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Chapter 1
A:
B:
C:
1
D:
E:
2
H: 1
I:
(7) laugh: 3
begged: 4
graphic: 5
fish: 3
fishes: 5
fished: 4
batting: 5
quick: 4
these: 3
physics: 6
kno ck: 3
axis: 5
J:
(8) 1: mean
2: steak
3: mast
4. ton
5. good
6. dud
Chapter 3
A:
(9) a. Before the vowel ends the soft palate lowers so that air can ow through
the nasal cavity. At the end of the vowel the blade of the tongue
is raised to make contact with the alveolar ridge, preventing air from
1 I’m not completely sure I understand what’s being asked in this question.
3
passing through the oral cavity. The lips remain open. The vo cal folds
continue vibrating.
b. Then the velum (or soft palate) is raised and the front of the tongue is
raised, while the tip of the tongue remains in the same place. The lips
become more rounded. The vo cal folds stop vibrating.
c. The velum remains closed throughout the end of the word. After a short
period the tip of the tongue moves downward, but the front of the tongue
remains close enough to the alveolar ridge to tightly restrict air owing
through the oral cavity. The lips are partially rounded. The vocal folds
are held open.
B:
(10) a. The lips close to block air ow through the oral cavity, while the velum
is lowered to allow air ow through the nasal cavity. The vocal folds
continue to vibrate.
b. The velum is raised, cutting o nasal air ow, and the vocal folds are
held open, ending voicing. Anticipating the lateral sound, the tip of the
tongue is raised to the alveolar ridge.
c. The lips are opened, allowing air ow through the oral cavity, and one
or both sides of the tongue are lowered to allow air ow around a lateral
obstruction. The vo cal folds resume vibration.
D:
(3) stab Ted, love Ted, breathe together, kid Ted, buzz cut, lo dge Ted, hug
Ted: [b h ], [v h ], [ t h ], [d h ], [z h ], [ d>Z t h ], [g t h ] (only relevant segments
t t t t
transcribed)
(4) a boy, this boy; a dog, this dog; a judge, this judge; a girl, this girl: [
b], [s p]; [ d], [s t]; [ g], [s k] (only relevant segments transcribed)
(5) spark, stark, scar (Numbering problem in the book here – Statements 5,
6 and 7 are juggled in the Exercises): [spA k], [stA k], [skA ]
(6) plan, tram, queen, pure (Numbering problem in the book here – State-
ments 5, 6 and 7 are juggled in the Exercises): [p h l h h w
4
(8) lobbed, lapped, whacked, bagged. (Can you have alveolar stops in this
environment?) [lAb^d], [l p^t], [w k^t], [b g^d]
(9) stop, tot, Scot: [stAPp], [t h APt], [skAPt]
Chapter 4
C:
5
D:
E:
(14) /OI/ occurs before the smallest number of consonants. Alveolar (or coronal)
consonants o ccur after the largest number of vowels.
F:
G:
(16) The red monster shu ed around the room three times.
[ Ed mAnst@ S f@ld aUnd um T i taImz.]
H:
6
[ph aU], ["ph aU@ ], ["ph aU@ f@l]
(4) testify, repetition, mystify, diluted: ["tEst@ h IS@n], ["mIst@
[daI"lut@ faI], [ Ep@ "t faI],
(5) Sam,d]sin, sang, crumb: [s m], [s In], [s eIN], [k m]
(6) pad, pal; sid, sill: [p h d], [p h ]; [sI], [sI
]
Chapter 7
A:
A:
C:
D:
(21) Sounds with multiple primary articulations, such as [ > gb] and [ ].
References
Ladefoged, Peter (2006) A Course in Phonetics. Wadsworth.