1.1 INTRODUCTION TO ENGLISH PHONETICS

Objective:
To understand what phonetics is, its importance in learning English, and how it helps learners improve pronunciation and listening skills.

🔤 WHAT IS PHONETICS?
Phonetics is the branch of linguistics that studies the sounds of human speech. In English, phonetics focuses on how sounds are produced (articulation), transmitted (acoustics), and perceived (auditory phonetics).
When learning English as a second language, phonetics becomes a powerful tool. Unlike Spanish, English is not entirely phonetic, meaning that spelling and pronunciation often do not match. Phonetics helps bridge that gap.

🔍 ENGLISH VS. SPANISH: A PHONETIC COMPARISON
Aspect English Spanish
Spelling-pronunciation Often irregular Mostly regular
Number of vowel sounds ± 20 (with diphthongs) 5
Voiced/voiceless pairs Many contrasts (/p/ vs /b/, etc.) Fewer contrasts
Phoneme variety High Moderate
This means Spanish speakers often underestimate the complexity of English pronunciation.

📚 EXAMPLE: THE WORD “ENOUGH”
How it’s written: enough
How it’s pronounced: /ɪˈnʌf/
/ɪ/ like in “bit”
/n/ like in “no”
/ʌ/ like in “cup”
/f/ like in “fun”
The letters "gh" produce the /f/ sound, which is unpredictable unless you know the phonetics.

🗣 KEY PHONETIC CONCEPTS TO LEARN
• Phoneme: the smallest unit of sound in a language
• IPA (International Phonetic Alphabet): the system used to represent phonemes
• Syllable stress: which part of a word is stressed
• Intonation: the rise and fall of voice pitch in speech

1.2 ENGLISH VOWEL SOUNDS

Objective:
To understand and distinguish the different types of vowel sounds in English: short vowels, long vowels, and diphthongs, and to learn how to produce them accurately.

🧱 TYPES OF VOWEL SOUNDS IN ENGLISH

🟡 1. SHORT VOWELS
Short vowels are brief and typically found in stressed or closed syllables.
Sound Example Word IPA
/ɪ/ bit /bɪt/
/e/ pen /pen/
/æ/ cat /kæt/
/ʌ/ cup /kʌp/
/ɒ/ hot (BrE) /hɒt/
/ʊ/ book /bʊk/
/ə/ about /əˈbaʊt/ (unstressed – schwa)

🟢 2. LONG VOWELS
These vowels are held longer and often involve more mouth tension.
Sound Example Word IPA
/iː/ seat /siːt/
/ɑː/ car /kɑː/
/ɔː/ door /dɔː/
/uː/ blue /bluː/
/ɜː/ Bird /bɜːd/
Note: American English uses slightly different vowel lengths and qualities for some of these sounds.

🔵 3. DIPHTHONGS
Diphthongs are two vowel sounds combined into one, where the tongue glides from one position to another.
Sound Example Word IPA
/aɪ/ time /taɪm/
/eɪ/ say /seɪ/
/ɔɪ/ boy /bɔɪ/
/aʊ/ house /haʊs/
/əʊ/ go (BrE) /ɡəʊ/
/ɪə/ ear (BrE) /ɪə/
/eə/ care (BrE) /keə/
/ʊə/ tour (BrE) /tʊə/

🎧 COMMON PROBLEMS FOR SPANISH SPEAKERS
Confusing /ɪ/ and /iː/ (ship vs. sheep)
Omitting diphthong glides (no pronounced as /nɒ/ instead of /nəʊ/)
Using only 5 vowel sounds as in Spanish → leads to mispronunciation

1.3 ENGLISH CONSONANT SOUNDS

Objective:
To identify and correctly pronounce the most important consonant sounds in English, including those that are particularly challenging for Spanish speakers.

🧩 CATEGORIES OF ENGLISH CONSONANTS

🔹 1. VOICED VS. VOICELESS
Voiceless Voiced
/p/ pen /b/ ben
/t/ ten /d/ den
/k/ cat /g/ gap
/f/ fan /v/ van
/s/ sip /z/ zip
/ʃ/ she /ʒ/ vision
/θ/ think /ð/ this
✅ Tip: Put your fingers on your throat to feel vibration — if it vibrates, it's voiced.

