PG-2: EF-D
PRACTICE FOR CLEAR DISTINCTION BETWEEN HANDSHAPES 4 AND 5

Handshape 4 for /b/(as in "boy"), /n/(as in "now"), and /wh/(as in some dialect pronunciations of "why) and handshape 5 for /m/(as in "my"). /f/(as in "fee"), and /t/(as in "tea"] are very similar except that the extended thumb is used in the latter. For the 5 handshape, try to keep you thumb at right angles to the palm of your hand and make sure the thumb does not tilt toward you. For the 4 handshape, make sure your thumb is folded lightly across your palm and hidden from the person to whom you are cueing and speaking. Here are some simple contrasts to practice first. Work with a partner who can monitor your contrasting cues for clarity. If this isn't possible, watch yourself in a mirror.

"bean" [4-m,4-s] "beat"[4-m,5-s]
"beam" [4-m,5-s] "mean" [5-m,4-s]
*"wheat" [4-m,5-s] "feet" [5-m,5-s] "beef" [4-m,5-s]

*(If you use a /w/ sound rathe than a /wh/ sound in your dialect -- and many Americans do -- you may wish to skip practice on all of the /wh/ words, or simply cue-and-say /w/ [6[ instead. If you are not quite sure whether you use the /wh/ sound regularly or not, listen to yourself say the words "wet - whet" or "whine - wine" or "which - witch." If these pairs of words sound exactly the same to you, skip the /wh/ practice words for now.

"ant" [5-t,4-s,5-s) "aft" [5-t,5-s,5-s]
"list [6-t,3-s,5-s] "listen" [6-t,3-s/d,*4-s]

*(The cue instruction assumes that you pronounce the word /lis'n/ with a syllabic /n/; but if you hear yourself saying /lisun/ cue it 6-t,3-s/d,4-s.

   "fast"               "fasten"[5-t,3-s,4-s]
   "bent"               "meant"
   "soft"               "soften" /sawf'n/
   "whiffed"            "miffed"
   "burn"               "Bert"
   "turn"               "turf"
   "firm                "fern"
   "Ferber"             "burner"
   "fifty"              "nifty"
   "a tough"            "enough"
   "Norton"             "Morton"
   "Bessie"             "messy"
   "nine"               "night"
   "motorboat"          "butternut"
   "toy"                "boy"
   "baste"              "taste"
   "whist"              "fist"
   "what"               "nut"
   "bunny" "funny" "money" "tummy" "nutty" "Tubby" "Buffy"

Be just as careful to make handshape 4 and 5 visual contrasts when cueing more complicated consonant clusters. Practice these until you can cue them easily, rather quickly, and clearly"

   "brain"[4-s,3-c,5-t,4-s] "train"[5-s,3-c,5-t,4-s]
   "Bretton"                "Brenton"
   "treble"                 "tremble"
   "trite"                  "bright"
   "snack"                  "smack"
   "stout"                  "snout"
   "steamer"                "sneaker"

Cue-and-say each of these exercise units slowly and deliberately at first. Repeat each unit until you can cue-and-say each set of words confidently, but never sacrifice clarity and precision to speed.

"transit" "transom" "Stan" "Stanton""bandstand" "bantam" "bramble" "clambake" "mini-bike" "whole wheat toast" "urban" "suburban" "lawn mower" "baby-face"

Continue to keep handshapes 4 and 5 clearly distinctive in these practice phrases and sentences:

"Listen to Mommy!" "Why me"" "Why not try?" "Don't be funny!" "Tubby the Tuba" "Bye, baby Bunting" "Bedtime for Bonzo""Be with you in a minute." "I can't remember where or when."
"Where was Tom born?"
"I've been meaning to tell him."
"Better get some dry mittens."
"Whales breathe when they surface."
"The back end of the plane is 'aft'."
"Do you want roast beef/"
"I burned the baked beans."
"Where's the motor boat?"
"That's enough questions to answer."
"That's a tough question to answer."

Although the emphasis in this supplementary practice exercise was on clear visual distinction between handshapes 4 and 5, the words, phrases , and sentences included should also help to improve your general proficiency with Cued Speech.


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