NET, SET Jl& DL

Simile and Metaphor

Simile

A simile is a literary device used to compare two different things in an attempt to make a description more interesting or vivid. Such comparisons are made through the use of the words like or as. Look at the examples below.

His hair is as black as coal - hair compared to coal

She is as brave as a lion - a person compared to a lion

Her eyes sparkled like diamonds---eyes compared to diamonds

The things being compared are dissimilar-hair and coat human and lion; eyes and diamonds

These dissimilar things have something in common (underlined)-blackness; bravery; sparkle.

In each case, the points of comparison are made clear using like or as.

The basic formula of a simile is 'X is like Y' or 'X is as 7 as Y.

A simile may be used to connect an unfamiliar object or idea with something familiar.

The bell at his new home sounds very much like the song of birds at dawn. (sound made by an unfamiliar bell compared to the chirping of birds in the morning)

Given below are a few more examples of similes. The things being compared are marked in green, and the points of similarity between these things are underlined.

The water was black as night.

She was as busy as a bee and had no time to relax.

The room was so warm it was like a sauna.

She moves with such grace, like a gazelle

Her face is like the Moon

Life is like a dream

I wandered lonely as a cloud

Metaphor

A metaphor is another literary device used in descriptive writing. Like a simile, it compares two different things; but unlike a simile, a metaphor equates the two things directly, without using the words like or as. Look at the examples below.

This city is a concrete jungle.-- equating the city with a jungle

Her words were poison- equating someone's words to poison

All the world's a stage.----equating the world to a stage

Here, too, the things being compared (marked in green) are dissimilar-city and jungles words and poisons world and stage.

The point of comparison is often implied rather than being mentioned directly. You may need to figure out what is common to the two things being compared, based on context. Both the city and the jungle are dangerous places. The person's words harm like poison does. Everyone in the world is performing a role like an actor on a stage The basic formula of a metaphor is 'x is Y. (Note that there are other complex types of metaphors. To begin with, however, you should learn to recognise this basic type.) Given below are a few more examples of metaphors.

My children are the light of my life.

London is a melting pot.

How old are these computers? They're practically dinosaurs!

On what basis are these dissimilar things being compared? In the first sentence, the children brighten up the speaker's life, like light brightens a space. A melting pot is a vessel used to mix different metals; similarly, London is a place where different kinds of people and ideas mix. In the final example, the computers are so old and obsolete that, like dinosaurs, they don't belong to the modern era. (This third sentence is also an example of hyperbole-see Unit 5 to refresh your memory-since the computers are obviously not literally as old as dinosaurs!)

Rana Pratap was the lion of Mewar

means Rana Pratap was as brave as the lion. Here the word brave word s hidden

He is now in the evening of life.

here evening' means the end of the day or the last stage. The last stage of life is Old-uge. It means that 'evening of life' is used for old age.

questions on similes

Question 1:

Which of the following sentences contains a simile?

(a) The clouds drifted lazily across the sky.

(b) Her laughter was music to his ears.

(d) The rain poured down relentlessly.

Answer: (c)

Question 2:

A simile is a figure of speech that:

(a) Directly compares two unlike things without using "like" or "as."

(b) Gives human qualities to inanimate objects or animals.

(d) Exaggerates a statement for emphasis or effect.

Answer: (c)

Question 3:

In the sentence, "The baby's skin was as soft as velvet," what two things are being compared?

(a) The baby and velvet

(b) The baby's skin and softness

(d) Softness and velvet

Answer: (c)

Question 4:

Which of the following phrases is an example of a simile?

(a) A sea of troubles

(b) Time is a thief

(d) The sun smiled down on us

Answer: (c)

Question 5:

Identify the simile in the following passage:

"The old house stood on the hill, silent and still like a forgotten sentinel. The wind whispered through the broken windows, a mournful sigh. Inside, dust lay thick on the furniture, a blanket of neglect."

(a) silent and still

(b) like a forgotten sentinel

(d) a blanket of neglect

Answer: (b)

Question 6:

The purpose of using a simile in writing is to:

(a) Confuse the reader with complex language.

