Ll >RACTICE THROUGH NTERACTION MARTIN HEWINGS SHARON GOLDSTEIN NORTH AMERICAN ENGLISH lc aSINTRODUCTION part 1 Unie ONAUAWN part 2 Unit 9 10 11 12 13 14 15 16 PART 3 Unit 17 18 19 20 21 22 PART 4 Unit 23 24 25 26 27 28 Contents Key to phonetic symbols v To the student vi Asking about pronunciation 1 Vowels 3 The vowels /e/ (hat), /1/ (big), and /e/ (red) 3 The vowels /a/ (father), /a/ (bus), and /v/ (book) 6 hij and /e/; /z/and fa] & The vowels /iy/ (see), /ey/ (train), /2/ (call), fow/ (no), and /uw/ (two) 10 Je/ and Jaf; fil and fiy/ 12 Ja}, Jol, and fuw/; /a/ and [of 14 fey/ and /e/; fow/ and /2/ 16 at/ (word); vowels followed by r (car, short, chair, near) 18 Consonants 20 /p! (pay), /b/ (back), /t/ (talk), /d/ (dance), /k/ (car), and /g/ (give) 20 /t/ and /d/; /p/ and /b/ 23 /s/ (same), /2/ (zoo), /ff (four), /v/ (very), /9/ (thanks), and /0/ (this) 25 /0/ and /8/; /f/, 1v/, Ip/, and fof 27 /ff (should), /t{/ (chair), /3/ (television), and /d3/ (job) 30 /w/ (walk), /y/ (yes), /I/ (late), and /r/ (rain) 34 /w/ and /v/; Mf and /r) 34 /m/ (make), /n/ (near), and /n/ (long) 37 Consonant clusters 40 Consonant letters and consonant sounds 40 Consonant clusters at the beginnings of words 42 More on consonant clusters at the beginnings of words 44 Consonant clusters at the ends of words 47 Syllabic consonants; more on consonant clusters at the ends of words 49 Groups of consonants in the middle of words; simplifying final consonant clusters 51 Stress and rhythm 54 Syllables and stress 54 Patterns of stress in words 57 More practice: stress in numbers; stress in noun compounds 58 Pronouncing unstressed syllables 61 Predicting stress in words 64 Rhythm 6629 30 PART 5 Unit 31 32 33 34 35 36 37 PART 6 Unit 38 39 40 41 42 43 44 45 PART 7 Unit 46 part 8 Unit 53 54 55 56 57 58 59 60 More on rhythm 68 Rhythm and moving stress 70 Sounds in connected speech 73 Slow spe Common words and phrases in connected speech 75 Linking words together: consonant + vowel 78 Linking words together: consonant + consonant 80 More on linking words together with consonants 82 Sounds that link words: /w/ and /y/ 85 Short sounds and disappearing /h/ 87 hand connected speech 73 Intonation 89 Prominent words 89 Repeated words and prominence 92 More on prominent and nonprominent words 94 Falling and rising intonation 97 More on falling and rising intonation 100 Leaving things open _ 103 Focus words 106 Predicting intonation 108 Sounds and grammar 110 Weak and strong forms; short and long forms 110 Long and short forms of verbs 113 Weak forms of some pronouns; more on the long and short forms of verbs 116 Weak forms of some conjunctions 118 Weak and strong forms of some prepositions 120 Pronouncing-ed endings 122 Pronouncing-s endings 126 Pronouncing written words 128 Letters and sounds 128 Pronouncing consonant letters:c andg 130 Pronouncing th 132 Pronouncing sh, ch, and gh; other spellings for /{/ and /t{/ 134 Pronunciation, spelling, and word stress 136 Pronouncing single vowel letters 138 Pronouncing vowel pairs 144 Silent letters 144 Acknowledgments 146 ContentsKey to phonetic symbols Vowels Consonants Symbol Examples Symbols Examples Jal stop, father Jbl back, about Jel apple, hat fay dance, need Jaw) out, town /d3/ job, age fay! ice, drive Pot this, other Jef end, red. Af} four, off ley! train, say /g/ give, big At if, big /h/ hat, behind iy! Ss, Se Tk/ car, week Jow/ phone, no a late, call bt call,* short /m/ make, lamp yl join, boy in/ near, sun fot book, put dni long, working faw/ soon, too ip! pay, keep lel up, cut, ago Il rain, there atl word, first, answer isl same, nice Il should, push ity talk, light Atf chair, watch Wh very, live iwi walk, swim tyl yes, you fel 200, easy I3f television, usual Jef thanks, bath *Many Americans and Canadians say this word with the vowel fay, Authors’ acknowledgments ‘We would like to thank: Jane Mairs, Sue André, and Janet Batiste for their meticulous editing and for their professionalism and patience in guiding the manuscript to its present form, Jeanne McCarten, Lindsay White, and Alison Silver, who similarly guided the British edition of this book and whose influence still remains in these pages, and Mary Vaughn, who initiated this North American edition. ‘The many people who commented on the material and the principles on which it is based, in particular Michael McCarthy, David Brazil, and Richard Cauldwell. Jim Rader, Marjorie Fuchs, and the anonymous reviewer, for their valuable comments and suggestions.To the student Who is this book for? Pronunciation Plus is for intermediate-level students of North American English who want to improve their pronunciation. Many of the activities would also be useful for higher-level students The book has been written for students working in a class with a teacher, although many of the tasks can be used by students working on their own with a cassette recorder: What is the approach of this book? Pronunciation Plus uses many different types of activities to teach pronunciation. The activities are intended to help you become more aware of your own pronuncia- tion and the pronunciation of native speakers of North American English. You will be asked to identify, predict, and use various features of English pronunciation and to discover rules, solve puzzles, and exchange information with other students How is the book organized? The book is divided into an introduction and eight parts. The introduction shows how to ask about and check pronunciation, Each of the eight parts of the book focuses on a particular aspect of English pronunciation: vowel sounds, consonant sounds, consonant clusters, word stress and rhythm, changes that take place in conversational speech, intonation, the pronunciation of common grammatical elements, and the connection between spelling and pronunciation. Each part is divided into six to eight units. It is not necessary to work from Unit 1 to Unit 60. You or your teacher can choose the units or parts that will help with the pronunciation problems you have. Keep in mind that difficulties with pronunciation often involve two or more features — for example, vowel sounds and word stress ~ and the way these features work together When do you listen to the tape? Many of the tasks in this hook involve listening to material on tape. Listening to the tape will give you the opportunity to hear and imitate a variety of native speakers, pronouncing words in isolation as well as in connected speech. When you see this symbol (55), it is time to listen to the tape. In addition to listening to and repeating after the recording, you can try reading the material in your book aloud at the same time that the tape is playing. This can be helpful, especially in improving fluency, First read over the material in your book until you are familiar with it. Then read aloud along with the tape, trying to use the same speed and rhythm as the speakers on the recordingIntroduction Asking about pronunciation Here are some ways of asking how to pronounce words correctly. Asking about the pronunciation of written words [J 1 Listen to these conversations. 