. | {| ACTICE OUGH | ERACTION MARTIN HEWINGS SHARON GOLDSTEIN Dove ale As CIN | al el eait ()INTERACTION r ATION PRACTICE © THROUGH MARTIN HEWINGS SHARON GOLDSTEIN ame THU VIEN| NORTH AMERICAN ENGLISH Gp CAMBRIDGE D UNiversiry PRESS‘The Pit Buéig,Trumpingon Sie, Camidge, United Kingdom “The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 2h Sree, New York, NY 10012-4211, USA 4477 Willametown Road, Por Melos, VIC 3207, Avstain ‘ala de Alara 13, 78014 Madi, Spain ook House, The Waterton, Cape Tora 800, South Ace bnpitrncambeide re © Cadge University Pros 1998, This boo isi copyright. Subject osttnry exception ‘nd tote provision of relevant collective loessiagagrsmens, reproduction of sny put may tke place withon the writen permission of Cateidge Univesity res Fist published 1998 ‘th pring 2008 ‘Print inthe United Snes of Artin “Typeset in New Aster and Fruger Library of Congress Catloging-n-Publicaiion Data essngs, Main. Promalation lus practice ough tration en's ook Mari Hewing®, Shion Golda 2 ca ISBN 0.521-57797-7 (59) 1. Bglih language ~Proranetaon by foreign speaker — Problems, ‘uae, te. 2 English lngange ~Textboks ir foreign speaker. 1 Golds, Share Ti. PELISTEHeS 1998 425.34 dezt 9e-3652 cP A catalogue cord or hs book alae from the Brig Library [SBN 0521 57797 7 Student's Book ISBN 0 521 377980 Caseues ISBN 0821 579959 Teachers Manu] Book design, page makeup and text composiion: Leon Bolognese & Assis estratons: Keith Beni, Daisy de Pte, Welly Near, Kevin Spaulding, Safle “osha Mustain, Andie Taospaar 4 Unit 23 25 26 27 28 Contents Key to phonetic symbols v Tothestudent vi ‘Asking about pronunciation 1 Vowels 3 ‘The vowels /e/ (hat), (big). and fe (red) 3 ‘The vowels fa (father, /a/ (bus), and /ay (book) 6 i) and Jef; fe and fof B ‘The vowels /y/ (see), /ey/ (trai), /9 (call), fow/ (n0), and fue (0) 10 fa and ja); if and fiy! 12 4, fof and fur; fof and fof 14 Jeyfand fe); fow/ anc fo) 16 ‘3:] (word); vowels followed by r (car, short, chair, near) 18 Consonants 20 ‘ipl (pay), fbf ack), fy) (tall), H/ (dance), /Ay (car), and fay (give) 20 Mu and fA; fpf and foy 23 {st (same), /2} (200), if (out), fl (very), #8) (ehanks), and /O/ (this) 25 191 and); Hf, ff, Ipl, md fof 27 ‘I (should), 4) (chair), [5 television), and fds (ob) 30 ‘oF (walle), Jy! (yes), MY late), and if (rain) 34 x) and (vj; A and fs) 34 ‘mf (make), inf (near), and fo/ (ong) 37 Consonant clusters 40 Consonant leiers and consonant sounds 40 Consonant clusters atthe beginnings of words 42 More on consonant clusters at the beginnings of words 44 Consonant clusters at the ends of words 47 Syllabic consonants; more on consonant clusters at the ends of words 49 Groups of consonants in the mile of words Simplifying final consonant clusters 54 Stress and rhythm 54 Syllables and stress 54 Pattems of stress in words 57 ‘More practice: stress in numbers; stress in noun compounds 58 Pronouncing unstressed syllables 61 Predicting stress in words 64 Rhythm 6623 30 ar 5 Unie 34 35 36 37 arr 6 Unit 38 ee More oa zhythm 68 Rhythm and moving stress 70 ‘Sounds in connected speech 73 ‘Slow speech and connected speech 73 ‘Common words and phrases in connected speech 75 Linking words together: consonant + vowel 78 Linking words together: consonant + consonant 80 ‘More on linking words together with consonants 82 Sounds that link words: fw/ and /y/ 85 Short sounds and disappearing /al 87 Intonation 89 Prominent words 89 Repeated words and prominence 92 ‘More on promineat and nonprominent words 94 Falling and rising intonation 97 ‘More on falling and rising intonation 100 Leaving things open 103 Focus words 196 Predictingintonation 108 Sounds and grammar 410 ‘Weak and strong forms; short and Jong forms 1410 Long and short forms of verbs 143 ‘Weal: forms of some pronouns; more on the Tong and short forms of verbs 116 ‘Weak forms of some conjumctions 118 ‘Weak and strong forms of some prepositions 120 Pronouncing ed endings 122 Pronouncing-s endings 126 Pronouncing written words 128 Letters and sounds 128 Pronouncing consonant leters:c andg 130 Pronouncing th 132 Promouneing sh, ch, and gh: other spellings for /j/ and /yf 134 Pronunciation, spelling, and word/stress 136 Pronouncing single vowel letiers 138 Pronouncing vowel pairs 141 Silent letters 144 Acknowledgments 146 contentsKey to phonetic symbols Vowels Symbol Examples Symbols sa) stop, father fe fe! fet fase] tes! ‘ays ‘ef teh al fey ‘gt i th) ty mt iow! MN br ‘mt say! a} fo I) uw! 000, 100 ol th Up, cut, ago it foal word fisstanswer is) a Ww ny) be wi ft 4200, easy If ielevision, usual a thanks, bath ‘Many Americans and Canadians say this word wih the owe a. Authors’ acknowledgments ‘We would lke to thank: Jane Mairs, Sue André, and Janet Batiste for their meticulous editing and for their professionalism and patience in guiding the manuscript to its present form, Jeanne McCarten, Lindsay White, and Alison Silver, who similarly guided the British edition of this book and whose influence still remains in these pages, and Mary Vaughn, whe initiated this North American edition, ‘The many people who commented on the material and the principles on which tis based, in particular Michael McCarthy, David Brazil, and Richard Cauldwell. Jim Rader, Marjorie Fucks, and the anonymous reviewer, for their valuable ‘comments and suggestions, eyTo the student Who is this book for? Pronunciation Plus is for intermediate-Jevel students of North American English ‘who want to improve their pronunciation. Many ofthe activities would also be useful for higher level students ‘The book has been written for students working ina class with a teacher, although many of the tacks car be used by students working on their own with a cassette secorden What is the approach of this book? Pronunciation Plus uses many differen: types of activities to teach promunciation. ‘The activities are intended to help you become more aware of your own pronuncia tion and the pronunciation of native speakers of North American English. You will, be asked to identify, predict, and use various features of English promunciation and to discover rules, solve puzzles, and exchange information with other students. How is the book organized? ‘The book is divided into an introduction and cight parts. The introduction shows how to ask about and check pronunciation. Each of the elght parts of the book: focuses on a particular aspect of English pronunciation: vowel sounds, consonant sounds, consonant clisters, word stress and rhythm, changes that take place in ‘conversational speech, intonation, the pronunciation of common grammatical lerents, and the connection between spelling and pronunciation, Each partis ivided imo six to eight units {tis not necessary to work from Unit ! to Unit 60. You or your teacher ean choose the units or parts that will help with the pronunciation problems you have. Keep in ‘mind that difficulties with proaunciacton often involve (wo or more features ~ for ‘example, vowel sounds and word stress and the way these features work together. When do you listen to the tape? [Many of the tasks in this book involve listening to rnaterial on tape. Listening to the ‘ape will give you the opporunity to hear and imitate a variety of native speakers, ‘pronouncing words in isolation as well asin connected speech. When you ses this symbol {fx}, its time to listen to the tape, {In addition to listening to and repeating after the recording, you can try reading the ‘material in your book aloud at the same time that the tape is playing. This can be helpful, especially in improving fhueney. First rad over the material in your book. ‘until you ave familiar with it. Then read aloud slong with the tape, trying to use the same speed and rhythin as the speakers on the recording,intzoduetion Asking about pronunciation Here are some ways of asking how to pronounce words correctly. Asking about the pronunciation of written words Listen to these conversations. 2 Work in pairs, Ask about the pronunciation of these words. suger: mS 2 Listen and check your pronunciation of the words. Asking if your pronunciation is correct (G4 Listen to these conversations. ‘When {wns in the Unied ‘States, I went to place called. Tihink its pronounced “Houston a, Go haven Ts thst right? ‘ =e ¥ a ——— MS E Ye, ‘When in tbe lads, “ sig etiam Irie called Tt q ronan oust Pes stat how yous e » Introduction 1 Asking about pronunciation EEE55 Work in pairs. Use the phrases in the conversations to ask about the pronunciation of these cities in the United States. wi pe oe neg 6 Listen and check your pronunciation of the names, Asking which pronunciation is correct 7 Listen to these conversations. Doyou say “either fide) or Ie dossrt matter, B Aro there words that you are not sure how to pronounce? Ask your teacher ‘about them in the same way. BEREE Asking about pronunciation (Introductionse ek The vowels /a/ (hat), /i/ (big), and /e/ (red) A: Where were you standing? B: Atthe gas station. “A: Where was the man? B: He ran out of the bank, ‘A: Dig he bave anything in his hand? B:A black bag. ‘A: Thank you, ma‘am. [BB Listen and check your answers. {4 Listen again. Repeat the conversation one line at a time. Then work in pairs and say the conversation together. 5 Repeat these words, Notice the sound /i/in each. 6 Underline the vowels pronounced /i/ in this conversation. AA: This one? B: Its t00 big. A Lets give her this one, then. B: Sul too bie, ‘A: Will this fit? BB: Yes, I think so. She pretty thin. part 1 Vows SBes? ee i ean =e Listen and check your answers. Listen again. Repeat the conversation one line at a time. Then work in pairs and say the conversation together. Repeat these words, Notice the sound /e/ in each. Underline the vowels pronounced /e/ in this conversation. A And can you get some red peppers? 'B; How many? A: Ten or twelve, 2B: Anything else? ‘A: Some bread. Do you need any money? B: No, Il pay by check. Listen and check your answers, Listen again, Repeat the conversation one line at a time. Then work in pairs and say the conversation together. ‘Write the words in the box in the spaces next to the pictures. Vowele { Pare(B74 Repeat the words and check your answers. 