1

O’ZBEKISTON RESPUBLIKASI
OLIY VA O’RTA MAXSUS TA’LIM VAZIRLIGI

SAMARQAND DAVLAT CHET TILLAR INSTITUTI

Sh.J.Shomurodova, U.O.Karimova

ENGLISH PRONUNCIATION IN USE

Speciality: 60111800 - “Foreign language and literature”

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Sh.J.Shomurodova, U.O.Karimova. English Pronunciation in Use.
Manual.

Ushbu o’quv qo’llanma pedagogika ta’lim sohasining 60111800 -“Xorijiy til va

adabiyot” yo’nalishida tahsil oladigan talabalarga mo’ljallangan bo’lib, birinchi
kursda o’qitiladigan “Kommunikativ normativ fonetika” fanining mavzularini
qamrab oladi.

Данное учебное пособие предназначено для студентов обучающихся по

педагогическому направлению 60111800 – «Иностранный язык и литература»
и охватывает предмет первого курса “ Английское произношение в
использовании”.

This manual is designed for the first-year students of 60111800- “Foreign

language and literature” specialty in pedagogy, and covers topics of the subject
“English Pronunciation in Use”.

Reviewers: Obruyeva G.H. – Head of “English lexicology and stylistics”

Department of Sam SIFL, Ph.D., Docent.
Suleymanova N.J. – Head of “English theory and literature”
Department of SamSIFL, Ph.D., Docent.

Editor: Amriddinova N.Sh –Head of “English language and literature”

Department of Sam SIFL, Ph.D.

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 PREFACE
“English Pronunciation in Use” is intended for 1st-year students of English
language educational institutions studying in the field of bachelor's degree.
It is important to teach students an efficient pronunciation of foreign sounds. This
handbook is intended for students learning English, and the main purpose of the
tasks and exercises provided for the handbook is to develop correct pronunciation
habits. The textbook consists of a set of exercises used in practical lessons, with
tasks that develop fluent pronunciation of a foreign sounds.

SO`ZBOSHI
"Kommunikativ normativ fonetika" bakalavriat yo'nalishida tahsil olayotgan ingliz
tili o'quv yurtlarining 1-kurs talabalari uchun mo'ljallangan. Talabalarga xorijiy
tovushlarni samarali talaffuz qilishni o'rgatish muhimdir. Ushbu qo'llanma ingliz
tilini o'rganayotgan talabalar uchun mo'ljallangan va qo'llanmada keltirilgan
vazifalar va mashqlarning asosiy maqsadi to'g'ri talaffuz ko'nikmalarini
rivojlantirishdir. Darslik xorijiy tovushlarning erkin talaffuzini rivojlantiradigan
vazifalar bilan amaliy mashg'ulotlarda ishlatiladigan mashqlar to'plamidan iborat.

ПРЕДИСЛОВИЕ
“Английское произношение в использовании” предназначено для
студентов 1-го курса англоязычных учебных заведений, обучающихся по
направлению бакалавриата. Важно научить студентов эффективному
произношению иностранных звуков. Это пособие предназначено для
студентов, изучающих английский язык, и основной целью заданий и
упражнений, представленных в пособии, является выработка навыков
правильного произношения. Учебник состоит из набора упражнений,
используемых на практических занятиях, с заданиями, которые развивают
свободное произношение иностранных звуков.

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 CONTENT

1. The organs of speech and their functions……………………………...………9

2. Speech sounds and their classification………….…………………………….11
3. The classification of English Consonant Phonemes …….…………………...14
4. The classification of English Vowel Phonemes………………………………18
5. The types of syllables 1, 2, 3 and 4 types …………..………………………...21
6. The pronunciation of vowel letters …………………………………...………24
7. The pronunciation of English vowels in different type of syllables….……….28
8. The pronunciation of consonant letters …………………………….………...32
9. The pronunciation of silent consonants……………………………….……....35
10. Intonation of greetings and farewells ……………………………….…….....38
11. Word and sentence stress ………………………………………….…………40
12. Unstressed words ………………………………………………….…………43
13. Stress in compound and longer words…………………………….………….46
14. Changing sounds. Elision……………………………………….……………51
15. The pronunciation of the verbs “do/does” “ be” (are/was)...….…………….55
16. Clusters. Two, three consonant clusters in word initial and final positions….61
17. Rising and falling intonation in questions ………….………………………..64
18. The pronunciation of the prepositions “of”, “from” …….…………………..68
19. The pronunciation of –ED past tenses…………………………….………….70
20. Link-up. Linking final consonant sounds to initial vowel sounds. ….……....73
21. Numerical expressions ………………………………………………………78
22. Pronouns and contractions …………………………………………………..82
23. Reading aloud “pronouncing punctuation” ………………………………….85
24. Understanding a small talk …………………………………………………..88
25. Telling a story……………………………...…………………………………91
26. Understanding instructions …………………………………………………..93
27. Asking and checking tones……………………………...……………………96
28. Quoting speech ………………...…………………………………………….99
29. Reciting the poem “The Naming of Cats” by T. S. Eliot………………....103
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30. The poem “The Raven” by Edgar Alan Poe ………………….………….106

СОДЕРЖАНИЕ

1. Органы речи и их функции ……………………………...…………….…….9

2. Звуки речи и их классификация ………….………………………………….11
3. Классификация английских согласных фонем …….…………………........14
4. Классификация английских гласных фонем………………………………..18
5. Типы слогов 1, 2, 3 и 4 типа …………..……………………………………..21
6. Произношение гласных букв …………………………………..……………24
7. Произношение английских гласных в разных типах слогов ……………...28
8. Произношение согласных букв ……………………………………..............32
9. Произношение тихих согласных…………………………………….............35
10. Интонация приветствий и прощаний ……… …………………………......38
11. Ударение в словах и предложениях ………………………………………..40
12. Безударные слова ……………………………………………………………43
13. Ударение в сложных и длинных словах …………………………………...46
14. Изменение звуков. Элизия. …………………………………………………51
15. Произношение глаголов “do/does, “be” (are/was) ...……………………….55
16. Кластеры. Две, три группы согласных в начальной и конечной позициях
слова ……………………………………………………………………………...61
17. Повышающаяся и понижающаяся интонация в вопросах ………………..64
18. Произношение предлогов “of”, “from” …….………………………………68
19. Произношение прошедших времен на –ED ……………………………….70
20. Подключение. Связывание конечных согласных звуков с начальными
гласными звуками……………………………………………………………….73
21. Числовые выражения………………………………………………………..78
22. Местоимения и сокращения ………………………………………………..82
23. Чтение вслух “произношение знаков препинания” ………………………85
24. Понимание светской беседы ……………………………………………….88
25. Рассказывание истории ...………………………………………………….91

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26. Понимание инструкций …………………………………………………….93
27. Запрашивающие и проверяющие звуковые сигналы……………………..96
28. Цитирование речи …………………………………………………………..99
29. Чтение стихотворения Т. С. Элиота “Наречение кошек”…………….....103
30. Стихотворение Эдгара Алана По “Ворон” …….………………………...106

MUNDARIJA

1. Nutq organlari……………………………………………………………………9
2. Nutq tovushlari va ularning tasnifi……………………………………………..11
3. Bo’g’in turlari………………………………………………………………….14
4. Unli harflar talaffuzi…………………………………………………………...18
5. Unli harflarning turli bo’g’inlardagi talaffuz qoidalari…………………...…...21
6. Undosh tovushlar talaffuzi ………………………………………….…………24
7. Talaffuz qilinmaydigan undosh tovushlar……………………………………...28
8. Sirg’aluvchi undosh tovushlar talaffuzi………………………………………..32
9. Jarangli va jarangsiz undosh tovushlar talaffuzi…………….…………………35
10. So’z va gap urg’usi…………………………………………………………...38
11. Talaffuz variatsiyalarini xorijiy film ko’rish orqali tahlil qilish…………...…40
12. Gapdagi urg’usiz so’z…………………………………………………………43
13. Qo’shma va murakkab so’zlardagi urg’u …………………………………….46
14. Tovushlar almashinuvi hodisasi…………………………………………...….51
15. “Do/does”, “be” fe’llarining talaffuzi………………………………………...55
16. Klasterlar. So’z boshi va oxirida ikki, uch undoshli harflar talaffuzi………...61
17. So’roq gaplarda ohangning ko’tarilishi va pasayishi…………………………64
18. “Of”, ”from” predloglari talaffuzi……………………………………………68
19. Talaffuz variatsiyalarini xorijiy film ko’rish orqali tahlil qilish……………..70
20. -ed qo’shimchasining o’tgan zamondagi talaffuzi…………………………...73
21. So’z oxiridagi undosh tovushlarni so’z boshidagi unli tovushlarga bog’lab
talaffuz qilish.……………………………………………………………………78
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22. Sonlarning nutqdagi talaffuzi…………………………………………………82
23. Olmosh va qisqartmalar………………………………………………………85
24. Tinish belgilarining ohangdagi ahamiyati…………………………………… 88
25. Jonli nutqni tinglab tushunish…………………………………………………91
26. Monologik nutqni qo’llash qoidalari………………………………………….93
27. So’roq gaplar va ma’lumotni tekshirishdagi ohang holati……………………96
28. Intonatsiya. O’zlashtirma nutq………………………………………………..99
29. She’riyat uslubida fonetik qoidalarning qo’llanilishi T. S. Eliota "Mushuklar
ismi"……………………………………………………………………………..103
30. She’riyat uslubida fonetik qoidalarning qo’llanilishi. Edgar Alan Po
"Qarg'a"………………………………………………………………………….106

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 LESSON 1. THE ORGANS OF SPEECH AND THEIR FUNCTIONS

Objectives of this lesson:

 to get information about speech organs
 to determine the role of each organ in the production of speech sounds

1.1. The organs which take an immediate part in the formation of speech sound are
called organs of speech. The organs of speech are as follows:

1) The upper and the lower lips

2) The upper teeth
3) The palate or the roof of the mouth
4) The tongue
5) The vocal cords
6) The jaws
The palate is divided into the following parts:
a. The teeth ridge or the alveolars
b.The hard palate (palatum)
c. The soft palate (velum)

Fig 1.
The organs of speech

1.2. All organs of speech may be divided into active organs and passive organs.
Active organs of speech are those which are able to move. The active organs
are the tongue, the upper and the lower lips, the soft palate, the vocal cords and
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 the lower jaw. Passive organs of speech are those which cannot move. The
passive organs the teeth, the alveolars, hard palate. The mouth and nasal cavity
are the resonators.

Activity 1. Training. Look at the tongue twisters and try to say it in a breath.
a. Bessie Botter bought a bit of butter. But the butter that she
bought was bitter so she bought a bit of better butter.
b. I scream, you scream, we all scream for ice-cream.

Activity 2. Look at the words below. There are five words spelt incorrectly in
each box. Put a circle around each one and write the correct spelling
underneath:

1.earings coat jumper glasses dress

shoos jeens skirt jackit trousrers

2. August Merch Septemper Febuary Octobar

July June December Novembre May

3. read blew purpul green black

pink yellow orang whit grey

4. cheir oven shower bed sofa

wardrobe cubbord tabel washing maсhine curtins

5. large boring expensiv interesting ordinary

beatiful hungray good unplesant modern

6. one twolve thirty eight thirteen sixty four

twentey one hunded fifeteen eleven ninty nine

Activity 3. Practice reading.

pea port happy map thin path they bath

tea talk city sit thick mother that smooth

key coat lucky silk theme tooth this breath

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 LESSON 2. SPEECH SOUNDS AND THEIR CLASSIFICATION

Objectives of this lesson:

 to get information about speech sounds
 to know how to pronounce sounds correctly
2.1 Answer the following questions:

a) hat does the phonetics deal with?

b) What kind of speech sounds do you know?
c) What do you know about vowels and consonants?

2.2. Speech sounds are produced with the help of air coming from the lungs.
The upper part of the windpipe is called
the larynx. The vocal cords are situated
inside the larynx. The space or the
opening between the vocal cords is called
glottis.
The vibration of vocal cords produce the
sound of voice. Speech sounds articulated
with the vocal cords vibration are called
voiced. When the vocal cords are held
lose and kept apart the glottis is wide
open and the stream of the air passed
through it freely; the vocal cords are not
in vibration and no sound of voice is
produced. Speech sounds articulated with
the vocal cords loose are called voiceless.

Fig 2. The organs of speech sounds

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2.3. Practice reading.

Fig 3. Names of speech sounds

Activity 1. Look at them and find the silent letters.

Psychic, comb, honour, whistle, knee, pneumatic, palm, hour, knob, listen,
eight, knit, honest, walk, pseudonym, white, debt, salmon, fasten, knot,
psychology, tomb, soften, know, sigh, heiress, sword, knock, chalk, high, subtle,
calm, knee, whole, whose, doubt, bright, climb, knife.
Activity 2. Put the word below into the correct column according to whether
or not they have silent consonants. Cross out (underline) the silent letters. Use
your dictionary to check pronunciation.
Bomb Listen Industry
Gadget Honest Continent
Recipe Mortgage Fasten
Insect Lamp Hooligan
Whistle Stadium Straight
Citizen Fascinating Sandwich
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A all consonants are pronounced B some consonants are not pronounced
Industry Bomb

Activity 3. Choose correctly:

happy [ʌ]-[æ]-[ɑ:]; delivered [t]-[d]-[id]; who [ʊ]-[ʊ:]-[ɒ]; dance [e]-[ɒ]-[æ];
hospital [ɒ]-[ɔ:]-[ə]; finishes [s]-[z]-[iz]; wished [t]-[d]-[id]; runs [iz]-[z]-[s]; tooth
[z]-[ð]-[θ]; stop [ɒ]-[ʌ]-[ɔ:]; juice [ʊ]-[ʊ:]-[ʌ]; head [ə]-[eə]-[e].

Activity 4. Read each of the sentences below twice, using word (a) in the first
reading and word (b) in the second. Then read again and use either (a) or (b), while
your fellow student tries to identify in each case the word you have pronounced.
(a. back; b. pack) 1. Now I must …
(a. bear; b. pear) 2. You can’t eat a whole…
(a. mob; b. mop) 3. The leader kept the … well in hand.
(a. gold; b. cold) 4. Are you getting …?
(a. cave; b. gave) 5. Under great pressure they … in.
(a. back; b. bag) 6. Put your coat on your…
(a. bed; b. bet) 7. When he moved he lost his…
(a. let; b. led) 8. A traitor … the enemy in.
(a. thought; b. taught) 9. I would never…that.
(a. booth; b. boot) 10. That … is too small.

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 LESSON 3. THE CLASSIFICATION OF ENGLISH CONSONANT
PHONEMES

Objectives of this lesson:

 to get information about English consonant phonemes
 to analyze classification of English consonant

3.1. A consonant is a sound in the production of which an obstruction is formed in

the mouth cavity by the active organs of speech. English consonants are usually
classified according to the following principles:
I. According to the type of obstruction and the manner of the production of noise.
II. According to the active speech organ and the place of obstruction.
III. According to the work of the vocal cords and the force of articulation.
IV. According to the position of the soft palate.
According to the type of obstruction English consonants are divided into occlusive
and constrictive.
Occlusive consonants are produced with a complete obstruction formed by the
articulating organs, the air – passage to the mouth cavity is blocked. Occlusive
consonants may be:
(A) noise consonants
(B) sonorants
According to the manner of the production of noise occlusive noise consonants are
divided into plosive consonants and affricates.
Plosive consonants are [p], [b], [t], [d], [k], [ɡ]
Affricate consonants are [ʧ], [ʤ]
Constrictive consonants are produced with an incomplete obstruction, that is by a
narrowing of the air–passage. Constrictive consonants may be:
(A) noise consonants (or fricatives)
(B) sonorants
Fricatives are: [f], [v], [], [ð], [s], [z], [ ʃ ], [ʒ], [h]
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Constrictive sonorants may be median and lateral.
According to the work of the vocal cords consonants are divided into voiced and
voiceless.
Voiceless consonants are [p], [t], [k],[ʧ], [f], [], [s], [ ∫ ], [h]
Voiced consonants are [b], [d], [ɡ], [ʤ], [v], [ð], [z], [ʒ], [m], [n], [ŋ], [w], [l], [r],
[j]
According to the position of the soft palate consonants are divided into oral and
nasal.
Nasal consonants are produced with the soft palate lowered while the air – passage
through the mouth is blocked. The English nasal consonants are [m], [n], [ŋ]
Oral consonants are produced when the soft palate is raised and the air escapes
through the mouth. The oral consonants are [p], [b], [t], [d], [k], [ɡ], [f], [v], [ð],
[s], [z], [∫], [ʒ], [h], [ʧ ], [ʤ], [w], [l], [r], [ ∫ ]

Fig 3. Names of speech sounds

Activity 1. Repeat the words after your teacher.

