TẬP BÀI GIẢNG
NGỮ ÂM THỰC HÀNH
(PRONUNCIATION IN USE)
i
LỜI NÓI ĐẦU
Các em sinh viên thân mến!
Để bước đầu làm quen với việc phát âm tiếng Anh, chúng tôi xin giới thiệu tập
bài giảng “Ngữ Âm Tiếng Anh Thực Hành” được biên soạn cho 03 đơn vị học trình,
dành cho sinh viên năm thứ nhất hệ cao đẳng sư phạm tiếng Anh chính qui. Đây là
tập hợp các bài học về ngữ âm nhằm giúp các em nắm chắc các hiện tượng ngữ âm cơ
bản, đồng thời tạo cơ hội cho các em vận dụng thực hành việc phát âm tiếng Anh
chuẩn. Tập bài giảng gồm hai phần:
Phần 1: Nội dung, gồm 10 bài học về các hiện tượng ngữ âm cơ bản trong tiếng Anh
Phần 2: Đáp án cho các bài tập thực hành.
Mỗi bài học được chia thành 4 mục:
Mục 1: Mục đích của bài học
Mục 2: Nội dung bài học
Mục 3: Thực hành
Mục 4: Bài tập về nhà
Hi vọng với sự chăm chỉ và cần cù học tập, các em sẽ tích cực luyện tập và khai thác
tốt những kiến thức trong tập bài giảng này.
Chúc các em thành công trong việc học và vận dụng tiếng Anh!
TÁC GIẢ
ii
TABLE OF CONTENT
PART I: CONTENT………………………………………………………………….1
UNIT 1: SPEECH ORGANS AND THEIR FUNCTIONS………………………… 1
UNIT 2: VOWELS AND THEIR CLASSIFICATION …………………………… 3
UNIT 3: CONSONANTS AND THEIR CLASSIFICATION ……………………….9
UNIT 4: OTHER CONSONANTS ………………………………………………….15
UNIT 5: WORD STRESS ………………………………………………………… 20

2.2.2. Articulators
Articulators are the most movable speech organs. They are :
- Lower lip : Facing the upper lip.
- Lower teeth : between the lower lip and the tip of tongue.
- Tip of tongue : opposite to the alveolar ridge, it can touch the
teeth, the alveolar ridge and the hard palate.
- Front of tongue : facing the hard palate.
3
- Middle of tongue : between the front and the back of the tongue.
It can touch the hard palate and the soft palate.
- Back of tongue : the end part of the tongue that can touch the soft
palate.
- Velum or Uvula : the extreme back of the roof of the mouth that
can be raised or lowered to open or close the passage to the nasal
cavity.
- Vocal cords : in the throat (Adam’s apple). They may open or
close and let the air pass through the opening between them.
When they are apart, the air can pass out freely without the
vibration. Then we have voiceless sounds. But when they close
tightly and open rapidly, there is vibration we have voiced
sounds.
- Jaw: it can move up or down to change the size of the oral cavity.
- Epiglottis : in the pharynx.
III. PRACTICE
Exercise 1: Draw the organs of speech and point out their names.
Exercise 2: What do we need first when we speak?
Exercise 3: What are voiceless / voiced sounds? How are they
produced?
IV. HOMEWORK
Learn by heart names of speech organs and their functions.

/u:/
5
2.2. Short vowels: (6 short vowels /i, e, ɔ,, ə, u / )
First practise the sound /i:/.Then open your
mouth a little more to make the sound ill
First practise the sound /
æ
/.
Then
First make the sound
/3:/
.
Then put your
tongue back a little co make make it very short
.
This is/
ə
/, (a
the sound
/

/
(a very short sound)
very short sound)
First practise the sound
/
ɔ
:/
, then put your tongue
forward and up a little to make the sound / 3:/

we have
/ai/
First practise the sound
/
æ
/
.
Now
add /u/.
We have /au/
First practise the sound /e/
.
Now
First make the sound /i/.
Now
Make it longer and add /
ə
/. It's
/e
ə
/
add /ə/
.
We have /iə/.
First say /
ɔ
:/
. Now make it longer First say/ə/. Now make it longer:
ɔɔɔ. Then add /i/
.

a. Classify /i:/ and /I/:
Evening, tin, easy, eat, it, since, this, meat, teach, film, interesting, tea, sea, seen,
sit, seat, minute, fifty, cheese, chinese, free, three, be, she, pleased…
b. Classify /a:/ and /  /:
Cut, cup, cart, card, done, come, mar, march, must, darn, last, lust, heart, harm, hut,
much, calm, farm…
c. Classify /u:/ and / u/:
Look, cook, book, soot, shoot, pull, pool, could, shoe, suit, stood, stewed, to, too,
wooed, wood, food, cool…
d. Classify / æ / and / e /:
Dad, dead, dense, man, send, many, mad, any, at, stretch, sat, head, hand, fan, can,
land, set, met, letter , fed, catch…
e. Classify / o: / and / o / :
Corn, cord, copy, swan, sworn, sod, soared, shot, stock, talk, spot, sport, chalk, shock,
loss, got, caught, bought…
f. Classify / з / and / ә /:
Her, teacher, heard, shirt, the, first, fur, stir, sister, prefer, refer, skirt, hurt, learn,
today, sir, brother, occur, …
g. Classify / au / and / әu /:
Now, no, show, how, hoe, loud, load, tone, town, couch, know, noun, known, foal,
fowl, rouse, rose, stout, stoat, found, phone…
h. Classify / iә /, / eә /, / uә /:
/aiə/
/auə/
/eiə/
liar: /laiər/
Power: /pauər/
layer: /leiər/
fire:/faiər/
Hour: /auər/