1 Bawaa you say this word? Ts this word pronounced “comma” /kowma/?, comma ok es 2 Work in pairs. Ask about the pronunciation of these words. commercial chocolate | vegetables (J 3 Listen and check your pronunciation of the words. Asking if your pronunciation is correct (=) 4 Listen to these conversations. its Anata me When I was in the United States, I lace called [think it’s pronounced “Houston” {hawstan/. Is that right? mA xy When I was in the UnitedStates, I visited a city called... I think it's pronounced “Houston” /hyuwstan/. Is that how you say it? Introduction | Asking about pronunciation5 Work in pairs. Use the phrases in the conversations to ask about the pronunciation of these cities in the United States. Los Angele? _ Miami (J 6 Listen and check your pronunciation of the names. Asking which pronunciation is correct (J 7 Listen to these conversations. Do you say “either” fiyDar/ or “either” /ayOar/? Do you say “often” or “often”?, ee 8 Are there words that you are not sure how to pronounce? Ask your teacher about them in the same way. ae Asking about pronunciation / introductionby) B: Yeah, I __ my finger. 6, A: What time is it? B: Sorry, my has 7. A: What are you reading? B:Itsa 8. A: T can't open the door, B:__it. Don't__it! 9. A: What's the matter? B: The __ won't es jae e7 Listen and check your answers. Listen again. Repeat the conversations one line at a time. Then work in pairs and say the conversations together. Repeat the words on the left. a common problem : 2 9p good book - common hard 1 2: 3. comfortable 4. 5. funny Work in pairs. Think of two things that these adjectives can describe. Write the answers in the spaces. 8 Report your answers to the rest of the class. pets 1 vowels =e1 ee /t/ and /e/; /e/ and /a/ Focus on /1/ and // ‘Some words are pronounced differently in different parts of North America. For example, the words in the box are pronounced with the vowel />/ (as in short, dog, or call) by most people from New York, but they are pronounced with /a/ (as in father or hot) by most people from California. Listen to these words, first pronounced by someone from New York and then by someone from: California. bought lost called plan caught Listen to these people talking about their weekend. Focus on the underlined vowels, Where do you think each speaker comes from ~ New York or California? Put a check in the correct column. New York California Itook my dog fora long walk in the park. . | saw an awful movie. . T went to the mall and bought a picture for my office. . Oh, I went to the malll, too. I bought a new coffeepot. I taught my daughter how to ride a bike. 1 2 3. 4. 5. I caught a cold with a bad cough, so I just stayed home. 6. 7.1 took the wrong bus and got lost yesterday. 8 . [called my friend in Boston. We talked for almost an hour. cooooccog ooooocooo 9. Yesterday I played softball, then I did laundry, and then I mowed the lawn. I'm still exhausted. Work in pairs, Talk about a busy weekend that you had. Use some of the words in the box in 6. Use the vowel that your teacher uses in these words. Which vowel does your teacher use? Where is your teacher from? patt 1 vowels SHY = 5 /ey/ and /e/; /ow/ and /9/ Focus on /ey/ and /e/ Look at the words in the box. Underline the vowels pronounced /ey/ (as in day and rain), and circle the vowels pronounced /e/ (as in red). Repeat the words and check your answers. Work with a partner. Potato and bread are both things to eat. Find more pairs using the words in the box in 4. Compare answers with the rest of the class. Focus on /ow/ and /3/ Repeat these words. Notice the sound of the underlined vowels. Jow/ *Many Americans and Canadians pronounce these words with the vowel /. Vowels / Part 16 Use as many of the words in 5 as you can to describe the pictures. 7 What other words that contain the sounds /ow/ or />/ can you use to describe the pictures? part? / Vowels/ar/ (word); vowels followed by r (car, short, chair, near) 1) When /r/ comes after /a/, it changes the way // sounds. (=) _ Repeat these words. They all have the sound /at/. learn first «worst nervous = work ~—sreturn ~—s earn dirty girl early curly sir_vertical 2 > Work in pairs. Fill in the crossword puzzle with words from the box in 4. ‘The answers are words that are opposites of the clues. . Across z 3 calm 5 clean 3 7 teach 9 ma'am or miss 10 best 5 11 straight i | 12 boy | Down 1 leave 2 last 4. horizontal LJ 6 late | 8. spend rm 10 relax | 3 Compare answers with the rest of the class. (=) 4 Repeat these words. Do not touch the roof of your mouth for /r/. Jarl far/ for/ fer} /tr/ word hard bored hair here bird farm form ear heard heart court year burn barn warm wear clearly 8 Vowels | Part 1es Listen to these words. Do you hear the word in column A or the one in column B? Put a check in the correct box. A B A B A B Lhurt Q heart QQ 5.bird QO bored O 9-heart Q hot O 2.shirs Q shorts Q 6bum Q bam Q = 10.farm Q form O 3.bird Q bud QQ 7shirt Q shut Q thea QO air QO 4.work Q walk Q 8 her Q hair OQ 12.court GQ caught 0 In each line, four of the words have the same vowel sound, and one has a different vowel sound. This is the odd one out. Work in pairs and try to find the odd one out in each line. 1. work, Thursday, early, clearly, prefer 4. chair, large, care, pair, their 2. park, heard, hard, farm, heart 5, story, warm, word, four, door 3. here, near, wear, year, hear Repeat the words and check your answers. Here are some photographs of Ernie. The two pictures on top show Ernie fourteen years ago, at home and at work. The two pictures on the bottom show Ernie now. What things have changed? bl: agi UE. rort1 1 vowels SINPART 2 Consonants /p/ (pay), /b/ (back), /t/ (talk), /d/ (dance), /k/ (car), and /g/ (give) To make the sounds underlined in these words, part of the mouth is completely closed and then the air behind it is suddenly released. Repeat these words. ipl fol IM fal Iki ial pay back talk dance keep guess paper business tennis different color going repeat baby return address occur again When these sounds occur at the end of a word, the air is often not released. Repeat these words. pipe job tight dead cook dog The pictures show how these six consonants are made. Look at the position of the tongue and lips in each picture. Which sounds are shown in a, b, and ¢? Each picture shows /vo sounds Now place your hand on your throat as you say the two sounds shown in each picture. How are the two sounds different? Consonants / Part 24 Todd, Debbie, Kate, Gabe, Pat, and Barbara are thinking about the presents they would like for their birthdays. Todd wants things that begin with the sound /t/, Debbie with the sound /d/, Kate with the sound /k/, and so on. What presents do they each want? Make sentences like these: Todd wants a tennis racket. Barbara wants some boots. Ge Who wants the most presents? Who wants the fewest presents? Can you suggest some other presents they might like? The difference between the consonants /p/ and /b/, /t/ and /d/, and /k/ and /g/ at the end of a word can be hard to hear. The main difference is in the length of the vowel sound before the consonant. Vowels are shorter before final consonants pronounced without the voice (like /t/), and longer before final consonants pronounced using the voice (like /d/). Repeat these words. Listen to these words. Do you hear a word from box A or box B? Write A or B in the space. 1. 2 5 2. 4. 6. 8. Work in pairs. Say a word from one of the boxes. Your partner will tell you if it comes from box A or box B. Part2 1 consonants ANe:° Listen to these sentences. Do they contain words from box A or box B (in 5)? Write the word you hear in the space. 