Roadmap A1 Pronunciation Worksheets

A1 Teacher’s Guide

UNIT 1 Lesson 1D English in action

STRESS: compound nouns
Lesson 1A Hello
4 a 1 contact information
SENTENCE STRESS 2 email address
3 family name
1 a 1 A: Nice to meet you. 4 mobile phone
B: Nice to meet you, too. 5 mobile number
2 A: Where are you from? 6 phone number
B: I’m from Poland. Where are you from? There are innumerable compounds formed of two nouns,
3 A: Where are you from? and the majority are stressed on the first noun, although
B: I’m from Japan. How about you? there are exceptions.
4 A: Are you here for the conference?
B: Yes, how about you?
SOUNDS AND SPELLING: vowels
Words in a sentence can have different degrees of stress,
but in short sentences such as these there is typically one 5 a A name
main stressed word. If learners have difficulty identifying it, E three
it may help them to know that it tends to: I nine
• be pronounced with particular energy. O phone
• be louder than the others. U new
• have a longer vowel sound. There is no one-to-one relationship between sound and
• initiate the main intonation pattern of the sentence. spelling, but there are many common patterns. For example:
Stress is used for highlighting and emphasis in general, and When a is followed by a consonant + e, it is pronounced like
often for contrast – e.g. in B’s replies in the exercise. the letter A /eɪ/.
When i is followed by a consonant + e, it is pronounced like
Lesson 1B Jobs the letter I /aɪ/.
When o is followed by a consonant + e, it is pronounced like
SOUNDS: schwa the letter O /əʊ/.
ew is pronounced like the letter U /juː/ in British English.
2 a 1 ✓ drive driver In American English it is pronounced /uː/.
2 play ✓ player ee is pronounced /iː/.
3 teach  ✓ teacher   
4 work ✓ worker
5 drive driver
6 ✓ play
✓
player
UNIT 2
7 ✓ teach teacher
8 ✓ work worker Lesson 2A Families
The suffix -er is pronounced /ə/ (schwa). This is especially
important for listening, because it can be difficult to hear. LINKING: r
For example, there is often very little audible difference 1c 1 ✓  They’re ͜ English.
between good work and good worker. 2 They’re from the UK.
3 This is our dog.
Lesson 1C Nationalities 4 ✓ This is a picture ͜ of our dog.
5 Her brother’s married.
LINKING: consonant to vowel 6 ✓  Her sister ͜ isn’t married.
3 b 1 He’s ͜ in Vancouver now. 4 I’m ͜ an ͜ office worker. 7 You’re from a big family.
2 We aren’t ͜ all British. 5 My office ͜ is ͜ in Chicago. 8 This is a photo of our friends.
3 We’re from ͜ all over the world. 9 ✓  This is a photo of our ͜ American friends.
10 ✓  Is this your mother ͜ and father?
In writing there are spaces between words, but in speech
there are usually no such spaces; instead, there is a Generally speaking, in North America, Scotland and Ireland,
continuous flow of sounds. the letter r is pronounced wherever it is written, but in
England, Wales, Australia, New Zealand and South Africa it
A consonant sound at the end of a word is usually linked to
is only pronounced before a vowel sound – for example in
a vowel sound at the beginning of the next word – they are
wearing /ˈweərɪŋ/ but not in wear /weə/. This also means
pronounced continuously, with no break between them. As
that r at the end of a word is pronounced where the next
a result, aren’t all sounds like arn tall, and an office sounds
word begins with a vowel sound, forming a link between
like a noffice, and so on.
the two words.
The letter s in he’s is pronounced /z/, so he’s in sounds like
he zin, not he sin. The final letter in office is e, but the final
sound is /s/, which is linked to is in sentence 5.