[p] [b] [t] [d] [k] [ɡ ]

pay back talk dance kind give

park buy table date cook gate
page better tourist disco coffee guess

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purple borrow tidy dollar colour going
postman business tennis different kitchen garden

Activity 2. Repeat the words after your teacher.

[s] [z] [f] [v] [] [ð]

same zoo five voice thanks this

sit zebra phone very thought that

sister easy family village thief those

single amuse photograph visa thirteen their

Saturday cause February visitor Thursday they

Activity 3. Ω The sound [∫] is normally spelt “sh” and the sound [t∫] – “ch”.
However in some words they do have different spellings. Listen to these words
and decide how the underlined letters are pronounced. Tick the correct box.

[∫ ] [t∫ ] [∫ ] [t∫ ]

information special
furniture commercial
education temperature
insurance examination
suggestion picture
profession delicious
question station

Activity 4. Practice reading the following phrases and sentences:

[ p ], [ t ], [ k ]
1 Take care of the pence and the pounds will take care of themselves. 2 To tell
tales out of school. 3 To carry coals to Newcastle.

[ sp ], [ st ], [ sk ]
1 Strictly speaking. 2 To call a spade a spade. 3 To praise to the skies.

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 [ b ], [ d ], [ ɡ ]
1 A good dog deserves a good bone. 2 To beat about the bush. 3 To give the devil
his due.
[ ʧ ], [ ʤ ]
1 Children are poor men’s riches. 2 Little knowledge is a dangerous thing. 3 He
that mischief hatches mischief catches.

[ m ], [ n ]
1 Many men many minds. 2 Men may meet but mountains never. 3 What’s done
cannot be undone.
[ŋ]
1 Seeing is believing. 2 Saying and doing are different things. 3 A creaking door
hangs long on the hinges.

[ ŋk ], [ ŋɡ ]
1 First think then speak. 2 As the fool thinks, so the bell clinks. 3 Hunger is the
best sauce.

[s–ð],[z–ð]
1 Cheapest is the dearest. 2 The last straw breaks the camel’s back. 3 Necessity is
the mother of invention.

Activity 5. Repeat the words in the box. Write down the transcription of the
words.
April library wardrobe Oslo apple – pie chocolate
biscuits toaster December Tape recorder hospital post
office Bombay computer cornflakes bookshop October
Armchair bookshelf London

Activity 6. Match each word on the left with one of the words on the right.
One is done for you.
time   orange handed   film
music   arrival friend   girl
juice   capital television   left
city ·  classical star   portable

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Activity 7. Sometimes, when two or more consonant sounds occur together
across words, one of the sounds changes its pronunciation or may even be nearly
missed out. This happenes especially to [t] and [d]. Listen to these examples.
Notice how the final [t] and [d] change.

last – last Saturday just – just look

next – next February and – and this

LESSON 4. THE CLASSIFICATION OF ENGLISH VOWEL PHONEMES

Objectives of this lesson:

 to get information about English vowel phonemes
 to analyze classification of English vowels

4.1. A vowel is a voiced sound produced in the mouth with no obstruction to the
air stream. The English vowel phonemes are divided into two large groups:
monophthongs and diphthongs.
A monophthong is a pure (unchanging) vowel sound. There are 12
monophthongs in English. They are as follows: [i:], [ɪ], [e], [æ], [ɑ:], [ɔ],[ɔ:],[u],
[u:], [ʌ], [ə:],[ə].
Two of them [i:] and [u:] are diphthongised (diphthongoids).
A diphthong is a complex sound consisting of two vowel elements
pronounced so as to form a single syllable. The first element of an English
diphthong is called the nucleus. The second element is called the glide (it is weak).
There are eight diphthongs in English. They are: [eɪ], [uə], [aɪ], [au], [ɔɪ], [ɪə], [eə],
[əu].

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4.2. In vowel production the tongue may move in a horizontal direction and a
vertical direction. According to the position of the bulk of the tongue vowels are
divided into five groups:
1. front [i:, e, æ].
2. front-retracted [ɪ].
3.central [ʌ, ə:, ə ].
4.back [u:, ɔ:, ɔ ]
5.back-advanced [ɑ:, u]
4.3.British phoneticians do not single out the classes of front-retracted and back-
advanced vowels. So both [i:] and [i] vowels are classed as front, and both [u:] and
[u] vowels are classed as back.
As to the tongue position in its vertical movement British scholars
distinguish three classes of vowels: high (or close), mid (or half-open), and low (or
open) vowels. Phoneticians made the classification more detailed distinguishing
two subclasses in each class, i.e. broad and narrow variations of the three vertical
positions of the tongue. Thus the following six groups of vowels are distinguished:
1. close a) narrow: [i:] [u:];
b) broad: [i], [u], [i(ə)], [u(ə)];
2. mid a) narrow: [e], [з:], [ə], [e(i)], [з(u)];
b) broad: [ə], [٨];
3 open a) narrow: [ε(ə)], [ɔ:], [ɒ (i)];
b) broad: [æ], [a(i, u)], [ɒ], [a:]

Activity 1. Underline the vowels pronounced [ æ ] in this conversation.

A: Where were you standing ?
B: Outside my flat.
A: Where was the man ?
B: He ran out of the bank.
A: Was he carrying anything ?
B: A black bag.
A: Thank you, madam.

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Activity 2. Find four words in the box that contain the same vowel sound as
in

1 clean [ɪ: ] _______ _______ _______

2 bird [ə:] _______ _______ _______
3 car [a:] _______ _______ _______
4 four [:] _______ _______ _______
5 food [u:] _______ _______ _______
and write them in the spaces.

improve heart prefer law visa piece laugh

early banana water me fruit June free
Thursday word abroad half bought blue seat

Activity 3. All the words in the box include the letter “u”. How is it
pronounced? Write the words in the table.
Include customer full supermarket June gun pull Sunday flu
[ə] [u] [u:]
sun book two
put push number

Activity 4. How many of these vowel sounds are there in the words in each
line? The first line is done for you.
/ eɪ / / aɪ / / əu / / au /
1 snow face down coach slowly 1 0 3 1
2 neighbour delay age dry weigh
3 road trousers mouth shave power
4 drive polite type right brown
5 although complaint round bowl main
6 quite thousand silence high owe

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 LESSON 5. THE TYPES OF SYLLABLES 1, 2, 3 AND 4 TYPES

Objectives of this lesson:

 to get data about syllables
 to be able to analyze types of syllables

5.1. The syllable may be defined as one or more speech – sounds forming a single
uninterrupted unit of utterance which may be a whole word, e.g. man [mæn], I [aɪ]
or part of it, e.g. morning ['m:- nɪŋ]

IN ENGLISH A
SYLLABLE

by any vowel (monophthong or by a word-final sonorant

diphthong) alone or in (lateral or nasal)
combination with one ormore immediately preceded by a
consonant, e.g. table [ '
consonants, e.g.are [ɑ:], he
teɪbl], rhythm ['rɪðm],
[hi:], it [ɪt], man [mæn] garden ['ga:dn]

5.2 The English sonorants [w] and [ j ] are never syllabic since they are always
syllable initial. The syllabic consonants Note: Sonorants in word – final position are not
syllabic when they are preceded by a vowel sound.
that commonly occur English words are Syllabic sonorants Non – syllabic sonorants
the sonorants [n] and [ l ].The sonorants sadden [ 'sædn ] sand [sænd]

may often lose their syllabic character

when they occur in the middle of a word before a vowel belonging to a suffix.

21
 Syllabic sonorants Non – syllabic sonorants
listen [' lɪsn] listening ['lɪs - nɪŋ]
drizzle [' drɪzl] drizzling ['drɪz - lɪŋ]

Types of Syllables

Letter I type (open) II type (closed) III type IV type

“a” [eɪ] [æ] [a:] [eə]

plate, fate pan, fan car, barn Mary, care

“e” [i:] [e] [ə:] [ɪə]

me, convenience pen, led, bed stern, earnest near

“i” [aɪ] [ɪ] [ə:] [aɪə]

Kite, my pit, myth bird, myrtle hire
“y”
“o” [ou] [ ɔ] [ ɔː] [ ɔː]
no, nose pot, lot north, fork More

“u” [ju:] r + l + u [u:] [ʌ] [ə:] [juə]

student, stupid, cut, but, hut Burn pure, jury

Activity 1. Transcribe the following English words and underline the transcription
symbol which corresponds to each syllabic sound in the words.
Can, candle, sand, sadden, doesn’t, can’t couldn’t, melt, meddle, don’t, didn’t, listen,
listening, here, fire, pure, our, chair, player, low, lower, employer, floor, mightn’t,
needn’t, mustn’t, oughtn’t, listener, drizzle, drizzling.

Activity 2. Here is a list of 25 words. Put them into the correct column according to
their vowel sounds. Use the left-hand side of the columns.
Course, pause, fur, bury, caught, sauce, bruise, peal, key, heard, bread, isle, sight,
sword, crews, waste, rain, floor, raise, sees, praise, paste, suite, hall.

22
Activity 3. As you know, English spelling is not phonetic, so words can rhyme when
their spelling is very different. Think of the words that rhyme with our list (use the
right-hand side of the columns).

[ei] [ɔ:] [ɜ:] [ʊ:] [e] [ɑi] [i:]

Diphthongs are two vowel sounds which run together.

hear [hiǝ] = [i] + [ǝ] (diphthong [iǝ])
hair [heǝ] = [e] + [ǝ] (diphthong [eǝ])

Activity 3. Underline the correct transcription of the word.

a) pay [pei] [peǝ] e) dear [diǝ] [deǝ]

b) write [rɑit] [rǝʊt] f) boy [bɔi] [bǝʊ]
c) phone [fǝʊn] [fain] g) tour [tʊǝ] [tǝʊ]
d)round [reind] [raʊnd] h) fair [fiǝ] [feǝ]

Activity 4. All these words in phonetic script contain diphthongs. Transcribe them.

[niǝ] [flɑit] [taʊn]

[keǝ] [peidʒ] [fjʊǝ]
[θrǝʊ] [dʒɔin] [lǝʊn]

23
 LESSON 6. THE PRONUNCIATION OF VOWEL LETTERS

Objectives of this lesson:

 to know names of vowel sounds
 to work on with sounds

6.1 Property of English vowel sounds – checkness depends on the character of

the articulatory transit ion from a vowel to a consonant. This kind of transition
(VC) is very close in English unlike Ukrainian. As a result all English short vowels
are checked when stressed. The degree of checkness may vary and depends on the
following consonant. Before fort is voiceless consonant it is more perceptible than
before a lenis voiced consonant or sonorant. All long vowels are free.

6.2 Sounds and their numbers

1 [ɪ:] A friend in need is a friend indeed

2 [ɪ] As fit as a fiddle
3 [e] All is well, that ends well
4 [æ] One man is no man
5 [a:] He laughs best who laughs last
6 [ɔ] Honesty is the best policy
7 [ɔ:]] New lords – new laws
8 [u] By hook or by crook
9 [u:] Soon learnt, soon forgotten
10 [ʌ] Every country has its customs
11 [ə:] It’s an early bird that catches the worm
12 [ə] As like as two peas
13 [eɪ] No pains no gains
14 [əu] There’s no place like home
15 [aɪ] Out of sight out of mind

24
 16 [au] From mouth to mouth
17 [ɔɪ] The voice of one man is the voice of no one
18 [ɪə] Near and dear
19 [eə] Neither here not there
20 [uə] What can’t be cured must be endured

fig.

6.3.Study carefully: here are about 100 most often mispronounced

English words («mispronunciation» among them). There are spelling
rules in English even if they are difficult to understand, so pronouncing
a word correctly usually does help you spell it correctly. Several
common errors are the result of rapid speech, so take your time
speaking, correctly enunciating each word. Careful speech and avid
reading are the best guides to correct spelling.

25
Activity 1. Is the sound -u- short or long? Write the words into the correct
column: butcher, fuse, good, pudding, Tuesday, cook, zoo, blue, school, rude.

Sound [ʊ] Sound [u:]

Activity 2. Match the symbols on the left to the appropriate word on the right.
Assuming SSBE, there will only be one match for each one.
/ɪə/ part
/ɑ/ boy
/ɛə/ cow
/u/ mass
/æ/ hair
/ɪ/ gin
/ɔɪ/ plume
/aʊ/ hear

Activity 3. Put this /ɪ:/ words in the dialogues.

email evening police secret Steve TV

ygygguiuoiuo
1 A: What shall we do this _______________?

B: Let’s stay at home and watch _______________.

2 A: Let me read that ________________.

B: No – it’s a _______________!

3 A: You know my friend ________________?

B: Yes.

A: Well, he’s got a new job. He’s joined the ______________!

26
 Activity 4. Find the /I/ words from these clues.

Example A thousand thousand is a million.

1 You can use a _____________ to go up and down in a building.

2 There are sixty seconds in a _____________ .
3 A _____________ is a book of words to help you with your English.
4 It’s too warm in here – open the ____________.
5 Would you like a ____________ with your coffee?
6 Birds and planes have _____________.
7 You can see yorself in a _____________.
8 Don’t drop ______________ - put it in a bin!

Activity 5. Circle all the /i:/sounds and underline all the /I/ sounds.

big busy dinner give green in listen meet office

people pizza please repeat six tea three

Activity 6. Circle the words with /u:/. (There are nine)

food four June look news room school soup spoon sugar
town Tuesday two

Activity 7. Circle the words that have /u:/ or / then put them in the
correct column.

1 Is it really true?
2 You’re standing on my foot!
3 Are you a good cook?
4 Where’s my toothbrush?
5 Do you push or pull to open this door?
6 I’ll be ready soon.
27
 7 Here’s your ticket – don’t lose it!
8 Go through that door over three.
9 My keys! Where did I put them?

LESSON 7. THE PRONUNCIATION OF ENGLISH VOWELS IN

DIFFERENT TYPE OF SYLLABLES

Objectives of this lesson:

 to give information about vowel letters and their pronunciation
 to practice vowel sounds them in your speech.

7.1. The notion of the syllable intuitively seems to be a very simple one. A syllable
is a basic unit of written and spoken language. It is a unit consisting of
uninterrupted sound that can be used to make up words. For example, the word
hotel has two syllables: ho and tel. These will be marked here as in ho/tel.

Silent-E Syllables: A
silent-e syllable ends in an
e, has one and only one
consonant before that e,
and has one and only one
vowel before that
Open Syllables: An open consonant. Examples
include ate, ice, tune.
syllable has one and only
one vowel, and that
vowel occurs at the end
of the syllable. Examples
include no, she, I, a, and
spry.
Vowel Combination
Syllables: A vowel
combination syllable has a
cluster of two or three
vowels or a vowel
consonant unit with a
sound or sounds particular
to that unit.rain, day, see,
Consonant-L-E Syllables: In
these syllables, a consonant is
followed by le. The vowel
sound in these syllables is the
schwa sound that occurs
before the l.-ble,
-cle, -dle, -fle, and -gle.

