/
3. The neutralized vowel u - you /ju/
4. Syllabic consonant - hidden/hɪd∂n/ »» /hɪdn̩̩ /
5.The short vowel /ɪ/ - hidden/hɪd∂n/
The answer:
1. schwa ∂ - about /∂ ˈbaʊt /
2. The neutralized vowel i - me /mi/
3. The neutralized vowel u - you /ju/
4. Syllabic consonant - hidden/hɪd∂n/ »» /hɪdn̩̩ /
5.The short vowel /ɪ/ - hidden/hɪd∂n/
Homeworks (2) قناة الواجبات
1. assimilation وانواعه
Final question:
What is Assimilation? Define it and explain its types (according to direction of effect and according to consonant change) in details with an example for each type!
The answer:
Assimilation: The change of a speech sound to make it more similar to its
neighbors.
Direction Change:
Regressive assimilation: The phoneme that comes first is affected by the one that comes after it. Example: bright colour /braɪk kΛlə/ ("OR" light blue /laɪp blu/)
Progressive assimilation: The phoneme that comes first affects the one that comes after it.
Example: cats /kæts/
types of Assimilation:
1. Assimilation of place : one sound changes the place of its articulation to become similar in place to a neighbouring sound
1- The alveolar phonemes /t/, /d/, and /n/ often become bilabials before bilabial consonants /p/, /b/, and /m/.
a. /t/ becomes /p/ before bilabials - might put [maɪppʊt]
b. /d/ becomes /b/ before bilabials - should make [ʃʊbmeɪk]
c. /n/ becomes /m/ before bilabials - ten pens [tem penz], ten boys [ tem bɔɪz]
(نحفظ وحدة من a أو b أو c)
2. Assimilation of manner: one sound changes the manner of its articulation to become similar in manner to a neighbouring sound. It is thus possible to find cases where a final plosive becomes a fricative or nasal (e.g. 'good night' /ɡʊd naɪt/
3. Assimilation of place and manner (Coalescence): The first sound and the second in a sequence combine and create a third sound. This assimilation is of place and manner which occur simultaneously.
Example: /d/ + /j/ »» Would you? /wʊdʒuː/
4. Assimilation of voice: involves the devoicing of a phoneme in certain places.
Example:
b. suffix -s pronunciation: cats /kæts/
(The plural -s is pronounced /s/ because it comes after the voiceless /t/)
voiceless /t/ .
What is Assimilation? Define it and explain its types (according to direction of effect and according to consonant change) in details with an example for each type!
The answer:
Assimilation: The change of a speech sound to make it more similar to its
neighbors.
Direction Change:
Regressive assimilation: The phoneme that comes first is affected by the one that comes after it. Example: bright colour /braɪk kΛlə/ ("OR" light blue /laɪp blu/)
Progressive assimilation: The phoneme that comes first affects the one that comes after it.
Example: cats /kæts/
types of Assimilation:
1. Assimilation of place : one sound changes the place of its articulation to become similar in place to a neighbouring sound
1- The alveolar phonemes /t/, /d/, and /n/ often become bilabials before bilabial consonants /p/, /b/, and /m/.
a. /t/ becomes /p/ before bilabials - might put [maɪppʊt]
b. /d/ becomes /b/ before bilabials - should make [ʃʊbmeɪk]
c. /n/ becomes /m/ before bilabials - ten pens [tem penz], ten boys [ tem bɔɪz]
(نحفظ وحدة من a أو b أو c)
2. Assimilation of manner: one sound changes the manner of its articulation to become similar in manner to a neighbouring sound. It is thus possible to find cases where a final plosive becomes a fricative or nasal (e.g. 'good night' /ɡʊd naɪt/
3. Assimilation of place and manner (Coalescence): The first sound and the second in a sequence combine and create a third sound. This assimilation is of place and manner which occur simultaneously.
Example: /d/ + /j/ »» Would you? /wʊdʒuː/
4. Assimilation of voice: involves the devoicing of a phoneme in certain places.
Example:
b. suffix -s pronunciation: cats /kæts/
(The plural -s is pronounced /s/ because it comes after the voiceless /t/)
voiceless /t/ .
Homeworks (2) قناة الواجبات
6. Levels of Stress
Q/ what are the Levels of Stress?
The answer:
Stress: The degree of force used by the speaker in producing a syllable.