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Lesson 2B Everyday things UNIT 3

SYLLABLES
Lesson 3A My town
2 b one syllable: box, keys, phones
two syllables: boxes, office, welcome WORD STRESS
three syllables: company, computer, family
If learners find it difficult to identify the number of syllables 1 b Oo: bookshop, café, houses, market, plural, restaurant,
in a word, it may help if they tap their fingers (or clap their station
hands, or tap their feet) and count the number of taps. Ooo: cinema, singular
They could also try doing this with longer words, such as Oooo: supermarket
America (four syllables). oO: hotel
If learners have difficulty identifying the stressed syllable in
SOUNDS AND SPELLING: vowels a word, it may help them to know that it tends to:
• be pronounced with particular energy.
3 b 1 great please  
table • be louder than the other syllables.
2 chair help where • have a longer vowel sound.
3 phone son those • carry the intonation pattern of the word.
4 desk pen these
It may also help if they tap their fingers (or clap their hands,
5 key meet my
or tap their feet) to the rhythm of the word and notice
6 book clock what
where the heaviest tap is.
Very often the same spelling represents different sounds
The word restaurant looks as if it has three syllables, but it
– for example, great, please. The same sound can also be
usually only has two: /ˈrestrɒnt/.
represented by different spellings – for example, chair,
where.
SOUNDS: letters of the alphabet
Lesson 2C Numbers 2 c AHJK
BCDEGPTV
STRONG AND WEAK FORMS: are FLMNSXZ
IY
4 b 1 Where are they from? W
O
2 What are their names? W
QUW
3 A: Am I late?
R
B: Yes, you are. S
4 Who are they? S The letter Z is pronounced /zed/ in British English, but /ziː/
5 A: Where are your keys? W in American English.
B: Here they are. S You can provide further practice by dictating the spelling of
6 Are you Carla? W words – for example, H E R E – and asking learners to write
The word are is most commonly unstressed, and the weak them, or by saying words and asking learners to spell them
form /ə/ is used. When are is stressed, the strong form /ɑː/ aloud. If they are reasonably confident about pronouncing
is used. the letters, they can also do these activities in pairs.

Lesson 2D English in action Lesson 3B Is there wifi?

SENTENCE STRESS SOUNDS: schwa /ə/

5 a 1 How much is this? 3 b 1 Look at the photos.

2 How much is that? 2 What can you see?
3 How much are those cups? 3 Where are the photos?
4 Can I pay by card? 4 Are there any flats for us?
5 Here you are. 5 Is there a lift?
6 Thank you. 6 What’s in the living room?
7 Here’s your change. 7 A bedroom and a bathroom.
8 It’s nine pounds ninety-nine. 8 Ten minutes to the station.
Words in a sentence can have different degrees of stress, /ə/ is a very short sound, pronounced with very little
but in short sentences like these there is typically one main energy, and can be difficult to hear. It can even disappear
stressed word. If learners have difficulty identifying it, it completely, for example in can you see or station.
may help them to know that it tends to:
• be pronounced with particular energy.
• be louder than the others.
• have a longer vowel sound.
• initiate the main intonation pattern of the sentence.

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Lesson 3C It’s expensive! Lesson 4B Have you got it?

SOUNDS AND SPELLINGS: vowels SOUNDS AND SPELLING: vowels
4 b bed desk 2 b 1 cold
busy city 2 food
cheap TV 3 water
eight place 4 house
quiet wifi 5 shoe
shower town 6 cheap
Sometimes a vowel sound is represented by the same Very often the same spelling represents different sounds –
spelling in different words – bed, desk, for example. And for example, cold, hot. The same sound can be represented
sometimes a vowel sound is represented by different by different spellings – for example, country, money.
spellings – for example, busy, city.
In the word quiet, /aɪ/ is followed by /ə/. Lesson 4C Dos and don’ts