Vowel-R Syllables: A vowel-

Closed Syllables: A closed There are six r syllable is one which
syllable has one and only includes one and only one
one vowel, and it ends in a different kinds vowel followed by an r, or
consonant. Examples
include in, ask, truck, sock,
of syllables in one vowel followed by an r
which is followed by a silent
stretch, twelfth, and on. English e, or a vowel combination
followed by an r. ire, air, and
deer.

28
7.2.

7.3. As you will see form the table below, the situation is much less
straightforward for the realisations of vowel graphemes or digraphs.
This table represents an attempt to illustrate the diversity of possible
realisations that exists for the various accents of English as spoken by
native speakers and is mainly intended to raise your awareness
concerning this issue. It should by no means be seen as exhaustive
and will certainly be more accurate in its representation of the
potential realisations of British English, although North American,
Australian and New Zealand accents are also covered to some extent,
without being referred to explicitly.

29
Activity 1. There are several different ways of pronouncing -ea-. Look at the
examples in the boxes.
[e] bread [i:] meat [iǝ] fear

[eǝ] wear [ei] break [ɜ:] learn

Activity 2. Write these words in the correct column.

aunt cook dad doctor grandfather

officer passenger sister teacher uncle

1 syllable 2 syllables 3 syllables

aunt

Activity 3. Look at these one-syllable words. Write C where there is a

consonant sound. There may be one before V, after V or in both places.

Examples high C___V_____

rice C___V__ _C

1 brought V____ 6 laugh V____

2 eyes V____ 7 two V____

3 key V____ 8 youth V____

4 day V____ 9 weigh V____

5 through V____ 10 rhyme V____

30
Activity 4. The spelling changes if you change the order of sounds in these one-
syllable words from CV to VC. Write the missing words.

CV VC
Example [lɔː] = law__ [ɔːl] = ___all___
1 [deɪ] = ___________ [eɪd] = _______
2 [nəʊ] =___________ [əʊn] =________
3 [peɪ]=___________

I went to an interesting restaurant on

Activity 5. Read the text aloud. Record
your voice if you can. Then listen to the
recording. Did you say the same number of
syllables in the underlined words as on the
Wednesday. First I had chicken with a
lot of different vegetables. Then I had
a piece of chocolate cake. In general, I
don’t like chocolate, but the cake was
lovely.

recording?

Activity 6. Listen to these tongue-twisters. How many syllables are there in each?
Write the number. Then listen again and repeat.
Example She sells sea shells on the sea shore. = 8 syllables_____
1 Walter walked towards the waiter. = __________________
2 Betty bought a better bit of butter. = __________________
3 The fat cat on the vet’s wet hat. = ___________________

31
 LESSON 8. THE PRONUNCIATION OF CONSONANT LETTERS

Objectives of this lesson:

 to get data about consonant letters
 be able to pronounce clearly consonant sounds

8.1. Consonants are the bones of a word and give it its basic shape. he consonants
are more or less the same wherever English is spoken. So if your vowels are not
perfect you may still be understood by the listener, but if the consonants are
imperfect there may be some misunderstanding. On the articulatory level the
consonants change:
1) In the degree of noise (noise consonants – sonorants);
2) In the manner of articulation (it is determined by the obstruction: complete – the
organs of speech are in contact and the air stream meets a closure in the mouth or
nasal cavities; incomplete – the active organ of speech moves towards the point of
articulation and the air stream goes through the narrowing between them; and
momentary);
3) In the place of articulation (it is determined by the active organ of speech
against the point of articulation).
8.2. Here you see some xamples of pronunciation consonants
before e, i, y [s] face, city, bicycle
before a, 0, U and consonant [k] case, cat, cut, cool, coal,
Cc
ch,tch [tʃ] watch, match, bench, chief
ck [k] clock, thick, quick
c in tcrminal position [k] music
before e, i, y [dʒ] page, age, engineer, gym
before a, 0, U and consonant [ɡ] gate, got, gun, fog, great
ng [ŋ] bring, sing, ring
Gg gm (in the greek words) [m] diaphragm, paradigm
gh (at the beginning) [ɡ] ghost
gh (at the end is not pronounced) - high
gu [ɡ] guard, guide
gn (in initial and final positions) [n] gnat, gnore, sign, design,
at the beginning of a word [s] say, such, send, stop, speak
before voiceless consonants [s] rest, best, test, ask
after voiceless consonants [s] books, desks, asks, gets
after voiced consonants and vowels [z] beds, reads, boys, days,

32
Ss between vowels [z] rise, these, please
before sufTixes - ion, - ure [ʒ] occasion, pleasure, measure
in the sufTix - ous [s] famous, numerous
before vowel [v] wind, was
Ww before h [v] when, where, what, why
who [h] who, whose, whom, whole
wr [r] write, wrote, wrong

Activity 1. Practise reading the word-contrasts below at normal conversational

speed (teacher controls, explains and helps
proper pronunciation).
Consonants
[k-g] card – guard
[p-b] pig – big
[t-d] ton – done
[ð-d] then – den
[f-v] feel – veal
[f-θ] Finn – thin
[v-ð] vain – they
if necessary to maintain
[θ-ð] thick – this [tʃ-dʒ] cheap – jolly
[s-z] soup – zoo [ʃ-j] sheep – yet
[s-θ] sin – thin [l-m] line – mine
[θ-s] thick – sick [n-ŋ] not – tongue
[ð-z] though – zone
[s-ʃ] see – she
[v-w] vest – west

Activity 2. Write the word that matches the diphthong symbols:

[dei], [nain], [naʊ], [heə], [nəʊ], [hiə], [tʊə], [bɔi].

Activity 3. How do you pronounce the -o- correctly? Write the words into the
correct column: no, now, brown, clothes, window, yellow, go, over, radio, road.

sound 1 [aʊ] sound 2 [əʊ]

33
Activity 4. Complete the words. They all have [k] or [ɡ]sounds.
l. Can I carry your ba_s?
2. Give me a bi_ _ iss.
3. You _ave me _old _offee a_ain.
4. A _rey _at with _reen eyes wal_ed into the _arden.
5. The _uests would li_e e _s for brea_tast.

Activity 5. Write these words using ordinary letters.

Example, [ 'jʌŋɡər] younger

1. [nju:z] ________ 6. [fju:] ________

2. [jet] ________ 7. ['wi:kend] ________
3. [tju:nz] ________ 8. [ven] ________
4. ['mju:zlk] ________ 9. [vest] ________
5. ['jeləu] ________ 10. ['ju:θful] ________

Activity 6. In this story, there are 12 incorrect words. The correct word is
pronounced the same as the incorrect one, but the spelling is different. Correct
them using words from the box.

son some meat way threw pears sent week buy piece
road two
week
Last weak, I cent my sun Jamie to the shops to bye sum food . He got a peace of
meet and too pairs. On the weigh home, the bag broke. The food fell onto the
rode and got ditty. In the end, Jamie through the food in the bin.

Activity 7. Find 12 words beginning or ending with [f] or [v]. The, words arc
written horizontally ( ) or vertically ( ). Note that the last letter is not
always F or V. Use all the letters.

34
 D C L A U G H I
R O W S A V E F
I U I L F I V E
V G F I H A V E
E H E V G O L F
O F F E S A F E

LESSON 9. THE PRONUNCIATION OF SILENT CONSONANTS

Objectives of this lesson:

 to give information about pronunciation of silent consonants
 to practice listening and pronunciation skills

The only exception to the pronunciation of B is the rare time that it is

silent in a word. This usually occurs when B follows the letter M. Less
Silent B commonly, silent B can occur when B precedes the letter T
MB climb [klaɪm] lamb [læm] thumb [θʌm] numb [nʌm]
BT debt [dɛt] doubt [daʊt] subtle [ˈsʌtəl]
C often becomes silent when it comes after the letter S and is followed
by E or I. For example: ascend [əˈsɛnd] descend [dɪˈsɛnd] muscle
[ˈmʌsəl/; LE here produces a sound like EL) obscene [ɑbˈsin] scent
Silent C [sɛnt] science [ˈsaɪəns]
We can also think of C as silent in the digraph CK, which is pronounced
the same as K on its own: /k/. For instance: attack [əˈtæk] bucket
[ˈbʌkət] locker [ˈlɑkər] stack [stæk] truck [trʌk] wicked [ˈwɪkəd]
When D appears in a large consonant cluster (especially when D comes
Silent D after N), it is occasionally left unpronounced. For example: handkerchief
[ˈhæŋkərʧɪf/) handsome [ˈhænsəm/) grandfather [ˈgrænfɑðər] grandson
[ˈgrænsʌn] sandwich [ˈsænwɪʧ] Wednesday [ˈwɛnzdeɪ]
Occasionally, G becomes silent when it comes before the letter N. For
Silent G example: gnaw (/nɔ/) gnat (/næt/) gnash (/næʃ/) align (/əˈlaɪn/)
sign (/saɪn/) arraign (/əˈreɪn/) deign (/deɪn/) feign (/feɪn/)
impugn (/ɪmˈpjun/) lasagna (/ləˈzɑnjə/)
However, a single H is also occasionally silent. The spelling of the word
Silent H on its own is usually not enough to dictate whether H is pronounced or
silent, though, so we simply have to memorize such words. Here are a
35
 few examples of words where H is either pronounced or silent: hour
(/aʊər/) honor (/ˈɑnər/) heir (/ɛr/) herb* (/ɛrb/
Like G, K sometimes becomes silent when it appears before the letter N,
Silent K usually at the beginning of a word. For example: know (/noʊ/) knife
(/naɪf/) knight (/naɪt/) knock (/nɑk/) knot (/nɑt/) knee (/ni/) knack
(/næk/)
LF calf (/kæf/) half (/hæf/)
LV calves (/kævs/) halves (/hævs/)
Silent L LK balk (/bɔk/) chalk (/ʧɔk/) talk (/tɔk/) walk (/wɔk/)
LM almond (/ˈɑmənd/) balm (/bɑm/) calm (/kɑm/) palm (/pɑm/)
LD could (/kʊd/) should (/ʃʊd/) would (/wʊd/)
Silent M There is one word that features a silent M: mnemonic. Here, the N is
pronounced but not the M: (/nɪˈmɑnɪk/). This pronunciation also is true
for the adverbial form of the word, mnemonically (/nɪˈmɑnɪk[ə]li/).
N becomes silent when it appears after M at the end of a word. For
Silent N example: autumn (/ˈɔtəm/) condemn (/kənˈdɛm/) column (/ˈkɑləm/)
hymn (/hɪm/) solemn (/ˈsɑləm/)

Activity 1. Underline the part of the words where are two or more consonant
letters together.
The first two are done for You

Number of Number Number of Number of

consonant of consonant consonant
letters consonant letters sounds
sounds
1. blood 2 2 7. light
2. ticket 2 1 8. next
3. jump 9. there
4. tablet 10. report
5. dollar 11. film
6. chair 12. street

Activity 2. Repeat the words in the box after the teacher. Write down the
transcription.

April library wardrobe apple-pie biscuits toaster December tape recorder

post office computer books October armchair bookshelf London

36
Activity 3. Add one of the sounds from the box after the consonant at the start of
these words to make other words. Think of sounds, not spelling.
[k] [I] [r] [p] [t]
Example: die dry
1. back _______ 6.pay _______
2. fight _______ 7.two_______
3.fat _______ 8. say_______
4..go _______ 9. sin_______
5.pain _______ 10. send______

Activity 4. In one word in each group, the “b” or “p” is not pronounced. Circle the
word.
Example: double Dublin
doubt

1.lamb label lab

2.crab robbed climb
3.cup cupboard copy
4.photo potato paper
5.recipe repeat receipt
Activity 5 . State a) which consonants are silent;
b) which of the words have [θ]
a) exhaust Thomas subtle
shepherd sign tomb
listen cupboard hustle
limb debt light
heirloom comb isle
diaphragm gnarl knick-knack

b) wroth sooth clothes

throat thief with
37
worthy wealthy Pith
bathe method smooth
loath ethos Plymouth
mothstrength Smith

LESSON 10. INTONATION OF GREETINGS AND FAREWELLS

Objectives of this lesson:

 to learn intonation of greetings
 to learn intonation of farewells

10.1. The term intonation implies variations of pitch, force of utterance and
tempo. Variants of pitch are produced by significant moves of the voice up and
down. The force, component of intonation, is measured by the degree of loudness
of syllables that determines the prominence of the words. The tempo is determined
by the rate of speech and the length of pauses.
Intonation is a complex unity of variations in pitch, stress, tempo and timbre.
The pitch component Sentence stress or accent Tempo is the relative speed
of intonation or is the greater prominence with which sentences and
melody is the changes of one or more words intonation groups are
in the pitch of the among other words in the pronounced in connected
voice in connected same sentence. speech.
speech.

10.2. General question is spoken with a rising intonation («Did you come?»↗ ).
Special question is spoken with a falling intonation («What is his name?»↘ ).
Alternative question is generally pronounced with a rising intonation in the first
part and a falling intonation in the second («Do you live in town or in the
country?» ↘ ).

38
The first part of the disjunctive question (question tags) is spoken with a falling
intonation and the second – with a rising intonation («You are not tired, are you?»
↗ ).

Activity 1. Read the statements and questions. Make your voice fall at the end of
each of the sentences and questions.
1. I have four brothers. 6. He is not my friend.
2. We like ice cream. 7. Tim bought a new car.
3. She likes to play tennis. 8. What's your name?
4. How is your family? 9. Who will drive you home?
5. Why did he leave? 10. Which book is yours?

Activity 2. Read the following yes/no questions and answers. Be sure your voice
rises ↗ at the end of each sentence and falls ↘ at the end of each response.

YES/NO questions ↗ Responses ↘

1. Can you see? Yes, I can.
2. Does he play golf? Yes, he does.
3. May I borrow it? Yes, you may.
4. Will she help? No, she won't.
5. Did he arrive? Yes, he's here now.

Activity 3. Write in the question tags for the statements. Mark whether it is more
likely to fall or rise.
a) You’re angry with me, aren’t you? Fall/rise
b) Last night was such a cold night, _____________?
c) You couldn’t help me carry this bag, __________?
d) Tom’s late again? ____________________?
e) Cold for the time of year, ___________________?
f) Toby hasn’t drunk twelve pints of lager, ________?

39
g) I’m just hopeless at telling jokes, _____________?
h) You haven’t seen my pen anywhere, __________?
i) This is a difficult exercise, ___________________?
j) By the end of the film we were all in tears, ______?
k) You wouldn’t have change for a ten-pound note, _?
l) We’d never seen a sunset like that before, _______?

Activity 4. Do you think the question tags in this conversation are likely to have
a rising tone (put ↗ in the box) or a falling tone (↘)
A: Wonderful view from up here, isn't it?
B: Great.
A: I said it would be worth the effort, didn't I?
B: Hmm.
A: You're not tired, are you?
B: Exhausted. Give me some water, will you?
A: Not very fit, are you? Still, not much further.
B: But we're at the top, aren’t we?
A: Just another kilometre to go. We can't turn round now, can we?
B: Of course we can. Let's go back now, shall we? Please.

LESSON 11. WORD AND SENTENCE STRESS

Objectives of this lesson:

 to get knowledge about stress
 to clarify word stress

11.1. If a word has more than one syllable , you give stress to one of the syllables.
To give it stress, do one or more of these to the syllable:

 Make it longer
 Make it louder
40
  Make it higher

We can show stress with circles : each circles is a syllable and the bigger circle

shows which syllable has been the stress. For example, Saturday is Ooo.
11.2. Listen to the conversation and listen to the stress patterns of the words in
hold type.
A: When do you begin your holiday?
B: On the thirtieth of August.
A: That’s next Saturday!
B: We’re leaving in the afternoon.
A: And when are you coming back?
B: Saturday September the thirteenth.
A: Thirtieth?
B: No, thirteenth!
11.3. Different words have different stress patterns (patterns of stressed and
unstressed syllables). Listen to these two- and three-syllable words.
Oo April, thirty, morning, Sunday oOo September, tomorrow, eleventh

oO July, midday, thirteen, today, thirteenth ooO afternoon, seventeen, twenty-one

Ooo Saturday, thirtieth, yesterday, holiday, seventy

Note: The stress pattern of numbers with -teen is sometimes different when the word is in a
sentence. For example, the normal stress pattern of nineteen is oO, but when it is allowed by a
noun, e.g. the nineteen nineties, nineteen people, the pattern is Oo.