5 Work in pairs. Discuss with your partner the three most important things to have when .. 4, you are lost in acity 2. you are on vacation 3, your car breaks down 4, you are lost in the woods ‘Choose words from the box in %8. 4G Report your answers to the rest of the class.The vowels /a/ (father), fad (bus), and /o/ (book) } iy * Some American en Canadians ws the vowel in his word Match the words in each box that have the same vowel sound. ‘Repeat the words and check your answers. Complete these conversations using the pairs of matching words in 4. 1, ArTs Molly here? B:No. She_J¥2% went out to__uhioh 2. A:Do you like i? Vowels 1 Part 15. ArIsthat Lolo > B: Yeah, E_Curt my finger 6, A: What time isi? B: Sony, my wy tkslshas_ Sheree 7. A: What are you reading? Biltsa Cook boos 8. A:T can't open the door Bou!" i, Dont_push ith 9, A: What’ the matter? B: The 2ucic won't Listen and check your answers. © Listen again, Repeat the conversations one line at a time. Then work in pairs and say the conversations together. 7 Repeat the words on the left. 1. common _2.cotnon problem . 2. good 10d book 3. comforsable 4. hard = 5. fanny : “Work in pairs, Think of two things that these adjectives can describe. Write the answers in the spaces. ® Report your answers to the rest of the class. parti 1 Vowels SREae ae /i/ and /e/; /e/ and /a/ Focus on /1/ and /e/ Repeat these words. ‘Work in pairs, Say a word from one of the boxes. Your partner will tell you i it comes from box A or box B. Listen to these sentences. Do they contain words from box A or box B? Write the word you hear in the space. They __fell__ in the hole. Can Thave the please? 1 _-the books at the ibrar: Te was too expensive to buy _. 5. Put the file on this Ts this tea Hound a ‘on the floor, ‘You don' orange juice lke that. Focus on /e/ and /a/ ‘The words in these phrases contain the sounds /:e/ and /a/ in four different patterns. (Ignore the words a snd an.) Listen. An angry customer = a J Ri faster! = 2 + nou money = 0+ fa Ahapey man, = [a +e) Vowels / Part #[]_Nowlisten to more phrases with /e/ and /a/ and wate each one in the correct ccoluran in the table. fel Bi Bai fel fal ial Tal Tel someplace sunny | a black jacket ‘ 1 (HS Listen again. Repeat the phrases and check your answers. © Use some of the phrases from # to complete these conversations. ‘Whea aid youget 27 Workin pis and say the conversations together. pants 1 vowels ESHEThe vowels /iy/ (see), /ey/ (train), /o/ (call), /ow/ {no), and fauw/ (two) ‘1 Repeat these words. Notice the sound of the underlined vowels. iy! Jes! bi tow ue! tree day sawe mow blue jeans sun morning phone June fh ite wall coat ait leave eave door drove pool “uany Americans and Canadians use he vowel fan these words. 2 Work in pairs to complete the table. How many of these vowel sounds are there in the words in each row? Write the number of times each vowel occurs. aiyt | deyt | doit | tow? | fw) 1 slow, choose, law, boat, famous rfrfale 2, clean, compiain, piece, great, fruit 3. coast, water, waite lost, most 4. neighbor, daughter, receive, ought, group 5. food, improve, home, fel, fall 6. date, speak, delay, break, change L “Many Americans and Canadians proonunce the words nis column wit the vows a 3 Repeat the words and check your answers, & Cover up the story on page 11. Look at the pictures and listen to the story. Say “Stop!” when you hear a mistake, and say what is wrong. ERE Vows 1 pares‘One morning last April, Susan was still sleeping when the doorbell rang. It \was her friend Dave inviting her to go to the beach for @ picnic. Later that morning, Susaa left her house and walled to the station to catch the bus. ‘She was wearing a Tshirt and shorts, since it was quite warm. As she sat on the bus, she looked out the door. She saw some sheep in a field. Tt was starting to snow. ‘Before long, the snow stopped and the sun came out. Susan arrived at the pool and met Steve, They walked down to the beach and had their picnic next toa tree. They had coffee and cake, and Sieve painted a picture. They had a really nice evening, 5 Work in pairs, Read the story and discuss the mistakes. Correct them fike t Aprils wrong. I should be June. ‘Doorbell is wrong, It should be phone. 6 Cover up the story and retell it using the pictures. port 1 vowels — ERE= i e/ and /a/; /i/ and fiy/ Focus on /e/ and /a/ Repeat these words. Notice the sound of the underlined vowels. Jer Find someone in your class who ... 1, has cat sows speaks Spanish likes tego camping can play the guitar collects stamps grew up on a farm _ ‘woars hats hasan unusual hobby 10, has never stayed na hospital sk questions like these: Do you have a cat? Do you like to go carsping? Did you grow up on a farm? Write the name of the person who fits the description in the space, Report your answers to the rest of the class. For example: Nadia has a cat Vowels ¢ Part?Focus on /i/ and liy! Repeat these words. Notice the sound of the underlined vowels. Listen to the words again. Ifthe underlined vowel is pronounced /i/ (as in big), circle the vowel. If the vowel is pronounced jiy/ (as in see), do notiiing. ‘Complete these sentences: ‘Spellings for the sound /y/ usually include che letter _. (Exception: ski) ‘The sound /\/ is usually spelled with the letter__. ‘Work in pairs. From the words in the box, find two. . things to eat jobs ‘countries numbers ‘colors parts of the body nationalities ‘things containing water things to drink 1 ‘Compare answers with the rest of the class. For example: ‘Two things to eat are cheese and chicken parts 1 Vowels — SEASFocus on /a/, /u/, and /uw/ All the words in the box include the letter u, How is it pronounced? Write the ‘words in the table, Pah Pel Fave? cup good 60 Repeat the words and check your answers. Work in pairs. Draw arrows to connect the sentences. Make five 2ine conversations. 1. Where shoul put yu gage? 2. Bot Lbought anew tbe on Tusa (7. You be 0 hot in the sun, 4. My brother Would you like me to introduce you? 5. Thanks. 1 rom a relly good cookbook 6. There en ch oothpase et 7. tthe rk, ust have one suas 8. think put on my woo suit 9. Who's that in dhe bu unr? 10, ‘Tha onion soup was wonder Repeat the conversations one line at a time and check your answers, Then ‘work in pairs and say the conversations together. Vowels 1 Part5 Underline all the /a/, /u/, and /ow/ sounds tn the sentences. How many of ‘each can you find? Add the words to the table in 4. Focus on /a/ and />/ 6 Some words are pronounced differently in different parts of North America. For example, the words in the box are pronounced with the ‘vowel /9/ (as in short, dg, or call) by most people from New York, but they are pronounced with /a/ (as in father o¢ hat) by most people from California. Listen to these words, first pronounced by someone from New York and then by someone from California. HI 7 Listen to these people talking about their weekend. Focus on the underlined vowels. Where do you think each speaker comes from - New York or California? Put a check in the correct column, New York California 1. Ts00k my dog fora long walkin the park 2, Tsaw an awful movie, 5, Kovent tothe mall and bought a picture for my office. 40h, Lwent to the mall, too. Thought a new coffeepot. 5. I caught 2 cold with a bad cough, so just stayed home. 6, Taught my daughter how to ride a bike, 7-1 took the wrong bus and got lost yesterday 8. called my friend in Boston. We talked for almost an hout: 9. Yesterday I played softball, then I did laundry, and shen Imovied the lain. Im stil exhausted. 8 Work in pairs. Talk about a busy weekend that you had. Use some of the ‘words in the box in 6. Use the vowel that your teacher uses in these words. ‘Which vowel does your teacher use? Where is your teacher from? part 1 vowels — SSE cocooocooRm DooouooooU /ey/ and /e/; /ow/ and />/ Focus on /ey/ and /e/ Look at the words in the box, Undertine the vowels pronounced /ey/ (as in day and rain), and circle the vowels pronounced /e/ (as in red). ea [EB 2 Repeat the words and check your answers. 3 Work with a partner. Potato and bread are both things to eat. Find more airs using the words in the box in 4 Compare answers with the rest of the class. Focus on /ow/ and />/ Repeat these words, Notice the sound of the underlined vowels, ‘Many Americans and Canadians pronounce these words wth the wwe! f ETHER Vowels / port 1© Use as many of the words in 5 as you ean to describe the pictures. Se 7 What other words that contain the sounds /ow/ or />/ can you use to describe he pictures? part / vowes — ESB= /ar/ (word); vowels followed by r (car, short, chair, near) ‘1 When /1/ comes after jo, it changes the way /o/ sounds, Repeat these words. They ll have the sound for) i = va ae 2. Work in pairs. Fill in the crossword puzzle with words from the box in 4. ‘The answers are words that are opposites of the clues. 7 R] Across 3 calm E ree ET I at = iE 2 tam ori io ie f fam fl c [I 1 Teave 2 last | 4 horizontal 6 late ioe cm S| 3. Compare answers with the rest of the class. 