Longform Pronunciation Guide

Similar documents
MARK 12 Reading II (Adaptive Remediation)

Richardson, J., The Next Step in Guided Writing, Ohio Literacy Conference, 2010

Primary English Curriculum Framework

The ABCs of O-G. Materials Catalog. Skills Workbook. Lesson Plans for Teaching The Orton-Gillingham Approach in Reading and Spelling

Weave the Critical Literacy Strands and Build Student Confidence to Read! Part 2

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4

Cambridgeshire Community Services NHS Trust: delivering excellence in children and young people s health services

MARK¹² Reading II (Adaptive Remediation)

Tears. Measurement - Capacity Make A Rhyme. Draw and Write. Life Science *Sign in. Notebooks OBJ: To introduce capacity, *Pledge of

5 Guidelines for Learning to Spell

ELP in whole-school use. Case study Norway. Anita Nyberg

EUROPEAN DAY OF LANGUAGES

KEY 2: PRONOUNCE WORDS CLEARLY

1 st Grade Language Arts July 7, 2009 Page # 1

Theme 5. THEME 5: Let s Count!

Florida Reading Endorsement Alignment Matrix Competency 1

5 Star Writing Persuasive Essay

Unit 9. Teacher Guide. k l m n o p q r s t u v w x y z. Kindergarten Core Knowledge Language Arts New York Edition Skills Strand

2014 Free Spirit Publishing. All rights reserved.

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

Books Effective Literacy Y5-8 Learning Through Talk Y4-8 Switch onto Spelling Spelling Under Scrutiny

Making Sales Calls. Watertown High School, Watertown, Massachusetts. 1 hour, 4 5 days per week

Consonants: articulation and transcription

BASIC TECHNIQUES IN READING AND WRITING. Part 1: Reading

Sight Word Assessment

Lip reading: Japanese vowel recognition by tracking temporal changes of lip shape

Fisk Street Primary School

Dear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today!

Using a Native Language Reference Grammar as a Language Learning Tool

Understanding and Supporting Dyslexia Godstone Village School. January 2017

READ 180 Next Generation Software Manual

Linguistics 220 Phonology: distributions and the concept of the phoneme. John Alderete, Simon Fraser University

DIBELS Next BENCHMARK ASSESSMENTS

Phonetics. The Sound of Language

MERRY CHRISTMAS Level: 5th year of Primary Education Grammar:

Coast Academies Writing Framework Step 4. 1 of 7

Characteristics of the Text Genre Informational Text Text Structure

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks

Poll. How do you feel when someone says assessment? How do your students feel?

J j W w. Write. Name. Max Takes the Train. Handwriting Letters Jj, Ww: Words with j, w 321

MFL SPECIFICATION FOR JUNIOR CYCLE SHORT COURSE

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction

Unit 14 Dangerous animals

1. REFLEXES: Ask questions about coughing, swallowing, of water as fast as possible (note! Not suitable for all

IN THIS UNIT YOU LEARN HOW TO: SPEAKING 1 Work in pairs. Discuss the questions. 2 Work with a new partner. Discuss the questions.

2 months: Social and Emotional Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent

ELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California

Detecting English-French Cognates Using Orthographic Edit Distance

Language skills to be used and worked upon : Listening / Speaking PPC-PPI / Reading / Writing

George s Marvelous Medicine

Teachers: Use this checklist periodically to keep track of the progress indicators that your learners have displayed.

been each get other TASK #1 Fry Words TASK #2 Fry Words Write the following words in ABC order: Write the following words in ABC order:

On the Formation of Phoneme Categories in DNN Acoustic Models

Vocabulary Cycle B. Teacher s Notes

The Werewolf Knight Drama. School Drama TM

Information Session 13 & 19 August 2015

Name of Course: French 1 Middle School. Grade Level(s): 7 and 8 (half each) Unit 1

Speak Spanish Now for Medical Professionals

Phonology Revisited: Sor3ng Out the PH Factors in Reading and Spelling Development. Indiana, November, 2015

Arts, Literature and Communication International Baccalaureate (500.Z0)

Part I. Figuring out how English works

Unit Lesson Plan: Native Americans 4th grade (SS and ELA)

NCU IISR English-Korean and English-Chinese Named Entity Transliteration Using Different Grapheme Segmentation Approaches

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...

Interpretive (seeing) Interpersonal (speaking and short phrases)

SEGMENTAL FEATURES IN SPONTANEOUS AND READ-ALOUD FINNISH

Characteristics of the Text Genre Realistic fi ction Text Structure

Course INTRODUCTION TO DEGREE PROGRAM EXPECTATIONS: WHAT FACULTY NEED TO KNOW NOW

Left, Left, Left, Right, Left

Lecturing in a Loincloth

Activity 2 Multiplying Fractions Math 33. Is it important to have common denominators when we multiply fraction? Why or why not?