1. Primary Stress is the strongest type of stress. The mark of primary stress is
placed above the stressed syllable.
2. Secondary stress is weaker than the primary stress , but stronger than the unstressed level. The mark of secondary stress is placed under the syllable that has secondary stress.
3. The unstressed level: is the absence of any recognizable
amount of prominence. The unstressed level is left
unmarked.
e.g. Photographic
/ˌ f∂ʊ t∂ 'gra: fɪk/
.
The answer:
Stress: The degree of force used by the speaker in producing a syllable.
1. Primary Stress is the strongest type of stress. The mark of primary stress is
placed above the stressed syllable.
2. Secondary stress is weaker than the primary stress , but stronger than the unstressed level. The mark of secondary stress is placed under the syllable that has secondary stress.
3. The unstressed level: is the absence of any recognizable
amount of prominence. The unstressed level is left
unmarked.
e.g. Photographic
/ˌ f∂ʊ t∂ 'gra: fɪk/
.
❤1
Homeworks (2) قناة الواجبات
5. The factors that make a syllable seem
prominent(stressed)= ( how the hearer receives asyllable as being stressed)
prominent(stressed)= ( how the hearer receives asyllable as being stressed)
Q/ The factors that make a syllable seem
prominent(stressed)= ( how the hearer receives asyllable as being stressed)
(or Q/ what are the factors that make you hear the syllable more prominent?)
The answer:
Stress: The degree of force used by the speaker in producing a syllable.
1. Loudness: the great energy that the speaker expends on a stressed syllable and makes the stressed syllable perceived as loud, e.g. /ˈfɑːðə/
2. Pitch: it is the level of the speaker's voice. A syllable becomes clearer when we change the pitch of voice. What- what ?!
3.Quality: the syllable tends to be prominent if it contains a vowel different in quality from neighbouring vowels: banana /bəˈnɑːnə/
4. Quantity (Length): it is the physical duration of sounds. Long syllables tend to be more prominent. Sweetie /ˈswiː ti /
prominent(stressed)= ( how the hearer receives asyllable as being stressed)
(or Q/ what are the factors that make you hear the syllable more prominent?)
The answer:
Stress: The degree of force used by the speaker in producing a syllable.
1. Loudness: the great energy that the speaker expends on a stressed syllable and makes the stressed syllable perceived as loud, e.g. /ˈfɑːðə/
2. Pitch: it is the level of the speaker's voice. A syllable becomes clearer when we change the pitch of voice. What- what ?!
3.Quality: the syllable tends to be prominent if it contains a vowel different in quality from neighbouring vowels: banana /bəˈnɑːnə/
4. Quantity (Length): it is the physical duration of sounds. Long syllables tend to be more prominent. Sweetie /ˈswiː ti /
Homeworks (2) قناة الواجبات
7. State your opinion. Suffixes have some effects over stress placement.
Q/ State your opinion. Suffixes have some effects over stress placement.
1. Suffixes carrying primary stress themselves
- ‘cigarette' /sigǝ'ret/
2. Suffixes that shift stress from the 1st syllable of the stem to the 2nd syllable of the stem
- e.g: 'perfection'
1. Suffixes carrying primary stress themselves
- ‘cigarette' /sigǝ'ret/
2. Suffixes that shift stress from the 1st syllable of the stem to the 2nd syllable of the stem
- e.g: 'perfection'
Homeworks (2) قناة الواجبات
4. define syllable Phonetically and give example for each type of syllable!
Q/ Define syllable Phonetically and give example for each type of syllable!
The answer:
The syllable: it is a unit consisting of one vowel which may be preceded and
/or followed by a consonant or consonants.
The syllable Phonetically: the syllable has a center which has little or no obstruction to airflow, and which is comparatively
loud. It is preceded and/or followed by consonants.
Types of syllables (4)
1- Minimal syllable (V) :
e.g.: I
2- Has an onset (CV)
e.g.: Too / tu: /
3- Has a coda (VC)
e.g.: At /æt/
4- Some syllables have both onset and coda (CVC)
e.g. Cat /k æ t /
The answer:
The syllable: it is a unit consisting of one vowel which may be preceded and
/or followed by a consonant or consonants.
The syllable Phonetically: the syllable has a center which has little or no obstruction to airflow, and which is comparatively
loud. It is preceded and/or followed by consonants.