4 Repeat these words, Do not touch the roof of your mouth for /#. Jot fox) po est fin! word hare bored hair here bird farm beara east bum bam wear clearly Vowels / Part?es Listen to these words. Do you hear the word in column A or the one in, column B? Put a check in the correct box. A B A B A B thor Q heat Q S.bird GQ bored OQ Shear Q hor G Zshits @ shorts Q é.bum Q bam Q 30.frm O form O Sbird Q bud Q shire Q shut OQ iter O ar A.work OQ walk GQ Sher Qo hair G 12.cout OQ caught O |in each line, four of the words have the same vowel sound, and one has a different vowel sound. This is the odd one out. Work in pairs and try to fine ‘the odd one out in each line. 1. work, Thursday, early, clearly, prefer 4. chair lange, care, pais their 2. park, heard, hard, farm, heart 5. story, warm, word, fou, door 3. here, neas, wear, Year, hear Repeat the words and check your answers. B Here are some photographs of Ernie. The two pictures on top show Emnie fourteen years ago, at home and at work, ‘The two pictures on the bottom show Ernie now. What things have changed?sire @e)srrelge]aiey ae) /p/ (pay), /b/ (back), /t/ (talk), /d/ (dance), /k/ (car), and /g/ (give) 4 To make the sounds underlined in these words, part of the mouth is completely closed and then the air behind it is suddenly released. Repeat these words. ipl Bt Mw set Me is! pay back talk dance keep guess paper business iennis, different color going repeat aby return = iddress) cour agin 2 When these sounds occur at the end of a word, the air is often not released. Repeat these words. pipe deb tight dead ook. dog 3. The pictures show how these six consonants are made, Look at the position ‘of the tongue and lips in each picture. Which sounds are shown In a, b, and. ? Bach picture shows ‘vo sounds, cach picture. How are the two sounds different? Consonants J Part2@ ‘Todd, Debbie, Kate, Gabe, Pat, and Barbara are thinking about the presents they would like for their birthdays. Todd wants things that begin with the sound /t/, Debbie with the sound /4/, Kate with the sound /k/, and so on. ‘What presents do they each want? Make sentences like these: Todd wants a tennis racket. ‘Barbara wants some boots. ‘Who wants the most presents? Who wants the fewest presents? Can you suggest some other presents they might like? 5 The difference between the consonants /p/ and /b/, /t/ and /d/, and /k/ and /g/ atthe end ofa word ean be hard to hear. The main difference i in the length of the vowel sound before the consonant. Vowels are shorter before final Consonants pronounced without the voice (lke /t), and Jonger before fia consonants pronounced using the voice (like /d/). Repeat these words. 6 Listen to these words. Do you hear a word from box A or box B? Write A or B in the space. 7 Work in pairs. Say @ word from one of the boxes. Your partner wil tell you if it comes from box A or box B. Pare2 1 Consonants ale[HIB Listen to these sentences. Do they contain words from box A or box B (in 5)? Write the word you hear in the space. 1. We bought a ‘able. 2, She's learning to, 3. Where cam I get a___around here? 4. The ___ is behind the door 5, Eputitin the. 6. Who made the__? 7. We need one inore a 8. The boy_the ball. (2 Repeat these words, 10 ‘Workin pairs, Add words from bdx A to words from box B to find... 1 2 3 4 5. 6. something that is frightening (for example, a deep cave) something that is expensive someone who does a good job someone who does not do a good job something you like something you dont ike Report your answers to the rest of the class. consonants | Part 2/t/ and /d/; /p/ and /b/ Focus on /t/ and /d/ - Listen to these words. They all contain both the sound // and the sound /a/. If the sound /t/ comes frst, write Ifthe sound /6/ comes first, write d. For example, if you heard the word admit you would write d; if you heard the ‘word outside you would write ‘Sometimes the letters t and d are pronounced the same in North American “English — like a very quick /d/ (called a flap or a tap). This happens wher. or d comes after a vowel or /r/ sound and before an unstressed vowel. “The words in each of these pairs usually sound the same. Listen. latter = ladder Bier = leader ‘puting = padding Repeat these words, The letters pronounced as a flap are underlined, Listen and check your answers. © Listen again. Repeat the words, rart2 1 conmonans eal7 a0 Work in pairs. Ask and answer these questions. Take notes on your partner's ‘What’ the coldest place you've ever been? What's che hotest place you've ever been? What's the most exciting city you've ever been to? |. What's the most beautiful place you've ever been to? What’ the hardest course you've ever taken? What6 the dullest course you've ever taken? Who's the oldest person you know? Who's the tallest person you know? Who's the smartest person you know? Report your partner's answers to the rest of the class. For example: ‘The coldest place Mario's ever been is Focus on /p/ and /b/ ‘Work in pairs. Match the words on the left with the words on the right to describe what you see in the picture, pie perfume pajamas stamps pencils potato chips Repeat and check your answers, Can you think of any other ways of comapleting the phrases on the left in 9? ‘The words you add should contain either the sound /p/ or the sound /b/, Consonants 1 Part 2/s/ (same), /z/ (zoo), /f/ (four), /v/ (very), /8/ (thanks), and /8/ (this) 41 To make the sounds underlined in these words, air is pushed through @ narrow opening in the mouth. Repeat these words, tw " wt er 8 moe fee Wade ie wero phone very thought that casy perfect «never «Thursday those noise enough five nothing breathe amuse Rebruniy invite = fourth” = ther 2. The pictures show how the sounds are made. Which two sounds are shown in a,b, and €? a ®. © S (Eee [3 Listen to these words, Do you hear the word in column A or the one in column B? Put a check in the correct box, A B A B ey me hy &.closing Q clothing Q 2sing thing S.there OQ fair Bey 2 they 2 10.sue O mo O 4some GQ thumb O infw OQ view sft = Q thirst 12.prices DQ prizes, Q 6.breeze Q breathe O Bice O ees 7pass GQ path itt O leave O @ Work with a partner. Look at each pair of words in 3, Your partner should say one of the words silently to you. Tell your partner which word you think was said, For items 10 to 14, your partner should say one of the words in cach pair aloud. Can you explain why you need to say these words aloud? Part2 1 Consonants TERRE3 Work in pairs, Discuss with your partner bow to say these numbers. Repeat and check your answers. ‘Work in paies, First say the dates on the right, For example, for the first fone say: July fourth ‘Then match the U.S. holidays or events on the left with the dates on the right. 1, New Year's Day 7 2. Valentine's Day 3120 3. the first day of spring 10/12 4, the first day of fall 1031 5. Independence Day wt 6. Christmas 92, 7. Halloween suas 8. Columbus Day and 9. St. Patricks Day 1225, 410, Veterans Day ani7 Compare answers with the rest of the class. For example: New Year's Day is January frst. BEREE consonants / Part2/0/ and /6/; /f/, /v/, /p/, and /b/ Focus on /0/ and /6/ (YA Repeat these sentences, 1, Three thie. 5. When does it get there? 2. Ws through there 6. Is that ‘Tom and Matthew over there? 3, Are they brothers? 7. When js Thanksgiving? 4. The twenty-third, 8. Thanks, 2. Work in pairs. Write the sentences in #in the spaces in these conversations. Then say the conversations together. |. A: Where’ the bathroom? B 2A BB: Its the fourth Thursday in November. A: What date is that this year? B: 3. A: What tlme’ the train to Fort Worth? B: bs B: Four twenty-three, ee BB: Yes, they're always together. A: B:Tihink so.Focus on /f/, /v/, [pi. and fof Listen to these words. Do you hear the word in column A or the one in column B? Put a check in the correct box. A B a B i boat =< wie =O 6 pool G fool 2 2pat OO fest OO 7p O off O 3 blood O flood O B bet Q vet abe Ove O 9. cheap Q chief sol Om Oo 10. cub OG cave O Work in pairs. Your partner should say one of the words in each pair silently to you. Try to decide which one is being sald. Take turns being listener and speaker. 5 Repeat these words, ‘devtior rope’ the automobile the printing press ulerose: ¢ ‘frerslond movies he ballpoint pen the VER & The pictures below show some of the things in 8. Which are they? Write the words in the spaces. ‘i me FREE consonants 1 part?‘7 Work in pairs. When do you think the items in 5 were invented or discovered? ‘Write the name ofthe item in the space next to the year, Here are some phrases to help your Inventions and Discoveries and 8 Compare answers with the rest of the class. Part2 1 Consonants {USE21 a3 /§/ (should), /tf/ (chair), /3/ (television), and /d3/ (job) ‘To make the sounds underlined in these words, the tongue is touching sf] and {d3/) or almost touching (/f/ and /5/) the roof of the mouth. Repeat these words. Mt My) Aah ids! Shopping cheek television Sune acation, ia pleasure jewelry dishes garage agency cash ‘sally college Work in pairs to ask and answer questions like this: ‘A: Where would you usually catch a train? B: Ata train station, Where would you usually... 1. catch tran? Ata furniture store 2 ange avecation? dite bank 3. bupacouch? at acolge aus? Inthe pave 5. keep cheese? Ata jewelry store, © stujaforiga language? Ine Meher 4 ashe check? tthe beach find seahels? ata tava 9, buya gold chain? heminsaion (GS 10, keep a car? In the refrigerator. a Repeat these words. Listen to this doctor talking to her patient. The patient has said that he feels tired all the time, and the doctor is now asking him about his diet. In the box in 3, put a check next to the foods and drinks that you hear them talking abo ‘Work in pairs. Write a diet sheet for the patient in the conversation. List things he should eat or drink and things he should not cat or drink. Include ‘words from the box in 3. Consonants J Part2= a fw! (walk), /y/ (yes), /V/ (late), and /z/ (rain) Repeat these words. Wh mw At you Tate rain Year alone Hi Yesterday call Temember ‘museum, lock restaurant ent view title friend Underline all the /1/ sounds in this ‘conversation. Can you find any w letters that are not pronounced /w/? A: What's the weather like? 'B: Awful. Its wet and windy. A: Should we go for a walle anyway? ‘B: Lets wait twenty minutes, Listen and check your answers, Listen again, Repeat the conversation one line at a time. Then work in pairs and ‘say the conversation together. ‘Underline all the /y/ sounds in this conversation. Can you find any /y/ sounds that are not written with the letter »? ‘A: Thad an Interview yesterday. B: At the university? ‘A: Yes, in the musie department. B: Do you know if you got the job? A: No, Ldont know yet Listen and check your answers. 