1.A.idea B. repeat C. cheat D. feast
2.A.cook B. fool C. moon D. tool
3.A.nature B. angel C. frankly D. aging
4.A.study B. ready C. puppy D. occupy
5.A.event B. lend C. even D. dentist
6.A.behind B. decline C. timing D. distrust
7. A. show B. cow C. slow D. blow
8. A. lively B. life C. like D. live
9. A. some B. woman C. come D. love
10.A.boss B. hot C. stone D. cost
Exercise 6: Work in pairs. Think of two things that these adjectives can describe
1. Common
2. Good
3. Comfortable
4. Horrible
5. Funny
V. HOMEWORK
Exercise 1: Distinguish between /i/ and /i:/
1. A. sheep b. ship
2. A. bean b. bin
3. A. cheeks b. chicks
4. A. cheap b. chip
5. A. Heel b. hill
6. A. peel b. pill
Bread potato
Beer pea
Butter pork
Bean peach
Bamboo pear
9

2.1. Definition of consonants
A consonant is produced with an obstruction or constriction of the air stream formed in the
mouth by the organs of speech. The air stream from the lungs is stopped or obstructed
somewhere in the mouth before rushing out. This forms different consonants.
2.2. Classification of consonants (part 1)
We classify the consonant according to the manner of the pronouncing (i.e. the ways the organs
work to modify the air stream) we have:
2.2.1. Plosives (stop consonants):
- How to produce: in producing stop consonants, the breath is completely stopped at
some point in the mouth, then released suddenly with an explosive sound.
- There are 6 plosives /p, b, t, d, k, g/
- /p, t, k/ voiceless – strong consonants
- /b, d, g/ voiced – weak consonants
(1) Close your lips hard. Put air forward in your
mouth.
(2)
Open your lips quickly.
It’s/p/.
First practise /p/. Then use your
voice to make
/b/.
(1). Put the front of your tongue behind your
top teeth. Put air
forward
in your mouth.
(2).
Move your tongue away. It 's /t/
First practise /t/
.
Then use your

Put your tongue on the roof of your mouth. Touch your side
teeth with the sides of your tongue, use your voice. /n/ comes
through your nose.
12
2.2.3. Fricatives :
- How to produce: In producing friction consonants, the oral cavity (air passage is
narrowed because the speech organs have moved close together, the air stream is not
completely stopped but constricted then passes out of the mouth and causes fricative
sounds.
- There are 9 fricatives /s, z, , ʒ, f, v, h, , ð /
- /s, , f,  / are strong – voiceless consonants
- /z, ʒ, v, ð / are weak – voiced consonants
Touch your side teeth with the
sides
of your tongue. Put your tongue
forward. Do not use your voice.
It's /s/.
First practise /s/
.
Then use your voice
to make /z/.
First practise/s/.
Then put your tongue
up and back a little tomake /

/.
First practise //
.
Then use
your

Push a lot of air out very quickly
.
Do not touch the
roof of your mouth with your tongue
.
We have
/h/.
Put your tongue between your teeth Blow
out air between your tongue and your top
teeth
.
We have //.
First practice //
.
Then use your voice to
make / ð /.
14
g. Classify /d/ and //:
Dan, than, day, dare, doze, there, idea, either, breed, load, breathe, loathe, die,
brother, did, mother.
Exercise 2: Transcribe the following words, then read aloud.
1. creature
2. climb
3. luggage
4. essay
5. tournament
6. abbreviation
7. moustache
8. feudalism
9. weightlessness

4. When does it get there?
5. Is that Tom and David?
6. That’s OK.
Exercise 4: Write the sentences in Exercise 3 in the spaces in these conversations. Then
practice the conversations.
1. A: Where’s the toilet?
B: …………………………
A: thanks.
B: ………………………….
2. A: What time’s the train to Doncaster?
B: ………………………….
A: ………………………….
B: Ten twenty-three.
3. A: ………………………….
B: Yes. They’re always together.
A: ………………………….
B: That’s right.
16
UNIT 4: OTHER CONSONANTS
I. OBJECTIVES:
- To classify Consonant sounds (4 types): non- fricatives, affricatives, semi-vowels,
and consonant clusters.
- To practice these types
- To develop the student’s patience in studying
II. CONTENT: Classification of consonants (part 2)
2.1. Non- fricatives :
- How to produce: The tip of the tongue is firmly pressed against the tooth
ridge or the teeth, so that the air can escape at one or both sides of the tongue.
- There are 2 voiced non- fricatives /l, r/.
2.2. Affricatives :