Types of syllables (4)
1- Minimal syllable (V) :
e.g.: I
2- Has an onset (CV)
e.g.: Too / tu: /
3- Has a coda (VC)
e.g.: At /æt/
4- Some syllables have both onset and coda (CVC)
e.g. Cat /k æ t /
❤1
Homeworks (2) قناة الواجبات
8. What is Linking? Define it and explain its types with examples!
8. Q/ What is Linking? Define it and explain its types with examples!
Linking: it is the connection of the final sound (vowel or consonant) of one word to the initial sound of
the next word. They are linked together so that they sound like one word.
Types of Linking:
1. (Linking glide /j/) When a word ends with ɪ , i: , eɪ, aɪ, ɔɪ, and the next word starts with a vowel there is a linking glide /j/ .
Example: say it [seɪ ʲ ɪt]
2. Linking /r/: final 'r' in British accent is not pronounced, but in rapid connected speech when a word ends with 'r or 're'' and the following word starts with a vowel, we use linking /r/.
Example: four/fͻ:/ but
four eggs /fͻ:r egz/
3. Intrusive /r/: it is not found in spelling. It is used when a word ends with
ə, 3:, a:, ɔ:, ɪə, eə, ʊə and the next word starts with a vowel.
Example: law and order /lͻ: ∂n ͻ:d∂/ = /lͻ:r ∂n ͻ:d∂/
Linking: it is the connection of the final sound (vowel or consonant) of one word to the initial sound of
the next word. They are linked together so that they sound like one word.
Types of Linking:
1. (Linking glide /j/) When a word ends with ɪ , i: , eɪ, aɪ, ɔɪ, and the next word starts with a vowel there is a linking glide /j/ .
Example: say it [seɪ ʲ ɪt]
2. Linking /r/: final 'r' in British accent is not pronounced, but in rapid connected speech when a word ends with 'r or 're'' and the following word starts with a vowel, we use linking /r/.
Example: four/fͻ:/ but
four eggs /fͻ:r egz/
3. Intrusive /r/: it is not found in spelling. It is used when a word ends with
ə, 3:, a:, ɔ:, ɪə, eə, ʊə and the next word starts with a vowel.
Example: law and order /lͻ: ∂n ͻ:d∂/ = /lͻ:r ∂n ͻ:d∂/
نجي على س3 /B/ الفضل 12 Chapter 12
Q3 /B/ Identify the Weak form words
أو منطوق مشابه
ثاني 15 درجة مضمونة 🚨
Q3 /B/ Identify the Weak form words
أو منطوق مشابه
ثاني 15 درجة مضمونة 🚨
نجي على س3 /B/ الفضل 12 Chapter 12
Q3 /B/ Identify the Weak form words
أو منطوق مشابه
ثاني 15 درجة مضمونة 🚨
علم الصوت والصوتيات الكورس الثاني الفصل 12
Phonetics and Phonology 2nd course Chapter 12
حل مشكلة البعبع الفصل 12
The major solution for Chapter 12
عدنا كلمات نعتبرهن weak forms هذن لازم نحفظهن وهوة راح يجيب سؤال لازم نستخرج كلمات ال weak form words من شكم جملة
ومجرد نشوفهن نستخرجهن وكان الله يحب المحسنين
بالشهري يريد نستخرجهن ونكتب الرسم الصوتي مالتهن
بالفاينل يريد فقط نستخرجهن وخلص الفصل 12
وضمتوا 15 (مع أطيب تحياتي SaDig YaRa)
هذن الكلمات گدامكم
معليكم باللي تحته خط لأن هذا اسم كل مجموعة منهن
هوة ميطالبنا باسم المجموعة أو النوع
فقط يريد نستخرج الكلمات 🌹💚
Weak forms:
1. Determiners:
* Articles أدوات التعريف والتنكير:
a, an, the
* Possessives أدوات الملكية:
my, your, his, her, its, our, their
* Demonstratives أسماء الإشارة:
this, that, these, those
* Quantifiers محددات الكمية:
some, any, every, few, many
2. Pronouns:
* Personal Pronouns (Object Form) ضمائر م. به:
me, you, him, her, it, us, them
* Possessive Pronouns ضمائر التملك:
mine, yours, his, hers, ours, theirs
* Relative Pronouns ضمائر الربط:
who, whom, whose, which, that
* Indefinite Pronouns ضمائر النكرة:
someone, anyone, everyone
3. Prepositions حروف الجر:
* at, to, for, from, of, in, on, with, by
4. Conjunctions أدوات الربط:
* and, but, or, as, than, if, because
5. Auxiliary Verbs (Helping Verbs) الأفعال المساعدة:
* be (am, is, are, was, were),
have (has, had),
do (does, did),
can, could, will, would, shall, should, may, might, must
راح أنطيكم مثال شلون الحل
Q/ Transcribe the weak form words in the following:
(⬆️ هذا المنطوق بالشهري)