(b) Make a direct and literal statement.

(d) State obvious facts in an interesting way.

Answer: (c)

Question 7:

Which word is essential for creating a simile?

(a) Is

(b) Was

(d) And

Answer: (c)

Question 8:

"He eats like a pig" is an example of:

(a) Metaphor

(b) Simile

(d) Hyperbole

Answer: (b)

Question 9:

In the sentence, "Her eyes shone like stars," the word "like" indicates that this is a:

(a) Metaphor

(b) Simile

(d) Onomatopoeia

Answer: (b)

Question 10:

Which of the following sentences does not contain a simile?

(a) The runner was as swift as a cheetah.

(b) His temper flared like a sudden fire.

(d) The crowd roared like thunder.

Answer: (c)

10 multiple-choice questions- Mrtaph

Question 1:

Which of the following sentences contain a metaphor?

(a) The athlete ran as fast as the wind.

(b) Her smile was like sunshine on a cloudy day.

(d) The rain fell steadily on the tin roof.

Answer: (c)

Explanation: This sentence directly equates the politician to a "wolf in sheep's clothing" without using "like" or "as," creating a metaphorical comparison of their deceptive nature.

Question 2:

A metaphor is a figure of speech that:

(a) Compares two unlike things using "like" or "as."

(b) Directly compares two unlike things without using "like" or "as."

(d) Exaggerates a statement for emphasis.

Answer: (b)

Explanation: The key difference between a metaphor and a simile is the direct comparison without the use of comparative words like "like" or "as."

Question 3:

In the sentence, "The internet is an information superhighway," what two things are being compared metaphorically?

(a) The internet and information

(b) The internet and a highway

(d) Speed and information

Answer: (b)

Explanation: The sentence equates the internet to a "superhighway" to suggest its vastness and ability to transport information quickly.

Question 4:

Which of the following phrases is an example of a metaphor?

(a) As cold as ice

(b) Float like a butterfly

(d) Busy as a beaver

Answer: (c)

Explanation: "A heart of gold" metaphorically describes someone's kind and generous nature by directly comparing their heart to gold, symbolizing preciousness and purity.

Question 5:

Identify the metaphor in the following passage:

"The classroom was a zoo. Students chattered and moved about restlessly. The teacher, a weary lion tamer, tried to maintain order, but the energy of the room was a tidal wave threatening to overwhelm her."

(a) Students chattered

(b) weary lion tamer

(d) tidal wave

Answer: (b)

Explanation: The teacher is directly referred to as a "weary lion tamer," metaphorically suggesting the challenging and demanding nature of managing a restless group of students. The classroom being a "zoo" and the energy being a "tidal wave" are also metaphors.

Question 6:

The purpose of using a metaphor in writing is to:

(a) Make writing more confusing and abstract.

(b) State facts in a literal and straightforward manner.

(d) Avoid using descriptive language.

Answer: (c)

Explanation: Metaphors help readers see familiar things in a new light, adding layers of meaning and emotional resonance to the writing.

Question 7:

Which of the following sentences does not contain a metaphor?

(a) Time is a river flowing endlessly.

(b) The detective was sharp as a tack.

(d) He worked diligently on his project.

Answer: (d)

Explanation: This sentence describes an action literally without drawing a comparison between two unlike things.

Question 8:

"Life is a journey" is a common example of a:

(a) Simile

(b) Metaphor

(d) Hyperbole

Answer: (b)

Explanation: This statement directly equates life to a journey, implying that it involves progress, challenges, and destinations without using "like" or "as."

Question 9:

In the phrase, "a sea of troubles," the word "sea" is used metaphorically to describe:

(a) The actual ocean.

(b) A small puddle.

(d) The color blue.

Answer: (c)

Explanation: The vastness and overwhelming nature of the sea are used to describe a large and difficult collection of problems.

Question 10:

Which literary device involves a comparison using "like" or "as," unlike a metaphor?