1. We bought a table. 2. She's learning to 3. Where can I get a around here? 4, The behind the door. 5. I put it in the 6. z. 8 . Who made the? . We need one more . The boy the ball. Repeat these words. Work in pairs. Add words from box A to words from box B to find . . . something that is frightening (for example, a deep cave) something that is expensive someone who does a good job . someone who does not do a good job . something you like . something you don't like aubYNe Report your answers to the rest of the class. Consonants / Part 2= 3 ces ee /t/ and /d/; /p/ and /b/ Focus on /t/ and /d/ Listen to these words. They all contain both the sound /t/ and the sound /d/. If the sound /t/ comes first, write ¢. If the sound /d/ comes first, write d. For example, if you heard the word admit you would write d; if you heard the word outside you would write t. x ae 2 Sometimes the letters ¢ and d are pronounced the sam North American English - like a very quick /d/ (called a flap or a tap). This happens when t or d comes after a vowel or /r/ sound and before an unstressed vowel. The words in each of these pairs usually sound the same. Listen. putting = pudding Repeat these words. The letters pronounced as a flap are underlined. shortest tightest _—_ wettest Underline the letters ¢ and d in these words that are pronounced as a flap. — coldest smartest oldest most exciting _ most beautiful Listen and check your answers. Listen again. Repeat the words. Part2 1 consonants10 " Work in pairs. Ask and answer these questions. Take notes on your partner's answers. What's the coldest place you've ever been? What's the hottest place you've ever been? What's the most exciting city you've ever been to? What’ the most beautiful place you've ever been to? What's the hardest course you've ever taken? What’ the dullest course you've ever taken? Who's the oldest person you know? Who’ the tallest person you know? Who the smartest person you know? Yeraneene Report your partner's answers to the rest of the class. For example: The coldest place Mario’s ever been is... . Focus on /p/ and /b/ Work in pairs. Match the words on the left with the words on the right to describe what you see in the picture. apile of pie a book of perfume a basket of pajamas apiece of stamps a box of pencils a bar of soup a bag of pears a pair of potato chips a bottle of bricks a bunch of pasta a plate of soap a bowl of grapes Repeat and check your answers. Can you think of any other ways of completing the phrases on the left in 9? ‘The words you add should contain either the sound /p/ or the sound /b/. Consonants / Part 2/s/ (same), /z/ (zoo), /f/ (four), id /v/ (very), /8/ (thanks), and /0/ (this) To make the sounds underlined in these words, air is pushed through a narrow opening in the mouth. Repeat these words. Isl la It} Wh /9/ a] same 00 few voice thanks this second zero phone very thought that sister easy perfect never Thursday those house noise enough five nothing breathe science amuse February invite fourth other ‘The pictures show how the sounds are made. Which two sounds are shown in a,b, and c? Listen to these words. Do you hear the word in column A or the one in column B? Put a check in the correct box. A B A DB 1. fat Q ta O 8.closingQ clothing OQ 2. Q thine O 9.there Q fair Qa 3. Q they Q 10.Sue Q zoo Qa 4.some Q-thumb U lifew Q > view a 5. first Q thirst =O 12. prices Q prizes Q 6.breeze OQ breathe O 13. ice Q eyes Qa 7. pass Q path a 14.leaf QQ leave O Work with a partner, Look at each pair of words in 3, Your partner should say one of the words silently to you. Tell your partner which word you think was said. For items 10 to 14, your partner should say one of the words in each pair aloud. Can you explain why you need to say these words aloud? Part 2 / Consonants ase]5 Work in pairs. Discuss with your partner how to say these numbers. ist 77 2nd sth 4,000 2/16/57 14th = XXXV_— XLVI () 6 Repeat and check your answers. 7 Work in pairs. First say the dates on the right. For example, for the first ‘one say: July fourth Then match the U.S. holidays or events on the left with the dates on the right. 1. New Year's Day 74 2. Valentine's Day 3/20 3. the first day of spring 10/12 4. the first day of fall 10/31 5. Independence Ds Ww 6. Christmas 9/22 7. Halloween Wit 8. Columbus Da 2a 9. St. Patrick's Day 12/25 10. Veterans Day 317 8 Compare answers with the rest of the class. For example: New Year's Day is January first BE consonants 1 part 2e&1 a /0/ and /6/; /f/, /v/, /p/, and /b/ Focus on /0/ and /5/ Repeat these sentences. 1, Three thirty. 5. When does it get there? 2. It's through there, 6. Is that Tom and Matthew over there: 3. Are they brothers? 7. When is Thanksgiving? 4, The twenty-third. 8, Thanks. Work in pairs. Write the sentences in 1 in the spaces in these conversations. Then say the conversations together. 1. A: Where's the bathroom? You're welcome. A B: It’s the fourth Thursday in November. ‘A: What date is that this year? B 3. A: What time's the tain to Fort Worth? Four twenty-three. A B: Yes, they're always together. A B : I think so, part2 1 consonants HIe&3 Focus on /f/, /v/, /p/, and /b/ Listen to these words. Do you hear the word in column A or the one in column B? Put a check in the correct box. A B A B 1. boat Q wie O 6. pool Q fol QO 2. past Q fast O 7 cup Q uff O 3. blood Q flood O 8. best Q vest O 4. be vet a 9. cheap Q chief O 5. bil Q fill a 10. curb Q curve O Work in pairs. Your partner should say one of the words in each pair silently to you. Try to decide which one is being said. Take turns being listener and speaker. Repeat these words. the automobile the printing press movies the ballpoint pen _the vit The pictures below show some of the things in 5. Which are they? Write the words in the spaces. Consonants / Part 27 Work in pairs. When do you think the items in 5 were invented or discovered? Write the name of the item in the space next to the year. Here are some phrases to help you: Inventions and Discoveries 1450 TSO a 96 1841 ee 1857 1876 1884 _ 1391 and 1893 1903 1912 1924 1926 ee 1994S 1947 1975 and 8 Compare answers with the rest of the class. Part2 1 consonants SIi /f/ (should), /tf{/ (chair), /3/ (television), and /d3/ (job) To make the sounds underlined in these words, the tongue is touching (/tj/ and /d3/) or almost touching (/f/ and /3/) the roof of the mouth. Repeat these words, If If J) /as/ shopping check television June vacation kitchen pleasure jewelry dishes furniture garage agency cash beach usually college Work in pairs to ask and answer questions like this: A: Where would you usually catch a train? B: Ata train station. Where would you usually. . . 1, catch a train? Ata furniture store 2. arrange a vacation? Ata bank. 3. buya couch? Ata college. 4. wash dishes? In the garage. 5. keep cheese? Ata jewelry store, 6. study a foreign language? In the kitchen. 7. cash a check? At the beach. 8. find seashells? Ata travel agency. 9. buy a gold chain? Ata train station. 