Lesson 3D English in action SOUNDS: rhymes

3b 1 don’t go Y
INTONATION: fall and fall-rise 2 make take Y
5 b 1 Excuse me.  3 cheap trip N
2 Is there a bank near here?  4 buy try Y
3 Yes.  5 drink think Y
4 It’s on Main Street.  6 food good N
5 Where’s the station, please?  7 me tea Y
6 Thank you.  8 go show Y
7 No problem.  9 blue new Y
8 You’re welcome.  10 home Rome Y
11 phone town N
The fall and the fall-rise are the most common intonation
12 four more Y
patterns. Intonation is never entirely predictable, but the
patterns in these exchanges are typical. Some pairs of rhyming words often appear together in
phrases – for example, Don’t go!, Try before you buy.
Even if learners (or teachers!) have difficulty in hearing
You could also ask learners to produce their own rhyming
which tones rise and which fall, the important thing is that
phrases.
they can hear the difference between the two. Two tips for
identifying the direction of intonation patterns:
1 Slow them down – for example, Excuuuuse meeee.
Lesson 4D English in action
2 Hum or sing the patterns without saying the words.
RHYTHM: telling the time
4a 1 seven o’clock
UNIT 4 2 half past two
3 ten past eleven
4 quarter to four
Lesson 4A You’ve got a friend 5 twenty past eleven
6 ten twenty
t in got 7 six forty-five
1 a 1 He’s got a daughter. Y 8 seven fifteen
2 He’s got white hair. N 9 twelve twenty-seven
3 I’ve got blonde hair. N 10 fifteen fifty-three
4 She’s got dark hair and brown eyes. N These clock times have a typical two-stress pattern –
5 My friend’s got a son and a daughter. Y rather like the tick-tock of an old-fashioned clock, with the
6 They’ve got two children. N intervening unstressed syllables such as -ty past e- in
7 She’s got a dog. Y number 5 spoken very fast, so you could encourage
8 I haven’t got any children. Y learners to practise them with this tick-tock rhythm.
t is usually pronounced clearly before a following vowel
sound – for example, got ͜ a. But is often replaced by a
glottal stop before a consonant – for example, got white.

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Teacher’s Personal Trainer   1C A new lifestyle

INTONATION: asking the time Lesson 5B A long journey

5 b 1 Excuse me. () What time is it? ()
Half past six. ()
Thank you. ()
2 Excuse me. () What time is it? ()
Quarter past two. ()
Quarter to two? ()
No, () quarter past two. ()
Thanks. ()
The fall and the fall-rise are the most common intonation
patterns. Intonation is never entirely predictable, but the
patterns in these exchanges are typical.
Even if learners (or teachers!) have difficulty in hearing
which tones rise and which fall, the important thing is that
they can hear the difference between the two. Two tips for
identifying the direction of intonation patterns:
1 Slow them down – Excuuuuse meeee, for example.
2 Hum or sing the patterns without saying the words.
WEAK FORMS: schwa
3 a 1 I leave home at five o’clock.
2 I take a train to work.
3 I arrive at work at 8.45.
4 I take a boat and a train.
5 Do you drive to the boat?
6 And what time do you arrive?
7 I go to bed at ten.
8 How do your children travel to school?
The weak, unstressed forms of a, and, at, do, o’, the, to,
you and your are pronounced with /ə/ (schwa), which is a
very short sound, pronounced with very little energy, and
often difficult to hear. It can even disappear completely,
for example sentence 2 may sound like I take ͜ train t ͜ work,
and in informal texts do you (as in sentences 5 and 6) is
sometimes written d’you.

Lesson 5C Food and drink

UNIT 5 LINKING /j/ and /w/

Lesson 5A My week 4 b 1 Tea ͜ or coffee. /j/

2 How ͜ often? /w/
SOUNDS AND SPELLING: er, or, ur 3 Do you ͜ eat meat? /w/
4 I ͜ always drink tea. /j/
1 c nurse: thirty, Thursday, turn, university, word, work 5 Do you ͜ often go to bed late? /w/
more: forty, order 6 I ͜ often eat cakes. /j/
picture: dinner, exercise, Saturday 7 I ͜ usually buy coffee. /j/
The letter r in these words is pronounced in American 8 Do you ͜ always walk to work? /w/
English but not in British English – see Lesson 2A. A vowel sound at the end of a word and a vowel sound at
the beginning of the following word are usually linked with
WORD STRESS /j/ or /w/. In do you (sentences 3, 5 and 8) there is already
a /j/, because this is the first sound in the word you, and in
2 b Oo: breakfast, football, Tuesday, Wednesday to work (sentence 8) there is already a /w/, because this is
Ooo: hospital, Saturday, sentences the first sound in the word work.
oOo: eleven
(See also the note about do you in exercise 3 above.)
If learners have difficulty identifying the stressed syllable in
a word, it may help them to know that it tends to:
Lesson 5D English in action
• be pronounced with particular energy.
• be louder than the other syllables.
INTONATION: questions with or
• have a longer vowel sound.
• carry the intonation pattern of the word. 5 b Intonation is never entirely predictable, but questions with
It may also help if they tap their fingers (or clap their hands, or typically have two stresses, one on each of the two
or tap their feet) to the rhythm of the word and notice alternatives, with a high level tone on the first alternative
where the heaviest tap is. and a falling tone on the second.