Note: January and February may be pronounced with the stress patterns Ooo or Oooo.

11.4. Stress patterns can help you hear the difference between similiar words, for
example, numbers ending in -teen or -ty. Liten to these examples.

oO Oo

forteen forty

sixteen sixty

41
Activity 1. Write the full words in the correct column, according to their stress
pattern.

Mon Tues Thu Sat today tomorrow Apr Jul Aug Sept Oct
Nov holiday 2nd 11th 13 30 13th 30th 17 70
afternoon

Oo oO Ooo oOo ooO

Monday

Activity 2. Write one word from ex.1 in each sentence below. The word must
have the stress pattern shown.

Then say the sentences.

1 I’m going to have a party on __________________ (Ooo).

2 My grandfather is _________________ (Ooo) years old.

3 I often sleep for an hour in the __________________ (ooO).

4 My birthday is on the ___________________(oOo) of March.

5 In Europe, the weather is warm in _________________(oO).

6 I left school when I was ___________________(ooO).

7 Goodnight. See you ___________________ (oOo).

8 How long is your summer ___________________ (Ooo)?

Activity 3. Find a way from Start to Finish. You may pass a square only if the
world has the stress pattern Ooo.
You can move horizontally or vertically only.START

eightieth twentieth thirtieth September

twenty-one thousand yesterday October
November sixtieth seventy eleventh
second fortieth thirteen seventeen

42
vacation holiday tomorrow afternoon
December Saturday ninetieth fiftieth
FINISH

Activity 4. Listen and circle the number you hear.

1 100 dollars! It only cost 17/70 last year!4 She was born in 1916/1960.

2 He was the 14th/40th President of my country.5 He was 13/30 on his last birthday

3 The maximum number of people is 15/50.6 She’ll be 18/80 in March.

LESSON 12. UNSTRESSED WORDS

Objectives of this lesson:

 be able to recognize the importance of word stress.
 be able to understand what is meant when as listeners they hear word stress.

12.1 All of the sentences below have three syllables with this stress pattern: OoO.
The middle word in each sentence is unstressed because it is not as important as
the other two words. Listen.
Oo O

What’s your name?

Tom was right

Dogs can swim

Close the door!

Wait and see.

Go to bed!

12.2. There are the kinds of words which are not normally stressed, with example
words from the sentences in 12.1 above.
Pronouns (your)
The verb (was)
43
Auxiliary verbs (can)
Articles (the)
Conjunctions (and,or)
Prepositions (to)
Note: Negative auxilary verbs (can’t, don’t, hasn’t, etc.) are usually stressed. See Unit 32.

Important for listening. There may be more than one of these unstressed words between two
stressed words. In the sentences below, each sentences has the same two stressed words with an
increasing number of unstressed words between. Listen. Notice that the length of time between
the words is about the same, however many unstressed words are fitted between.

OO That man
OoO That’s the man
OooO That was the man
OoooO That could be the man

Activity 1. Give the stress patterns for these sentences.

EXAMPLE Go to the shops __OooO__
1 Go to school _____
2 Where was the key?____
3 Tell John.______
4 What was in the news?_____
5 What’s your name?_____

Activity 2. Put one of the unstressed words from the box in the middle of each
phrase or sentence below. Then say the phrases or sentences with this stress
pattern: OoO
Or my a it can some of are
1 Bring ____here!

2 Mel’s ____nurse

3 Whales____big
44
4 Jane ____drive
5 Lots_____eggs
6 Pass ____fail?
7 Have ____bread
8 Where’s ___bike?

Activity 3. Listen. How many unstessed words are there between the stressed
words in each sentence?
Write 0,1,2 or 3
EXAMPLE Drink …. Milk . _3_
1 Eat …. Cheese ___
2 That …. Man ____
3 What …. Name? ____
4 What …. For? _____
5 Go …. Shops. _____
6 Go …..home?_____
7 Turn ….. right._____
Activity 4. Complete each set of four sentences with the unstressed words given.
Each sentence should have one more unstressed word than the sentence before, so
that the four sentences have the same pattern as in the example. Then listen, check
and repeat.
EXAMPLE Unstressed words : It, some , with
OO Eat cheese.
OoO Eat __some__ cheese
OooO Eat__eat with__ cheese.
OoooO Eat __it with some__ cheese.
1 unstressed words: it, of, the, some, with
OO Drink milk
OoO Drink_____milk
OooO Drink_______milk.
45
OoooO Drink________milk.
2 unstressed words: it, the, to
OO Turn right
OoO Turn______right
OooO Turn________right
OoooO Turn________right.

LESSON 13. STRESS IN COMPOUND AND LONGER WORDS

Objectives of this lesson:

 will be able pronouncing the stress in each content word
 will be able use word stress to convey meaning and place emphasis

13.1. We can build longer words by adding parts to be beginning or end of shorter
words. Usually, this does not change the stress : it stays on the same syllable as in
the original word. Look at the example below.
for get
for get ful
un for get ful ness
for gett a ble
for gett a ble
Here are is a list of beginnings and endings which do not change the stress of the
shorter word:
-able (drinkable) in-/im- (impossible) -
ness (happiness)
-al (musical) -ise (civilize) -
ship (friendship)
-er (player) -ish (childish)
un- (unhappy)

46
-ful (helpful) -less (childless)
under- (underpay)
-hood (childhood) -ly (friendly)
-ing (boring) -ment (employement)
13.2. Some endings do change the stress in the shorter word. Look how the ending
-ion changes the stress in the word educate.
ed u cate
ed u ca tion
When we add the endings -ion or -ian, the stress always moves to the syllable
before these endings. Here are some more examples.
e lec tric
e lec tri cian
dec o rate
dec o ra tion
Note: -tion and -cian are pronounced /
13.3. There are many longer word endings where the last letter is -y. In words
with these endings, the stress is placed on the syllable two from the end. Listen to
these examples.
pub lic
pub lic i ty
pho to graph
pho tog raph y
as tro
a stron o my

Note : If we add the ending -ic to a word, the stress goes on the syllable before -ic.
Notice the change of stress, for example: Photography photographic.
Note : In words for an expert in the subject, such as photographer or climatologist,
the stress stays on the same syllable as in the word ending in -y:

47
photography photographer
climatology climatologist
13.4. Many words for school and university subjects have one of the -y endings
in this unit or the ending -ics. Listen to the names of subjects in this text.
At school, I hated science subjects like physics, chemistry and biology, you know ,
and ehm… I wasn’t very good at mathematics and things. I really liked subjects
like history, geography, economics. Anyway, when I went to university, I wanted
to do geology, but I couldn’t cause I was no good at sciences, so in the end I did
philosophy!
Note : Many English speakers do not pronounce the second syllable in history, so
that it sounds like this: /hIstrI/ Oo. The first part of the word geography may be
pronounced one or two syllables:

Activity 1. Use the beginnings and endings in A opposite to make longer words
below. Listen and check if you get the same words as on the recording. Then listen
again and repeat.
Example child childhood, childish, childishness,
childless_________
1 believe ________________________________________________.
2 enjoy ________________________________________________.
3 care _________________________________________________.
Activity 2. Write the words from the box in the correct part of the table
according to the stress pattern.

Population telecommunication nation identification relation

communication pronunciation scientific clinic romantic
pessimistic investigation public discussion

Oo

oOo

48
ooOo population
oooOo
ooooOo
oooooOo

Activity 3. Combine each word with one of the endings from the box, and give
the stress pattern of your new word. You may need to change or add other letters to
the first word. Use a dictionary to help you if necessary.

-ion -ic

Example inform information__ ooOo_

1 introduce ___________ _______ 7 optimist __________________ _________

2 base _____________ _______ 8 celebrate __________________ _________

3 economy _____________ _______ 9 diplomat __________________ ________

4 describe ____________ ________ 10 operate _________________ __________

5 romance ______________ ________ 11 explain _________________ __________

6 compete _____________ ________ 12 decide _________________ __________

Activity 4. Make a word ending in -ity from each of these words, and give the
stress pattern. Use a dictionary to help you if necessary.

Example author authority oOoo_

1 person ________________ _______ 5 nation __________________ _______

2 universe ________________ _______ 6 real __________________ _______

3 public ________________ _______ 7 human __________________ _______

4 major ________________ _______ 8 electric __________________ _______

Activity 5. Write the words from the box in the correct column according to
their stress pattern.

Economics economy physics chemistry geography

matematics sociology history geology photography
nation nationality
49
Oo Ooo oOoo ooOoo ooOo
economics

Activity 6. Fill the gaps with a word from the box which has the stress pattern
given. Then listen and check.

Biology mathematics history geography sociology

chemistry

My favourite subjects at school were sciences, especially Ooo

__chemistry__ and oOoo_____________________. I’ve always been
good with numbers , so I was good at oOo____________________. I
didn’t really like the social science subjects like
ooOoo____________________ and Oo ____________________ , and
that’s strange because when I went to university I did Ooo
______________________.

Activity 7. Write in the word which is missing from the family. Then listen,
check and repeat.

Example society, _ sociology__ (ooOoo), sociological

1. civil, civilize, ________________ (oooOo)

2. ___________________ (oOoo), biologist, biological

3. personal, ___________________ (ooOoo), biologist, biological

4. legal, legalise, _______________________ (oooOo)

5. ____________________ (Oo), authority, authorise.

50
 LESSON 14. CHANGING SOUNDS. ELISION.

Objectives of this lesson:

 to get information about elision
 to pronounce ellipsis

14.1.In spoken English we often leave out words when they are obvious from the
context:
A: What's the matter? B : Got a headache. ( = I've got a headache.)

This process is called ellipsis. Often, however, the words are not omitted
completely, but a very short sound from the omitted words is left behind:
've got a headache. [vɡɒt…]

We will refer to this as near ellipsis.

Being aware of ellipsis and near ellipsis can help you to understand spoken
English, and using it can make you sound more natural and fluent.

14.2. Ellipsis and near ellipsis are common at the beginning of an utterance. Here
are some typical patterns. Examples give the complete (but often contracted) form,
the form with ellipsis, and the form with near ellipsis:

• leaving out personal subject + be/have

A: What time will we get there?
B: I'm not sure. / Not sure. / 'm not sure.
A: Where's Jack?
B: He's gone home. / Gone home. / 's gone home.

• leaving out it before is/has

A: What's the curry like?
B: It's really hot. / Really hot. / 'ts really hot.
A: What's wrong with you r camera?
B : It's broken. / Broken. / 'ts broken.

51
 • leaving out be
Is that Ken? / That Ken ? / 's that Ken ?
Are we there yet? / We there yet? / 're [ə] we there yet?

• leaving out an auxiliary verb or be + subject

Do you want another drink? / Want another drink? / d’y [dʒ] want another
drink?
Have you seen my keys? / Seen my keys? / v'y [vj] seen my keys?
Are you leaving already? / Leaving already? / r'y [əj] leaving already or: 'y
[y] leaving already?

14.3. The verbs be and have are often left out between the question word and
subject in wh- questions:
What are you doing ? / What you doing ? / What're you doing ?
What have you got there ? / What you got there ? / What've you got there ?

Note: When does follows a wh- word, it can be pronounced [s] or [z], but
isn't left out completely:
What does he do? I What's he do .. .? (not: What he do?)
When does it start? I When's it start? (not: When it start?)

Activity 1. In the conversation below, the complete forms of the sections in

bold are given. Listen and decide when the speakers actually use ellipsis (write E)
or near ellipsis (write N E).

52
 A: What are you making? NE
B: It's a cake for Richard's birthday. E
A: It's amazing, isn't it? _______
B: Do you think he'll like it? _______
A: I'm sure he will, although he's a bit fussy about food, isn't he? ____ /____
B: Have you seen this? _______
A: Wow! Is that a real flower? _______
B: No, it's made from sugar. _______
A: When does it have to be ready? _______
B: It's his birthday tomorrow. Do you know where he is now? ____ / ____
A: I've no idea. _______

Activity 2. Listen to these conversations. Press 'pause' before each B part a n d

read it aloud. (Use near ellipsis of the word(s) in bold.) Then press 'play' again and
compare your pronunciation with what follows.
1 A: Have you heard from Paul recently? B: I've just phoned him.
2 A: My shoes feel tight. B: Have you got the right ones?
3 A: I retired last year. B: What are you doing now?
4 A: We're having a barbeque tonight. B: It's a good job it's not raining.
5 A: Marco's got a new job. B: What does he do?
6 A: Do you like my new hat? B: Is that a hat?
7 A: Pat looks really ill. B: She's got a terrible cold.
8 A: What time is it? B: It's half past.
9 A: We got that painting in Spain. B: Do you remember exactly where we
bought it?
10 A: Have you taken my money? B: What are you talking about?
11 A: Do you think we can cut across that field? B: I'm pretty sure we can.
12 A: What's that thing? B: It's called a dibber.
13 A: I can't find my gloves. B: Are these yours?
14 A: We're having a brown-bag lunch. B: What does that mean?
15 A: We should be in Milton in about ten minutes. B: Do you know where
to go when we get there?

53
 Follow up: Ellipsis and near ellipsis happen in informal speech in most
languages. Listen to conversations in your first language (or better still, listen
to a recording) and find examples.

Activity 3. Practice these pairs of words first without dropping the consonant
at the word juncture, as in formal speech, and then with elision as in colloquial
speech.

and here don't know

and now won't do
last Monday best wishes
first novel grand tour
cold night wasn't sure
last chance wouldn't mind
just pouring couldn' t go
next move doesn't change
just wait needn't come
world cup the last straw

Activity 4. Here are various compounds and phrases. In the most of them
elision of [d] or [ t] is possible. See how quickly you can identify the ones where
is not possible.

software compact disk hardware

landmine postman loud speaker
sound check stand by child birth
handcuffs smart card wild fire
word perfect old boy best man
sandbag east bound turned off

54
Activity 5. Read the following words paying special attention to the correct
positional length of the vowels in them. Write down the transcription.
me - mean - meet
why - wide - white
too – tool-tooth
far - barn -park
for -born - port
I- mine .- might
say - main – make

LESSON 15. THE PRONUNCIATION OF THE VERBS “DO/DOES” “ BE”

(ARE/WAS)

Objectives of this lesson:

 to know the pronunciation of the verbs
 to pronounce auxiliary verbs correctly

15.1.You don`t normally put stress on are in the middle of a sentence. Listen to
this rhyme.
Roses are red,
Violets are blue,
Flowers are nice,
And so are you!
Note: Many speakers pronounce are just as the weak vowel sound / /, but if the
following word begins with a vowel sound ,the /r/ is pronounce too, for example
People are angry
15.2. The word is (and `s) is not usually spoken as a separate syllable; it is usually
joined to the syllable before, for example Snow is/`s white. But if the word before
ends with letters like s, ce, ge , ch, it is a new syllable , for example Grass is
green. Listen to the examples.
55
Is and `s –not a separate syllable Is and `s –a separate syllable
Snow is white Grass is green
Your hair is dirty Your face is dirty
The road is closed The bridge is closed
The clock is broken My watch is broken
Note: After a pronoun ,am, is and are are usually written as a contraction [`m,`s`re]

15.3. In the middle of a sentence , was and were are also usually unstressed.
She was first
You were last.
It was hard
She was fast
You were slow
She was strong
It was tired
It was long
15.4. The verb be is normally unstressed at the start of a sentence too.Listen to the
chant.
Am I right? Am I wrong?
Is it short? is it long?
Are you hot? Are you cold?
Were they young? were they old?
Is it false? Is it true?
Was it me?was it you?
Note that the vowel is very weak in fast speech , which looks at weak vowels.
Am=[əm];is=[ ];are=[ ];was=[ wəz];were=[wə ]
You don`t need to copy the fast speech pronouncation.People will understand you if you
use careful speech.But you need to be able to understand fast speech.
Note: The verb be is stressed in negative contractions(e.g.aren`t) ,and at the end of
sentence
(e.g. Yes, I am)

56
Note: The verb be is also stressed for emphasis or contrast,for example:
That can`t be John…Wait a minute.. It is John!