10. keep a car? In the refrigerator: Repeat these words. french fries. champagne Listen to this doctor talking to her patient. The patient has said that he feels tired all the time, and the doctor is now asking him about his diet. In the box in 3, put a check next to the foods and drinks that you hear them talking about. Work in pairs. Write a diet sheet for the patient in the conversation. List things he should eat or drink and things he should not eat or drink. Include words from the box in 3. Consonants / Part 23 ee /w/ (walk), /y/ (yes), /I/ (late), and /r/ (rain) Repeat these words. Iw/ Iyl ay hl walk you late rain windy year alone right would yesterday call remember when museum clock restaurant twenty view little friend Underline all the /w/ sounds 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: Should we go for a walk anyway? B: Let's wait twenty minutes. Listen and check your answers. Listen again. Repeat the conversation one line at a time. Then work in pairs and say the conversation together. Underline all the /y/ sounds in this conversation. Can you find any /y/ sounds that are not written with the letter y? A: Thad an interview yesterday. B: At the university? A: Yes, in the music department, B: Do you know if you got the job? A: No, I don't know yet. Listen and check your answers. Listen again. Repeat the conversation one line at a time. Then work in pairs and say the conversation together. Part 2 | Consonants SI(J 8 Underline all the // sounds in this conversation. Can you find any / letters that are not pronounced /1/? A: Would you like to have lunch? B: It’s a little early, Az It's almost twelve o'clock. B: Let's wait till twelve thirty. A; Well, OK. But no later, or I'll be late for class. = 9 Listen and check your answers. (10 Listen again. Repeat the conversation one line at a time. Then work in pairs and say the conversation together. 1°“ Underline all the /r/ sounds in this conversation. A: Did you remember to call Ray? B: I tried three times on Frid: A: He was probably at the library. B: You're probably right. I'll try again tomorrow. (JP Listen and check your answers. (J 13 Listen again. Repeat the conversation one line at a time. Then work in pairs and say the conversation together. (14 Listen to this conversation while you look at the table on the next page. Will is asking Laura about her vacation. When you hear the answers to the questions on the left, write the answers in column A. Use words from the boxes on the right. BB consonants 1 part 2A B | Where? Florida With whom? Hotel? amall Things to do? : Weather? 45 Choose words and phrases from the boxes on the right to describe an imaginary vacation. Write these words and phrases in column B. Then work in pairs and talk about your vacation with your partner. For example: Where did you go for vacation? I went to Italy. Who did you go with? I went with my family. ‘What did you do there? I went to a lot of museums and restaurants. Part 2 / Consonants PaeS Ss 4 /w/ and /v/; /\/ and /t/ Focus on /w/ and /v/ Cover the sentences on the left. Listen to the five sentences. How many /v/ sounds do you hear in each? Write your answer in the space. Tonly have twelve. She works hard every day. We had to drive up on the sidewalk to avoid him. Tlost my wallet, traveler’s checks, and visa. yen We're having visitors over the weekend. Uncover the sentences and check your answers. Listen again. Repeat the sentences. Cover these sentences and listen. How many /w/ sounds do you hear in each sentence? Write your answer in the space. What's this one over here? Was everything made of wood? It’s quite warm for November. They’re having a quiet wedding next Wednes weene It was very wet last week, wasn't it? Uncover the sentences and check your answers. Listen again. Repeat the sentences. Focus on /I/ and /1/ The pictures on page 35 show how the sounds /I/ and /r/ are made. Which sound is shown in a? Which sound is shown in b? Consonants / Part 2B Repeat these words. 9 Work in pairs to decide what these road signs mean, Put a check in the correct box. Ft a a Qa 2. Qa Q a 3. a Q Q No left turns are allowed. No right turns are allowed. Don't turn right if the light is red. The road curves to the left. All cars should keep to the right. The road is slippery when it rains. Do not go around other cars. The road will get narrower on the right. There is a bridge ahead. part2 | Consonants SIThis lane is for trucks only. ‘Trucks may unload goods here. ooo You are coming to a hill Schoolchildren cross the street he1 This is a shopping street. ooo Pedestrians only. You are coming to a railroad crossing. You are coming to a traffic circle. ooo ‘Two roads cross here. 7. Q) This is a one-way street. v Be careful: Watch out for falling rocks. a Keep right. Go straight at the sign. At the sign, let other traffic go first. There is a parking lot ahead. ooo Go straight. You cannot turn from this lane. No right turns are allowed. ooo Traffic will enter from the right. You are coming to a traffic light. Warning: Drive carefully. The traffic light is broken. ooo 10 Compare answers with the rest of the class. BE consonants / part2/m/ (make), /n/ (near), and /n/ (long) 4 To make the sounds underlined in these words, part of the mouth is completely closed by the lips or tongue, and air is allowed to pass through the nose. S Repeat these words. /m/ /n/ Int music never long home mine nothing climb once think museum, doesn't finger sometimes mountain singing 2 Write the sentences from the box next to the pictures to describe what Sam is doing in each. Part 2 | Consonants1. oe (J 3° Repeat the sentences and check your answers. Bee Consonants / Part 24 How good is your memory? Work in pairs. Study the pictures in 2 for one minute and then close your book. Try to remember what Sam likes doing and what he doesn't like doing. Report to your partner like this: He likes cooking. He doesn't like washing dishes. Your partner will check your answers. 5 Write the names of three classmates in the spaces at the top of the columns. Interview them to find out what they do on weekends. Ask questions like these: Do you ever go jogging? No, never: Yes, sometimes. How often do you watch television? Every weekend. I never watch television. Write £ if the person answers “every weekend,” O if the person answers “often,” $ for “sometimes,” or N for “never.” Name Name Name go jogging watch television go dancing listen to music go shopping clean your house work in the garden go to museums. go swimming go mountain climbing stay home and do nothing 6 Report your answers to the rest of the class. For example: Kumiko goes jogging every weekend. Juan sometimes goes to museums. Discuss which activities were the most popular. Were there differences between what men did and what women did on weekends? Were there activities that none of the people you interviewed did? Part 2 1 Consonants ESPART 3 Consonant clusters A CONSONANT CLUSTER Occurs When two or More CONSONANT SOUNDS Come together. For example, the word spell begins with the consonant cluster /sp/, and the word thinks ends with the consonant cluster /1ks/. 