بالفاينل راح يكون هيچ 📝
Q3/ Identify the weak form words
أو شي مشابه
المهم تحددون ال weak form words بالجمل
1. Write us a letter!
2. Olga is at school.
3. You should go!
4. Leave him alone!
5. Cup of tea
6. You must see a doctor!
7- Send her a letter!
8- Tom must come.
9- Tom is at home.
10- Leave her there!
مثل متشوفون هذا السؤال
يلة انتوا حلوه!!!
واني راح أخليلكم الحل جوة حتى تتأكدون بعدين
Q/ Identify the weak form words
1. Write us a letter!
- us, a
2. Olga is at school.
- is, at
3. You should go!
- should
4. Leave him alone!
- him
5. Cup of tea
- of
6. You must see a doctor!
- must, a
7- Send her a letter!
- her, a
8- Tom must come.
- must
9- Tom is at home.
- is, at
10- Leave her there!
- her, there
طبعاً تريدون تخلون فارزة (,) بين كل كلمة وكلمة بالحل وتريدون لا بكيفكم متفرق
Q3 /B/ Identify the Weak form words
أو منطوق مشابه
ثاني 15 درجة مضمونة 🚨
علم الصوت والصوتيات الكورس الثاني الفصل 12
Phonetics and Phonology 2nd course Chapter 12
حل مشكلة البعبع الفصل 12
The major solution for Chapter 12
عدنا كلمات نعتبرهن weak forms هذن لازم نحفظهن وهوة راح يجيب سؤال لازم نستخرج كلمات ال weak form words من شكم جملة
ومجرد نشوفهن نستخرجهن وكان الله يحب المحسنين
بالشهري يريد نستخرجهن ونكتب الرسم الصوتي مالتهن
بالفاينل يريد فقط نستخرجهن وخلص الفصل 12
وضمتوا 15 (مع أطيب تحياتي SaDig YaRa)
هذن الكلمات گدامكم
معليكم باللي تحته خط لأن هذا اسم كل مجموعة منهن
هوة ميطالبنا باسم المجموعة أو النوع
فقط يريد نستخرج الكلمات 🌹💚
Weak forms:
1. Determiners:
* Articles أدوات التعريف والتنكير:
a, an, the
* Possessives أدوات الملكية:
my, your, his, her, its, our, their
* Demonstratives أسماء الإشارة:
this, that, these, those
* Quantifiers محددات الكمية:
some, any, every, few, many
2. Pronouns:
* Personal Pronouns (Object Form) ضمائر م. به:
me, you, him, her, it, us, them
* Possessive Pronouns ضمائر التملك:
mine, yours, his, hers, ours, theirs
* Relative Pronouns ضمائر الربط:
who, whom, whose, which, that
* Indefinite Pronouns ضمائر النكرة:
someone, anyone, everyone
3. Prepositions حروف الجر:
* at, to, for, from, of, in, on, with, by
4. Conjunctions أدوات الربط:
* and, but, or, as, than, if, because
5. Auxiliary Verbs (Helping Verbs) الأفعال المساعدة:
* be (am, is, are, was, were),
have (has, had),
do (does, did),
can, could, will, would, shall, should, may, might, must
راح أنطيكم مثال شلون الحل
Q/ Transcribe the weak form words in the following:
(⬆️ هذا المنطوق بالشهري)
بالفاينل راح يكون هيچ 📝
Q3/ Identify the weak form words
أو شي مشابه
المهم تحددون ال weak form words بالجمل
1. Write us a letter!
2. Olga is at school.
3. You should go!
4. Leave him alone!
5. Cup of tea
6. You must see a doctor!
7- Send her a letter!