15.5.OooO is a very common rhythm in questions beginning with Wh words

(when,where,what, etc.) followed by auxiliary verbs.
Wh-word Auxiliary Pronoun Main verb
(Stressed) (unstressed) (unstressed) (stressed)
What Do You Think
O o o O

Listen to these examples.you will hear each one twice;first in careful speech and
then in fast speech.Notice how,in fast speech ,the vowel is very weak in the
auxiliary do and does

OooO
What do you think?
Where do you live?
What does she mean?
Where does he work?
What did he say?
What did you go?

The auxiliaries are also usually unstressed in questions.Listen.Note that the

speaker does not pronounce the first letters of the auxiliaries will,have and has

What will he do? Where has she been?

What have I done? What can you see?

15.6. Auxiliaries are stressed in negative contraction and at the end of sentences.
Listen to these examples
Yes, I do
I don`t know
Yes ,I will
He won`t say
57
 Yes, I have
I haven`t done it
Yes ,I can
I can`t help
Note: auxiliaries can also be stressed for emphasis or contrast,For example: I am not English,
but I am British .

In very fast speech, some speakers pronounce many of these

questions with only three syllables.

OooO
What do you want? [sounds like: what dya
want?]
What does he do? [sounds like:what si do?]
Where have you been? [sounds like:whereve ya
bin?]
Where did he go? [sounds like:where di go?]

Activity 1. Circle the word are if you think the /r/ is pronounced.Then
listen,check and report.
There are a lot of books in the picture.some
of them are on the desks and some are on the
shelves.There are some trees outside the window.
The windows are open.there are some pens on one of the desks.

Activity 2. Tick(✔) the sentences where is is always a separate syllable.Then

listen,check and repeat.
example
a Lunch is ready. ✔ b Dinner is ready!
1.a the house is cold b the room is cold
2.a the taxi is here b the bus is here
3.a the beach is crowded b the park is crowded
4. a the steak is good. b the fish is good
58
 5.a the meaning is clear b the message is clear
6.a the smell is awful b the noise is awful!
7.a juice is good for you b fruit is good for you

Activity 3. Listen and circle the verb you hear.

1.People are/were angry
2.Alice face is/was here
3.your face is/was dirty
4.the birds are/were singing
5.the books are/were cheap
6.the fish are/were dying
7.the place is/was nice
8.raris is/was nice
9.the children are/were tired
10. my friends are/were coming

Activity 5. Listen and fill the gaps with one word.

Example That…..my favourite.
1.His parents ….. rich.
2.The birds ….singing.
3.The beach …..crowded
4.The children ….. at home.
5.He ….going out at the weekend
6.Her dog… called Kip.
7.This car … very expensive.
8.The drinks …free on this flight.
9.The weather ….terrible.
10.The banks …..closed on Saturdays

Activity 6. Fill in the gap.

Example What did he do?

1 Where …………………live? 6 Who ………………………meet?

2 What ………………….say? 7 Where …………………..sit?
3 Where…………..……work? 8 When ……………………end?
4 What ………………….see? 9 Where …………………been?.
5 Where………………..gone? 10 who……………………asked?

59
Activity 7. Write the questions in this conversation and give the stress patterns.
Then listen, check and repeat the questions.
Example A: What do you do? OooO
B: I am a doctor.
1 A: ……………………………………? …………………
B: I live in Kingston ,Jamaica
2 A: .…………………………………? …………………….
B: I work in the University Hospital
3 A: …………………………………? …………………..
B: YES, I`m married. My husband is a teacher.
4 A: ………………………………? …………………
B: He teaches History and Geography.
5 A: ………………………………? ………………
B: At the Grove Road Secondary School.
6 A: ………………………………? ………………
B: I meet him when I was on holiday in Florida.
7 A: ………………………………? ………………….
B: We got married in 1999.

Activity 8. Think of a computer which people speak into and it writes what
they say. This computer wrote the underlined parts of these questions incorrectly.
(You can read what it heard in phonemic letters.)
Example What dya/djэ/ mean? what do you mean?
1.Who vya/vjэ told? …………………………..…………………………?

2.What di/dI/ say? ………………………………..………………….?

3.When dya/djэ start? ………………………………..………………….?

4.Where zi/zI/ gone? …………………………………………………...?

5. How dya/ djэ/ do? ….……………………………….………………..?

60
 LESSON 16. CLUSTERS. TWO, THREE CONSONANT CLUSTERS
IN WORD INITIAL AND FINAL POSITIONS

Objectives of this lesson:

 to work on consonant clusters
 to get data about the pronunciation of the verbs

16.1. A consonant cluster is found when two or more consonant sounds come
together. For example, the word “spell” begins with the consonant cluster [sp] and
the word “against” ends with the consonant cluster [nst].

16.2.Sometimes we don’t hear all the consonants clearly.

stop_the game sto(p) the game

last_week las(t) week

back_to work ba(ck) to work

and_then … an(d) then …

put your bag_down put your ba(g) down

16.3. Sometimes sounds of one of the consonants changes.

ten ten boys ([n] sounds like [m])

ten girls ([n] sounds like [ŋ])

good goodbye ([d] sounds like [b])

good goal ([d] sounds like [g])

16.4. If the same consonant sound comes at the end of one word and the beginning
of the next word, we usually hear it only once, but longer than normal.

ten nights this summer

some money enough food
stop playing a good day
a black cat call later

61
Activity 1. Read the words In box A, then the words ill box B.

deep patient comfortable dentist teacher pain party

beautiful dangerous colorful doctor television cook tiger
boring bad good terrible cave bed town garden camera

Activity 2. Work in pairs. Add words from A to words from B to find:

1. Something that is frightening. (for ex. : a deep cave)
2. Something that is expensive.
3. Someone who does a good job.
4. Someone who does not do a good job.
5. Something you like.
6. Something you don't like.

Activity 3. Repeat the words after the teacher.

[s] [z] [f] [v] [θ] [ð]

same zoo five very thanks this
sit zebra phone village thought that
sister easy family visa thief those
single amuse February visitor Thursday their
Saturday cause photograph voice thirteen they

[ʃ] [ʧ] [ʒ] [ʤ] [v] [r]

short chair decision January week radio
should cheap television June west really
shout check garage jump would river
shower choose pleasure jacket wallet reason
shopping cheerful usually general white recently

62
 [j] [l] [m] [n] [ŋ] [h]
yes last many name bring hat
year less make near long who
young listen mend nobody spring hear
yellow learn Milk news strong heart
yours language mouth number finger childhood

Activity 4. Write the words. Choose from the words in the box.

ache again ago back bag big bigger bike black called cake carry coffee cold
comb come copy gave get give great grey guess guest key keys kiss walk work

1. [kəʊm] come 15. [baɪk] ______________

2. [‘bɪɡə] ______________ 16. [kʌm] ______________

3. [ɡeɪv] ______________ 17. [ɡet] ______________

4. [bæk] ______________ 18. [ɡɪv] ______________

5. [bɪɡ] ______________ 19. [kɪs] ______________

6. [ɡreɪt] ______________ 20. [ɡes] ______________

7. [eɪk] ______________ 21. [ɡest] ______________

8. [ˈkæri] ______________ 22. [blæk] ______________

9. [ˈkɒfi] ______________ 23. [kiː] ______________

10. [kɔːld] ______________ 24. [kiːz] ______________

11. [keɪk] ______________ 25. [wɔːk] ______________

12. [əˈɡen] ______________ 26. [wɜːk] ______________

13. [bæɡ] ______________ 27. [əˈɡəʊ] _____________

14. [kəʊld] ______________ 28. [ɡreɪ] _____________

63
 LESSON 17. RISING AND FALLING INTONATION IN QUESTIONS

Objectives of this lesson:

 to know intonation of questions
 to get rising and falling intonation in questions

17.1. There is one main movement of the voice, either up or down, starting on the
last prominent word of the speech unit. Listen to this example:

// you ' l l arRIVE ↗ // at CENtral STAtion ↘

when you get OFF the TRAIN ↗ //
turn LEFT along the PLATform ↘ //
at the END of the platform ↗ // there's an
EScalator ↘ // go UP it ↗ // and you ' l l be in the
MAIN SQUARE ↘ // there's a FOUNtain ↘ // in
the SQUARE ↗ // and , ' 11 be WAITing for you
THERE ↘ //

These speech units have either a falling tone ↘ or a rising tone ↗

17.2. A falling tone or a rising tone can extend over just one word (which may be
only one syllable) or over a number of non-prominent syllables at the end of a
speech unit:

// NO ↘ // // YES ↗ //
// he WORKS in a SUpermarket ↘ // // is that a CHOColate MILKshake ↗ //
// I've ALwavs wanted to go there ↘ // // do you LIKE living in Paris ↗ //
Choosing a falling tone indicates that the information in the speech unit adds some 'news': it is
information that the hearer is not expected to know already. Choosing a rising tone indicates
that the information in the speech unit is 'not news': it is information that the speaker and hearer
already share. Distinguishing 'news' from 'not news' in this way can help the hearer understand
what is being said.

A: See you on Saturday.

B: // but , I’11 be in LONdon ↘ // at the week END ↗ //

the fact that I'll be in

London is 'news' to A he64weekend is 'not news' -
it is the time we are talking
about (Saturday)
 A: I'm trying to get fit, so I've decided to go on a diet.
B: //you CAN'T just eat LESS ↗ // you 'll HAVE to do more EXercise ↘ //

B tells A that exercise

'eating less' has already
is necessary, too
been talked about (in 'go
on a diet')

17.3. We can use a fall-rising tone instead of a rising tone to indicate that
information is 'not news'.
Compare these examples:

A: Can you come over now?

B: // I'm QUITE BUSy ↘ // at the MOment ↗ //
B: // I'm QUITE BUSy ↘ // at the MOment ↘ ↗ //

Note: It usually doesn't matter whether you use a rising or fall-rising tone.
However, in some contexts one tone or the other is more likely.

Activity 1. Listen to the sentences and underline the last prominent word
(where the main movement of the voice begins). Then show whether the voice
rises (put ↗ in the box) or falls (↘) from there.

EXAMPLE I'm quite tired again. ↘

1 Was she really? 6 You remember Pablo.

2 I suppose so. 7 I gave it to my son.
3 I've always lived around here. 8 Can we go now?
4 It's broken down again. 9 One moment, please.
5 Shall I have a go? 10 There was dust all over the place.
Now say the phrases aloud in the same way.

65
Activity 2. Listen and decide whether the speech u n its in the B parts have a
rising tone (put ↗ in the box) or a falling tone (↘).

EXAMPLE A: Where on earth did you find that?

B: // I came across it ↗ // in an antique shop ↘ //

1 A: What time shall we leave?

B: // We could go now ___// as you're ready ___//

2 A: What time did David get back?

B: // I heard him come in ___// at about three ___//

3 A: I'm not sure his plan would work very well.

B: // I thought his suggestion ___// was ridiculous ___//

4 A: The hall was packed, wasn't it?

B: // I hate it ___// when it's so crowded

5 A: Do you want a drink?

B: // I wouldn't mind some orange juice ___// if you've got any ___//

6 A: When did they tell you it would get here?

B: // They said it would be delivered by yesterday ___//

7 A: Have you heard Trio Gitano play before?

B: // I first saw them perform ___// a couple of years ago ___//

8 A: I could move that easily.

B: // well why don't you try ___// if you think you're so strong ___//

66
Activity 3. Match the sentence beginnings and the tails.
1 It's so boring, ...... this cream.
2 I think it's gone off, ...... those two shirts.
3 I took them myself, ......most of these photos.
4 That's my coat, ...... my sister.
S They're a bit unfriendly, ...1..tennis.
6 It's really annoying, ......that d ripping tap.
7 They're quite similar, ......the one with the fur collar.
8 She was the first one in our family to ......our neighbours.
go to university,

Activity 4. The speakers in this conversation actually used sentences with tails
instead of the parts in green. Write down what you think they said and mark the
likely intonation with arrows.
A: These things are fascinating. They’re fascinating ↘, these things ↗.

B: Careful, that knife's sharp. _______________________________

A: Looks old, too.

B: Most of those things've been in my

family for over a hundred years. ______________________________

A: That's amazing. ______________________________

B: My grandfather brought them back ______________________________

from Nepal. ______________________________

A: Nepal is somewhere I'd really like to go. __________________________

B: Me, too. But I'd have to go by plane,

and I hate flying. ______________________________

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 LESSON 18. THE PRONUNCIATION OF THE PREPOSITIONS “OF”,
“FROM”

Objectives of this lesson:

 be able to practice the pronunciation of prepositions
 to get information from authentic resources

18.1. The pronunciation of the words "of" and "off" is often confused. Although
they both end with the letter "f", the pronunciation of the final sounds differs.
Listen to the person in the audio file pronouncing the two words. Try to guess
whether she pronounces "of" or "off" first. Match the words with the numbers 1
and 2 via drag and drop to guess the right order. Your browser does not support the
audio element. ... How does the pronunciation of the adverb "off" differ
from the pronunciation of the preposition "of"? When pronouncing "off", you
do not produce an air flow. When pronouncing "off", you do not let your vocal
cords vibrate.
18.2."Of" ends with the [v] sound. This sound has the following characteristics:

 When producing it, air flows through the mouth. You can test this by
pronouncing the sound and holding one hand in front of your mouth.
 It is articulated using the lower lips and the upper teeth: the lower lips are
slightly put behind or against the upper teeth. If you want to emphasise the
pronunciation of the sound, make your upper lips vibrate.

Activity 1. Look and listen to the strong and weak forms of these prepositions.

as at for from of

Strong /æz/ /æt/ /fo:/ / from/ /av/

Weak /əz/ /ət/ /fə/ /frəm/ /tə/

68
Activity 2. Listen and fill the gaps. Then listen, check and repeat. Make sure you
keep the same rhythm: oOoO.
Example.

a glass of milk.

1 ______ time ______ lunch

2 ______ egg ______ chips

3 ______ bag ______ nuts

4 ______ drink _____ eat

5 ______ cook _____ rice

6 ______ fast ______ that

7 ______ meal _____ two

8 ______ box ______ food

9 ______ fish ______ meat

Activity 3. In these sentences, both of the words in italics are possible and they
sound similar in fast speech. Listen and circle the word you hear.

1 I had a salad as / and a main course.

2 Give her an / some egg if she's hungry.
3 She want to look at / for the fruit.
4 He gave me a basket of / for bread.
5 Get some pasta and / or rice.
6 I like the / to cook.
7 She ordered a / the soup.
8 Have some / an orange juice.

9 He invited me at / for lunch.

10 He made this jar for / of jam himself.

69
 LESSON 19. THE PRONUNCIATION OF –ED PAST TENSES

Objectives of this lesson:

 will be able to use the pronunciation -ed in the words
 be able to differentiate -ed sounds

19.1. The verb play /plei/has one syllable and the past tense played /pleid/ also has
only one syllable.
Usually the –ed ending is just a consonant sound (C), not another syllable; the
letter E is silent.
So, for example, smiled /smaild/ rhymes with child, even though child does
not have a letter E before the D. Listen to the rhymes. Notice that –ed rhymes with
either /t/ or /d/.
He looked round first,
And then reversed.
The car that passed
Was going fast.
It hit the side.
The driver cried.
He never guessed.
He’d pass the test.
19.2. If the infinitive of the verb ends with the sounds /t/ or /d/, -ed or –d is a new
syllables; the letter E is pronounced as a vowel sound, For example:
hate /heit/ = one syllable
hated /heitid/ = two syllables
19.3. Listen and compare the sentences on the left and right below.
O OOoOo (–ed = extra syllables)
Pete played Rita rested.
Da danced. Colin counted.
Will watched. Wendy waited.