4 Consonant letters and h consonant sounds 1° ‘Underline the parts of the words where there are two or more CONSONANT LETTERS together. Then complete the first column with the number of consonant letters you have underlined. Number of | Number of Number of | Number of consonant | consonant consonant | consonant letters sounds letters sounds 1. blood 4 7 2 7. right i tein | 3 8. next 3. ticket 2 1 9. there 7 4. school : 10. walk 5. dollar [an film 6 chair | 12. street (J 2 Now listen to the words. Complete the second column with the number of consonant sounds you hear in the part of the word you have underlined. What do you notice about the number of consonant letters and sounds? Consonant clusters | Part 33 Work in pairs and complete this table with words that begin with these consonant clusters. If no word in English begins with the cluster, write X. For example, the word clock begins with the consonant cluster /ki/; there is no word in English that begins with the consonant cluster /km/; the word cry begins with the consonant cluster /kr/. The pictures may help you to complete some of the boxes. mu Im/ fel 1k1 | clock cry Ia) 9) ipl ist itl find difficult to say. Compare answers with the rest of the class. 6 Look at this word chain. In pairs, tell each other the words you have written. Underline any words you Each word begins with a consonant cluster. One of the consonant sounds is the same as in the consonant cluster beginning the previous word. Go around the class and make similar word chains. If you give a wrong word or can’t think of a word, you are out of the chain. Don't repeat words. Part 3 | Consonant clustersConsonant clusters at the beginnings of words (J 1 Repeat these words. Pay special attention to the pronunciation of the underlined parts of the words. A. blue C. cloudy E. quite G. practice black clean quietly proud blood clock quicker pronunciation blanket clothes quarter pretty blouse clearly question programs B. bring D.cry F. please bread cream place bridge cross plenty brother Christmas played break crowd plastic 2 > Work in pairs. Fifteen of the words in 1 are hidden in the box below. Can you find them? Look across and down. Circle the words. clalB/R H|E|R/E ole}tlo T|R/|I/P PY LialSs Ofalrx rl el] Rjalela OIESRSIES o|u) DIY clr |e a wlt|p|e tic ir[R piclE|p I]|/ ¥|O/B A|K/A/P cll E;a}u T/E|R/E E||w|o R c RLY N 3 > Compare answers with the rest of the class. HA consonant clusters / part 3(4 Repeat these words. Pay special attention to the pronunciation of the underlined parts of the words. H. sleepy J. spend L. dress slowly speaking drive slim sports drop slippery special drums slippers spring dream I. start K. uy M. three stop trip through still trains throw station trouble thrillers. street trumpet throat 5 Complete these conversations with words from groups A to M. How many tickets do you want? ‘A cl__and some new ‘At the br__ by the st___, = sre PSs} 2/]. ee Bagh What do hi you like best jodie na instruments (and the dr__. > ont? do you play? 6 Workin pairs and say the conversations together. Part 31 Consonant clusters1 Lis More on consonant clusters at the beginnings of words to these sentences. each one contains a word from either box A or box B. Write the word you hear in the space. A B 1. Isthe__clock broken? 2. They'll much higher than that. 3. Llearned to Jast summ. 4. Should we now or later? 5. How much money did you __ 2 6. How many have you ? 7. The was terrible. 8. Are you sure it’s 2 9. Did you __ __ two weeks or three? 0. He's been a good 2 Work in pairs. Say the sentences in 1 to your partner, Complete them with a word either from box A or from box B. Your partner should try to decide which box the word is from. 3 Write the words in the box in the spaces next to the pictures on page 45. skis afryingpan aplate—aclock ~—askisuit —_gloves ascarf asleepingbag aflashlight adress —_a sweater flippers slippers. acredit card a swimsuit bug spray, Consonant clusters | Part 3Ke Oo 4 o OL> Sito, (4 Repeat the words and check your answers. (J 5 Listen to Stephanie and Brandon talking about what to pack for a ski trip. Put a check in the box next to each item in 3 that you hear mentioned. Part3 1! Consonant clusters SN6 Work in pairs. Have similar conversations about: (1) a camping trip and (2) a vacation at the beach. Use words from the box in 3. Here are some phrases to help you: consonant clusters / Part 3Consonant clusters at the ends of words 1 Listen to these words. Do you hear the word in column A or the one in column B? Put a check in the correct box. A B A B 1. belt Q bell Qa 6. card QO) car Q 2. field QO feel a 7. cold OU code Qa 3. start Q star Q 8. needs OQ knees UO 4. nights OQ nice Q 9. fault QO fall a 5. built Q bill Q 10. think U1 thing a 2 Work in pairs. Your partner should say one of the words in each pair to you. Try to decide which one is being said. Take turns being listener and speaker. (]3 Many English words end in the sound /n/ followed by another consonant. Listen to these words. Some of them end in the sounds /ns/, /nt/, or /nd/. If they do, write them in the table. If they don't, leave them out. ins} | /nt/ /nd/ since want friend (4 Listen again. Repeat the words and check your answers. 5 Complete these conversations with words from the table. Then work in pairs and say the conversations together. “How long have you been here? How often do you come here? (ggg Part 3 / Consonant clustersi 48 (How many do you ( Isthis >) our sister? your sister? Repeat these words. Pay particular attention to the consonant clusters at the ends of these words. elephant adult pleased belt waist ‘wasp child fox toast yourself pants = amused ~~ beans-_—arm shorts hand orange depressed _— parent _ boyfriend shocked milk cold chest Work in pairs. From the words in the box in 6 find some . . . things you can eat or drink things you can wear parts of the body animals people ways people feel See Compare answers with the rest of the class. For example: There are four things you can eat or drink: Consonant clusters | Part 3Syllabic consonants; more on consonant clusters at the ends of words ‘A SyLLABIC CONSONANT occurs when a consonant forms a syllable by itself after another consonant, without any vowel sound between them. The sounds /1/ and /n/ are the most common syllabic consonants. In the words here, syllabic /1/ or /n/ comes after a /t/ or /d/ sound. Try to say the /l/ or /n/ without moving your tongue away from the roof of your mouth after the /t/ or /d/. Now repeat these words. These words are also usually pronounced without a vowel sound between the two consonant sounds at the end. and 2. 4. A: What! B: She's in the 7 BA a5 : What's the matter? A: What's it for? She fell off her B: Something 1 A B 2. A: Have you B: 5. A: When's your math ? No, 1 a B: At : Would you like some 2A: How do you feel? B: Justa B: 3. A: Press that B: This one in the ? A: Yes. B: What'll 2 A Just part3 | Consonant custers EL(14 Listen and check your answers. (=) 5 Listen again. Repeat the conversations one line at a time. Then say the conversations together with your partner. 6 Ask other students these questions and note how many people give each answer. Read the questions and the choices. For example: Which of these subjects did you like best in school - science, economies, art, or politics? Pay particular attention to the pronunciation of the underlined parts of the words. 