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Teacher’s Personal Trainer   1C A new lifestyle

UNIT 6 Lesson 6C Skills

can and can’t
Lesson 6A Good and bad habits
4 a 1 I can speak Spanish.
SYLLABLES 2 I can’t play football.
3 I can’t read a map.
1 b two syllables: arrives, chocolate, classes, cycles, doesn’t, 4 I can build a website.
evening, every, people, sometimes, studies, watches, 5 I can’t make a cake.
Wednesday 6 I can answer all the questions.
three syllables: afternoon, newspaper, sandwiches, The word can has a weak form /kən/, which is the form
usually most often used, and a strong form /kæn/, used when it is
If learners find it difficult to identify the number of syllables stressed. The negative form is can’t /kɑːnt/, but the /t/ is
in a word, it may help if they tap their fingers (or clap their often not clearly pronounced and glottalised or assimilated.
hands, or tap their feet) and count the number of taps. As a result, can and can’t are often only distinguishable by
They could also try doing this with longer words, such as their vowel sounds.
America (four syllables).
The spelling of some words suggests that they might have Lesson 6D English in action
more syllables than they actually do have – e.g. chocolate,
evening, every, Wednesday.      INTONATION: requests
5 b 1 Can you walk the dog, please? ,
SOUNDS AND SPELLING: e, ee 2 Can you clean the living room, please?  , 
2 b where e is pronounced like send : every, seven, weekend 3 Sure. 
where e is pronounced like week : evening, three, she, 4 Yes, you can. ,
weekend 5 I’m sorry, I can’t. ,
where e is pronounced like drink : watches, classes The word please at the end of a request typically has a
where e is pronounced like about : parents, seven rising tone.
where e is silent: arrives, cycles, every, sometimes,
studies
Words that learners often pronounce with one syllable too UNIT 7
many include: different, evening, every, studies.

Lesson 6B Jobs around the house Lesson 7A Questions

RHYTHM LINKING
3b 1 Clean the floor. 1b 1 a holiday ͜ in the mountains /j/
2 Clean the kitchen. 2 near ͜ a big lake /r/
3 Go to the supermarket. 3 the west ͜ of France cv
4 She cleans it every week. 4 We swim ͜ every summer. cv
5 She usually washes the dishes. 5 Where ͜ is it? /r/
6 Yes, she does. 6 How ͜ old is it? /w/
7 Where does she live? 7 the river ͜ in London /r/
8 Who cleans the bathroom? 8 How do you say ‘Hello’ ͜ in French? /w/
9 Who goes to the supermarket? 9 I study ͜ English. /j/
10 Thank you for your help. 10 in the ͜ evening /j/
These short sentences typically have two stresses; the first A consonant sound at the end of a word is usually linked to
with a level tone and the second with a falling tone. The a vowel sound at the beginning of the next word – they are
intervening unstressed syllables are often pronounced very pronounced continuously, with no break between them.
quickly and can be difficult to identify. The letter r at the end of a word is pronounced where
the next word begins with a vowel sound, forming a link
between the two words.
A vowel sound at the end of a word and a vowel sound at
the beginning of the following word are usually linked with
/j/ or /w/.

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Lesson 7B A good day Lesson 7D English in action

RHYTHM: dates SENTENCE STRESS
2b 1 November the first. 5 a 1 A ticket to Oxford, please.
2 The first of November. 2 It leaves from platform ten.
3 February the fifteenth. 3 How much is a ticket to Oxford, please?
4 The fifteenth of February. 4 Is that a single or return?
5 October the nineteenth. 5 What time does it arrive?
6 The nineteenth of October. 6 It arrives at twelve thirty-seven.
7 August the twenty-second. 7 That’s sixty-eight pounds twenty, please.
8 The twenty-second of August. 8 The next train leaves at nine forty-two.
9 December the thirty-first. The number and the location of stresses in a sentence
10 The thirty-first of December. varies according to what the speaker wants to emphasise,
Dates typically have a double-stress rhythm. This means but these versions are typical. The stressed syllables are
that numbers with -teenth are sometimes stressed on the spoken clearly and carry the intonation of the sentences,
first syllable – for example, in phrase 4 – and sometimes on while the other, unstressed, syllables are spoken quickly
the last syllable – for example, in phrase 3. and may be unclear and difficult to identify.