🔹 2. CONSONANT SOUNDS DIFFICULT FOR SPANISH SPEAKERS
Sound Example Common Errors
/θ/ think Pronounced as /t/ or /s/
/ð/ this Pronounced as /d/
/v/ very Confused with /b/
/h/ hat Often omitted entirely
/ʃ/ she Pronounced as /s/
/tʃ/ church Mispronounced as /ch/ in chico
/dʒ/ judge May be pronounced as /y/ or /ʃ/

🔹 3. OTHER COMMON CONSONANTS
Sound Example Description
/m/ man nasal sound
/n/ no nasal sound
/ŋ/ sing final -ing sound, nasal
/l/ love clear /l/
/r/ red English /r/, not trilled
/w/ water semi-vowel, rounded lips
/j/ yes like Spanish “y” but smoother

🗣 HOW TO IMPROVE CONSONANT PRONUNCIATION
• Use mirrors to observe tongue and lip positions.
• Record yourself and compare with native speakers.
• Isolate difficult sounds and drill them daily.
• Practice in context, not just isolated words.

🧠 FUN FACT
The English “r” /r/ is not rolled like in Spanish. It's produced with the tongue pulled slightly back, without touching the palate.

1.4 WORD STRESS AND SYLLABLES

Objective:
To understand the concept of syllables and word stress in English, recognize patterns, and apply correct pronunciation for improved clarity and natural rhythm.

🔊 WHAT IS WORD STRESS?
In multisyllabic words, one syllable is pronounced more strongly than the others. This is called word stress. The stressed syllable is:
• Louder
• Longer
• Higher in pitch

Example:
banana → /bəˈnɑːnə/ (stress on the second syllable)
photograph → /ˈfəʊtəɡrɑːf/ (stress on the first syllable)
IPA transcription uses a ˈ before the stressed syllable.

📘 COMMON WORD STRESS PATTERNS
Type of Word Typical Stress Pattern Example
Two-syllable nouns Stress on the first syll. TAble, PArent
Two-syllable verbs Stress on the second syll. reLAX, deCIDE
Words ending in -ic Stress on the penultimate graphIC, clasSIC
Words ending in -tion Stress on the syllable before -tion creAtion, inFORmation

❗ COMMON MISTAKES
Equal stress on all syllables (syllable-timed rhythm).
Stress on wrong syllable due to Spanish spelling intuition.
Ignoring vowel reduction in unstressed syllables (e.g., using /e/ instead of schwa /ə/).

1.5 SENTENCE STRESS AND RHYTHM

Objective:
To understand how stress works at the sentence level, how English rhythm is structured, and how to use stress to sound more natural and fluent.

🗣 WHAT IS SENTENCE STRESS?
In a sentence, not all words are pronounced with equal emphasis. Sentence stress refers to the pattern of emphasizing certain words while reducing others.
English is a stress-timed language, which means that stressed syllables tend to occur at regular intervals, and unstressed syllables are spoken more quickly to maintain rhythm.

💬 CONTENT WORDS VS. FUNCTION WORDS
Stressed words in a sentence are usually content words (words that carry meaning):
• Nouns (dog, house)
• Main verbs (eat, go)
• Adjectives (big, beautiful)
• Adverbs (quickly, never)

Unstressed words are often function words (grammatical glue):
• Articles (a, the)
• Prepositions (in, on, to)
• Pronouns (he, they, it)
• Auxiliary verbs (is, do, have)
• Conjunctions (and, but, or)

🔊 EXAMPLE
I ˈWANT to ˈGO to the ˈMARket.
Stressed: want, go, market (main meaning)
Unstressed: I, to, the (function words)

🕒 RHYTHM IN ENGLISH
English uses a stress-timed rhythm, which creates a sort of “beat” in speech. This is very different from Spanish, which is syllable-timed—each syllable has a similar length.