8- Tom must come.
9- Tom is at home.
10- Leave her there!
مثل متشوفون هذا السؤال
يلة انتوا حلوه!!!
واني راح أخليلكم الحل جوة حتى تتأكدون بعدين
Q/ Identify the weak form words
1. Write us a letter!
- us, a
2. Olga is at school.
- is, at
3. You should go!
- should
4. Leave him alone!
- him
5. Cup of tea
- of
6. You must see a doctor!
- must, a
7- Send her a letter!
- her, a
8- Tom must come.
- must
9- Tom is at home.
- is, at
10- Leave her there!
- her, there
طبعاً تريدون تخلون فارزة (,) بين كل كلمة وكلمة بالحل وتريدون لا بكيفكم متفرق
❤1
💎 هسة اجة دور س3 A مال الرسم الصوتي ووضع علامة التشديد
Q3 /A/ Transcribe and stress the following:
💎 وأيضاً دور س4 للفراغات
راح أدزلكم الأسئلة الشهرية واحفظوهن منهن
يكرر منهن
Q3 /A/ Transcribe and stress the following:
💎 وأيضاً دور س4 للفراغات
راح أدزلكم الأسئلة الشهرية واحفظوهن منهن
يكرر منهن
Forwarded from sophomore (𝒛𝒂𝒉𝒓𝒂𝒂 </>)
Q\ 1 Define the syllable phonetically and give an example for each syllables
--The syllable It's usually described as a consisting of a center which has little or no obstruction to the airflow and which sounds comparatively loud
1- minimum syllable:-
are /a:/
bar / ba:/
2- no onset which we call ( zero onset )
eat /i:t/
3- no conda which we call ( zero coda)
see /si:/
4- have both onset and coda
cat /kæt/
Q2/ weak syllables contain short vowels.What are these vowels? given example for each case
- the vowels are [ /ə/ , /u/ , /i/ ]
- /ə/ :- better /betə/
- /u/ :- influence /ɪnfluəns/
- /i/ :- happy /hæpi/
Q3/
1- a word with two syllables, the first syllable is strong and the second has no vowel at all
---- /bɪtņ/
3- a word carries a structure ccvcccc
--prompts - /prɒmpts/
6- a word with a ambisyllabic consonant
-- better / betə/
--The syllable It's usually described as a consisting of a center which has little or no obstruction to the airflow and which sounds comparatively loud
1- minimum syllable:-
are /a:/
bar / ba:/
2- no onset which we call ( zero onset )
eat /i:t/
3- no conda which we call ( zero coda)
see /si:/
4- have both onset and coda
cat /kæt/
Q2/ weak syllables contain short vowels.What are these vowels? given example for each case
- the vowels are [ /ə/ , /u/ , /i/ ]
- /ə/ :- better /betə/
- /u/ :- influence /ɪnfluəns/
- /i/ :- happy /hæpi/
Q3/
1- a word with two syllables, the first syllable is strong and the second has no vowel at all
---- /bɪtņ/
3- a word carries a structure ccvcccc
--prompts - /prɒmpts/
6- a word with a ambisyllabic consonant
-- better / betə/
Forwarded from sophomore (𝒛𝒂𝒉𝒓𝒂𝒂 </>)
Q3/
1- / bætļ /
2- particular / pətɪkələ /
3 - cccvcc :- strict - /strɪkt/
4- post-initial + peak + final :- run /rʌn/
1- / bætļ /
2- particular / pətɪkələ /
3 - cccvcc :- strict - /strɪkt/
4- post-initial + peak + final :- run /rʌn/
Forwarded from Zahraa Haidar
Q1_ Define the syllable in general, and mention the types of it with examples for each one
--- the syllable:- it is described as a consisting of a center which has little or no obstruction to the airflow
1- minimum:- are /a:/
2- zero coda :- eat /i:t/
3- zero onset :- see /si:/
4- has both onset and coda :- hat /hæt/
Q2_what are the vowels that make the syllables weak?mention them with examples.