WEAK FORMS: was and were

3 a 1 She was 90 this year. UNIT 8
2 My birthday is on the third of July.
3 There were seven people in the class. Lesson 8A When I was young
4 There was fish for lunch.
5 The food is really good. don’t and didn’t
6 The restaurants are busy.
1 a 1 I didn’t live at home.
The weak forms of was /wəz/ and were /wə/ are spoken 2 I didn’t like my school.
very quickly and with very little energy. It can sometimes 3 I don’t walk to school every day.
be difficult to hear the difference between was and is, and 4 I didn’t watch TV every day.
between were and are. 5 I don’t travel to school by train.
6 I didn’t study with the same teacher every day.
Lesson 7C How was it?
The letter t at the end of don’t and didn’t is often
pronounced clearly before a vowel sound at the beginning
LINKING: was and were
of the following word, but is otherwise usually replaced by a
4 b 1 ✓ How much was ͜ it? glottal stop. The second d in didn’t is often not pronounced,
2 How much was the room? and as a result it can be difficult to hear the difference
3 ✓ There were ͜ a lot of people. between don’t and didn’t.
4 Was she OK?
5 Were you cold? t and d
6 Were the children with you?
7 ✓ They were ͜ in the living room. 2a 1 School days. ✓
8 ✓ There was ͜ a letter for you. 2 People visit the park. ✗
3 The new school year starts. ✓, ✗
When were occurs before a vowel, as in 3 and 7, the r is
4 People stay at hotels. ✓, ✗, ✓
pronounced, but not otherwise. When was occurs before a
5 At school ✗
vowel, there is a cv link between it and the following word.
6 I walked to school every day. ✗, ✓, ✓
7 My English was not good. ✗, ✓
8 It was a happy time. ✗, ✓
9 We cleaned the car. ✗
10 I didn’t live at home. ✓, ✗, ✗, ✗
11 I lived in Poland for six years. ✓, ✗
12 Lessons started at eight o’clock. ✓, ✓, ✓, ✓, ✓
The letters t and d are often, though not always,
pronounced clearly before a vowel sound, but are otherwise
often replaced by a glottal stop (in sentence 2, for example).
Sometimes, especially between other consonants, t and d
are not pronounced at all (for example, in sentence 10). As a
result, there may be no audible difference between present
and past forms such as walk and walked.

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Lesson 8B You had a bad day UNIT 9

SOUNDS AND SPELLING: vowels
Lesson 9A Family photos
3 b bought wore
here year THE LETTER h
clean meet
drove go 1a 1 At the hotel. ✓
play made 2 Behind the sofa. ✓
lost washed 3 A photo from our holiday. ✓
night write 4 He’s a nurse. ✗
put took 5 Here are the photos. ✓
met  went 6 He works with her. ✓, ✗
Very often the same spelling represents different sounds 7 What’s his name? ✗
– for example, read (present), read (past). Sometimes the 8 That’s his wife. ✗
same sound is represented by different spellings – for 9 In a hospital. ✓
example, put, took. 10 Who’s in front of him? ✗
11 He works with her. ✗, ✗
12 This is his daughter.
Lesson 8C Good places ✗
13 I don’t often talk to her. ✗
do and did 14 What’s his name? ✓
The weak forms of his and her are typically pronounced
4 a 1 What time did you get up? without /h/, but the letter h is frequently not pronounced
2 Did you go to the lake? in other cases, too, although some people regard
3 I don’t take photos. ‘h-dropping’ as incorrect. This is particularly important for
4 Who do you go with? listening.
5 We didn’t go to the café every day.
6 What did you do at the weekend? Lesson 9B Hobbies
7 Did you learn English at school?
8 Do you take sandwiches with you? CONTRASTIVE STRESS
do, don’t, did and didn’t are usually spoken very quickly, and
can be difficult to identify. 2 a 1 I hate reading, but my sister loves it.
2 She doesn’t like running, but she likes dancing.
3 I like reading books, but I don’t like reading newspapers.
Lesson 8D English in action
4 Their children don’t like travelling by car, so they always
INTONATION: being friendly and interested go by train.
5 I don’t like playing football, but I enjoy watching it.
5 a 1 B 2 B 3 A 4 A 5 B 6 A 7 B 8 B 9 A 10 B 6 We don’t like cooking, so we often go to restaurants.
English tends to use a rather wide pitch range compared 7 I enjoy watching films at the cinema, but not on TV.
with some other languages, and one way of sounding polite 8 They don’t like staying at home at the weekend, so they
and interested is to use a wide voice range from high to low. usually go somewhere.
But of course politeness also depends on the words you When two ideas are contrasted, they are often both
use and your general tone of voice! stressed.