In English:
I ‘went to the ‘store to ‘buy some ‘milk.
The stressed syllables (went, store, buy, milk) form the rhythm. Everything else is compressed around them.

🧠 COMMON MISTAKES
Giving equal stress to every word
Overpronouncing function words
Using a syllable-timed rhythm instead of stress-timed
Misplacing stress and affecting meaning or clarity

🧪 PRACTICE SENTENCES
Say these sentences aloud, emphasizing the bold words:
She ˈWANTS to ˈSTAY ˈHOME.
We’re ˈGOING to the ˈCINema ˈLATER.
I ˈDIDn’t ˈSEE your ˈMESsage.

1.6 INTONATION PATTERNS IN ENGLISH

Objective:
To understand how intonation works in English, recognize the main patterns, and use them effectively to convey meaning, emotion, and intention.

🎵 BASIC INTONATION PATTERNS

🔹 1. RISING INTONATION ↗
Used when:
Asking yes/no questions
→ Are you ready? ↗
Expressing uncertainty or surprise
→ Really? ↗
Enumerating items in a list (non-final items)
→ I bought apples, oranges, and grapes. ↗ ↗ ↘

🔹 2. FALLING INTONATION ↘
Used when:
Making statements
→ He’s at home. ↘
Asking WH- questions
→ Where are you going? ↘
Giving commands or instructions
→ Sit down. ↘
Showing certainty or finality

🔹 3. FALL-RISE INTONATION ↘↗
Used when:
Expressing doubt, hesitation, or politeness
→ Well, I’m not sure… ↘↗
Offering contrast or partial agreement
→ It’s nice, but… ↘↗
Showing that the speaker has more to say

❗ COMMON MISTAKES
Using flat intonation, which sounds robotic or disinterested
Misusing rising intonation in WH- questions
Not using fall-rise patterns, leading to blunt or rude tone unintentionally

1.7 COMMON PRONUNCIATION PROBLEMS FOR SPANISH SPEAKERS

Objective:
To identify the most frequent pronunciation challenges faced by Spanish speakers learning English, and provide practical strategies to correct them.

🚫 WHY DO THESE PROBLEMS HAPPEN?
Spanish and English have very different sound systems. Spanish has:
Fewer vowel sounds (5 vs. ±20 in English)
Fewer consonant contrasts
More consistent spelling–sound correspondence
Syllable-timed rhythm, not stress-timed

As a result, Spanish speakers often transfer native pronunciation rules to English, which leads to misunderstandings.

🔍 MOST FREQUENT PROBLEM AREAS

1. VOWEL SOUND CONFUSION
English Sound Spanish Speakers Might Say Example
/ɪ/ (bit) /i/ (beat) ship → sheep
/æ/ (cat) /a/ man → mon
/ʌ/ (cup) /a/ or /o/ luck → lock
/ɜː/ (bird) /e/ or /a/ word → ward
✅ Fix: Practice minimal pairs and vowel charts. Focus on mouth shape and tongue position.

2. MISSING OR MISPRONOUNCED CONSONANTS
Sound Common Error Example
/θ/ (think) /t/ or /s/ think → tink / sink
/ð/ (this) /d/ this → dis
/v/ (very) /b/ very → berry
/h/ (house) omitted hat → at
✅ Fix: Use mirrors and slow pronunciation to feel airflow and vibration.

3. FINAL CONSONANTS DROPPED OR SOFTENED
Spanish tends to weaken or omit final consonants, especially:
stop → sto
big → bi
✅ Fix: Over-articulate final sounds and practice with word endings in context.

4. WRONG WORD STRESS
Stress placed on the wrong syllable:
inTEResting → INteresting
comPUter → COMputer
✅ Fix: Always check dictionary stress marks and repeat aloud with rhythm practice.

5. FLAT INTONATION AND RHYTHM
Speaking in syllable-timed rhythm causes unnatural delivery.
Using incorrect intonation for questions or emotions.
✅ Fix: Listen and shadow native speakers. Focus on sentence stress and intonation patterns.