70
 Liz laughed. Sheila shouted.
Clare cleaned. Myra mended.
Steve stopped. Stacey started.
19.4. Past tense endings tell you if the sentence is present or past. Listen to the
difference.
Present Past
You never cook a meal. You never cooked a meal.
I sometimes watch a movie. I sometimes watched a movie.
We often phone our parents. We often phoned our parents.

Note: If it is difficult to say the –ed ending in words like cooked, imagine that the –ed is
joined to the word after. For example say cooked all the food like this: cook tall the food.

Note: If the word after the past tense verb begins with a consonant, you may not hear the
-ed, e.g. cooked dinner, walked through.

Activity 1. Match the beginnings and ends of these rhymes.

1 The people queued a was never found.
2 The thing you missed b are on the board.
3 The man controlled c and then she smiled.
4 She saw the child d to build on sand.
5 The boat that crossed e was never found.
6 The man who drowned f until she coughed.
7 The snow we rolled g the nation’s gold.
8 Her voice was soft h to buy the food.
9 The points we scored I was nearly lost.
10 We never planned j was hard and col

71
 Activity 2. Write the past tense of the verbs from the box in the correct part
of the table. Then listen, check and repeat.

hate walls need wash wait waste help taste phone dance end ask

Rgrrddd dd 1 syllable Eee

O walked

-ed = extra syllable Oo hated

Activity 3. Complete each sentence with the past tense of a verb from the
box.
In each sentence, the first sound of verb is the same as the first sound in the
person’s name! Then listen, check and repeat.

play watch add phone count mix cook start

shout paint

O OO OoOoOo (-ed = extra syllable)

Paul _____played __ games. Peter _____painted___ pictures.

Ken _____________ lunch. Karen _______________ money.

Marge ____________ friends. Stella _______________ singing.

Fred _____________ drinks. Alice _______________ sugar.

Will _____________ films. Sheila _______________ loudy.

72
Activity 4. Listen and circle the verb form you hear, past or present.

1 I always walked/ walk away from fights. 5 I always hate/hated Sunday.

2 I think they want/wanted to talk. 6 You never help/helped Alice.
3 Me and my friends laugh/laughed a lot. 7 They need/needed more time.
4 On Saturdays, we dance/danced all night 8 They paint/painted the walls
every few years.
Follow up: Record yourself saying the sentences in 27.4, choosing the present or past tense.
Make a note of which tense you say. Then listen to your recording in about two weeks. Is it clear
which tense you said?

LESSON 20. LINK-UP. LINKING FINAL CONSONANT SOUNDS TO

INITIAL VOWEL SOUNDS.

Objectives of this lesson:

 be able to practice the pronunciation of linking words
 be able to practice the pronunciation of consonant sounds to initial vowel
sounds.

20.1.
In speech ,words are not separated;they join together.Sometimes it is
difficult to know where one word finishes and the next word begins. For
example,pets enter sounds the same as pets centre because the consonant / /
could be at the end of the first word or at the start of the second
word.Listen to the examples.The phrases on the left sound the same as the
phrases on the right.

pet enter pet centre

stopped aching stop taking
ice-cream I scream
known aim no name
called Annie call Danny
clocks tops clock stops
missed a night Mr Knight
73
 Note : The spelling may be different in the two phrases which sound the same. For example
,the consonant sound /s/ is spelt S in pets ,C in centre. The consonant sound /t/ is spelt D at the
end of stopped, but T in taking.
Note: The /h/ is often dropped from the beginning of pronounce, so that thanked him
sounds like thank Tim.

20.2.

Normally, we know from the context what a word is. For example, these two
sentences sound the same, but we know the first one is wrong because it has
no sense.
It snow good
It`s no good

20.3.

In fluent speech, people join words together. When one word ends with a
consonant and the next word begins with a vowel, imagine that the
consonant is at the beginning of the next word. For example, say the first
line of the chant below as if the words were divided like this:
/ /
Listen to the chant and repeat. The rhythm of each line is the same. The
symbol _shows where the consonant sound joins t the vowel sound of the
next word.
Got_up_at_eight,
Got_on_a bus,
Went_into work,
Worked_until two,
Went _out for lunch,
Worked_until six,
Back _on the bus,
Switched_on the box*
Slept_in_a chair.
(*box=televesion)

74
20.4.

The consonant sound /r/ is used to separate vowel sounds when there is a
letter R at the end of the first word. In many accents of English ,including
Southern British ,this final letter R is not pronounced ,so the word ends in a
vowel sound. For example, the word after is pronounced /ɑːftə/, but if the
following words begins with a vowel sound, the R is pronounced ,in order to
separate the two vowels. For example, the R is pronounced in after eight /
ɑːftə _reɪt /.In this case , the R sounds like it is at the start of the next word, so
after eight sounds like after rate. Listen to the examples.
R not pronounced R pronounced sounds like
her card her ace her race
under sixteen under age under rage
after nine after eight after rate
four legs four eyes four rise
clear skies clear air clear rare

Note: Sometimes we pronounce an /r/ to separate vowel sounds even if there is no R in the
spelling. For example, saw Alice can be pronounced / sɔː ælis/

20.5.

The sounds/j/ and /w/ can also be pronounced to separate vowel sounds.

 If the first word ends in a vowel sound like /I/ and the next word starts
with any vowel sound, we add the sound /j/ (Y).
 If the first word ends in a vowel sound like /u:/ or /u/ and the next word
starts with any vowel sound, we add the sound /w/(W).

Listen to the examples. Notice that /j/ or/w/ is pronounced even when there is
no Y or W in the spelling
no /j/ or /w/ pronounced /j/ or /w/ pronounced sounds like
every toe/ evrɪ təʊ / Every ear every year
he saves / hɪ seɪvz/ He earns he yearns
you drank /ju: dræŋk/ You ache you wake
you hurt /ju: hɜːt/

75
Activity 1. What two words do you get if you move the consonant from the
end of one word to the beginning of the next or vice versa? Complete the table.
Remember: think about sound, not spelling!

Example cats eyes cat size

1 _______able fell table 6 an ocean a _______

2 known you no _____ 7 stop ___ stopped earning
3 cooks ____ cook steak 8 escaped error _____terror
4 seen you ____new 9 ____cheer meant year
5 faced _____ face told 10 learn chess _____`yes`

Activity 2. Think of a computer which people speak into and it writes what
they say. This computer wrote the sentences below incorrect. Correct the phrase
that are wrong using the phrase in the box.

phoned your joined us felt rain no news stopped us

ships take `s no good heard you lie

Example It snow good. I can`t fix it. `s no good

1 Known uses good news, as they say. …………………………………
2 Have you phone jaw parents this week? ……………………………….
3 I`ve never her July before. …………………………………………….
4 I think I fell train; let`s go inside ………………………………………..
5 These ship steak cars across the river. …………………………………
6 They join does for dinner. ……………………………………………..
7 We stop choosing the typewriter when we got the computer. ……………

76
Activity 3. Show where you can join a word ending with a consonant sound to
a word starting with a vowel sound using this symbol: _ (there are eight in total).
Then listen and practice saying the poem.

There was _an old man called Greg,

Who tried to break open an egg,
He kicked it around,
But fell on the ground,
And found that he`d broken a leg.

Activity 4. Spell out these names. If possible, record yourself. Then listen to the
recording and compare it with yours.
1 TOM 4 TANIA
2 BEN 5 ROSIE
3 ERIN

Activity 5. In these pairs ,the first and second word are joined with the phonemic
letter shown. Read them aloud, then say them again, this time reversing the order
of the words, so that a different sound joins the first and second word. You don`t
gave to write anything. Then listen and check.

Example two_ w or three Three_i or two

1 grey _j and blue

2 you_ w and me
3 where_ r or why
4 you _w or her
5 here _r or away

77
Activity 6. The word rise is “hidden” in this sentence. Her eyes are open. It is
the underlined part. This is clear if we look at the phonemic spelling. The word
rise is /raiz/. You can see this underlined in this phonemic spelling of the
sentence. The words in the box are ‘hidden’ in the sentence below. Find them and
underlined them, and write the hidden word after the sentence.
wait rage winter yours reach Years why rise ride wake
Example The boat`s useless without the oars. Yours
1 Are you into golf? ……………………………………….
2 he has hair over the ears. ………………………
3 It`s starting to ache. ……………………………………
4 I`m not sure I`d agree with you. ……………………………
5 She has a shower each morning. ……………………………
6 it`s quarter to eight already. ……………………………….
7 Do I owe you anything ? ……………………………..
8 Her eyes are a strange color. …………………..
9 You should know better at your age! …………………………….

LESSON 21. NUMERICAL EXPRESSIONS

Objectives of this lesson:

 will be able to differentiate numbers
 to improve SS pronunciation

21.1. The information and exercises in this section will help you to pronounce
different types of numbers.
100 1,000 1,000,000
We add a/ə/ before hundred, thousand, and million .Listen and repeat.

100 a hundred
1,000 a thousand
78
 1,000,000 a milion

21.2. Numbers over 100

When we say numbers over 100,we add the weak form of and /ən/ before the
last two figures(but not always in American English).Listen and repeat.
101 10^1 a hundred and one
350 3^50 three hundred and fifty
529 5^29 five hundred and twenty-nine
2,491 2,4^91 two thousand ,four hundred and ninety –one
7,512 7,5^12 seven thousand ,five hundred and twelve
27,403 27,40^3 twenty-seven thousand,four hundred and
three

21.3. Years
We say years differently from numbers.
The number 1764 is one thousand seven hundred and sixty-four but the year
1764 is seventeen sixty-four
Listen and repeat
1764 17/64 seventeen sixty-four
1890 18/90 eighteen ninety
1900 19/00 nineteen thousand
1907 19/07 nineteen oh seven
But starting from 2000,we say the years the same as numbers
2000 2000 two thousand
2007 200^7 two thousand and seven

21.4. Telephone numbers

We say each number separately and pause between groups of numbers.For 0

we say oh. Listen and repeat
01425 365 Oh one four two five, three six five,

79
7098 seven oh nine eight

For 33 or 77, for example, we say double three or double seven, etc. listen and
repeat
0609 655 400 Oh six oh nine,six double five, four double oh

21.5. Temperatures
For 0 we say zero.listen and repeat

14˚ fourteen degrees

0˚ zero
-12˚ minus twelve(degrees)/twelve (degrees)
below z ero
21.6. Ordinal numbers
Listen and repeat
1st first 20th twentieth
2nd second 21st twenty-first
3rd third 22nd twenty-second
4th fourth 23rd twenty-third
5th fifth 24th twenty-fourth
13th thirteenth 31st thirty-first
15th fifteenth 52nd fifty-second

21.7. Dates
we can ssay dates in different ways. Listen and repeat.
22May May the twenty-second
The twenty-second May
May twenty-second (American english)
13 January January the thirteenth
The thirteenth of January
January thirteenth (American english)
30 January January the thirtieth
The thirtieth of January

80
 January thirtieth (American English )

21.8. Fractions
Listen and repeat
1/2 a half
1/4 a quarter
a fourth(American English)
3/4 three quarter
three fourths (American English)
For other fractions,we use the same forms as ordinal numbers.
1/3 a third
2/3 two third
1/8 an eighth
5/8 five eighths

21.9. Decimals
In decimal numbers,we use the symbol «.»and we pronounce it point. listen and
repeat
1.6 one point six
23.95 twenty-three point nine-five
0.762 nought point seven six two
zero point seven six two(American English)

21.10. Percentages
Listen and repeat
1% one per cent
50% fifty per cent
67.3% sixty-seven point three percent

81
 LESSON 22. PRONOUNS AND CONTRACTIONS

Objectives of this lesson:

 to be able to differentiate the variations of pronunciation.
 to learn pronunciation of different pronouns and contractions

22.1. Pronouns in sentences are usually unstressed. Look at this sentence: I met
him. The first and third words are pronouns. So this sentence has the stress
pattern o O o.
22.2. Important for listening
Listen to these sentences. You will hear each one twice: first in careful speech and
then in fast speech. Notice that in fast speech:
* the speaker does not pronounce the letter H in he, her, him, his unless it is at the
beginning of the sentence.
* the vowel sound in the pronouns and his, her, their, our is very short.
oOo oOoO
I met him I met his wife
You know her They read my book
They saw you He knows their son
She phoned me We called their friends
He likes them She hates her job
We found it You need our help
Note: You don't need to copy the fast speech pronunciation. People will
understand you if you use careful speech. But you need to be able to understand
fast speech.
22.3. Important for listening. Pronouns are often joined to auxiliary verbs (is, have,
will, etc.) in contractions. For example, when we speak, we join the land will
come together to form I'll. In the sentence I'll ask her there are four words but only
three syllables. This is because the pronoun and contraction are pronounced as one
syllable. This sentence therefore has the stress pattern o0o (the pronouns and

82
contractions I'll and her are unstressed). In fast speech, it may be pronounced the
same as Alaska. Listen to these examples.
oOo
I’ll ask her (like Alaska)
I’m coming (like am coming)
He’s finished (like his finished)
There’re hungry (like the hungry)
We’ve seen him (like wiv seen im)
She’s angry ( like shiz angry)
Note: You do not join the pronoun to an auxiliary verb at the end of a sentence.
For example, say Yes, I will, don't say Yes , I’ll
Note: You only put stress on pronouns if you want to emphasise or contrast
something. It is like underlining with your voice. For example: You don't need
him, but he needs you!

Activity 1. Add pronouns to these words to make sentences with the pattern
oOoO. Do not use the same pronoun twice. Then say your sentences aloud,
making the rhythm clear.
Example Drove/car She drove her car
1 read/book 3 drank/milk
2 sang/song 4 ate/lunch

Activity 2. Listen and write the words you hear in the gaps.
EXAMPLE Can you tell her to call me please?
1 Can you give _____ to _____ please?
2 Did _____ meet _____ daughter, Catherine?
3 I don’t think ______ likes______ .
4 What did ______ say to_____?
5 Where did ______buy ______guitar?
6 What’s_________ mother’s name?
83
7 Where are ______ parents from?

8 _________ bought presents for ______children.

Activity 3. Write the sentences below again. Change the people to pronouns, and
make the auxiliary verbs
(Has/is/are/ etc.) into contractions. Then underline the stressed syllables in your
sentences. There should be two in each sentence. Then listen, check and repeat.
EXAMPLE Helen has given Robert some money.
____She’s given him some money.
1 Robert is buying presents for the children______
2 Bonnie and Max are opening their presents.______
3 Bonnie and Max will thank Robert for the presents.___
4 Robert will thank Helen for the money._________

Activity 4. Think of a computer which people speak into and it writes what
they say. This computer wrote the underlined parts of these conversations
incorrectly. (You can read what the computer heard in phonemic letters.) Write the
correct words.
EXAMPLE
-Do you know Mike?
-Yes. Ametim/ /yesterday. _____I met him__
1 -Come on kids, do your homework!
-Wivdunit/ /already!____________
2 – What’s his name?
-I don’t know. Alaskim / /_____
3 – Goodbye.
-Goodbye . Alseeya / / tomorrow!_____
4 -Why isn’t Neil here?
-Hisgonta/ / Paris for weekend._____

84
5 – Have you told Maria yet?