7 Listen again, Repeat the conversation one line at a time. Then work in pairs ‘and say the conversation together. Part2 1 Consonants HES@ Underline all the /1/ sounds in this conversation. Can you find any / letters that are not pronounced //? ‘A: Would you like to have lunch? Br it alittle early, AA: Its almost ewelve clock, 'B: Lats wait ell twelve thirty. A: Well, OK. But no later, oF Il be late for class. ® Listen and check your answers. [510 Listen again. Repeat the conversation one line ata time. Then work in pairs and say the conversation together, 4 Underline all the jf sounds in this conversation, ‘A: Did you remember to call Ray? B: Tried three times on Friday. ‘A: Ho was probably atthe library. B: You're probably right. try again tomorrow. (B® Listen and check your answers. 73 _ Listen again. Repeat the conversation one line at a time, Then work in pairs ‘and say the conversation together (4S Listen to this conversation while you lookeat the table on the next page. “Willis asking Laura about her vacation. When you hear the answers to the ‘questions on the left, write the answers in column A. Use words from the boxes on the right. SHE consonants 1 partA B Where? Florida ‘ e ‘Wath whom? i Hotel? email ‘Things to do? } Weather? 45 Choose words and phrases from the boxes on the right to describe an imaginary vacation, Write these words and phrases in column B, Then work in pairs and talk about your vacation with your partner. For example: Where did you go for vacation? I went to Italy ‘Who did you go with? Tent with my farntly. ‘What did you do there? went toa lot of museums and restaurants. Part2 1 Consonants= aa /w/ and /v/; fl/ and /t/ Focus on /w/ and /v/ Cover the sentences on the left. Listen to the five sentences. How many /v/ sounds do you hear in each? Write your answer in the space. 1, Loaly have twelve. 2. She works hard every day: = 3. We had to drive up on the sidewalk to avord him, 4, Tost my wallet, ravelers checks, and vise, = 5, We're having vistors over the weekend. Uncover the sentences and check your answers. Listen again, Repeat the sentences, Cover these sentences and listen. How many /w/ sounds do you hear in each sentence? Write your answer in the space. 1. Whats this one over here? = 2. Was everything made of wood? —_ 3. Its quite warm for November, = 4, They're having a quiet wedding next Wedneseiay. — 5, Twas very wet last week, wast i? = ‘Uncover the sentences and check your answers. Listen again. Repeat the sentences. Focus on /I/ and /:/ ‘The pictures on page 35 show how the sounds /l and /t/ are made. Which sound is shown in a? Which sound is shown in b? Consonants J Part 2[No righ turns are allowed. Don't turn right if the light is red, ‘The road curves to the let All cars should keep tothe tight. ‘The pond Is slippery when it rains Do not go around other cars. ‘The road will get nacrower on the right. There isa bridge ahead. ooo Pert2 | Consonants — BBE‘This lane is for tracks only, ‘Trucks may unlond goods here. ‘You are coming to hl ooo ‘Schoolchildren cross the street here, ‘This isa shopping street. Pedestrians only, cog ‘You are coming to 2 ralroad crossing. ‘You are coming to a trafic circle. ‘Two roads cross here, ooo Be careful: Watch out for falling rocks. 1 1 Thste a oneay see 0 a Keep, Go straight at the sign, A the sign, let other traffic wo first ‘There is parking lot abead, coo Go straight. You cannot tum from this lane. No right tums are allowed. ‘Traffic will enter from the right. coo 10. ‘You are coming toa taflc ight ‘Warning: Drive carefully. ‘The traffic light is broken ooo © Compare answers with the rest of the class. SHWE consonants 1 Pare 2/m/ (make), /n/ (near), and /n/ (long) 4 Tomake the sounds underlined in these words, part of the mouth is compietely closed by the lips or tongue, and air is allowed fo pass through the nose. [Repeat these words. ji sol inf ‘music never jong Fome mine nothing limb once think seu Goesn finger ics moun singing 2. Write the sentences from the box next to the pictures to describe what Sam is doing in each. poking ‘sjouging Hie cleat the : gardening. Hove vacuuming part? | Consononss — ARES3 Repeat the sentences and check your answers. RRB consonamts 1 part24 How good is your memory? Work in pairs, Study the pictures in 2 for one ‘minute and then close your book, ry to remember what Sam likes doing and ‘what he doesa’t like doing. Report to your partner like this: He likes cooking, He doesnt like washing dishes. ‘Your partner will check your answers. 53 Write the names of three classmates in the spaces at the top of the cokurans. Interview them to find out what they do on weekends. [Ask questions like these: Do you ever go jogging? No, never, ‘Yes, sometimes. How often do you watch television? Every woekend, Taever watch television, Write E if the person answers “every weekend,” O if the person answers “often,” § for “sometimes,” or N for “never.” Name ‘Name Name gojoauing ‘watch television go dancing listen to music g0 shopping ‘lean your house ‘workin the garden (20 to museums ‘g0 swimming 0 mountain climbing stay home and do nothing 6 Report your answers to the rest of the class. For example: Kumiko goes jogging every weekend. Juan sometimes goes to museums. Discuss which activities were the most popular. Were there differences between what men did and what women did on weekends? Were there activities that none of the people you interviewed did? Port2 | Consonants ABPART 3 Consonant clusters A consonant ciusteR occurs when two or more CONSONANT souNOs come together Far example, the word spell begins with the consonant cluster /sp/. and the word thinks ends with the consonant cluster /nks/. Consonant letters and consonant sounds 4 Underline the paris of the words where there are two or more CONSONANT eres together: Then complete the first column with the number of consonant letters you have underlined. Number of | Number of Number of | Number of Scesmo | Sm ison | zee 2 2 7. right 3 3B | ent 3. ticket 2 1 9, there — ‘scoot iO walk 5, dollar | 11. film. 7 Lt |e chair 12, eet - 2 Now listen to the words. Complete the second column with the number of consonant sounds you hear in the part of the word you have underlined. What do you notice about the number of consoitant letters and sounds? BE — consonant ctusters (Fart 3Work in pairs and complete this table with words that begin with these consonant clusters. {fno word in English begins with the cluster, write X. For example, the word clock begins with the consonant cluster /ki; there is no word in English that begins with the consonant cluster km the word cry begins with the consonant cluster /i/. ‘The pictures may help you fo complete some of the boxes, uw | tw | ni | alock |X oy [var ‘ef eh 7 {In pairs, (ll each other the words you have written. Underline any words you find difficult to say. 5 Compare answers with the rest of the class Look at this word chain. Me on y ant ay Each word begins with a consonant cluster, One of the consonant sounds is the same as in the consonant cluster beginning the previous word. Go around the class and make similar word chains. Ifyou give a wrong word or can't think of a word, you are out of the chain. Don't repeat words. Pat3 1 Consonant dusters — HE)Consonant clusters at the beginnings of words 1 Repeat these words, Pay special attention to the pronunciation of the underlined parts of the words. A. bhue cloudy Black sean Blood lock Blanket clothes Blouse Slearly B. bring Daery bread ream bridge cross brother Christmas break srond E, E ute ‘Sey Se Starter Som plows Hace lent Meet plastic G.prnetice proud promusciation pretty programs 2 Work in pairs. Fifteen of the words in 4 are hicken in the box below. Can you find them? Look across and down. Circle the words, epa]® [elo] [¥1 = R]e elelaelcile|aheiil FLLfals Tr oja|t[e ele[s[z[rfe|stole fal alla{kleie|z[olulp|y lcl/eielajm|alw{t [|| tt {t[e[tle|plele|p eto l=[e[= [ale [a cleioleja|r| tie Rl e)wio[e|>[s[e|R[¥[x 3 Compare answers with the rest of the class. BBE consonant custers # Part 3}4 Repeat these words. Pay special attention to the pronunciation of the underlined parts of the words. W. sleepy J, spend L. dees slowly speaking dive Upp Spal Ea slippery runs slippers spring dieam ik ‘Ss 6 Work in pairs and say the conversations together. Pat 3 1 Consonantclustes aRMore on consonant clusters at the beginnings of words [BI Listen to these sentences. each one contains a word from either box A or box B. Write the word you hear in the space. Isthe __olock _ broken? ‘They'l ___mivch higher than that, earned 10, fast summer, Should we ___ now or lazer? How much money did you 1 2 3. 4 5. 2 6. How many have you 1 a 9, 0. ‘The ‘was terible. ‘Ave you sure its 2 Did you ‘wo weeks or three? |. He's been a good. ‘i 2 Work in pairs. Say the sentences in 4 (o your partner, Complete them with a ‘word either from box A or from box B. Your partner should try to decide which box the word is from. 3 Write the words in the box in the spaces next to the pictures on page 45. FEHR consonantclusters 1 Part 3a Fu, “4 oe a 0 (GEIS Repeat the words and check your answers. 5 Listen to Stephanie and Brandon talking about what to pack for a ski trip. Puta ebeck in the box nest to each jtem in 3 that you hear mentioned. part 1 Comonentcioser: —@ Work in pairs. Have similar conversations about: (1) a camping trip and (2) a vacation at the beach. Use words from the box in 3. Here are some phrases to help you: HMB consonant casters 1 Port 32 ee = Consonant clusters at the ends of words Listen to these words. Do you hear the word in column A or the ene in ‘column B? Put a check in the correct box. A B A B tbe =O bell oO jad Qa O 2feld O fl Oo 7. cold code 2 Raat Osa O 8. needs Q knees O 4. nights Q nice O 9. fut O fal 2 Sbult QO bl Oo 10, think Qo thing ‘Work in pairs. Your partner should say one of the words in each pair to you. Try to decide which one is being said. Take turns being listener and speaker. Many English words end in the sound /n/ followed by another consonant. Listen to these words. Some of them end in the sounds /nsj, /nt!, or /nd/. TE they do, write them in the table. If they don't, leave them out, = ins} inty indi since want, friend Listen again, Repeat the words and check your answers. ‘Complete these conversations with words from the table, Then work in pairs and say the conversations together. part3 1 consonant cuter, — HES‘Work in pairs. From the words in the box in 6 find some... 4 2 3 4 s. 6. ‘Compare answers with the rest of the class. For example: things you can eat or drink things you can wear parts of the body animals people ‘ways people feel ‘There ate four things you ean eat or drinks... Consonant clusters J Part 3Syllabic consonants; more on consonant clusters at the ends of words A SYLIABIC CONSONANT occurs when a consonant forms a syllable by itself after ‘another consonant, without any vowel sound between them. The sounds /l/ and jn/ are the most common syllabic consonants. Inthe words here, syllable /I/ or /n/ comes after a Ji or /d sound. Try to say the /l/ or fa/ without moving your tongue away from the roof of your mouth afier the /t/ or /d/. Work in pairs. Complete these conversations using words from the boxes in 4 and2. 