(a) Personification

(b) Hyperbole

(d) Onomatopoeia

Answer: (c)

Explanation: This question directly tests the distinction between simile and metaphor. Similes use "like" or "as" to make comparisons, while metaphors make direct comparisons.

Write a short note on Consonant Clusters:-

A consonant cluster refers to a group of two or more consonants that appear together in a word without any vowels between them. By consonant clusters we mean a sequence of two or more consonants at the beginning or end of a syllable. In other words, a sequence of two consonants will have to form part of the same syllable if it has to be considered a consonant cluster. For example, the sequence b/ and /l/ in the word blue is a consonant cluster because both the consonants forming the sequence belong to the same syllable. Similarly, the consonants /s/ /k/ and /s/ in the word asks form a consonant cluster because all the three consonants once again belong to the same syllable. Consonant clusters can vary in length and can significantly impact the pronunciation and syllable structure of words. These clusters can occur at the beginning, middle, or end of words.

Initial Consonant Clusters: These occur at the beginning of a word.

Examples: play (/pl-/), train (/tr-/), spring (/spr-/)

Medial Consonant Clusters:These appear in the middle of a word, usually across syllables.

Examples: extra (/kstr/), umbrella (/mbr/)

Final Consonant Clusters: These occur at the end of a word.

Examples: last (/st/), banks (/nks/), strengths (/ŋkθs/)

Importance of Consonant Clusters:_Consonant clusters enhance pronunciation fluency.

• They are essential for understanding syllable structure in English.

• Some learners may find them difficult, especially if their native language lacks such clusters.

Consonant clusters are significant in the study of phonetics and linguistics as they:

- Influence the syllable structure of words.

- Affect pronunciation and articulation.

- Can pose challenges for language learners, especially in languages that have fewer consonant clusters.

Multiple-choice questions (MCQs)

* Which of the following words contains a consonant cluster at the beginning?

* (a) apple

* (b) string

* (c) umbrella

* (d) ocean

Ans:- b

* In the word "texts," how many consonant clusters are present?

* (a) 1

* (b) 2

* (c) 3

* (d) 0

Ans:- 2

* What does "abutting consonants" refer to?

* (a) Consonants at the beginning of a word.

* (b) Consonants at the end of a word.

* (c) Consonants that occur together at the boundary of two syllables or words.

* (d) Consonants separated by vowels.

Ans:- c

* Which of the following pairs of words demonstrates abutting consonants when spoken together?

* (a) the cat

* (b) a dog

* (c) my house

* (d) an egg

Ans:-

* In the word "splash," which consonant cluster appears at the beginning?

* (a) spl

* (b) sp

* (c) ash

* (d) none of the above

Ans- a

* Which of the following words does NOT contain a consonant cluster?

* (a) splash

* (b) plant

* (c) rhythm

* (d) idea

Ans:- d

* When two words end and begin with consonants respectively, this is an example of:

* (a) vowel harmony

* (b) consonant clusters within a word

* (c) abutting consonants between words

* (d) vowel reduction

Ans:- c

* The word "strengths" contains how many consonant clusters?

* (a) 1

* (b) 2

* (c) 3

* (d) 4

Ans:- C ( str, ng, the)

Dialects of English

British and American English

British and American English share a common origin, but over more than three centuries since the first settlement, each has evolved in its own distinct way, developing unique standard forms and dialects. American English has introduced new vocabulary, phrasing, structural elements, and pronunciation changes in both spoken and written forms. At the same time, it has retained several older British English usages that have since faded in Britain. While these languages do not differ significantly, most British and American speakers can understand each other with ease, despite slight variations in pronunciation. In written form, the two are remarkably similar. The primary distinctions between British and American English fall into four categories: grammar, vocabulary, spelling, and pronunciation.

Grammar

In certain cases, British people use present perfect tense whereas the Americans use simple past tense.

E.g.

British: He has just gone out

American: He just went out.

In American English the auxiliary ‘do’ is used with the verb ‘have’

British: Have you got any issue?

American: Do you have any issue?

The American past participle of ‘get’ is ‘gotten’ but it is ‘got’ in British English.

e. g.