Common app personal statement transfer examples >>>CLICK HERE<<<

Adjectives In Paragraphs

RESPONSE TO LITERATURE

GOLD Objectives for Development & Learning: Birth Through Third Grade

Niger NECS EGRA Descriptive Study Round 1

Occupational Therapy and Increasing independence

Sensory-Friendly. Hallowe en in Greenfield Village. Social Narrative

Waking UP. A sermon preached by Wendy Page At The North Parish of North Andover, MA, Unitarian Universalist February 19, 2017

Soulbus project/jamk Part B: National tailored pilot Case Gloria, Soultraining, Summary

Following the Freshman Year

Increasing Student Engagement

Explicitly teaching Year 2 students to paraphrase will improve their reading comprehension

Prewriting: Drafting: Revising: Editing: Publishing:

Rhythm Flashcards. Sample. 100 Large Colored Flashcards. Presented sequentially for students in K-8. q q qr q qttt qr qttt q q q q Q

International Advanced level examinations

THE PAW PRINT. Our Foundation: Honor, Respect, and Loyalty. Fall 2014, dec. 9, 2014 Featured Articles: City of Hialeah Educational Academy Fall 2014

UKLO Round Advanced solutions and marking schemes. 6 The long and short of English verbs [15 marks]

Multi-sensory Language Teaching. Seamless Intervention with Quality First Teaching for Phonics, Reading and Spelling

Greeley-Evans School District 6 French 1, French 1A Curriculum Guide

Tier 2 Literacy: Matching Instruction & Intervention to Student Needs

Chapter 5: Language. Over 6,900 different languages worldwide

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)

Mississippi Valley Archaeology Center 1725 State Street La Crosse, Wisconsin Phone: Web site:

PRESENTED BY EDLY: FOR THE LOVE OF ABILITY

2017 national curriculum tests. Key stage 1. English grammar, punctuation and spelling test mark schemes. Paper 1: spelling and Paper 2: questions

Grade 6: Module 4: Unit 1: Lesson 3 Tracing a Speaker s Argument: John Stossel DDT Video

South Carolina English Language Arts

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher

Loughton School s curriculum evening. 28 th February 2017

Transcription:

Shiväisith Pronunciation Guide David J. Peterson 1 Shiväisith Pronunciation Guide Shiväisith is the name of the language of the Dark Elves in their own tongue. The pronunciation guide below will get you started on working with the language. Longform Pronunciation Guide Shiväisith is written with a variant of the roman alphabet. It attempts to keep with the spelling conventions used for some of the other Nordic-inspired names used in the movie and the greater mythos, and so will look a bit like a Scandinavian language. This was done intentionally. Below is a list of each letter or digraph and how it's pronounced, along with a word the letter is used in in Shiväisith. The label in blue following this word is the name of the associated.mp3 file where you can hear the Shiväisith word pronounced: A, a: Always pronounced like the "a" in "father". Example: han "source" (a_samp.mp3) Aa, aa: Always pronounced like the "a" in "father", but held for a slightly longer duration than a. Example: aamar "I push" (aa_samp.mp3) Ä, ä: Always pronounced like the "a" in "fat". Example: äshli "warm" (adie_samp.mp3) Ää, ää: Always pronounced like the "a" in "fat", but held for a slightly longer duration than ä. Example: dääth "wind" (aadie_samp.mp3) D, d: Pronounced like the "d" in "dark". Example: domintaa "scout" (d_samp.mp3) Dh, dh: Always pronounced like the "th" in "that"; never pronounced like the "th" in "thin" (for which, see Th, th). Example: rashidheen "universe" (dh_samp.mp3) Dj, dj: Pronounced like the "j" in "jar". Example: djish "door" (dj_samp.mp3)

Shiväisith Pronunciation Guide David J. Peterson 2 E, e: Always pronounced like the "e" in "get"; never silent. Example: erve "poison" (e_samp.mp3) Ee, ee: Always pronounced like the "e" in "get"; never like the "ee" in "feed". Held for a slightly longer duration than e. Example: eeju "quiet" (ee_samp.mp3) F, f: Pronounced like the "f" in "fat". Example: sof "bright" (f_samp.mp3) G, g: Always pronounced like the "g" in "great"; never pronounced like the "g" in "genre" or "gene". Example: gondoh "enough" (g_samp.mp3) H, h: Pronounced like the "h" in "hat". This sound is always pronounced (never silent), including at the end of a syllable or the end of a word. The only instances in which it is not pronounced is when it occurs in the digraphs dh, sh and th. Example: heedrä "power" (h_samp.mp3) I, i: Always pronounced like the "i" in "machine". Example: igre "place" (i_samp.mp3) Ii, ii: Always pronounced like the "i" in "machine", but held for a slightly longer duration than i. Example: iishkä "loud" (ii_samp.mp3) J, j: Always pronounced like the "y" in "yellow" or the "j" in "Jotunheim"; never pronounced like the "j" in "jeep". Example: jen "we" (j_samp.mp3) K, k: Pronounced like the "k" in "kid". Example: koun "shore" (k_samp.mp3) L, l: Always pronounced like the "l" in "leaf"; never swallowed as in the "l" in "middle". Example: lenge "meat" (l_samp.mp3)