1. A: Wheres your 2 4.4: What's in this > B: Shes inthe BA — ‘A: Whats the matter? ‘A: Whar’ it for? B: She fell off her B: Something : 2, A: Have you____? 5.4: When yourmath __? B:No,I Bat ‘A: Would you ike some 2 A: How doyou feel? B:Justa 2: 3. A: Press that B: This one inthe ___? A:Yes. B: What! 2 As Sust part 1 Consonanteiusters Hi[EBS Listen and check your answers. 5 Listen again, Repeat the conversations one line at a time. Then say the conversations together with your partner. © Ask other students these questions and note how many people give each answer: Read the questions and the choices. For example: Which ofthese subjects did you like best in school ~ science, economics, art, or polities? Pay particular attention to the pronunciation of the underlined parts of the words, 1. Which ofthese subjects did you like best in school? economies _— politics 2. Which of these colors do you lke best? —— purple orange — pink — sold 3. Which of these activities do you like to do best in your spate time? watch television read books play sports, — arden, | 4, Which of these jobs would you rather have? journalist ___ artist _—— politician accountant 5. Where would you rather work? in a hospital — ina bank ina restaurant outdoors ‘6. Which of these countries would you rather go to for vacation? — Feet ‘Thailand France Sweden 7. Which of these countries would you rather live in forthe rest of yout life? Egypt ‘Thailand France Sweden 7 Report your answers to the rest of the class. At the end, decide which subjects, colors, and so on were the most popular. FESR consonant custers Part 31 Se Ss Groups of consonants in the middle of words; simplifying final consonant clusters Groups of consonants in the middle of words ‘Work in pairs. Some of the words in the box have the sounds /ks/, /ky/, or ‘ve in the middle. If they do, write them in the table. If they don't, leave them out, ks} Pay [ ‘Het accident cocupation require Listen and check your answers. Listen again and repeat the words. Fill in the spaces to make two rules about when to say the sounds /kww/ andl /ks/. 1, The leters _aze usvally pronounced flow 2, The letters ce are usually pronounced /is/ before the letters _ and Repeat these words. Pay attention to the underlined parts of the words. pata 1 Consonantctusters PS5 Work in pairs. Choose words from the box in 4 10 complete these sentences. ‘The word you choose for each sentence should contain the sounds shown. Prr/ We need some new _ °4ulprnen for the ollie. Jab] Have you met hernew {ou! Teeosis a lot nowaclays 10 buy a good ‘AY Please play your records___. The baby's asleep. fis} Ttook ata) to the airport. Mel Her__ brings her flowers every day. inyf Thought a pound of Akay She's studying co be a ipy! He's very __ actor. 10. jpl/ The price of the house did not include kitchen Simplifying final consonant clusters © Sometimes when more than wo consonant sounds occur together at the end. ‘of a word, or across words, the middle consonant sound may be left out or almost left out. This happens especially to tl, //, /d, and sometimes /ki. []_Listen to these examples. Notice that grammatical endings like «s or-ed are ‘not usually omitted. jugéone pene coruae | See aes coe lage Saturday awo-fiis Tasked a question, 7 Listen and write the missing word! in the spaces in these sentences, i oo much. 2. He weights, 3. He her to marzy him. 41 know yet 8. Idon't think she him. 6. How much is this bracelet? 7. Six 8. Let's stop for some. food. 9. Thanks, anyway. Tom looking. 10. Can you come Saturday? }8 Listen again, Repeat the sentences and check your answers, Consonant clusters ( PartWork in pairs. Write the sentences from 7 in the spaces in these conversations, Then say the conversations together. 1. a: Let stop for some fast food. ‘Bs Lets go to a real restaurant for a change. a; tb costs too much, B: That’ all you think about ~ money: 2. A: How does he stay in such great shape? B AA: Has he been doing that for long? B:Idontt think sheT accept, A: Why not? B: A: Please ty. Part3 1 Consonantclusters SARLCr ek ee eee alee nN tua. Every language has its own rhythm. The pattems of stressed and unstressed syllables in words and sentences helo create the rhythm of English. Knowdng about English rhythm will heip you understand others more easily and speak more clearly Syllables and stress ‘Words can be divided into svi1ABLEs. For example: farm hhas one oyllable bein thas to syllables ‘com-put-er has three syllables Iin-ebliegent has four syllables How many syllables do these words have? Write your answers in the spaces, 1, furniture_3_ eaeiaad 11. impossible, 2, brougit___ 7. anybody __ 12, electricity __ 3. blackboard —_ 8, please __ 13, rabbit 4. examination 9, police__ 14, directions —_ 5. remember 10, grandmother 15. good-bye ___ Listen and check your answers. Each word has one syllable that is stressep more than the others. In this ‘book, the syllable that is stressed in a word will be marked by a big circle. ‘The other syllables, which have less stress or are unsraessep, will be marked bby small circles, The circles will be placed over the vowel sound in each syllable, Listen to these examples. 08 ° Oe 2 Oso begin computer inteigent Stress and rhythm 1 Part 44 For each of the words in 4 that has more than one syllable, chow the stressed syllable with a big circle and the other gyllables with a small clrele, For example: farnitane (SJ 5 Repeat the words and check your answers. © Here are the English names of some capital cities. How many syllables are there in each name? Show which syllable is stressed in English. Maclrie Jakarta Bogota 7 Repeat the names and check your answers. Part a 1 Stress and rhythm ESETwo words In each of these sentences have two syllables. Write Oo oro 0 to show their stressed and unstressed syllables, a 7 ® Repeat the sentences and check your answers. 40 Work in pairs. Draw arrows to connect the sentences, Make four twosine conversations. Then say the conversations cogetber SBI stress anc rhythm / PartPatterns of stress in words Ta each line, four of the words have the stress pattern shown, and one has @ different paitern, This is the odd one out. Work in pairs and try to find the ‘odd one out in each line. 1.0. © above,chicken, prepare, guitar, correct 2.0.6 under, dirty, handsome, Japan, reason 3.0 © 6 exciting, tomorrow, November, injection, president 4.0 0 appointment, popular yesterday, politics, sensitive 5.9.0. © © unemployment, competition, supermarket, information, immigration (Sy 2 Repeat the words and check your answers. 3 How many syllables do these words have? Write your answer in the space. 1, economics 4 * 6. biology _ 1, Talian 2. Chinese __ 7. photographer____—_12, September _ 3. August 8. chemistry __ $3, July__ 4, acoountant 9 diplomat _ 5, Morocco ___ 10, Arabic__ 4 Repeat the words and check your answers. 5S Work in pairs. Use the words in 3 to complete these conversations. Choose a ‘word that matches the stress shown, Then say the conversations together. 1. A: What does she do? 4, A: Do you speak Spanish? Oe oOo B:Sheb a(n) B: No, but Tknow some, 2, A: When are you going on vacation? 5, A: Where are you flying to? oe BB: Fist to France and then on to Bin. Oe 3. A:T lly liked history n school 2 Ooo B: My favorite subject was: pare 1 Stress and tytn BETSes More practice: stress in numbers; stress in noun compounds Stress in numbers ten to these sentences. Draw a circle around the number you hear. 1.1014 10:40 5.$L18 si.a0 Ae 6.19.00 $90.09 os. 7.1916 1960 417 70 If you are not sure whether someone has said "30" or “13,” “40" or "14," and 80 on, you should ask the person to repeat. These conversations show you how. Listen, . Oo A: Hell be thiry tomorow, BB: I'm somy Did you say thisty or thirteen? Oo As Thing. 2° 8 ‘A: She lives in apartment fourteen. Bo oe) B: Tim sorry. Pid you say forty or fourteen? 2° A: Fourteen, Note that numbers ending in -t» (like thirty or forty) ave stressed on the first sllable, Numbers ending in Yeon (Ike this cect o fourceet) are spically stressed on the last eyllable when they ane salon thetr own or at the end of a phrase or sentence. 5 Listen again. Repeat the conversations one line at « time, Stress and rhythm / art 4 se4 Work In pairs to make similar conversations starting with these seatenses. 1, Tum to page 17. 