Semi-vowels
/p, b, t, d, k, g/
/m, n, η /
/s, z, , ʒ, f, v,
h, , ð /
/l, r/
/t, dʒ/
/w, j/
(
1)
. Begin to make /t/. (2)Then slowly
move your tongue from the roof
of your mouth
.
It's/
t
/.
First practise
/
t
/
. Then use your voice
to make
/dʒ/.
First practise /i:/, very quickly move
your tongue to make the next sound
Do not touch the roof of your month
with your tongue.
It's/j/.
First practise /u:/. Make your lips

2.4.10. / v / + / j /:
View, viewer,…
2.4.11. / ∫ / + / r /:
Shrink, shriek,…
2.4.12. / m / + / j /:
Music, mule,…
2.4.13. / n / + / j /:
New, nude,…
2.4.14. / spr /: spread, spray, …
2.4.15. / str /: strand, stray, string,…
2.4.16. / skr /: scratch…
2.4.17. / spj /: spure, spurious, …
2.4.18. / spl /: splendid, split,…
2.4.19. / stj /: stupid, student,…
2.4.20. / skj /: skew, skewer,…
2.4.21. / skw /: square, squash,…
19
III. PRACTICE
Exercise 1:
a. Classify / k/ and / t∫ /:
Chess, chimney, choice, chaos, chemist, chest, chemical, chicken, cheap, catch,
chemistry, school, scholar…
b. Classify /∫/and / t∫ /:
Ships, chips, sheep, sherry, cherry, cheap, chop, catch, shop, cash, wash, watch, shin,
shoes, chin, choose, dish, ditch, leaches, leashes
c. Classify / t∫ / and /dʒ/:
Cheap, jeep, choke, joke, gin, jerry, cherry, larch, large, H, age, search, surge, chilly,
jilly, cheer, chain, jeer, Jane.
d. Classify/d/ and /dʒ/:
Debt, jet, jeep, deep, deer, doe, joe, dust, just, raider, aiding, bad, rager, aging, badge,

differently from the rest.
1. A. teach B. cheap C. school D. church
2. A. While B. white C. Which D. Who
3. A. cheap B. children C. chemist D. church
4. A. church B. chemistry C. chorus D. chemical
5. A. pollution B. question C. attraction D. condition
20
IV. HOMEWORK
Exercise 1: Transcribe the following sentences and words.
1. There’s cherry in my sherry.
2. There’s too much of that mush.
3. Language, George, Churchill, damage, agency, passenger.
Exercise 2: Prounce these words. Underline and transcribe all the affricative
sounds.
Peaches sugar orange juice jam chicken cherries
Champagne cheese mushrooms cabbage chocolate fish
Fresh vegetables milk shake chips
Exercise 3: Pronounce the words on the left. Then choose a suitable word to fill the
blank in each sentence on the right.
(Remember to link the consonant sound at the end of the word with the vowel sound at the
beginning of the next word.)
Exercise 4: Underline all the /w/ sound in this conversation. Can you find any “w”
letters that are not pronounced /w/ ?
A: What’s the weather like?
B: Awful. It’s wet and windy.
A: Shall we have a walk anyway?
B: Let’s wait twenty minutes.
Door
Hour
Their

- When a word has more than one syllable, one of them is spoken with more force
than the rest. This force is called stress, and the syllable which is stressed is shown with
stress - marks / ' /. In some words, usually long ones, other syllable may also be
spoken with more force than the rest, but with a stress that
is not as strong as for those
syllables marked /'/
. The stress - mark /
, /
is used
to show this
. So, / ' / is used to show the
strongest or
primary
stress, and
/ , /
is
used to show the secondary stress (which is
less strong).
For example; investigation /in ,vesti'gei(ə)n/.
- The main stress of a word may occur on any syllable in English.
For instance:
distaff:/
'dista:f/ and
cigar: /
si 'ga:/ .
- In the course book, we will mark the stressed syllable by writing it bigger than others.
For example: investiGAtion DIStaff ciGAR
2.2.1. Basic rules of English word stress
There are two very simple rules about word stress:
22

to preSENT, to exPORT, to
deCIDE, to beGIN
Most 2-syllable prepositions
aMONG, aSIDE, beTWEEN
Reflexive pronouns
mySELF, themSELVES,
ourSELVES
There are many two-syllable words in English whose meaning and class change with a
change in stress. The word present, for example is a two-syllable word. If we stress the first
syllable, it is a noun (gift) or an adjective (opposite of absent). But if we stress the second
syllable, it becomes a verb (to offer). More examples: the words export, import, contract
and object can all be nouns or verbs depending on whether the stress is on the first or
second syllable.