--- they are :-
/ə/ :- attend /ətend/
/i/ :- busy /bɪzi/
/u/ :- influence /ɪnfluəns/
Q3 A_anyalyse the structure of the following words in terms of oncet, peak and coda
1_play.
pleɪ
- p :- initial / L :- post-initial / eɪ :- peak
2_spring
sprɪŋ
s :- pre-initial / p:- initial / r :- post-initial1 / ɪ :- peak
ŋ :- final
3_school
skuːl
تعبت
pre-initial +initial +peak+final
4_eat
i:t
peak+ final
B_why the (shwa) called lax?
- it means lazy because it is not articulated with much energy
Q4_why are these syllable structures "(cvvcccc)" and "(ccvccccc") not English?
- cvvcccc :- Because we can't have two vowels after each other
- ccvccccc :- Because the maximim number of consonants in the final position is 4 not 5
Q5_write an example for each following cases
1_a word carries this structure CCCVCCC
---strengths - /streŋθs/
2_ a maximim syllable
-- prompts - /prɒmpts/
3_a word with syllabic r
/prefr,əns/
4_A word with / Ə / that is 'or' in spelling
forget /fəget/
5_a word with pre-initial+initial+post-initial+peak+final
split
6_a minimum syllable
or
7_a word carries this structure CCCVCC
splits
Q6_true or false
1_ /s/ can come in post initial position
false
2_the (shwa) comes only in strong syllables
false
3_the minimum syllable might be syllabic
false
4_the syllable may have 4 conaonants finally
true
5_syllabic (m) can occur only as a result of assimilation
true
--- the syllable:- it is described as a consisting of a center which has little or no obstruction to the airflow
1- minimum:- are /a:/
2- zero coda :- eat /i:t/
3- zero onset :- see /si:/
4- has both onset and coda :- hat /hæt/
Q2_what are the vowels that make the syllables weak?mention them with examples.
--- they are :-
/ə/ :- attend /ətend/
/i/ :- busy /bɪzi/
/u/ :- influence /ɪnfluəns/
Q3 A_anyalyse the structure of the following words in terms of oncet, peak and coda
1_play.
pleɪ
- p :- initial / L :- post-initial / eɪ :- peak
2_spring
sprɪŋ
s :- pre-initial / p:- initial / r :- post-initial1 / ɪ :- peak
ŋ :- final
3_school
skuːl
تعبت
pre-initial +initial +peak+final
4_eat
i:t
peak+ final
B_why the (shwa) called lax?
- it means lazy because it is not articulated with much energy
Q4_why are these syllable structures "(cvvcccc)" and "(ccvccccc") not English?
- cvvcccc :- Because we can't have two vowels after each other
- ccvccccc :- Because the maximim number of consonants in the final position is 4 not 5
Q5_write an example for each following cases
1_a word carries this structure CCCVCCC
---strengths - /streŋθs/
2_ a maximim syllable
-- prompts - /prɒmpts/
3_a word with syllabic r
/prefr,əns/
4_A word with / Ə / that is 'or' in spelling
forget /fəget/
5_a word with pre-initial+initial+post-initial+peak+final
split
6_a minimum syllable
or
7_a word carries this structure CCCVCC
splits
Q6_true or false
1_ /s/ can come in post initial position
false
2_the (shwa) comes only in strong syllables
false
3_the minimum syllable might be syllabic
false
4_the syllable may have 4 conaonants finally
true
5_syllabic (m) can occur only as a result of assimilation
true
👍1
Forwarded from مُصطَفى
Q1_Explain the idea of syllable phonologically, and write the maximum structure of the syllable.
Q2_what is the releationship between the syllabic consonants and the assimilation? give at least two examples
Q3_give examples for each cases
1_A word with pre-initial,initial+peak+final
2_A word with two syllables the first one is strong and the second has no vowel at all
3_a word with / Ə / that 'ugh' in spelling
4_A word carries this structure cccvc
5_A word with syllabic ŋ
6_A word with an ambisyllabic
7_A syllable with zero onset
Q2_what is the releationship between the syllabic consonants and the assimilation? give at least two examples
Q3_give examples for each cases
1_A word with pre-initial,initial+peak+final
2_A word with two syllables the first one is strong and the second has no vowel at all
3_a word with / Ə / that 'ugh' in spelling
4_A word carries this structure cccvc
5_A word with syllabic ŋ
6_A word with an ambisyllabic
7_A syllable with zero onset
Forwarded from 2nd stage,C2 (Shahad Mazen,)
اسئلة العام
ع جابتر 10,11
ع جابتر 10,11