1. Which of these subjects did you like best in school? science art economics politics 2. Which of these colors do you like best? purple ___ orange pink gold 3. Which of these activities do you like to do best in your spare time? ___ watch television read books play sports __— garden 4. Which of these jobs would you rather have? journalist artist politician accountant 5. Where would you rather work? in a hospital ina bank a restaurant outdoors 6. Which of these countries would you rather go to for a vacation? Egypt Thailand __ France Sweden 7. Which of these countries would you rather live in for the rest of your life? Egypt Thailand France Sweden 7 Report your answers to the rest of the class. At the end, decide which subjects, colors, and so on were the most popular. BM consonant clusters 1 Part 32 3 =e Groups of consonants in the middle of words; simplifying final consonant clusters Groups of consonants in the middle of words Work in pairs. Some of the words in the box have the sounds /ks/, /ky/, or /kw/ in the middle. If they do, write them in the table. If they don’t, leave them out. accident occupation require record =~ equal_—_ secure success taxi. vaccinatiun account -—accent_particular frequent occur calculator liquid exercise Iks/ Iky/ /kw/ accident occupation require Listen and check your answers. Listen again and repeat the words. Fill in the spaces to make two rules about when to say the sounds /kw/ and /ks/. 1, The letters re usually pronounced /kw/. 2. The letters usually pronounced /ks/ before the letters __ and Repeat these words. Pay attention to the underlined parts of the words. taxi painting quietly computers._practical husband opinions _— airplane boyfriend _raspberries successful appliances frequently afraid equipment scientist onions doctor__—atlas_—_ popular Part 3 / Consonant clusters5 Work in pairs. Choose words from the box in 4 to complete these sentences. The word you choose for each sentence should contain the sounds shown. /kw/ We need some new __€qulpment _ for the office. /zb/ Have you met her new _? Int/ Tt costs a lot nowadays to buy a good // Please play your records The baby’s asleep. /ks/ took a(n) to the airport. ifr] Her brings her flowers every day. Iny/ I bought a pound of Jkt! She's studying to be a ctor, Ipy/ He's very Jpl/_ The price of the house did not include kitchen Se enawewne Simplifying final consonant clusters 6 Sometimes when more than two consonant sounds occur together at the end of a word, or across words, the middle consonant sound may be left out or almost left out. This happens especially to /t/, /0/, /d/, and sometimes /k/. eS Listen to these examples. Notice that grammatical endings like -s or -ed are not usually omitted. just one next February Seng’ me a card. last Saturday —_two-fifyhs TasKed a question. (J 7 Listen and write the missing word in the spaces in these sentences. 1. It too much. 2. He weights. 3. He her to marry him. 4.1 know yet. 5. Idon't think she him. 6. How much is this bracelet? 7. Six 8. Let's stop for some food. 9. Thanks, anyway. I'm looking. 10. Can you come Saturday? (]8 Listen again. Repeat the sentences and check your answers. Oe Consonant clusters / Part 39 Work in pairs. Write the sentences from 7 in the spaces in these conversations. Then say the conversations together. 1, A: Let's stop for some fast food. B: Let's go to a real restaurant for a change. a; [t costs too much. B: That's all you think about ~ money. 2. A: How does he stay in such great shape? B: A: Has he been doing that for long? B: B: Two hundred dollars. > : Ldon't think she'll accept. > oe : Why not? 2 A: Please try. Part3/ Consonant custers BINpart 4 Stress and rhythm Every language has its own rhythm. The patterns of stressed and unstressed syllables in words and sentences help create the rhythm of English. Knowing about English rhythm will help you understand others more easily and speak more clearly. Syllables and stress Words can be divided into syLLaBLes. For example: has one syllable has two syllables com-put-er has three syllables in-tel-li-gent has four syllables How many syllables do these words have? Write your answers in the spaces. 1. furniture _ 6. collect ___ 11. impossible 2. brought __ 7. anybody __ 12. electricity 3. blackboard 8. please 13. rabbit 4. examination ___ 9. police 14. directions 5. remember ___ 10. grandmother____15. good-bye Listen and check your answers. Each word has one syllable that is srressep more than the others. In this book, the syllable that is stressed in a word will be marked by a big circle. The other syllables, which have less stress or are UNSTRESSED, will be marked by small circles. The circles will be placed over the vowel sound in each syllable. Listen to these examples. begin computer intelligent Stress and rhythm | Part 44 For each of the words in 4 that has more than one syllable, show the stressed able with a big circle and the other syllables with a small circle. For example: furniture (J 5 Repeat the words and check your answers. 6 Here are the English names of some capital cities. How many syllables are there in each name? Show which syllable is stressed in English. rR Madrid Jakarta Bogota (J 7 Repeat the names and check your answers. Part 4 / Stress and rhythm8 Two words in each of these sentences have two syllables. Write © 0 or o O to show their stressed and unstressed syllables. L was hoping to invite you, Tl be away I'ma stranger here myself, nd, that w Have you ever What time does been to Brazil? the movie begin? Is the station went to far away? Rio in July, ae (= 9 Repeat the sentences and check your answers. 10 Work in pairs. Draw arrows to connect the sentences. Make four two-line conversations. Then say the conversations together. ae Stress and rhythm | Part 41 Patterns of stress in words In each line, four of the words have the stress pattern shown, and one has a different pattern. This is the odd one out. Work in pairs and try to find the odd one out in each line. 100 above, chicken, prepare, guitar, correct under, dirty, handsome, Japan, reason 2 3. exciting, tomorrow, November, injection, president 4.© 00 appointment, popular, yesterday, politics, sensitive 5 © 0 © © unemployment, competition, supermarket, information, immigration Repeat the words and check your answers. How many syllables do these words have? Write your answer in the space. 1. economics _4 6. biology 11, Italian __ 2. Chinese __ 7. photographer __ 12. September __ 3. August 8. chemistry 13. July___ 4, accountant ___ 9. diplomat _ 14, Russia _ 5. Morocco ___ 10. Arabic ___ 15. Germany __ Repeat the words and check your answers. Work in pairs. Use the words in 3 to complete these conversations. Choose a word that matches the stress shown. Then say the conversations together. 1. A: What does she do? 4. A: Do you speak Spanish? °0oO°o oOo B: She's a(n) B: No, but I know some _ 2. A: When are you going on vacation? 5. A: Where are you flying to? Oo B: First to France and then on to B:In 3. A:T really liked history in school. B: My favorite subject was part a 1 stress and ehythm =e1 eS; More practice: stress in numbers; stress in noun compounds Stress in numbers Listen to these sentences. Draw a circle around the number you hear. 1.10:14 10:40 5.$1.18 $1.80 2.15 50 6.$19.00 $90.00 3.13 30 7.1916 1960 4.17 70 If you are not sure whether someone has said “30” or “13,” “40” or “14,” and so on, you should ask the person to repeat. These conversations s how. Listen. Oo : He'll be thirty tomorrow. > B: I'm sorry. Did you say thirty or thirteen? A: Thirty, A: She lives in apartment fourteen. B: I'm sorry. Did you say forty or fourteen? A: Fourteen, Note that numbers ending in -ty (like thirty or forty) are stressed on the first syllable. Numbers ending in -teen (like thirteen or fourteen) are typically stressed on the last syllable when they are said on their own or at the end of a phrase or sentence. Listen again. Repeat the conversations one line at a time. Stress and rhythm | Part 4ee Work in pairs to make similar conversations starting with these sentences. 