-No. Altella/ /tomorrow._____

LESSON 23. READING ALOUD “PRONOUNCING PUNCTUATION”

Objectives of this lesson:

 to learn pronunciation of different words while reading aloud
 to learn pronunciation of punctuation

23.1. Notice that in speech there are pauses where, in writing, there are punctuation
marks.

I can never guess the weather right. If I wear a

warm shirt, the weather’s hot. If I wear cool
clothes, there’s cold wind. When I don’t take
my umbrella, it rains. If I take my umbrella,
does it rain? Of course not! Then I leave it on
the bus! Oh well. We all have our weakness, I
guess!

Note: Reading aloud is good pronunciation practice. Don’t forget to ‘pronounce

the punctuation’.
23.2.Pauses can change the meanig of what we say. Listen to these pairs of
sentences and note the difference in pronunciation.
a It was cold outside. There was snow on the ground.b It was cold. Outside, there
was snow on the ground.
a Was that the question he asked? b ‘Was that the question?’ he asked.
a I got up, quickly got dressed, and went downstairs.b I got up quickly, got
dressed, and went downstairs.
23.3. We need to use pauses to give us time to think, and to give the listener time
to take in the information. Listen to this address and note that there are pauses
where there are line breaks and where there are gaps in the telephone number.
85
 Linda Wharton

29 Bolton Road

Wigan

Lancashire

WI16 9FT

England

Tel: 090 827 7365

email:linwar@applegroove.com

Notice also that when the speaker spells her surname and email address, she
divides the letters into groups.
Note: Practise saying the spelling of your own name. Decide how you will group
the letters, if your name is long.

Activity 1. Read this weather forecast aloud, ‘pronouncing the punctuation’.

Record yourself if you can. Then listen and compare.

And for Friday, well, another wintry day in all parts of the
region. Temperatures near freezing in many places, and
along the coast, the wind will make it feel very cold indeed.
Inland, some snow on the hills, and there may be fog in the
valleys. If you’re out and about driving, watch out for those
icy roads! And for the weekend? Well, we’re not expecting
much change, I’m afraid. And that’s all from me. Goodnight.

Activity 2. The texts below are really two sentences, but the punctuation is
missing. The two sentences are divided before and after the underlined expression.
Listen and draw one line/to show where the sentences are divided.
Example They’re leaving/ soon it’ll be quieter.
86
1 There was nothing inside it was empty.
2 We walked carefully downstairs it was dark.
3 I watched him silently he opened the drawer.
4 The rain didn’t stop the next day it just carried on.
5 The weather was hot at the weekend it was 40 degrees.
6 I saw her clearly she was hungry.
7 It was cold last night the roads were icy.

Follow up: Read the sentences above aloud, once with the sentence break before the
underlined expression, then again with the sentence break after it.

Activity 3. Listen and write the name, address and contact details that you hear.

Name:
_______________________________________________
Address:
_______________________________________________
________________________________________________

Postcode:
_______________________________________________
Telephone:_______________________________________
_______ email:
______________________________________________

Follow up : Read out the information you wrote above. Try to put the pauses exactly
where they were in the recording you heard. Then listen again and compare.

87
 LESSON 24. UNDERSTANDING A SMALL TALK

Objectives of this lesson:

 to learn the peculiarities of speech
 to understand a small talk

24.1.
Listen to this conversation. Note that the expressions in black do not really have
any meaning: you could easily understand the text without them.
Notice that the speakers say them very fast, often in a low voice: they are ‘throw
away ‘ words, i.e. you could throw them away and the meaning wouldn’t
change.

A: Ugh! This coffee is really horrible!

B: Yeah! I know. Machine coffee, I mean, why do we drink the stuff?

A: It’s sort of like ... someone puts the contents of an ashtray in water and
ehm ... like, heats it up or something, you know ...

B: Yeah, that’s what it tastes like, ...and ... I mean, have you tried the ehm ...
the tea?

A: Oh yeah, the tea! That’s even worse!

B: I mean the plastic cups don’t help, do they?

A: No, I know, ... plastic cup! ... We like even had champagne in plastic cups,
you know, at at what’s-her-name’s leaving party ...

B: Jenny. Jenny Glen. Yeah, I remember that, last January it was ... I kind of liked
Jenny I wonder what what she’s doing now ...
Note: When you are listening, you don’t need to understand every word. Often, the things people
say really fast are just ‘throw away’ words, and you can ignore them.

24.2.

Different people often have their own favourite ‘throw away’ words. For
example, n the conversation above. A says like and you know a lot and B says I
mean in a lot.

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 24.3.

The same expressions which people use as ‘throw away’ words do have meaning
in the other contexts. In all the sentences on the left below, expressions in black
have meaning. In the sentences on the right, they are ‘throw away’ words.

Listen and notice the difference in promunciation: the ‘throw away’ words are
said faster and in a low voice.

Tell me everything you know. She tells me everything, you know.

‘Blue Mountain’ is a kind of coffee. ‘Blue Mountain’ coffee is kind of nice.
We like to go away at weekends. We like go to the beach or whatever.
I mean the one on the right. I mean, what’s the point of buying one shoe?!

Activity 1. You will hear someone speaking about the weather in Montana(in the
USA) with a lot of ‘throw away’ words. Write what the person says, but miss out the
‘throw away’ words.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Activity 2. You will hear four people speaking. What are their favourite ‘throw
away’ words? Write them after the name.
Speaker 1: Frank __I mean_______
Speaker 2: Debbie ______________
Speaker 3: Kimberley _______________
Speaker 4:Greg _________________

Activity 3. Underline the ‘throw away’ words in this text. There are nine more
expressions to underline.

We don’t like have coffee breaks, I mean we just like get

a coffee or tea and sort of like take it back to our desks,
you know, but it’s kind of dangerous ‘cause, I mean,
people sometimes like knock the drink over the
computer, you know.

Follow up: Read the text aloud, saying the underlined expressions fast and in a low
voice. Record yourself if possible

Activity 4. Listen to these sentences. Is the expression in italics ‘throw away’ (said
fast and in a low voice) or not? If it is ‘throw away’, underline it. Note that the
punctuation is not written, so you must decide from the pronunciation.
1 I don’t think these are the men you know
2 I’ve taught you everything you know
3 Do you know the place I mean it’s just over there
4 She’s not the one I mean she’s too tall
5 They’re like wild animals
6 This is like Arctic weather

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 LESSON 25. TELLING A STORY

Objectives of this lesson:

 to practice reading a story
 to learn how to read a story
25.1

Two words you will often hear in conversation are anyway and well. Listen to the
conservation below. Notice that anyway and well are often said in quite a high-
pitched voice.

A: I nearly got arrested, you know, the other day.

B: You what …. Arrested? What do you mean?
A: Well, I’m doing this project on graffiti, you
know, at college, and eh m ….. so I have to take
lots of photos of graffiti and ……
A: Uh huh.
B: So anyway. I saw this train with some amazing
graffiti on the side, so I went there to eh m ……..
take a photo of it. The thing is, it was a bit far
from the platform …….
B: So what happened?
A: Well, I walked along next to the lines, and then
these two eh m …….. station police came along
and said I shouldn’t be there, so eh m …….. they
took me to the office, and then they asked for my
ID card, you know, my identity card ……
B: Mmm?
A: Well, I didn’t have it. I left it at home that day
B: Oh no!
A: Yeah, so anyway, then they didn’t know what
to do with me, so eh m ….. I said, ‘Look, I’ll leave
my camera here and I go home to get my ID card,’
In the end, they agreed, so I did that, and they ehm
…… wrote my ID number, and then just let me go
…….

In the conversation above. A uses anyway to show that she is moving on to the next
part of the story. In this context, it is usually pronounced in a high voice. Notice
that before the word anyway, the speaker is not moving the story on, she is just
giving some background information. Anyway shows she is returning to the story.

In the conversation above. A uses well to show that she is responding to B’s
questions. In this context, it is usually pronounced in a high voice.

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25.2. In the conversation above, notice that the listener, B, is not silent. He asks
questions. He also encourages A to continue by making noises like uh huh and
mmm. Listen again, and notice that makes these noises in a low-pitched voice. He
does this to show that he does not want to speak, he wants A to continue speaking.

Activity 1. Listen and answer the questions. Listen for the word anyway ,
because the important information comes after it. Before it, the speaker is just
giving background information.
Example
What did the speaker see on the way home from work? ____he saw an accident__
1 What happened to Katy the other day? _____________________________
2 What did the old man do in the bat? _____________________________
3 What is the good news about Clara? _____________________________

Activity 2. Fil the gaps with the words well and anyway. Then listen and check.

A: I wonder what happens if you lose your passport.

B: I lost mine once.
A: So what happened?
B: ______________ (1), I was abroad, just travelling around, you know, and
_____________ (2), somebody stole my bag on the last day.
A: So what did you do ?
B: _____________________ (3), I reported it to the police , which took absolutely
ages – so many forms to fill in, and ________________ (4), they gave me a special
travel document and then when I arrived home ………..
Follow up: Listen to the conversation again and say B’s lines

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 LESSON 26. UNDERSTANDING INSTRUCTIONS

Objectives of this lesson:

 to learn pronunciation of different words
 to learn pronunciation of yes/no questions

26.1.

When listening to instructions, listen for the signals right, now and OK, which tell
you that you are moving on to the next step. In the conversation below, B is giving
A instructions on how to do something on a computer. B uses the words right,
now and OK to signal that she is starting a new step in the instructions. Listen and
notice that these words (in black below) are said in an emphatic voice.

A: How do you copy bits of text off a document?

B: Right, well first you have to ehm ... select the bit of text you
want, you know, just click and drag with the mouth...

A: Oh, so it’s just click and drag?

B: Yeah, and the bit of text comes up in a different colour, yeah?

A: Uh huh, a different colour...

B: Now, click ‘Edit’ and choose ‘Copy’ ...

A: Edit... Copy... Ok...

B: OK, and finally, open your document and click ‘Paste’.

A: Open document... Paste... Oh, I see.

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 26.2.

The words right, now and OK art used in other contexts, apart from as a signal to
the next step. In these other contexts, they are often not pronounced so strongly.
Listen and compare the difference.

Close the box ... that’s right. Right, now you can close the whole
program. I think we’re on line now. Now, type the address in the box at
the top. Now look at the whole page and see if it looks OK, OK, now you
can print!

26.3.
Listen again to this line from the conversation in A. Notice that the speaker
pronounces Oh in a high voice.
Open document... Paste... Oh, I see.

The speaker uses the word Oh to signal that he has learnt something new.

Activity 1. Listen to the instructions and complete this picture. First you will hear
instructions to draw the line and square below. Then you will hear more details to
add.

Activity 2. Listen to the instructions for 26.1 again and write a number each time
you hear one of the words right,now, OK. Write the numbers at the start of each
line below. Then write the instruction after each number.

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1 Take a piece of paper and a pen

2 Draw a line across the page.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Follow up: Give the instructions, but don’t say the numbers, say right, now or OK instead.
Record yourself if possible.

Activity 3. Listen to these instructions. Is the expression in italics a signal to a

new step in the instructions (said in a high voice) or not? If it is signal, underline it.
Note that the punctuation is not written, so you must decide from the
pronunciation.
Example Click on that icon now the program is opening right now
start a new document
1 Check that everything looks right and send it
2 Click here so you get a new page OK and now write the title at the top
3 Make sure you save that OK and now close the program
4 You will see the icon on the right of your screen
5 Open the program right and now start a new document
6 I think it’s ready now you can switch it on

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 LESSON 27. ASKING AND CHECKING TONES

Objectives of this lesson:

 to improve SS pronunciation
 intonation of them and practice with the help of exercises.
27.1.

When we agree with the other person, our voice often goes down at the end.
We tell the other person our opinion, confident they will not be upset.

Listen to this conversation. Notice that the voices go down at the end of each
line.

A: football’s so boring, isn’t

B: Yeah, I know. I hate it.

A: I mean, it’s just 22 people running after a ball.

B: Yeah, how can that be interesting?

A: No, golf’s much more fun, isn’t it?

Note: The expression isn’t it? Is called a question tag. When we use question tags to tell
someone our opinion, the voice goes down at the end.

27.2.
But when we disagree, our voice often goes up at the end, so our opinion
sounds unfinished and less strong, because we do not want to upset the other
person.
Listen to the rest of the conversation from A. Notice how the voices go up at
the end of each line.
B: Well ……..
A: You like golf, don’t you?
B: It’s alright I suppose …….
A: You don’t sound very sure.
B: Well, I guess I’m not really a sporting person, you know.
27
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Note: The expression don’t you? is a question tag. When we use question tags to check
information, the voice goes up at the end.

27.3.

We can say the same sentence, but change the meaning by changing how we say
it.
Listen to these two examples. The speaker in 1 is telling his opinion clearly.
The speaker in 2 is leaving something unsaid. You feel he is going to continue
with but….

1 I think they’re good, (That is my opinion.)

2 I think they’re good …… (They’re not too bad, but there’s a reason why I don’t like
them.)

27.4.

We can also change the meaning of a question tag by changing how we say it.
Listen to these conversation.

A: it’s too hot, isn’t it? (opinion)

B: Yeah, let’s open the window

A: We sometimes have snow in Morocco.

B: But it’s too hot, isn’t it? (check question)

A: No, not in the mountains.

Activity 1. Listen. Are these the speakers’ real opinions, or can you ‘hear’ a
but ? Write a (.) or (, but …. ) after each line.
Example I like tennis ____,but--____
97
1 It’s nice __________ 6 He does __________
2 We’re quite good _________ 7 She likes you _________
3 Yes, it is __________ 8 They does __________
4 I don’t know_________ 9 Not bad __________
5 Yes __________
Follow up: Record yourself saying these sentences. Use your recording to do this exercise again in about
two weeks.

Activity 2. Listen to the four short conversations about the things in the pictures.
Are the speakers agreeing or disagreeing? Write agreeing or disagreeing under
each picture.
Example

1 _____agreeing_____ 2 ______________ 3 _______________ 4 ________________

Activity 4. Complete each sentence with an ending from the box. Then decide if
they are opinions or check questions and draw lines in the boxes. Then listen and
check.
Is it? Isn’t it? Is she? Isn’t he? Are you? aren’t they? Was it? Wasn’t he? Don’t you?

Doesn’t it? Have you?

Example You aren’t hungry, _______are you?____

1 How’s your headache? It isn’t getting worse, ______________

2 Those flowers are lovely, ________________

3 You haven’t seen my glasses anywhere, _______________

4 Torsen’s a great player, ________________

5 I’m not sure. He was from Brazil, ________________

6 I can’t quite remember. You need 40 points to win, __________________

7 Tennis is so boring, _________________

8 She isn’t a very good swimmer, ______________________

98
9 I’m not sure. It starts at nine, __________________

10 It wasn’t a very interesting game, ____________________

LESSON 28. QUOTING SPEECH

Objectives of this lesson:

 to know about reported speech.
 to make aware of reporting verbs

28.1.

Listen to two people having a conversation about a neughbour’s son. Notice

how they pronounce the quote marks (‘ ’).

A: I said to Tery, I said, ‘Can you open the door for me?’ and says, ‘Open it
yourself!’ Can you beleive it!

B: I know. That boy’s so rude! I said to his father, I said, ‘You should do something
about that boy’, and do you know what he said to me? He said, ‘It’s none of your
business.’

A: Oh,he’s just as bad as Terry. ‘Like father like son’ as they say!

28.2.

The speakers show the quotes by putting a short pause before and after. Also,
their voice is higher on the quotes. Listen to recording C34 again.

‘Can you open the door for me?’‘Open it yourself!’

I said,and he says,

‘Like father like son’

as they say

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 28.3.

Listen and compare these lines. Notice how you can hear the quote marks (‘ ‘).

Do you know what he said to me?

‘Do you know what?’ he said to me.

I said to his father, ‘I said you should do something.’

I said to his father, I said, ‘You should do something.’

28.4.

Listen to this story. Notice that we may pronounce quote marks for written
words or thoughts, not just speech.

Question one was ‘What’s the capital of Australia?’