British: I have really got to know him

American: I have really gotten to know him.

Needn’t, which is commonly used in British English, whereas in American English in its place is ‘don’t need to’.

In British English ‘at’ is the preposition in relation to time and place. However, in American English, ‘on’ is used instead of the former and ‘in’ for the latter.

Americans sometimes use ‘his’ where the British say ‘one’s’.

British: One should love one’s country.

American: One should love his country.

British speakers often say, ‘I have done’, ‘I can do’, ‘I might do’ etc. in cases where Americans would just say ‘I have’, ‘I can’, ‘I might’, etc.

There are some differences in the use of prepositions and adverb particles, some examples are given below:

British

American

Check something check something out.

Do something again Do something over

Fill in a form fill in/out a form

Protest against something protest something

Stay at home stay home

Vocabulary

Flat Apartment

(motor) car Automobile

Taxy Cab

Sweets candy

Cupboard closet

Tin can

Lift elevator

Petrol gas

Dynamo generator

Main road highway

Engine motor

Film movie

Angry mad

Trousers pants

Railway railroad

Shop store

Spelling

a) In American English, final ‘l’ is not usually doubled in an unstressed syllable.

British: Traveller, leveling American: traveler, leveling

b) Some words en in ‘-ter’ in American English, and in ‘-tre’ in British English.

British: theatre, metre, centre

American : theater, meter, center

c) Some words end in ‘-our’ in Britsh English, but in ‘-or’ in American English.

British: labour, honour, colour

American: labor, honor, color

d) Some words end in ‘-ogue’ in British English, but in ‘-or’ in American English

British: catalogue, dialogue, analogue

American: catalog, dialog, analog

e) Many verbs in American English end in’-ize’, but in British English they end in either ‘ ise’ or in ‘-ize’.

British: realize or realize

American: realize

f) The spelling is different in some individual words.

British :_- American:-

Aluminium aluminum

Analyse analyze

Cheque check

Install install

Plough plow

Pretence pretense

Tyre tire

a) Vowels are often nasalized in American English. But vowels are not nasalized in British pronunciation.

b) Most vowels are pronounced a little differently in British and American English.

1. The vowel /əʊ/ as in ‘home’ is pronounced with a monophthong in American English.

2. The vowel /əʊ/ as in ‘post’ is pronounced in American words without lip– rounding and sounds like the vowel /ɑː/ as in ‘palm’.

3. The vowel /ɑː/ as in ‘father’ is pronounced as /æ/ in American English.

c) In standard British English ‘r’ is only pronounced before a vowel. In American English ‘r’ is pronounced in all positions in a word, and it changes the quality of a vowel that comes before it.

d) Words ending in ‘-title’ are pronounced with /tail/ in British English, and /-tl/ in American English

University Wits

Why were they called 'University Wits'?

Correct Answer: b) They were university-educated men

Explanation: All members of the University Wits had received university education, which distinguished them from other playwrights of their time.

What was the common source of material for the University Wits?

Ans:- Mythology, legend, and history

The University Wits often used pre-existing material from mythology, legends, and history rather than creating entirely new plots. The University Wits commonly used mythology, legend, and history as sources for their plays. Here are some examples:

Christopher Marlowe :- Tamburlaine the Great (1587) – Based on the historical figure Timur (Tamerlane), a Central Asian conqueror . Doctor Faustus (1592) – Inspired by the German legend of Faust, a scholar who makes a pact with the devil.

Thomas Kyd :-- The Spanish Tragedy (1587) – A revenge tragedy influenced by Seneca’s classical dramas and historical themes of Spanish politics.

Robert Greene: - Friar Bacon and Friar Bungay (1589) – Draws from English legends about Roger Bacon, a medieval scientist and magician.

George Peele::--The Battle of Alcazar (1594) – Based on historical events involving King Sebastian of Portugal and the Moroccan conflict.

John Lyly:- Endymion (1588) – Inspired by Greek mythology, specifically the myth of Endymion and the moon goddess Selene. These examples illustrate how the University Wits relied on pre-existing stories rather than creating entirely original plots.