2. ‘That will be $30, please 3. To get to the theater, take bus mumber 80, 4. Til see you at 3:15. Stress in noun compounds |B A.Noun courounp occurs when two words come together to form new noun. ‘The new noun is sometimes written as one word and sometimes as two ‘words, but itis used and pronounced as 2 singie word, with one main stress, ‘usually on the first word in the compound. Listen to these noun compounds. Giz Qo sirplane Qo 9 living room © 06 newspaper Oo blackboard 6 Listen to these phrases. Which contains a noun compound, the phrase in ‘column A or the one in column B? Put a check in the correct box. Remember ‘that » noun compound typically has strong stress only on the first part. a B 1, araincoat “4 wool coat Q 2 alangeofice the post office a 3.agooddriver =O cab driver a 4. along book a notebook a 5.adiningroom = dirty room a 6. anoffice building amodem building 7. awhitehouse 2 the White House = 8. asleeping bag = Q asleeping child = Part 4 1 Stress and rhythm RBF Mark the main stress in these noun compounds by using a Shoppha list ust large circle. palotbrush toothpaste alarm clock measuring tape shower curtain dish towels tockease cookbook desk amp arowering machine orange juice frying pan tomate sauce washing machine ean opener garbage can ghcbutbs salad cress Repeat the words and check your answers. Jennifer and Jason are moving to a new house. They have made a list of things they need te buy, shown in 7. Work in pairs and decide where they need t0 go to buy each thing. Choose-from the stores in the bor, or use your ‘own ideas. Then report your decisions to the class. Note: The store names have typical noun compound stress. What is a good place in your community to do the things below? Discuss this with your class. What's a good place to... buy a birthday card? get ioe exeam? make photocopies? ‘get passport pictures? get a money order? Duy a sleeping bag? buy sunglasses? buy a tape recorder? geta haircut? Stress and rhythm | Part éPronouncing unstressed syllables 4 Ta the words in the boxes, the stressed syllabies have a large circle over them. Listen to these pairs of words. Compare the way the underlined letters are 2. The underlined vowel in the words in box Bis /2/, often called selowa. In an unstressed syllable, the vowel is often pronounced as a very short /of. In the following words, the stressed syllable has 2 large cirele over it, and vowels, pronounced J2/ are underlined. Repeat these words. iO, Olen foiOec) 000.0 9 oo ‘about famous suggestion photography instrument 3. Worlcin pairs, Put a large eizele over the syllable with the main stress, put ‘a small circle over the unstressed syllables, and underline the vowels, pronounced /2/. 1 eS 5. excllent 9, success 2. jelous 6, machine 10, distance 5. apartment women 11 ania 4. biolowy 8. women 12, question parts 1 stress and tytn SERepeat the words and check your answers. Im these words, the underiined part is pronounced /ot/. This is the same sound practiced in Unit 8, but here itis unstressed. Repeat the words. Oo 90 000 Oo D9 Oo answer forget remember visitor daliar —_pletixe ‘Work in pairs. Say a word in the box. Your partner should find a word in the bbox that means the opposite of the word you say. Compare answers with the rest of the class. For example: higher and lower ‘The last syllable in words that end in-er,-or -(iJan, -man, and -ant is usually pronounced with /a/, . Repeat this list of jobs, ‘Work with a partner. Read each pair of jobs and decide which worker you think earns more money. Then decide which job you think is wore challenging. 1, A doctor or a police offices? Stress and rhythm | Parts2. Ateacher ora Girefighter? a i OSS 3. Aphotographer or an eloctrician? 4, A hairdresser ora flight attendant? 5. An actor or an optician? 40 Report your answers to the rest of the class. parts 1 sess and tym — BREEPredicting stress in words ‘Word stress in English is complicated, but there are some simple rules that ‘can be helpful. Write N for noun, V for verb, or A for adjective after these words, any. famous_A_ daughter_N husband __ forget careful__ modern prefer feighten hutchen friendly __—doetor__ Listen to the words in 4 Put a large circle over the stressed syllable and a small circle over the unstressed syllable in each word. Now complete these sentences with the words in the box to get some simple Most and. are stressed on the first syllable. Some are stressed on the first syllableand others on the second. ‘Many words in English have endings such as -ion, -ty, endings can help you figure out where the stress goes. Listen to these words and put a large circle over the syllable that has the main stress, ic, and -ical. These 1 dBm 5 egaiy 8, prec 18, aa 2. mamesion 6, posi 10. wee 14, neta 2. onion 7. aspen 11, ea 15, poe 4. eacwion 8, preomlly 12, demonic 16 ppc Stress and chythm 1 Part a5 Now try these words. Work in: pairs. Put a large circle over the syllable that hhas the main stress in each word. 1. invention 5. electronic 2. examination 6. romantic 3. ability 7. practical 4, opportunity 8. physical (RE Repeat the words and check your answers. Complete this sentence to get a rule for words with these endings. ‘Words that end in ion, -i, ie, and~ieal usually have the main stress on the syllable the ending. 7 Which of the adjectives in box A can be used to describe the nouns in box B? Work in pairs, Discuss your answers with your partner and be ready to report back to the rest of the class, Report your answers like this: but probably not “a medical personality” ‘You might say “a medical exarnination, 9 Which three qualities in the box in @ do you think are the most important in. 1. aftiend? 3. aroommnate? 5, a teacher? 2. a husband or wife? 4. an employse? Work in small groups and compare your answers. Part 4 Stress and rhythmSome very common words in English have two pronunciations, sometimes called their sTRONG and weax forms. The table shows how the strong and ‘weak forms of the words 10, and, and for are pronounced. Listen. Strong form | Weak form ‘0 feu! ral Tin going tothe mal and. fend fan/or/nf men and wore; hot and cokd for ibe! tex! Wait Forme ‘The weak forms of these words are much more commonly used than the strong forms. The strong forms are used only when the word has some special emphsis, ors said on its own or at the end of a phrase. Notice that ‘weak forms usually contain unstressed fo. More practice of strong and weak forms is given in Part 7. 2. Read these sentences and decide which word to, and, or for ~ might be missing from each one. Listen (o the sentences and write the word you hear 4, Whats dinner? eee 2. Tigo, 8. Two. a dolla 3. Thave nothing. say 9. Mymother father. 4. Abundred fory. 10. Thavealor______ do. 5. tim going Florida, 11. Not_____ Tong. 6, Thave 20, 12, Whats sic eight? 3. Listen again. Repeat the sentences and check your answers. Stress and chythoy 1 Part 4& Which of these foods go together? Complete each phrase with a word from the box. bread and __ bacon and. cheese and — lettuce and peanut buster and _ (ES Repeat the phrases and check your answers. Use the weak form of and. 6 Think of more phrases that describe foods that go together, Then talk about ‘what you are going to eat. One student should be A, and the others B, C, and s0.0n. Go around the class. Each student repeats the list and adds a phrase. For example: A: I'm really hungry. When I get home I'm going to have some bacon and eggs. 1B: Tim going to have bacon and eges, and bread and butter (C: Fm golng to have bacon and eggs, bread and butter, and lettuce and tomatoes. ‘When the list becomes too long to remember, start again. 9 Pare 1 Sires and chythm = RTMore on rhythm ‘The pattern of stressed and unstressed syllables in a sentence helps create the rhythm of the sentence, Repeat these sentences. Compare their rhythm. O12 Oo Oo oO 99,0 00 1 Blackorwhite? 2, Where are you from? 3, Tgo there To. Listen to these seniences. Are they like 1, 2, or 3? Write the numbers in the ‘spaces. What did she say?_2_ Milk and bread. hope you can come. call the police. ___ What do we need? ‘She told me to rest. Here’ your change, Out to lunch. : ‘Where'd he go? __ Sodot Give me your purse. ‘Thanks very much, __ Listen again, Repeat the sentences and check your answers. ‘Work in pairs. Draw lines to match the sentences. Make six two-line conversations. Then say the conversations together. ‘Work in pairs. One student should be A, and the other B. Repeat each conversation one line at a time and then continue the dialog in the same way. Try to continue with the same rhythm as in the recording. ‘The syllables to be stressed are in bold letters. 1. When should we moet? ‘A: Shoull we meet on Thursday? B:Lean’t on Thursday. 4A: Well, how about Friday? B: Lean’t on Friday. ‘A: Well, how about Saturday? B: Tean’t on Saturday. AA: Well, how about Samay? Stress and rhythm 1 Part 42. When should we g0? A: Should we go in Jamuzry? B: Lean ia Fanuary. A: Well, how about Febuary? B: Tean't in February. A: Well, how about March? 3. What should we ave to eat? ‘Why don't we have fish? don’t Hike fish. Well, way don't we have ehcken? I don’t lke chicken. Well, why don't we have beef? Se De 6 Work in pairs and write one more similar conversation called "Where should ‘we go?” Practice it and then perforra it for the rest of the class. Part 1 Stres and rhythm RBSRhythm and moving stress F_ Look at this picture of the students in an English language clase. The students’ occupations are written next to them, Find out their nationalities. (]_Listen to the teacher talking about the class and write words from the box in eS the spaces. entie __ Journals. siplomat sector businessperson teacher Farmer PBR, seress and rhythm Pare“Listen to some of the words used by the teacher inthe conversation, Put 2 large clzcle over the syllable that has the main stress. Janae Chinese “Taiwanese Yetian Polish Spanish Colombian Viemamese Listen again. Repeat the words and check your answers. 