CAMBRIDGE Ship or Sheep? MUiicemeiiC) Ann Baker VsAcknowledgements iw SectionB Snwroduction for students v Consonants introduction forteachers vii 23 p (pen) Diagnostic Tests ik 24 b (baby} 25 t {table} Section A 26 d(door) Vowels 1 27 k (key) 1 it Gheep) 3 28 g (gir) 2 1 (ship) 7 29 Review 3 © (pen) W 30 s (sun) 4 2 (man) 15 31 2 (z00) 5 a (cup) 19 32 f (shoe) 6 a; (heart) 23 33 3 (television) 7 Review 27 34 tf (chip) 8 o (clock) 29 35 43 (January) 9 9: (ball) 33 36 Review 10 v (book) 36 37 f (fan) 11 uz (boot) 39 38 v (van) 12 2: (gin) 43 39 w (window) 13 9 (a camera) 48 40 j (yellow) 14 Review 52 41 hha) 15 er (male) ot 42 €(thin) 16 a1 (fine) 37 43 &(@thefeather) 17 a1 {bay} 60 44 Review 18 av (house) 63 45 m (mouth) 19 9u (phone} 66 46 n (nose 20 10 (year) 5) 47 ring) 21 ea (chair) B 48 1 etter); (ball) 22 Review 6 49 x (rain) 50 Review ‘Overview Mask Key 2e:/ ball BBY LAURA SHORT: Yes. George. I'm Laura Short from Radio Station 4. Tell us about the football match with York, GEORGE BALL: Well, it was awful. We lost, And the score was forty-four, four. But it wasn't my fault, Laura LAURA SHORT: Whose fault was it, George? GEORGE BALL: The fonwatds. LAURA SHORT: The forwards? GEORGE BALL: Yes. The forwards. They were always falling over or losing the ball! ¢ Practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording. 4 Intonation Intonation is the voice going ug or down. We can show a feeling of surprise with an intonation that goes a long way up. 4 a Listen to the speakers expressing surprise. A: Mr Short always plays football in the moming, 8: In the sxfbrning? c: Mr SH6n? D: Ggbtball? E: Always? In this conversation B, C, D and E are all surprised by what A says, Bis surprised that he plays in the morning. C is surprised that Mr Short plays. Dis surprised that he plays football. B is surprised that he always plays. > 46 b Listen and then express surprise about the part of the sentence in italics, like the example. EXAMPLE I saw Victoria at the airport. Response: At the aifport? 1 I've put the ball in the drawer. 2 It's to0 warm to go walking. 3 Georgia was looking gorgeous this morning. 4 Morgan has bought forty-five forks, 5 Tm going to buy a horse. 6 You ought to get up af four in the morning. 7 saw Orlando when I was in New York. 8 Its your fault. 5 Spelling — Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /ov/.—We should put all these books in that box now, shouldn't we? §) ~Yes, we should. . 1 Target sound /u/ atéaa First practise the sound /o/ {see page 29). Listen and repeat. cmb The back of your tongue goes forward and up alittle more to make the target sound /u/. ‘sie ¢ Listen and repeat both of these short sounds: /o/ and Jul. 2 Minimal pairs © Sound 1 Sound 2 fof fof . ‘pot put . Pot the plant in the garden. —_ Put the plant in the garden. cod could Cod. How do you spell‘cod’? How do you spell could” Cold lhe lck ook RE tock you up. I'l look you up. Me rock rook > The wind blew around the rock The wind blew around the rook, ial box books Be Give me the box. Give me the books. Minimal pair words ‘822 Listen and repeat the words. aetbb You will hear five words from each minimal pair. For each word write 1 for /o/ (sound 1) or 2 for /u/ (sound 2). EXAMPLE Pair: 2,2,1,2,1 Minimal pair sentences ‘eeu ¢ Listen to the minimal pair sentences. aeepd Listen to five of the sentences and write 1 for /o/ (sound 1) or 2 for /o/ (sound 2),UNIT 10 fu! book SE —~ Mie e Sentence stress Any word in a sentence can become the most important word, and have the strongest stress to give the sentence a special meaning. Listen to the minimal pair sentences again and write the word which has the strongest stress in each pair in the table, Then read the special meanings. Strongest stress Special meaning Parl i ‘Not just anywhere, e.g. near or beside it, Pair 2 Everybody else has a different answer. Pair 3 ‘Nobody else would do that. Pair 4 But not under it or above it. Pair 5 Don't trust anybody else. =» f Tick the wordsa) or b) that you hear in the sentences: 1a) cock b) cook ] 2a) lock b) look 3.) god b) good 4a) cod b) could 3 Dialogue a First practise the sound /u/ in some of the words from this unit. Read the words aloud or visit the website to practise, good book foot cook look tock should could would full sugar football bookshelf cookery shouldn't couldn't wouldn't 4% b Listen to the dialogue, paying attention to the target sound. lest book MR COOK: Could you tell me where you've put my book, Bronwen? MRS COOK: Isn't it on the bookshel?? MR COOK: No. The bookshelf is full of your cookery books MRS COOK: Then you should look in the bedroom, shouldn't you? MR COOK: I've locked. You took that book and put it somewhere, didn't you? MRS COOK: The living room? MR COOK: No. 