Robert Greene is well-known for a pamphlet that famously attacks a fellow playwright. Who was the target of Greene's *Groats-Worth of Wit Bought with a Million of Repentance?

Ans:- William Shakespeare

In Groats-Worth of Wit (1592), Robert Greene criticized an unnamed playwright, calling him an "upstart crow, beautified with our feathers," which is widely believed to be a reference to William Shakespeare. Greene, a university-educated writer, looked down upon Shakespeare, who had no formal university education but was rising in popularity as a playwright.

Which University Wit is credited with popularizing the prose romance genre in England with works like *Euphues: The Anatomy of Wit?**

Ans:- John Lyly

John Lyly is known for his highly stylized prose romance Euphues: The Anatomy of Wit (1578) and its sequel Euphues and His England (1580). His elaborate and artificial writing style, known as Euphuism, significantly influenced later English prose and drama.

euphuism in British English

(ˈjuːfjuːˌɪzəm )

an artificial prose style of the Elizabethan period, marked by extreme use of antithesis, alliteration, and extended similes and allusions

"The Spanish Tragedy," a highly influential revenge tragedy, is attributed to which playwright often associated with the University Wits, though not strictly one of the seven usually listed?*

Ans:- Thomas Kyd

Thomas Kyd is credited with The Spanish Tragedy (c. 1587), a play that established the conventions of the revenge tragedy genre and influenced Shakespeare’s Hamlet. Although Kyd was not formally part of the University Wits, he was closely associated with them, particularly Christopher Marlowe.

What was a common thread that connected the University Wits as a group?

Ans:- They were all educated at Oxford or Cambridge University.

The University Wits were a group of late 16th-century playwrights and poets who were educated at Oxford or Cambridge. This group included Christopher Marlowe, Robert Greene, John Lyly, Thomas Lodge, George Peele, and Thomas Nashe, among others. They significantly contributed to the development of English drama before Shakespeare.

Which University Wit wrote the play *Friar Bacon and Friar Bungay, a blend of comedy and romance with elements of the supernatural?

Ans (b) Robert Greene

Friar Bacon and Friar Bungay is a play by Robert Greene, written in the late 1580s. It combines elements of magic, romance, and humor, telling the story of the legendary magician Roger Bacon. The play is notable for its mix of romantic and supernatural themes, making it a unique contribution to Elizabethan drama.

Which dramatist among the University Wits is credited with perfecting blank verse?

Ans:- Christopher Marlowe

*Explanation:* Christopher Marlowe is credited with refining and popularizing blank verse (verse without rhyme, especially that which uses iambic pentameters.-unrhymed iambic pentameter-/An iambic word is a word that has two syllables, the first of which is unstressed and the second of which is stressed) in English drama. His plays, such as Tamburlaine the Great and Doctor Faustus, showcased the expressive power of blank verse, earning it the name "Marlowe's mighty line." His work heavily influenced Shakespeare and later dramatists.

The classical tradition of drama emphasized:

Ans:- The observance of the three unities

Classical drama, particularly influenced by Aristotle's Poetics, emphasized the three unities:

1. Unity of Time – The play’s action should occur within a 24-hour period.

2. Unity of Place– The setting should remain the same throughout the play.

3. Unity of Action – The plot should focus on a single main action, avoiding subplots.

These principles were particularly followed in ancient Greek and Roman drama and later influenced French classical theatre.

Which University Wit created the first sketch of Shakespeare’s heroines?

Ans:- Robert Greene

Greene’s character Margaret in Friar Bacon and Friar Bungay was the first portrayal of a pure and loving woman, influencing Shakespeare’s heroines.

What was the major contribution of John Lyly to English drama?

Ans:-- Writing prose comedies

John Lyly is best known for his prose comedies, which were refined, witty, and stylistically elaborate. His plays, such as Campaspe and Endymion, were written in elegant prose rather than verse, making him one of the first playwrights to popularize prose drama in England. His works also influenced Shakespeare’s use of witty dialogue in comedies.