4 In some words, stress can move to 2 different syllable. This usually happens if another stressed syllable follows the word. For example: ° Oo 9 Heb Japanese. but Hos 2 Japanese doctor Which of the other nationality words have this wovine sreess? Listen and put a check next to the words with moving stress. Japanese Polish Chinese Spanish ‘Taiwanese ‘Colombian Italian, Vietnamese ooococog Many numbers also have this moving stress Listen to this conversation. Notice how the fo in twenty-two loses its stress when another stressed sllable follows iin. a phrase. ‘A Where does Ji lie? 1B: Maple Sweet A: What number does he ive at? se B:Twentwo. A: So his alesse Oa 005, 0 Be TWent.40o Maple Suse Listen again, Repeat the conversation one line at a time, Portd 1 steessand ehythm SORESF Work in pairs. Using these pictures, make questions and answers similar to those in 5. suse ana inythm 1 parcage een It is sometimes difficult to understand speakers of English vehen they are talking at normal speed — which can sound very fast! One reason for this is that the pronunciation of some words is different when they are said on their own, or in slow, careful speech, from when they are used in ‘CONNECTED speech. The units in Part 5 help you to understand and to practice connected speech in English. Slow speech and connected speech Understanding sentences in connected speech 4 Listen and complete these sentences. They are said at normal speed. ‘ee over there, five do 1 2 3 4 5 6 thine 7 ood. 8 bad 9 sid 10. do tomorrows, 2 Listen to the sentences again. This time they are part of short conversations. IF there were any sentences in 4 that you dicn't understand, try to figure out ‘what they are from the cowrext. art5 1 Soundsin connected speech ABUnderstanding questions in connected speech Read the answers to questions, shown inthe balloons. Listen to the questions and match them with the answers. Write the number of the question (for example, { or 5 or 8) in the space under the correct picture. (lS Listen again. Write the questions in the balloons. 5 Listen to the conversations and repeat them one line at a time. © Work in pairs. Say the conversations together. Try to say them at the speed used in normal conversation. TEE sounds in connected speech 1 PartsCommon words and phrases in connected speech ‘Some very common words have Weak forms that are normally used ia ‘connected speech. (For more on weak forms, see Unit 28 and Part 7.) Read. the sentences and decide what word might be missing from each one. Listen and write the word you hear. 1 Two, three, 6. ts 2 container 2.Call ambulance 7 ‘they coming? 3.00 off 8. Is that a picture your sister? 4, Saturday Sunday. 9. He wants ‘computer 5.Some overhere, 10, Some _ already paid. “Listen again, Repeat the sentences and check your answers, ‘This table shows how the words you wrote in 1 are usually pronounced. Why are there two pronunciations for of? yy aot fart) on,are txt | ofhave fon | and, an Note: The sound /o is pronounced as in ago or driver. Features of connected speech are sometimes shown in informal written English. This is often true for the words of popular songs. What do you think the underlined words in these lines from pop songs would be in normal ‘written English? Write your answers in the spaces. 1, Ton wanna say that I've been unhappy with you. 2, all you've gotta dois call, 3. ‘Cuz I'm happy Just to dance with you. 4, Tim gonna getcha .... I'm gonna meetcha. 5, You gotta teach em bout freedom,= 5 Listen to these conversations. Write the missing parts inthe spaces, Use the normal written form of the words and phrases that you hear. 1, Ar Tite got to go now. ak _ B — 2A 5a — dont know, B _ 3A: 6a: _ pp: No. When were they here? » - ‘Repeat the lines and check your answers. ‘Some words and phrases have steNpen forms that are commonly used in connected speech. You do not have to use these pronunciations in your own speech, but you need to be able to understand them. For example, in some common expressions with to, the word ‘o Is blended with the word before It. Listen to these examples: got to ("gotta") —Tve got to go now. ‘want to (vanna") ~ What do you want to do? going to ("gonna") — Are you going to go? have to (hafta") ~I have to work late, has to hasta") She has to go to the doctor Practice making excuses. One stuclent should be A, and the other students B, C, and so on. Say the conversation below, using your classmates’ names. ‘Then continue in the same way, adding a similar phrase when itis your turn to speak. Use blended pronunciations of want 10, going to, have to, and has to. What are some other excuses you can give? AA: We're poing to see a movie tonight. Do you wat © come? B:Teant. Ihave to work late, C: Mario has to work late and I have to go to the dentist, 1D: Mario has to work late, Shu-fang bas to go to the dentis early tomorrow, and Uhave to get up ‘When the list becomes too long to remember, start again, Sounds in connected speech I Part© Work in pairs. Make plans to do something one evening, Decide on something to da (for example, go to the movies or go out for dinner) and find fa time when you are both free. Then find as many other students as you can. to come with you. Write the names of students you ask and note whether or ‘not they can come. If they can't, write the reason they can't, ‘Here are some phrases to help you: Report the results to the rest of the class, Part 1 Sounds in connected speech RELinking words together: consonant + vowel In connected speech, words are usually linked together smoothly without = ‘break between them. This unit provides practice in linking a word that ends ina consonant sound with a word that begins with a vowel sound. ‘Repeat these sentences. Make sure that you link the words together smoothly as shown. 1. Andoucgnds bal. 6. Nelther gm. 2. Weuipstairs 7. Both ofus. 3. He py pctor: 8. Awhile ago. 4, Lfound i 9, That’.a lot of money, 5, Justa litle 16, Thig afternoon at four p'clock. ‘Work: in pairs. Say the sentences to each other. Check that your partner is, linking the words together. Work in pairs. Choose five sentences from 4, Write five two-line ‘conversations, Each conversation should include one of the sentences you chose, For example: ‘A: How long have you been waiting? Askew ands hae ‘Match the words on the left with the words on the right to describe what you see in the pictures. of flowers ofcards cof dishes of earrings of candy of perfume of fia of jokes5 Repeat the phrases and check your answers. Make sure that you link the ‘consonant sound at the end of the first part of the phrase with the vowel sound at the beginning of the word of. © Work in groups of three or foun: Decide which of the things ia @ would be the best present for... your mother a girliriend or wife a teenager |. a friend who is going on vacation ‘fiend who is inthe hospital someone who has invited you for dinner - a young couple getting mastied ‘You can give the same present to more than one person. 7 Work in pairs. Make a list of what you put on, take off, and so on. Use words from this box and try to think of more. 1. You put on. eh vor ug eee 2.You puggur— 7 Youur _ 3. You putgwa 8. You geton AYoutskeof 8, You get S.You takeout 10, You fil out, B Report what you have written to the rest of the class. For example: ‘You put on your clothes. ‘You put outa fire fart Sounds in connected speech 8Linking words together: consonant + consonant ‘This unit provides practice in linking a consonant sound at the end of a ‘word with a different consonant sound at the beginning of the next word, as in walk slowly. Match each word on the left with a word on the right to form a new word or phrase. 2 Repeat the phrases and compare them with your answers. 3 What other words can come before the words on the right in each box? Work in pairs to make three new words or phrases using some of the words on the right, Add words that end in a consonant sound. For example: department store pop music Repeat these phrases and then listen to the conversation. ‘A: Do you like them? 2: Lahiok they're great |: Thats vesy nice of you. B: Reulls, Us ere Repeat these phrases and then listen to the conversation. Ac Te this comoct? Sounds in cannected speech I Part 5sn to the conversation. (EPS Repeat these phrases and then His ees AA: When were they here? B: Last Friday. A: Oh, no. I missed them. B: They'll be back nest March, {7 Repeat these phrases and then listen to the conversation, _ A: Itwas there this morning. 1B: Maybe Steve borrowed it. AA: He doesn't have keys fori B: Then wed better cal the police. 8 Match the comersations in @ 17 with these pictures, What are the people talking about in each conversation: 9 Work in pairs and say the conversations together. part 1 Sounds in connected speech SSRIMore on linking words together with consonants ‘When the same consonant sound ends a word and starts the next word, as, for example, in a right turn, the consonant sound is usually pronounced only ‘once, but slightly longer than usual. Repeat the word in column 1, then repeat the word in column 2, and finally, ‘repeat the two words together. 7 2 3 right [um | Welostthe game, one | nothing | Tsthere___ forthe party? black car | The called again, enough |food | Make a at the comer. bad | dream on the couch, more rice | She was driving a ets | sit Would you lke _ SR same man | AL ke me up, ‘Work in pairs. Write each phrase (for example, right nuns) from colueans 1 and 2 in the correct sentence in column 3; Then say the sentences to your partner s starts the next word, sometimes the pronunciation of the consonant at the end ofthe first word changes. This often happeus i connected speech, «specially when the consonants /), /a/, ann) are followed by the sounds ‘nl, Po, fpf fal oF Fk Listen, Compare the words said on their ovin and in these sentences. Notice how the last consonant sound in the word changes, clean Thave to clean my apartment. need We need mnore mill, don't -Don’t believe it ‘yi — She has her own gar Sounds in connected speech / Part 5:4 Repeat these phrases, Notice the change in the pronunciation of the consonant at the end of the first word. 1. on Monday 6, loud bang i. exedit gard 2. ten people 7. quite poring 12, green gar 3, met Bob 8. brown bag 13, in Canada 4, wentback 9, television program 414, ran quickly 5, seven milion 10. broken irror 15, falcbad 3 Work in pairs. Write two sentences that include two or more of the phrases in 4. For examp| (On Monday, L watched a television program about computers, but it was quit Boring and Tell asleep. 6 Read your sentences to the rest of the class. 