‘This is easy.’ I yhought, so I wrote ‘Sydney’. Then when
I got home I looked in a book. ‘Australia’ it said,
‘Capital: Canberra.’ ‘Oh no.’ I yhought. ‘Failed again!’

Activity 1. Listen. Which do you hear first and which second? Write 1 or 2 after
each sentence.

Example a ‘You’re and idiot, that’s what’, she said. 2

b ‘You’re and idiot’, that’s what she said. 1

1 a What she said was good.__

b What she said was ‘Good!’ __

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 2 a He said, ‘Linda was married.’ __
b He said Linda was married. __
3 a That’s the thing,’ she said. __
b ‘That’s the thing,’ she said. __
4 a He wrote a letter to the president. __
b He wrote ‘A letter to the president’. __
5 a I don’t know what I thought. __
b ‘I don’t know what,’ I thought. __
6 a She says, ‘What she thinks is right.’ __
b She says what she thinks is right. __
7 a ‘Who?’ wrote Julius Caesar. __
b Who wrote Julius Caesar. __
8 a Who said ‘Martin’? __
b ‘Who?’ said Martin. __

Follow up: Record yourself saying one of the sentences, a or b, for each number. Make
a note of which one you chose. Then listen to your recording again in about two weeks
and try to do this exercise with it.

Activity 2. This speaker is telling some gossip. Put the quote marks (‘ ‘) in the text.
(Don’t worry about other punctuation or capitals.) Then listen and check your answers.
Then try saying it yourself.

So I say to Claire ‘where’s David, Claire?’ and she says oh, he’s
staying at home to do his homework, and of course I thought oh no
he’s not! Because I saw him, you see, going into the cafe with Lorraine
and I said hi David! And he went completely red, and Lorraine said
we’re doing a school project together, and I thought oh yes, I know
what kind of projectthat is!

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Activity 3. Report the following sentences.

 What is your favorite sport and how long have you been playing/doing it?
___________________________________________________________
 What are your plans for your next vacation?
___________________________________________________________
 How long have you known your best friend? Can you give me a description
of him/her?
___________________________________________________________
 What kind of music do you like? Have you always listened to that kind of
music?
___________________________________________________________
 What did you use to do when you were younger that you don't do anymore?
___________________________________________________________
 Do you have any predictions about the future?
___________________________________________________________
 Can you tell me what you do on a typical Saturday afternoon?
___________________________________________________________
 What were you doing yesterday at this time?
___________________________________________________________
 Which two promises will you make concerning learning English?
___________________________________________________________

Activity 4. Make sure to point out that reported speech is generally used with

the verbs 'say' and 'tell' in the past.

"He'll help him with the homework." -

>_______________________________________________________"I'm
going to Seattle next week." -> Peter says he's going to Seattle next week.
_______________________________________________________

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 LESSON 29. RECITING THE POEM “THE NAMING OF CATS” BY T. S.
ELIOT

Objectives of this lesson:

 be able to how to use phonetic rules in poetic style
 to learn about assonance, alliteration and sibilance

fig

Activity 1. Analyzing sound effects of poem. Possible answer.

Below an example of sound analyzing is given. With the help of it students analyze
the poem of “Naming of the cats”

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 Analysis: In the poem “The Darkling Thrush”, the regular rhyme and sound
effects such as assonance, alliteration and sibilance are used to present the themes
of death and rebirth of hope. The regular rhyme in every second line suggests a
sense of stagnancy which matches the speaker’s “fervourless” feeling that
everything is speeding towards death. In Stanza 1 the assonance of long “e”
sounds in various words such as “spectre-grey”, “dregs” and “weakening eye”
builds the eerie mood of the surroundings. The use of alliteration of the hard “k”
sound in words such as “corpse”, “crypt” and “cloudy canopy” in Stanza 2
further evokes the tread of a funeral march, creating a sad tone that matches the
gloomy feelings of the speaker. In contrast, the alliteration of plosive sounds (i.e.
“b” and “p” sounds) in Stanza 3 (e.g. “blast-beruffled plume”) shows the strength
and energy of the bird against the strong wind. The sibilance used to describe the
thrush’s lively singing in “cause for carolings of such ecstatic sounds” creates a
soft music that differs from the harsh sounds used to portray the bleak wintry
setting. The switch from using harsh sounds to soft sounds corresponds with the
change in the speaker’s feelings from sorrow to happiness, bringing out the
contrast of the loss and rebirth of hope.

Activity 2. Below an example of sound analyzing is given. With the help of it

students analyze the poem of “This is Just to Say”,”

Analysis In the poem “This is Just to Say”, the speaker adopts a first-person
voice and seems to be apologising to somebody whose plums he has eaten.
However, his tone is more playful and mischievous than apologetic and regretful.
The title “this is just to say” reinforces the unapologetic tone found throughout the
poem. While the speaker admits in Stanza 2 that he knows the plums belong to
“you” and are reserved for 9 breakfast, he expresses how he takes pleasure in his
impulsive eating in Stanza 3 because the plums are too tempting and irresistible.
He only feels obligated to apologise to “you” for placing his desire over his/her
ownership but he does not regret eating the delicious, sweet and cool plums.

Activity 3. . Identify the sound effects and devices in “The naming of cats” and
discuss how they help to present the theme.

Activity 4.

1. Content/Subject and Theme(s)

 Does the title give you an idea of what the poem may be about?  What is
the poem about? What concept and ideas is the poem exploring? What is the
writer’s view on this subject?  Can you summarise the main idea of the
poem or paraphrase it in a few sentences?  Are there messages or ideas that
104
 are repeatedly stated in the poem to draw the reader’s attention?  Are the
themes and messages implicitly or explicitly stated in the poem?  How are
the ideas organised in the poem? Are they developed in a straightforward
manner to a conclusion? Is there a shift or turning point in its development?
If yes, when and why does the shift take place?

Activity 5.

The Naming of Cats

T. S. Eliot - 1888-1965

The Naming of Cats is a difficult matter,

It isn’t just one of your holiday games;
You may think at first I’m as mad as a hatter
When I tell you, a cat must have THREE DIFFERENT NAMES.
First of all, there’s the name that the family use daily,
Such as Peter, Augustus, Alonzo, or James,
Such as Victor or Jonathan, George or Bill Bailey—
All of them sensible everyday names.
There are fancier names if you think they sound sweeter,
Some for the gentlemen, some for the dames:
Such as Plato, Admetus, Electra, Demeter—
But all of them sensible everyday names,
But I tell you, a cat needs a name that’s particular,
A name that’s peculiar, and more dignified,
Else how can he keep up his tail perpendicular,
Or spread out his whiskers, or cherish his pride?
Of names of this kind, I can give you a quorum,
Such as Munkustrap, Quaxo, or Coricopat,
Such as Bombalurina, or else Jellylorum—
Names that never belong to more than one cat.
But above and beyond there’s still one name left over,
And that is the name that you never will guess;
The name that no human research can discover—
But THE CAT HIMSELF KNOWS, and will never confess.
When you notice a cat in profound meditation,
The reason, I tell you, is always the same:
His mind is engaged in a rapt contemplation
Of the thought, of the thought, of the thought of his name:
105
 His ineffable effable
Deep and inscrutable singular name.

LESSON 30. THE POEM “THE RAVEN” BY EDGAR ALAN POE

Objectives of this lesson:

 be able to how to use phonetic rules in poetic style
 to learn about assonance, alliteration and sibilance

Activity 1. Read it and analyse

Once upon a midnight dreary, while I pondered, weak and weary,

Over many a quaint and curious volume of forgotten lore—
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
“’Tis some visitor,” I muttered, “tapping at my chamber door—
Only this and nothing more.”

Ah, distinctly I remember it was in the bleak December;

And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow;—vainly I had sought to borrow
From my books surcease of sorrow—sorrow for the lost Lenore—
For the rare and radiant maiden whom the angels name Lenore—
Nameless here for evermore.

And the silken, sad, uncertain rustling of each purple curtain

Thrilled me—filled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating
“’Tis some visitor entreating entrance at my chamber door—
Some late visitor entreating entrance at my chamber door;—
This it is and nothing more.”

Presently my soul grew stronger; hesitating then no longer,

“Sir,” said I, “or Madam, truly your forgiveness I implore;
But the fact is I was napping, and so gently you came rapping,
And so faintly you came tapping, tapping at my chamber door,
That I scarce was sure I heard you”—here I opened wide the door;—
Darkness there and nothing more.

106
 Deep into that darkness peering, long I stood there wondering, fearing,
Doubting, dreaming dreams no mortal ever dared to dream before;
But the silence was unbroken, and the stillness gave no token,
And the only word there spoken was the whispered word, “Lenore?”
This I whispered, and an echo murmured back the word, “Lenore!”—
Merely this and nothing more.

Back into the chamber turning, all my soul within me burning,

Soon again I heard a tapping somewhat louder than before.
“Surely,” said I, “surely that is something at my window lattice;
Let me see, then, what thereat is, and this mystery explore—
Let my heart be still a moment and this mystery explore;—
’Tis the wind and nothing more!”

Open here I flung the shutter, when, with many a flirt and flutter,
In there stepped a stately Raven of the saintly days of yore;
Not the least obeisance made he; not a minute stopped or stayed he;
But, with mien of lord or lady, perched above my chamber door—
Perched upon a bust of Pallas just above my chamber door—
Perched, and sat, and nothing more.

Then this ebony bird beguiling my sad fancy into smiling,

By the grave and stern decorum of the countenance it wore,
“Though thy crest be shorn and shaven, thou,” I said, “art sure no craven,
Ghastly grim and ancient Raven wandering from the Nightly shore—
Tell me what thy lordly name is on the Night’s Plutonian shore!”
Quoth the Raven “Nevermore.”

Much I marvelled this ungainly fowl to hear discourse so plainly,

Though its answer little meaning—little relevancy bore;
For we cannot help agreeing that no living human being
Ever yet was blessed with seeing bird above his chamber door—
Bird or beast upon the sculptured bust above his chamber door,
With such name as “Nevermore.”

But the Raven, sitting lonely on the placid bust, spoke only
That one word, as if his soul in that one word he did outpour.
Nothing farther then he uttered—not a feather then he fluttered—
Till I scarcely more than muttered “Other friends have flown before—
On the morrow he will leave me, as my Hopes have flown before.”
Then the bird said “Nevermore.”

Startled at the stillness broken by reply so aptly spoken,

“Doubtless,” said I, “what it utters is its only stock and store

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 Caught from some unhappy master whom unmerciful Disaster
Followed fast and followed faster till his songs one burden bore—
Till the dirges of his Hope that melancholy burden bore
Of ‘Never—nevermore’.”

But the Raven still beguiling all my fancy into smiling,

Straight I wheeled a cushioned seat in front of bird, and bust and door;
Then, upon the velvet sinking, I betook myself to linking
Fancy unto fancy, thinking what this ominous bird of yore—
What this grim, ungainly, ghastly, gaunt, and ominous bird of yore
Meant in croaking “Nevermore.”

This I sat engaged in guessing, but no syllable expressing

To the fowl whose fiery eyes now burned into my bosom’s core;
This and more I sat divining, with my head at ease reclining
On the cushion’s velvet lining that the lamp-light gloated o’er,
But whose velvet-violet lining with the lamp-light gloating o’er,
She shall press, ah, nevermore!

Then, methought, the air grew denser, perfumed from an unseen censer
Swung by Seraphim whose foot-falls tinkled on the tufted floor.
“Wretch,” I cried, “thy God hath lent thee—by these angels he hath sent thee
Respite—respite and nepenthe from thy memories of Lenore;
Quaff, oh quaff this kind nepenthe and forget this lost Lenore!”
Quoth the Raven “Nevermore.”

“Prophet!” said I, “thing of evil!—prophet still, if bird or devil!—

Whether Tempter sent, or whether tempest tossed thee here ashore,
Desolate yet all undaunted, on this desert land enchanted—
On this home by Horror haunted—tell me truly, I implore—
Is there—is there balm in Gilead?—tell me—tell me, I implore!”
Quoth the Raven “Nevermore.”

“Prophet!” said I, “thing of evil!—prophet still, if bird or devil!

By that Heaven that bends above us—by that God we both adore—
Tell this soul with sorrow laden if, within the distant Aidenn,
It shall clasp a sainted maiden whom the angels name Lenore—
Clasp a rare and radiant maiden whom the angels name Lenore.”
Quoth the Raven “Nevermore.”

“Be that word our sign of parting, bird or fiend!” I shrieked, upstarting—
“Get thee back into the tempest and the Night’s Plutonian shore!
Leave no black plume as a token of that lie thy soul hath spoken!
Leave my loneliness unbroken!—quit the bust above my door!

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Take thy beak from out my heart, and take thy form from off my door!”
Quoth the Raven “Nevermore.”

And the Raven, never flitting, still is sitting, still is sitting

On the pallid bust of Pallas just above my chamber door;
And his eyes have all the seeming of a demon’s that is dreaming,
And the lamp-light o’er him streaming throws his shadow on the floor;
And my soul from out that shadow that lies floating on the floor
Shall be lifted—nevermore!

Activity 2. Sound Effects. Answer the questions

What sounds are frequently used in the poem?

_________________________________________
Is there a rhyming pattern/rhyme scheme in the poem?
_________________________________________
Are there any examples of internal rhymes?
_________________________________________
What is the rhythm of the poem?
_________________________________________
Can you identify the metre of the poem or a pattern of stressed and unstressed
syllables?
_________________________________________
Does the poet use any sound devices (e.g. alliteration, assonance, consonance,
onomatopoeia)?
_________________________________________
What effects do the devices create and how do they help to present the themes of
the poem?
_________________________________________

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 Asosiy adabiyotlar

1. Мирзиёев Ш.М. Буюк келажагимизни мард ва олижаноб халкимиз

билан бирга курамиз. "Узбекистан" НМИУ, 2017. - 485 6.
2. Узбекистан Республикаси Президентининг 2017 йил 7 февралдаги
“Узбекистан Республикасини янада ривожлантириш буйича харакатлар
стратегияси тугрисида"ги ПФ-4947-сонли Фармони. Узбекистан
Республикаси конун хужжатлари туплами, 2017 й., 6-сон, 70-модда.
3. Мирзиёев Ш.М. Танкидий тахлил, катьий тартаб-интизом ва шахсий
жавобгарлик - хар бир рахбар фаолиятининг кундалик коидаси булиши
керак. Узбекистан Республикаси Вазирлар Махкамасининг 2016 йил
якунлари ва 2017 йил истикболларига багишланган мажлисидаги
4. Ann Baker. Ship or Sheep. An intermediate pronunciation cour
Cambridge University Press.2006.
5. Gerald Kelly. How to teach Pronunciation. Longman. 2001.
6. Iriskulov M.T, Shatunova A.S
7. Jonathan Marks. English Pronunciation in Use. Cambridgc University
Press, 2007.
Qo‘shimcha adabiyotlar
1. Bill Bowler, Sue Parminter. (2002) New Headway Pronunciation cour
Intermidiate and Upper-Intermidiate. Oxford University Press;
2. English Pronunciation in Use Advanced Book with Answers and 5 Au
CDs [Paperback].
3. Н.О. Михальчук. English Phonetics. A practical course. Рівненський
державний гуманітарний університет, 2015.
4. Colin Mortimer. Elements of pronunciation. Cambridge University Pre
1997.
5. Michael Vaughan-Rees. Test your pronunciation. Pearson Educat
Limited, 2002.
6. HancockM.English Pronunciation in Use. Self-study and classroom u
110
Intermediate and above, Cambridge University Press, 2003.
Used websites
1. www.teachingenglish.org.uk;
2. www.onestopenglish.com;
3. www.businessenglishonline.net;
4. www.elgazette.com;
5. www.tesol.org.;
6. www.tefl.com;
7. www.teachertrainingvideos.com;
8. http://www.learnenglish.org.uk/;

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