Lesson 9C Study habits

STRONG AND WEAK FORMS
3 a 1 A: Have you got some paper? W
B: Here, you can have this. S
2 A: Can you speak French? W
B: Well, I can, but not very well. S
3 A: What do you like doing at the weekend? W
B: I usually do a lot of cooking. S
4 A: Are your English lessons good? W
B: Yes, they are. S
5 A: Did you pass the exam? W
B: No, did you? S
Grammatical words such as are, can, do, have and you are
most commonly unstressed and appear in their weak forms:
/ə/, /kən/, /də/, /(h)əv/, /jə/. However, when they are
stressed, the strong forms are used.

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Lesson 9D English in action SOUNDS AND SPELLING: o, oa, oo, or, ou, ow
2 b food: move, room
SENTENCE STRESS
house: around, mountains, town
4a 1 Let’s do something. job: shop
2 The film starts at eight. more: morning, sports
3 Shall we go at seven thirty? no: boat, clothes, home, open
4 Good idea. son: company, love, Monday, money, month
5 That’s a great idea. work: world
6 I don’t like it. The vowel sounds in these groups of words are:
7 I went there last week. food /uː/ house /aʊ/ job /ɒ/ more /ɔː/ no /əʊ/
8 Where shall we go? son /ʌ/ work /ɜː/
9 Shall we walk to the lake?
10 What shall we watch? Lesson 10B Party time
The number and the location of stresses in a sentence
varies according to what the speaker wants to emphasise, STRESS IN WORDS AND PHRASES
but these versions are typical. The stressed syllables are
3 b Oo: football, future, music, party, restaurant, salad, weekend
spoken clearly and carry the intonation of the sentences,
oO: dessert
while the other, unstressed, syllables are spoken quickly
Ooo: vegetable, sandwiches
and may be unclear and difficult to identify.
Compounds formed of two words, such as football, are
SOUNDS: schwa typically stressed on the first noun, although there are
exceptions.
5 b 1 What shall we do?
2 At seven thirty. Lesson 10C My plans
3 You can fly a plane.
4 To a Thai restaurant. INTONATION: introducing sentences
5 We were there last week.
6 Staying at home at the weekend. 4 a Intonation is never entirely predictable, but introductory
7 Can we go to the cinema? words or phrases in a sentence, such as these time
8 Do you like the idea? adverbials, typically have a fall-rise, while the final part of
the sentence has a fall.
The vowel /ə/, called ‘schwa’, is the most frequent sound in
English. It is very short, pronounced with very little energy,
and used in unstressed syllables.
Lesson 10D English in action
SENTENCE STRESS: invitations

UNIT 10 5 a 1 We’re going to have a small party.

Lesson 10A Goals
UNSTRESSED WORDS IN FAST SPEECH
1 a 1 Tell us what you’d like to do.
2 Where would you like to go?
3 Would you like to have more money?
4 I’d love to start a business.
5 I wouldn’t like to change jobs.
6 I don’t think I’d like to live in a small flat.
7 Why would you like to start a business?
8 What would you like to do at the weekend?
Sequences of unstressed syllables are typically spoken
very fast and may be difficult to identify. Learners will
sometimes need to use their knowledge of grammar to fill
in the gaps in what they hear.
2 We’re going to have a small party on Friday night.
3 Would you like to come?
4 Would you like to come with us?
5 Would you like to have dinner?
6 Would you like to have dinner with us on Saturday?
7 I work on Saturday.
8 I work on Saturday evenings.
The number and the location of stresses in a sentence
varies according to what the speaker wants to emphasise,
but these versions are typical. The stressed syllables are
spoken clearly and carry the intonation of the sentences,
while the other, unstressed, syllables are spoken quickly
and may be unclear and difficult to identify.

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