1. Turn to page 17. 2. That will be $30, please. 3. To get to the theater, take bus number 80. 4, Till see you at 3:15, Stress in noun compounds A NOUN CoMPOUND occurs when two words come together to form a new noun. ‘The new noun is sometimes written as one word and sometimes as two words, but it is used and pronounced as a single word, with one main stress, usually on the first word in the compound. Listen to these noun compounds. ice cream airplane living room newspaper blackboard Listen to these phrases. Which contains a noun compound, the phrase in column A or the one in column B? Put a check in the correct box. Remember that a noun compound typically has strong stress only on the first part. A B 1. a raincoat a a wool coat a 2. a large office a the post office a 3. a good driver a acab driver a 4. along book a a notebook a 5. adiningroom = a dirty room Qa 6. an office building Q amodern building 7, awhite house a the White House a 8. asleeping bag a a Sleeping child Q Part 4 1 stress and rythm — BS7 es 9 10 Mark the main stress in these noun compounds by using a large circle. Shopping List paintbrush toothpaste alarm clock measuring tape shower curtain dish towels bookcase cookbook deok lamp answering machine orange juice frying pan tomato sauce washing machine can opener garbage can lightbulbs salad dressing Repeat the words and check your answers. Jennifer and Jason are moving to a new house. They have made a list of things they need to buy, shown in 7. Work in pairs and decide where they need to go to buy each thing. Choose from the stores in the box, or use your own ideas. Then report your decisions to the class. Note: The store names have typical noun compound stress. What is a good place in your community to do the things below? Discuss this with your class. What's a good place to. . . buy a birthday card? get ice cream? . make photocopies? get passport pictures? get a money order? buy a sleeping bag? buy sunglasses? buy a tape recorder? get a haircut? Peron eene Stress and rhythm I Part 4Pronouncing unstressed syllables In the words in the boxes, the stressed syllables have a large circle over them, Listen to these pairs of words. Compare the way the underlined letters are pronounced. A B ‘The underlined vowel in the words in box B is /o/, often called sefwa. In an unstressed syllable, the vowel is often pronounced as a very short /9/. In the following words, the stressed syllable has a large circle over it, and vowels pronounced /o/ are underlined. Repeat these words. ° oOo about famous suggestion — photography _ instrument Work in pairs. Put a large circle over the syllable with the main stress, put a small circle over the unstressed syllables, and underline the vowels pronounced /a/. 1. completely 5. excellent 9. success 2. jealous 6. machine 10. distance 3. apartment 7. woman 11, vanilla 4. biology 8. women 12. question arta | stress and rhythm ——-Repeat the words and check your answers. In these words, the underlined part is pronounced /ar/. This is the same sound practiced in Unit 8, but here it is unstressed. Repeat the words. Oo 60 w2«0.0 Qo Oo Oo answer forget. remember visitor dollar._picture Work in pairs. Say a word in the box. Your partner should find a word in the box that means the opposite of the word you say. Compare answers with the rest of the class. For example: higher and lower The last syllable in words that end in -er; -or, -(iJan, -man, and -ant is usually pronounced with /a/. Repeat this list of jobs. Work with a partner, Read each pair of jobs and decide which worker you think earns more money. Then decide which job you think is more challenging. - 1, A doctor or a police officer? Stress and rhythm | Part 42. A teacher or a firefighter? 3. A photographer or an electrician? 4. A hairdresser or a flight attendant? 5. An actor or an optician? 10 Report your answers to the rest of the class. part 1 Stress and rythm =eSj2 Predicting stress in words ae Word stress in English is complicated, but there are some simple rules that can be helpful. Write N for noun, V for verb, or A for adjective after these words. daughter_N_ husband forget carel modern prefer frighten kitchen friendly doctor Listen to the words in 1. Put a large circle over the stressed syllable and a small circle over the unstressed syllable in each word. Now complete these sentences with the words in the box to get some simple rules for two-syllable words in English. Most and are stressed on the first syllable. Some are stressed on the first syllable,and others on the second. Many words in English have endings such as -ion, -ity, -ic, and -ical. These endings can help you figure out where the stress goes. Listen to these words and put a large circle over the syllable that has the main stress. 1 a ion 5. equality 9. magnetic 13. musical 2. suggestion 6. possibility 10. scientific 14. medical 3. institution 7. responsibility 11, enthusiastic 15. political 4. identification 8. personality 12. democratic 16. psychological Stress and rhythm | Part 4ie es Now try these words. Work in pairs has the main stress in each wort . Put a large circle over the syllable that 1. invention 5. electronic 2. examination 6. romantic 3. ability 7. practical 4. opportunity 8. physical Repeat the words and check your answers. Complete this sentence to get a rule for words with these endings. Words that end in -ion, -ity, -ic, and -ical usually have the main stress on the syllable the ending Which of the adjectives in box A can be used to describe the nouns in box B? Work in pairs. Discuss your answers with your partner and be ready to report back to the rest of the class. Report your answers like this: You might say “a medical examination,” but probably not “a medical personality.” A B romantic medical question —_ suggestion fantastic electronic ability discussion scientific enthusiastic invention examination: physical political personality opportunity musical __ practical composition __ profession Repeat these words and phrases. generosity punctuality dependability —_ creativity ambition. popularity agoodeducation —_a pleasant personality _sincerity curiosity asense ofhumor __ sensitivity __ patience having the same opinions as you Which three qualities in the box in 8 do you think are the most important Meas 1. a friend? 3. a roommate? 5. a teacher? 2. a husband or wife? 4, an employee? Work in small groups and compare your answers. Part 1 Stress and rythm = Ae&3 Rhythm Some very common words in English have two pronunciations, sometimes called their sRonG and weak forms. The table shows how the strong and weak forms of the words fo, and, and for are pronounced. Listen. Strong form Weak form to /tu/ | fer I'm going to the mall. and /end/ | fanfor/n/ men and women; hot and cold for /for/ far! Wait for me. The weak forms of these words are much more commonly used than the strong forms. The strong forms are used only when the word has some special emphasis, or is said on its own or at the end of a phrase. Notice that weak forms usually contain unstressed /a/. More practice of strong and weak forms is given in Part 7. Read these sentences and decide which word ~ 0, and, or for - might be missing from each one. Listen to the sentences and write the word you hear. 1. What's dinner? 