🛠 ADDITIONAL COMMON ERRORS
Error Correction
Spanish rolled /r/ → use English /r/ (soft, not trilled)
Pronouncing every syllable equally → reduce unstressed ones (use schwa /ə/)
Inserting extra vowels after consonant clusters (e.g. eschool for school)
Not linking words in connected speech (go on → goʊ‿ɔn)

1.8 PHONETIC PRACTICE

Objective:
To apply phonetic knowledge through structured pronunciation and listening activities that develop accurate production and sound recognition.

🗣 PRODUCTION PRACTICE: PRONUNCIATION DRILLS

🔹 1. MINIMAL PAIRS
Minimal pairs are words that differ by only one sound. Practicing them sharpens your ability to hear and produce contrasts.

Examples:
Pair IPA Notes
ship / sheep /ʃɪp/ – /ʃiːp/ /ɪ/ vs. /iː/
bat / bet /bæt/ – /bet/ /æ/ vs. /e/
thin / then /θɪn/ – /ðen/ /θ/ vs. /ð/
fan / van /fæn/ – /væn/ /f/ vs. /v/

Activity: Repeat each pair out loud. Focus on tongue position and mouth shape. Record yourself and compare with native pronunciation.

🔹 2. WORD STRESS DRILLS
Practice with words of 2–4 syllables. Mark the stress and pronounce clearly.
• DEsert (noun) / deSERT (verb)
• INteresting – 4 syllables, stress on the first
• comPUter – stress on the second syllable

Tip: Clap the rhythm or use a metronome app to internalize stress timing.

🔹 3. SENTENCE STRESS AND INTONATION PRACTICE
Use short sentences and identify the content words. Practice emphasizing them with correct intonation.
I need to call the doctor ↘
Are you ready? ↗
Well, I’m not so sure… ↘↗

Repeat with rising, falling, and fall-rise pitch contours.

🎧 LISTENING PRACTICE: SOUND RECOGNITION

🔸 1. IDENTIFY THE VOWEL
Play audio clips* of minimal pairs and choose the correct word you hear.
Did they say “ship” or “sheep”?
Is it “full” or “fool”?

Listenings

🔸 2. STRESS AND INTONATION RECOGNITION
Listen to native speakers and mark:
Which words are stressed?
What intonation is used: ↗, ↘, or ↘↗?
Does the tone suggest a question, certainty, surprise?
Use subtitled videos or podcasts for guided practice.

🔸 3. SHADOWING TECHNIQUE
Choose a short native speaker recording (10–15 seconds).
Listen once.
Then play and repeat simultaneously, copying intonation, rhythm, and stress.
Do this daily for fluency and pronunciation control.

1.9 UNIT 1 REVIEW

Objective:
To consolidate the key concepts from Unit 1 through a structured review and apply knowledge with a pronunciation self-assessment.

📚 REVIEW SUMMARY
Let’s recap the main takeaways from Unit 1:

🔤 PHONETICS BASICS (1.1)
Phonetics helps decode pronunciation independently of spelling.
English is not phonetic — phonetics bridges the gap.

🔠 IPA SYMBOLS (1.2)
The International Phonetic Alphabet (IPA) represents exact sounds.
Each symbol = one specific sound → clearer pronunciation.

🟡 VOWEL SOUNDS (1.3)
Short vs. long vowels + diphthongs.
Spanish has 5 vowels; English has 20+ — need to train ear and mouth.

🔵 CONSONANT SOUNDS (1.4)
Voiced/voiceless, difficult consonants (/θ/, /ð/, /v/, /h/).
Importance of final consonants and articulation.

🔊 WORD STRESS AND RHYTHM (1.5, 1.6)
Word stress is unpredictable → check IPA and practice rhythm.
Sentence stress = content vs. function words → creates natural rhythm.

🎵 INTONATION (1.7)
Rising, falling, and fall-rise patterns → change tone and meaning.

❗ SPANISH SPEAKER FOCUS (1.8)
Interference from native language affects clarity.
Awareness and targeted practice fix issues.

🎧 PHONETIC PRACTICE (1.9)
Minimal pairs, shadowing, rhythm drills improve fluency.