UNIVERSIDAD TCNICA DEL NORTE

GROUP: KEVIN SA, ESTEBAN CHUQUN, SHEYLA RODRIGUEZ

ENGLISH MORPHOLOGY
DATE: 10/10/2016

/b/
Allophones of /b/: although /b/ is a single phoneme, its exact realisation depends
on context: it is a voiced stop after a pause or a consonant that isn't a written s.
Phonetically, this is [b].

But in other contexts, like between vowels and after s (see note 3, item 1), there is
a tendency to make the closure incomplete, and introduce some weak friction.
Phonetically, this is [B]. Example: Lisboa. But this isn't always done, or not always
to the same extent: Lisboa.
And to show that this isn't a peculiarity of just this one singer, here are two more
examples by another singer, in which both times you first hear something that is
almost [b], and then in the same word a full [B]: Sabem, Sabem.
See also the "afago" sound samples, for a similar phonetic alternation.
Cf. Spanish, where the same thing happens with written g, d and b/v, and cf.
Portuguese g and d. But contrary to Spanish, in Portuguese /b/ and /v/ are distinct
phonemes.

The sample vai o bem fugindo shows the difference between labiodental /v/ (in
"vai") and bilabial [B] (in "o bem").

Description:
The activity will be given by a presentation of a tongue twister for the students to
understand when a sound is produced and recognize allophones and sound
variants also clarify the difference between them.
Objectives:
1.- The main objective of the tongue twister is that the student feels the difference
of the different allophones when they are produced.
2.- The next objective is to detail why one allophone is different from another and to
recognize it in a sentence.
Evaluation:
In order to evaluate the class, the student will have to produce the sounds through
the tongue twister and explain the differences of the pronunciation.

/d/
Allophones of /d/: although /d/ is a single phoneme, its exact realisation depends
on context: it is a voiced stop after a pause or a consonant that isn't a written s.
Phonetically, this is [d]. It is a dental [d_d], unlike the alveolar [d] sound found in
English.
But in other contexts, like between vowels and after s (see note 3, item 1), there is
a tendency to make the closure incomplete, and introduce some weak friction.
Phonetically, this is [D]. It is very similar to th in English "the", and to the sound of
the delta in modern Greek.
Cf. Spanish, where the same allophonic change occurs with written g, d and b/v,
and cf. Portuguese g and b.

Description:
In the next activity the students will have to listen to a word spelled and try to copy
the correct word.

Objectives:
1.- Learn how to difference the different sounds and recognize words just by
listening to them.
2.- Improve the hand writing of the student.
Evaluation:
Make a dictation of higher level words.

/g/
Allophones of /g/: although /g/ is a single phoneme, its exact realisation depends
on context: it is a voiced stop in positions lg, ng, rg, Bg 1. Phonetically, this is [g].
But in other contexts, like between vowels (note 3, item 1), there is a tendency to
make the closure incomplete, and introduce some weak friction. Phonetically, this
is [G]. It doesn't happen consistently (in the sample it is very clear the last time, but
much less so the previous time), and the friction is nowhere near that of a Dutch gg
or an Arabic ghain.
Cf. Spanish, where the same thing happens with written g, d and b/v, and cf.
Portuguese d and b.

The extent of the friction, and how much of the plosion is absent, varies even with
the same speaker and in the same song. This becomes clear when listening to
these two samples: the first one is more like [3fagu], and only the second one
clearly has this friction element: [3faGu]. See also the Lisboa sound samples.

Description:
Brief explanation of a dictation. Transcription of sounds.
Objectives:
1.- Make the students be capable to make transcriptions of sounds.
2.- Learn how to produce new words in a correct way.
Evaluation:
Presenting new and high level words so they can transcribe them.