Marlowe’s tragic heroes are characterized by:

Ans:- Superhuman willpower and struggle against fate

Christopher Marlowe’s tragic heroes, such as Doctor Faustus (Doctor Faustus), Tamburlaine (Tamburlaine the Great), and Barabas (The Jew of Malta), are known for their towering ambition, immense willpower, and defiance of fate. They strive for absolute power, knowledge, or wealth, often leading to their downfall. This characteristic is a defining feature of Marlowe’s "overreaching" protagonists.

Shakespeare’s drama combined the elements of:

Ans:- Both classical and popular traditions

Shakespeare’s plays blend elements of classical drama (such as complex character development, five-act structure, and the influence of Roman playwrights like Seneca and Plautus) with popular English traditions, including folklore, history, and the use of comedy within tragedies. This fusion made his works appealing to both educated elites and the general public.

What was the primary contribution of the University Wits to English drama?

Ans:- They laid the foundation for Elizabethan drama. A

The University Wits, a group of playwrights including Christopher Marlowe, Robert Greene, Thomas Nashe, John Lyly, and others, played a crucial role in shaping early Elizabethan drama. They introduced well-structured plots, complex characters, and powerful use of language, especially blank verse, paving the way for later dramatists like Shakespeare.

Christopher Marlowe, a member of the University Wits, is best known for which of the following plays?

Ans:- Dr. Faustus

Doctor Faustus is one of Christopher Marlowe’s most famous plays, showcasing his signature themes of ambition, human limitation, and the supernatural. Marlowe’s use of blank verse and dramatic intensity influenced later Elizabethan and Jacobean drama. The other plays listed (Hamlet, A Midsummer Night’s Dream, and Othello) were written by William Shakespeare.

Who is credited with introducing the euphuistic style in Elizabethan literature?

Ans:- John Lyly

John Lyly introduced the *euphuistic style, a highly ornate and rhetorical prose style, in his works *Euphues: The Anatomy of Wit (1578) and Euphues and His England (1580). This style was characterized by elaborate sentence structures, balanced phrases, and extensive use of alliteration and similes. It greatly influenced Elizabethan prose and drama, including Shakespeare’s comedies.

The Concept of General Indian English

Source:- A textbook of English phonetics for Indian students

GIE and RP

Received Pronunciation (RP), standard speech used in London and southeastern England. Received Pronunciation (RP) is sometimes referred to as the “Queen’s English,” or “BBC English,”

Most Indians who learn English learn their own Indian language before they are exposed to English. In other words, they have very strongly formed linguistic habits when they attempt to learn English and these linguistic habits (which are mother-tongue habits) are bound to interfere with their learning English. The phonological system of the mother tongue will have an influence on the phonology of their English.

Thus,we very often hear many Indians use the retroflex plosives [1] and [4] in place of the alveolar plosives /t/ and /d/which occur in English. Many Indians use the voiced labio-dental approximant [v] (the sound represented by the Devanagari letter in place of both /v/ and /w/ which occur in English. Apart from these features which can be found in the English speech of most Indians, there are strong regional features in the English spoken by Indians and these are a direct influence of the language they speak as their mother-tongue. There are varieties of English spoken in India, each variety being strongly coloured by the mother-tongue of the speakers of these varieties of English. There are, for example, Tamil English, Telugu English Kannada English, Malayalam English, Bengali English, Urdu English, Oriya English, Punjabi English, and so on.

. To cite a few examples, a Tamilian often pronounces egg as/jeg/instead of /eg/; a Telugu speaker says/dzu:/instead of /zu:/; he also pronounces uncle as /Aykul/; a Bihari pronounces school as/isku:l/ and stamp as /istæmp/; many Bengalis and Oriyas pronounce sip and ship alike; again, many Bengalis pronounce sit and seat alike. Most Malayalees pronounce the /p/ in temple as /b/ the /t/ in canteen as [d] and the /k/ uncle as /g/