7 Sometimes two consonant sounds can be pronounced together as one different sound. This often happens in relaxed conversation when the consonant /t/, /, /5/, or /2! at the end of a word is followed by /y/ at the beginning of the next word (especially in you or your). Listen oe You is gor en, cl ¥ You wont edyou ct Dontionejourcamer, : Part S 1 Sounds in connected speech THESB Repeat each word, first on its own and then with the word your, forget need miss tose put 9 Work in pairs, Your college-age son or daughter is about to leave for vacation, Give him or her some advice, Use the words in ® (forget, need, miss, lose, put) plus your. Here are some other words and phrases to help you sy TEBE sounds in connected speech | Part 5et Sounds that link words: /w/ and /y/ ‘You will hear a conversation between Joe and Mary Ann. Listen to the conversation and answer the questions. 4, When is Brian’ birthday? 2. What present do Joe and Mary Ann decide wo get him? 3, When are they going to have a party? ‘Some of the words in the conversation are linked by a /w/ sound. Listen, What about a new umbrella? Yeah, let's det Saturday, Some other words are linked by a /y/ sound. Listen. sofegnSiy Tne ‘Repeat these sentences. The words marked are linked by a /w/ sound. 1 Youimowfsaahichday, 6 Honghot Thue? 2. Ob forgo al abou 1. Hea an ten gn Pid 2. Whntsbou aneiymbrals? 8 Yeh et de Soa 4. eshonlijminenitanay 9 Yougane ea 5, Itwont be tog expensive. Part 5 1 Sounds in connected speech SR5 Repeat these sentences. The words marked are linked by a /y/ sound. 1, Its Brian’ birthday on Thursday. 2. We shoud buy a preset 2. We rallygehtio brea paste something fr him, 4. Doyouhaveamy des? Cr set him sme ne 6, Why dont jie a ew ens? 1. What sou Thursday sening? 8 Moe i fe gon tidy © Look at these sentences. Will the words marked be linked by /w/ or /y/? Write ‘ory unde the ning ar Noy} He must bet the office, ve Gosbea ‘There's ng answer Did you soe it? Sunday eftermoon, When can you da it? Cantey 1H, howare you? [7 Repeat the sentences and check your answers. ‘Work in pairs. Draw arrows to match the sentences in 6. Make five two-line conversations. Then say the conversations together. Sounds in connected speech J Part 5= Short sounds and disappearing /h/ 4. Inconnected speech, the first syllable of words that begin with the unstressed ‘sound /a/ is often very short and may be difficult to hear. Listen and compare these examples. Jong -Its Jong. along ~ Its along here. ‘way Tm going this way. away ~I'm going away. 2 Listen to these conversations and write the words you hear in the spaces, Use the context to help you. 4. A: Where does she live? Be Just the street. A: Do you think Ym right? B: Yes, 1 completely: 3. A:Cantt you sleep? B:No, Tve been, for hours. 4. A: When did you move here? B: Two years 5, A: Don't you get lonely in that big house? B:No, Tike living __ 6, A: Is the bank near here? B:Yes, Its five minutes 1. A: Can Tspeak to David? B:Sony,hes__right now. 8, A: Have you seen my keys? B: Yes, they're here somewhere 3 The sound /hy at the beginning of some words is very short or may not be pronounced at all, Listen to these examples. Does he like i? What's her name? art 5 1 Sounds in connected speech Hl@ Listen to these short conversations. The /h/ sounds are underlined. Draw a line through them if they are very short or net pronounced. 1. A: Hlave they found jim? B: Who’ A: The man eto robbed your house. 2, A: Did he tell her what happened? He di, but she didn't believe him. 3. A: How's Henry these days? B: Didn't you hear about his heart attack? 4, A:Did you call kim? B: He wasn't home. He must have let already. 5. Art says here that the President’ coming. +B: Where’ he going to be? AcHere. B:Oh, I hope well be able to see him. 6. A: What are you children fighting about? B:Its MY book. C:HIS book’s over THERE. B: HIER book’ over there. This one’ imine! 5 Find the words in 4 that are sometimes pronounced with the sound hy and sometimes without. When és /h/ pronounced in these words? © Work in pairs and say the conversations together: When the sound fh is dropped, make sure that you link the word to the word before it. For exomple: Have they found Mim? BUBBT sounds in connected speech 1 Partto ¢ intonation In Part 6, you will leazn about the intonation, or melody, of English. Three ‘things are important: whether a word is prominent or not, whether the voice rises ar falls in pitch, and where this rise or fall begins, Prominent words Jn Part 4, you learned about stress in words. In this unit, you will learn about stress in sentences, called PROMINENCE. Words that are prominent are usually the words that the speaker thinks are the most important in the sentence. Jn these sentences, one word is prominent, or stands out from the rest. Listen ‘and éirele the promineot word in each sentence. 5 atyon 6, Hes my und, 2 Tinted 7. Web an acoustant _ 8 ns sanig sean _ 9. Shen the ivng oom a 10, She told me abot 2 Listen again. Repeat the sentences. 3. Match the answers in 4 with these sentences. In this exercise, prominent swords are written in CAPITAL LETTERS. Note that in words with more than one syllable, even though the whole word is written in capital letters, only one syllable is actually prominent. ‘2, WHO cooked DINNER? 3 f. Is THAT your FATHER? ___ . This is for YOU._ , Are you FEELING OK?_ . WHAT does DAN do? _ bh What TIME is i? 6. WHAT'S the WEATHER like?_____i, WHERE'S JESSICA?_ €, DONNA BOUGHT a HOUSE.___j, Do you THINK she'll LIKE 8? _ Part 1 intonation — TORRE() 4 Listen to the conversations and check your answers. 5 Work in pairs and say the conversations together. Make the words you circled in 4nd the words shown in capital letters in 3 prominent, © Any word can be prominent if the speaker thinks it is important in a sentence, but some kinds of words are much more likely to be prominent ‘han others. The words that give the most information are mos likely to be prominent. Look at these sentences from 1 and 3 again. The prominent ‘words are shown in capital letters here. What TIME isi? Yen TIRED. She TOLD ime about it He's my UNCLE. Do you THINK she'll LIKE i? DONNA BOUGHT a HOUSE. Notice the kinds of words that are prominent, and complete the rules below ‘with the words from the box on the right, 4. Content words ~ for example, nouns (like sime), verbs (like told) and adjectives (ike tired) ~are ‘ypically 2, Grammar words — for example, pronouns (like she), articles (like ), and prepositions (like about) ~ are typically 7 Match words in box A with words in box B. How mony dishes are there that you might find in a restaurant? Where are these foods from? Decide if a dish js Indian, Mexican, Chinese, Japanese, or American and add it to the menu on the next page. Intonation | Part 6INTERNATIONAL HOUSE “I give yo te word on a platen” IoMN SpecuriEs Chinese Srecuumies: ‘hicken curry ses0 eet, Mimxtean Srectauries Unraneae Spremsuriee AMERICAN SELECTIONS. cherry pie (Sl & Repeat the names of some of the dishes. Make both words prominent. 9 Inthe sentences shown in the pictures, the prominent words are in capital letters. Notice that the repeated word is not prominent. This often happens swith repeated words. )_Listem and repeat the sentences. 10 Listen to this conversation. Then work in groups thes to kes conversations part 1 intonation HERepeated words and prominence 4 Listen to these conversations. The prominent words are written in capital letters, Notice what happens to the word from the question that is repeated in the answer. |. A: She LOOKS kind of TIRED, DOESNT she? B: YES, VERY tired, 2. A: Are you FREE on SUNDAY? B: What TIME on Sunday? Listen again to what A says. When you hear the tone, say B's part, Then listen ‘and repeat what B says. ‘Continue in the same way, taking B's part 3. A: Doyou have any in dark biue? B: No, sorry, only ight blue A: Are you feeling better? 4B: Oh, yes, Much better A: Should we meet at one? B: Can we make ila quarter after one? ‘As And the winning number is $4.9. B: That's my number 7. A: Ishe an artist? BB: Actually, a very good artist 8. A: Did you say Tom was in the front yard? B: No, the backyard, 2 Work in groups of three, Say the conversations in 1, One student should take As part, one should take B's part, and the third student should monitor what B says, Check particularly that the repeated word is not made prominent. 3 Listen. Which of the pictures on page 93 (a, b, or ) is being described? Ginele the answer BBE intonation 1 porteho OA & Listen to these sentences, Underline the words in the boxes that are prominent rae ite REESE devel ‘i ‘To the left ofthe big eile ‘To the right ‘What can you say about the repeated words? 3 Take a piece of paper and draw a pleture similar to the pictures in 3. It should be made up of big and small circles, squares, and triangles, and should include four or five shapes altogether. Don't let your partner see what ‘you have drawn, ‘Then describe the picture to your partner. Your partner should try to draw what you describe on a separate piece of paper. When you have finished, compare your picture and your partner’s drawing. Discuss any differences. ‘Then repeat the activity, with your partner drawing a picture and describing itto you. Here are some words and phrases to help you: rare 1 inconavion — EbelMore on prominent and nonprominent words 1, A:Do you want some grapes? 5. A: Wasnt that Peter? 1B: No, thanks, I don't like B: Somry I didnt see. 2, A: Does Kathy know the answer? 6. A: Tim living in Boston now. a B: Do you like it > 3. A: What do you think of California? 7, A: Does she live aa this street? B:Tve never been, B:No, ifs the next : 4, A: This is my son, Nicholas 8 A: Can Treserve a table for ton! B: Hew old is > B: Certainly: For hove many people? As Three, A: Therelll be three of __. Listen to the conversations and check your answers. Notice that the words you have written are not prominent. Why do you thigk this is? ‘Work In pairs. Say the conversations, Make sure that the words you have written are not prominent. At the end of a sentence, certain expressions of time are typically not prominent, These include words and phrases like yesterday, today, tomorrow, soon, now, this morning, and last night. Listen, The expressions of time are underlined, and prominent words are ‘written in capital letters. A: What: NEW? B: I'm MOVING tomorrow. Intonation / Pare