Shiväisith Pronunciation Guide David J. Peterson 3 Lj, lj: Pronounced like the "lli" in "million". Example: rouklju "who" (lj_samp.mp3) M, m: Pronounced like the "m" in "Marvel". Example: mouha "enemy" (m_samp.mp3) N, n: Always pronounced like the "n" in "never". (Will change pronunciation naturally before k and g. This is to be expected.) Example: näinä "roof" (n_samp.mp3) Nj, nj: Pronounced like the "ni" in "onion". Example: menja "face" (nj_samp.mp3) O, o: Always pronounced like the "o" in "cocaptain". Example: onol "yourself" (o_samp.mp3) Oo, oo: Always pronounced like the "o" in "cocaptain"; never like the "oo" in "boot". Held for a slightly longer duration than o. Example: joohenjel "we received" (oo_samp.mp3) Ö, ö: Pronounced like the "eu" in French "deux" or the "ö" in German "Köln" or the "ö" in Finnish "tyttö". To pronounce this sound correctly, pronounce a pure e, but then round your lips entirely as if you were pronouncing o. If you do both of these things at the same time, you'll be pronouncing a perfect ö. Example: völi "fire" (odie_samp.mp3) Öö, öö: Pronounced as described above (see Ö, ö), but held for a slightly longer duration. Example: öör "myself" (oodie_samp.mp3) P, p: Pronounced like the "p" in "pat". Example: pohar "I call" (o_samp.mp3) R, r: Always pronounced like the "r" in Spanish "toro". It's a short flapped "r", not trilled, and not swallowed as English "r". Example: rouh "person" (r_samp.mp3)

Shiväisith Pronunciation Guide David J. Peterson 4 S, s: Pronounced like the "s" in "sat". Example: säli "cave" (s_samp.mp3) Sh, sh: Pronounced like the "sh" in "shape". Example: Shiväisith "Dark Elf language" (sh_samp.mp3) T, t: Pronounced like the "t" in "tar". Example: tash "word" (t_samp.mp3) Th, th: Always pronounced like the "th" in "thin"; never pronounced like the "th" in "that" (for which, see Dh, dh). Example: äither "aether" (th_samp.mp3) Tj, tj: Pronounced like the "ch" in "chair". Example: teitjö "song" (tj_samp.mp3) U, u: Always pronounced like the "u" in "ruminate"; never like the "u" in "cute". Example: uli "berry" (u_samp.mp3) Uu, uu: Always pronounced like the "u" in "ruminate"; never like the "u" in "cute". Held for a slightly longer duration than u. Example: huuthinjel "we lacked" (uu_samp.mp3) V, v: Pronounced like the "v" in "vat". Example: vela "dark" (v_samp.mp3) Y, y: Pronounced like the "u" in French "rue" or the "ü" in German "für" or the "y" in Finnish "tyttö". To pronounce this sound correctly, pronounce a pure i, but then round your lips entirely as if you were pronouncing u. If you do both of these things at the same time, you'll be pronouncing a perfect y. Example: ympy "goat" (y_samp.mp3) Yy, yy: Pronounced as described above (see Y, y), but held for a slightly longer duration. Example: yydh "wave" (yy_samp.mp3)

Shiväisith Pronunciation Guide David J. Peterson 5 Doubled Consonants: Geminated or doubled consonants are pronounced just like two separate instances of the same consonant. Example: tukka "sheep" (gem_samp.mp3) Stress: Words are stressed uniformly on the first syllable. Exceptions are made only for foreign words. Example: lahifiksel "prisoners" (stress_samp.mp3) Targeted Practice Listen to the pairs or triplets listed below and practice hearing and producing the distinction. Short Vowels vs. Long Vowels säli "cave" ~ sääri "time" (svl_1.mp3) vurith "he sees" ~ vuurith "he saw" (svl_2.mp3) yfith "he covers" ~ yyfith "he covered" (svl_3.mp3) parith "he eats" ~ paarath "he saw" (svl_4.mp3) O vs. E vs. Ö jov "woman" ~ jen "we" ~ jöh "knife" (ovevodie_1.mp3) doomenär "I looked at" ~ eeju "quiet" ~ hööthär "I breathe" (ovevodie_2.mp3) U vs. I vs. Y uli "berry" ~ igre "place" ~ ympy "goat" (uvivy_1.mp3) uuris "star" ~ iishkä "loud" ~ yydh "wave" (uvivy_2.mp3)

Shiväisith Pronunciation Guide David J. Peterson 6 A vs. Ä tash "word" ~ päsh "stone" (avadie_1.mp3) shaan "white" ~ vään "they" (avadie_2.mp3) Diphthongs säli "cave" ~ säih "now" (diph_1.mp3) völi "fire" ~ köyfe "air" (diph_2.mp3) tetteth "he sang" ~ teithith "he sings" (diph_3.mp3) parith "he eats" ~ pausath "he settles" (diph_4.mp3) gon "more" ~ koun "shore" (diph_5.mp3) Th vs. Dh hööthith "he breathes" ~ igredhöh "nowhere" (thvdh_1.mp3) vath "he, she, it" ~ yydh "wave" (thvdh_2.mp3) Questions? If you have anything specific you'd like to hear, let me know and I'll record it. I'll be available to help with pronunciation once the dialogue has been translated.