7. Its you. 2. Tigo see. R Two a dollar 3. [have nothing say. 9. My mother father. 4. Ahundred forty. 10. Thave alot do. 5. I'm going Florida 11. Not long. 6. Thave £0. 12. What's six eight? Listen again. Repeat the sentences and check your answers. Stress and rhythm | Part 44 Which of these foods go together? Complete each phrase with a word from the box. bread and . bacon and |. cheese and }. lettuce and wens . peanut butter and Repeat the phrases and check your answers. Use the weak form of and. Think of more phrases that describe foods that go together. Then talk about what you are going to eat. One student should be A, and the others B, C, and so on. Go around the class. Each student repeats the list and adds a phrase. For example: A: I'm really hungry. When I get home I'm going to have some bacon and eggs. B: I'm going to have bacon and eggs, and bread and butter C: I'm going to have bacon and eggs, bread and butter, and lettuce and tomatoes. When the list becomes too long to remember, start again. Part 4 / Stress and rhythm eyMore on rhythm The pattern of stressed and unstressed syllables in a sentence helps create the rhythm of the sentence. Repeat these sentences. Compare their rhythm. O « oO Oa o € 200 0 0A 1. Black or white? 2. Where are you from? 3. Igo there a lot. Listen to these sentences. Are they like 1, 2, or 3? Write the numbers in the spaces. What did she say? _2 _ Milk and bread. ___ Thope you can come. ___ Vl call the police.___ What do we need? __ She told me to rest. Here's your change. _ Out to lunch. ___ Where'd he go? SodoI.____ Give me your purse. __ Thanks very much. __ Listen again. Repeat the sentences and check your answers. Work in pairs. Draw lines to match the sentences. Make six two-line conversations. Then say the conversations together. . One student should be A, and the other B. Work in pai Repeat each conversation one line at a time and then continue the dialog in the same way. Try to continue with the same rhythm as in the recording. The syllables to be stressed are in bold letters. 1. When should we meet? A: Should we meet on Thursday? B: I can’t on Thursday: A: Well, how about Friday? B: I can’t on Friday. A: Well, how about Saturday? can’t on Saturday. A: Well, how about Sunday? Stress and rhythm / Part 42. When should we go? Should we go in January? Tean’t in January Well, how about February? 1 can’t in February. Well, how about March? PoOSwe 3. What should we have to eat? Why don't we have fish? 1 don’t like fish Well, why don't we have chicken? Idon’t like chicken. Well, why don't we have beef? RRREP Work in pairs and write one more similar conversation called “Where should ‘we go?” Practice it and then perform it for the rest of the class. ort 4 | stress and rhytnm BINRhythm and moving stress 1 Look at this picture of the students in an English language class. The students’ occupations are written next to them. Find out their nationalities. _Listen to the teacher talking about the class and write words from the box in the spaces. dentist, journalist diplomat businessperson teacher farmer HEB stress anc rhythm 1 Part 4eS2 ce Listen to some of the words used by the teacher in the conversation. Put a large circle over the syllable that has the main stress. Japanese Chinese Taiwanese Italian Polish Spanish Colombian Vietnamese Listen again. Repeat the words and check your answers. In some words, stress can move to a different syllable. This usually happens if another stressed syllable follows the word. For example: O° (2) oO He's Japanese. but He's a Japanese doctor. Which of the other nationality words have this MovING STRESS? Listen and put a check next to the words with moving stress. 1. Japanese 2. Polish Qa 3. Chinese QO 4, Spanish 5. Taiwanese Q 6. Colombian Q 7. Italian Qa 8. Vietnamese Q Many numbers also have this moving stress. Listen to this conversation. Notice how the ‘wo in twenty-two loses its stress when another stressed syllable follows it in a phrase. ‘A: Where does Jim live? B: Maple Street. ‘A: What number does he live at? 00 O B: Twenty-two. A: So his address is Oo 000.0 B: Twenty-two Maple Street. Listen again. Repeat the conversation one line at a time. part 4 1 stress and rhythm7 Work in pairs. Using these pictures, make questions and answers similar to those in 5. 4 HER stress and shythm 1 Part aPart $ Sounds in connected speech It is sometimes difficult to understand speakers of English when they are talking at normal speed — which can sound very fast! One reason for this is that the pronunciation of some words is different when they are said on their own, or in slow, careful speech, from when they are used in CONNECTED SPEECH. The units in Part 5 help you to understand and to practice connected speech in English. Slow speech and connected speech Understanding sentences in connected speech (&}j 1 Listen and complete these sentences. They are said at normal speed. 1 there. 2 five 3, seven. 4. do ? 5. - soon 6. ______ think 7 good. 8 _ bad 9 said 10. do tomorrow. [J 2 Listen to the sentences again. This time they are part of short conversations. If there were any sentences in 1 that you didn’t understand, try to figure out what they are from the CONTEXT. Part J Sounds in connected speech IAUnderstanding questions in connected speech 3 Read the answers to questions, shown in the balloons. (Sj __Listen to the questions and match them with the answers. Write the number of the question (for example, / or 5 or 8) in the space under the correct picture. About once I'ma doctor Its a box of chocolates. 6 96 43 [Just a few minutes. ‘Yes, we went to school together: Tilhave a cheeseburger, 4 Listen again. Write the questions in the balloons. (S) 5 Listen to the conversations and repeat them one line at a time. 6 Work in pairs. Say the conversations together. Try to say them at the speed used in normal conversation. ae Sounds in connected speech I Part 54, Common words and phrases in connected speech ‘Some very common words have WEAK forms that are normally used in connected speech. (For more on weak forms, see Unit 28 and Part 7.) Read the sentences and decide what word might be missing from each one. Listen and write the word you hear. 1, Two _ ___ three. 6. It’s a container ___ ice cream. 2. Call ambulance. 7 they coming? 3.0n off. 8, Is that a picture__your sister? 4, Saturday Sunday. 9. He wants computer, 5. Some over here. 0. Some already paid. Listen again. Repeat the sentences and check your answers. This table shows how the words you wrote in 1 are usually pronounced. Why are there two pronunciations for of? fal a, of far] or, are fev/ of, have Joni and, an Note: The sound /2/ is pronounced as in ago or driver. Features of connected speech are sometimes shown in informal written English. This is often true for the words of popular songs. What do you think the underlined words in these lines from pop songs would be in normal written English? Write your answers in the spaces. I don’t wanna say that I've been unhappy with you. _ All you've gotta do is call 1 2 3. 'Cuz I'm happy just to dance with you. 4. I'm gonna getcha . . . . Im gonna meetcha. 5 You gotta teach ‘em ‘bout freedom.