If we analyse some of the varieties of Indian English listed above, we will no doubt find certain common phonological features. If we put the common phonological features of several varieties of Indian English together and remove from each variety certain gross regional features, a variety of English will emerge which can be called General Indian English. In fact scholars at the CIEFL, Hyderabad, have analysed the English speech of several educated Indians (see Bansal, R.K, The Intelligibility of Indian English, CIEFL Monograph, and Bansal, R.K. and J.B. Harrison, Spoken English for India) and the concept of General Indian English emerged from such analyses

Each of these varieties is different in some way. When we examine these varieties,we can certainly find certain common features. If we put the common features together and remove from each variety of certain gross regional features, a variety of English will emerge, which may be called Indian English

By General Indian English means a certain variety of English spoken by educated Indians. General Indian English is free from regional features. It is both a descriptive and a prescriptive model. It is descriptive in the sense that it describes the phonological features of a variety of English, and prescriptive that it is prescribed at the CIEFL to Indian speakers of English as a model of spoken English to imitate.

THE VOWEL SYSTEM OF GENERAL INDIAN ENGLISH (GIE)

As opposed to the vowel system of RP, GIE has a vowel system consisting of eleven pure vowels and six diphthongs.

11 Pure Vowels- GIE

/i:/ beat

/I/ bi

/e:/ gate

/e/ get

/æ/bat

/a:/ past

/D/ cot, caught

/0:/ coat

/u/put

/u:/foo

/२/cut, hurt, about (I syllable)

6 Diphthongs- GIE

/al/ bite

/DE/ oil

/au/ cow

/I /hear

/บǝ/poor

/ea/there

Difference between the Two systems

1. As against RP /5/ and /5:) GIE has only one phoneme /D/. Thus in GIE the distinction between cot and caught is not made.

2. As against RP/A/, /ǝ:/ and /ə/, GIE has only one phoneme which has been symbolised /ə/.

3. GIE has two pure vowels or monophthongs /e:/ and /o:/ in place of RP diphthongs /ei/ and ǝu/ respectively.

4. GIE /1/ and /u/ are closer and less centralized than their RP counterparts.

5. The GIE vowel in words like bet, bed etc. is opener than its RP counterpart. (That is why the GIE vowel is symbolized /ε/. The GIE vowel is nearer cardinal vowel 3 than cardinal vowel 2).

6. The GIE vowel in words like part is more front than back whereas RP uses a back vowel.

The GIE consonant system differ from the RP consonant system in the following way

1. GIE has dental plosives /t/ /d/ instead of the English dental fricatives /0/ and /8/.

2. GIE has retroflex plosives /1/ and /d/ in place of the English alveolar plosives /t/ and /d/.

3. GIE has one phoneme /v/ in place of the English phonemes/w and /v/. This means that many Indians do not differentiate between pairs like wine and vine and west and vest.

Apart from these differences in the consonant systems, there are certain phonetic differences between RP and GIE. These are listed below:

1. In GIE the voiceless plosives are unaspirated in all positions, whereas in RP they are aspirated when they occur initially in stressed syllables.

2. In GIE /n/ doesn't occur word-finally. Since word-final /n/ is represented by the letters ng, most Indians introduce /g/ after n/. In other words, words like ring, sing and young are pro-nounced with a final/ng/.

3. In GIE/tf/and/d3/are articulated with the tongue tip down. In other words, in GIE /t/ and /d3/ are palatal affricates and not palato-alveolar affricates.

4. In RP /r/ has different phonetic realizations (see the previous chapter) whereas in GIE /r/ is invariably a rolled [r] or a tap [r]. Also, most Indians pronounce /r/ in all positions, i.e. wherever the r is found in spelling.

5. Since in most Indian languages there is more of a one-to-one correspondence between spelling and pronunciation, mosi Indians tend to pronounce words with medial double consonant letters with the consonant in questions considerably prolonged. For example, words like upper, utter, summer, running, pulley, etc with a prolonged /pp/, /tt/, /mm/, /nn/, and /11/ respectively.

Many of these features of GIE, it should be pointed out, do not affect intelligibility within India. However, if international intelligi-bility is what is aimed at, the consonants /6/, /6/, /t/ /d/ /v/ and /w/should be acquired.

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