've looked, t'm going to put all my books ina box and lock it! MRS COOK: Look, John! I's on the floor next to your foot MR COOK: Ah! Good! ‘© Practise teading the dialogue aloud. Record your voice to compare your production of the target sound with the recording.BB ont 10 book 4 Intonation: down tags EXAMPLE We should put all these books in that box now, shauldn't we? The intonation in most question tags is going down. This means that the speaker expects agreement. So down tags are used a lot in conversations to create agreement and rapport between the speakers. aa Listen and repeat. Sheuld you? shquldn't you? could yout cOyldn't you? would he? ‘Wouldn't he? He couldn't cook, Gould he? ‘She could play football, cimuldn't she? ‘You wouldn't ook, Wald you? They would like sugar, wouldn't they? ms 4 b Practise in pairs. Listen and respond, like the example. EXAMPLE She couldn't cook. A: She couldn't topk, Could she? B: No, she Couldn't, 1 We couldn't cook a cake without sugar. 2 Good footballers shouldn't eat too much pudding. 3 You should look at some good cookery books. 4 You wouldnt ‘put your foot in it’*. (‘idiom meaning say ot do the wrong thing) 5 They wouldr't ‘cook the books”. (idiom meaning change the aecounts to steal money) 5 Spelling cs Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /u/.~m full of good food. ~Such beautiful puddings! ~ But too much sugar ... ~f had a huge serving of chocolate mousse with stewed fruit. ~fhad the blueberry soufflé and the rhubarb stradel. ~ was very foolish. [had two servings of gooseberry fool. ~What a fool you are! {Note: fool has two meanings: 1 a stupid person; 2 mousse, saufflé, strudel and fool are desserts) Target sound /u:/ (@s a First practise the sound /u/ (see page 36). Listen and repeat. _— S@% b Put your tongue up and back alittle AA > more to make the long target —_ sound /ui/, Listen and repeat. ee @e ¢ Listen and repeat both sounds together. of is short. /ui/ is long. Minimal pairs @ Sound1 Sound2 fol fat Fa look Luke Look, a new moon! Luke, a riew moon! a pull pool Poel) MS The sign said ‘Pull. The sign said ‘Poot’ Pra full fool & This isn't really full proof This isn't really foolproat ae could cooed oH ; The bird could, The bird cooed. would wooed ‘He would, Julie, He wooed Julie at the full moon! at the full moon. (ote: proofhas two meanings: | evidence that something is true; 2 foolproof - made so that it can't be damaged, even by a fool)BE ont 11 1u:/ boot Minimal pair words Listen and repeat the words, ‘= ip b- You will hear five words from each minimal pair. For each word write I for /u/ {sound 1) or 2 for /ui/ (sound 2). EXAMPLE Pairl: 2,2, 1,2,1 Minimal pait sentences ¢ Listen to the minimal pair sentences, ‘bab d Listen to five of the sentences and write J for /o/ (sound 1) or 2 for /us/ (sound 2). ‘BB ¢ Listen to the strong and weak stresses in: 000000 a foolproof computer. Then listen and underline the strong stresses in: 0000 waterproof boots 00000 a wind-proof jacket Q0000 childproof containers. 0000 an avenproof dish 20000 a waterproof coat 00000 a bullet-proof vest. =» i Ff Tickthe words a) or b) that you hear in the sentences. 1a) look b) Luke 2a) full b) fool 3a) pull b) pool 4.) fullish b) foolish 5a) would b) wooed 3 Dialogue oO a First practise the sound /u‘/ in some of the words and phrases from the o dialogue. Read the words aloud or visit the website to practise. who school soup threw unit rudeness rudest student continue computer chewing gum excuseme good afternoon it was you! Listen to the dialogue, paying attention to the target sound. Then read the dialogue and guess which words are strongly stressed. The number in brackets tells you how many strong stresses there are in that line. The first line has been done. Listen to the dialogue again and underline the strong stresses. Check your answers.‘UNIT 11 /ux/ boot Ball The two rudest students in the school MISS LUKE: GIRLS: MISS LUKE: tucy: MISS LUKE: Lucy: MISS LUKE: tw SUSAN: JULIE: SUSAN: JULIE: SUSAN: JULIE: MISS LUKE: (1) Good afternoon girs. (2) Good afternoon, Miss Luke. (4) ‘this aftemoon we're going to learn how to cook soup. (5) Tum on your computers and look at unit wwenty-wo. (2) Excuse me, Miss Luke. (1) Yes, Lucy? (2) There's some chewing gum on your shoe. (6) Who threw their chewing gum on the floor? Was it you, Lucy? (2) No, Miss Luke. it was Susan. (1) Who? (2) Susan Duke. () It wasn't me, stupid. It was Julie, (1) ttwas yout (©) Mtwasn't mel My mouth’s full of chewing gum. Look, Miss Luke! (4) ‘Stop pulling my hair, Susan, it was you! (1) You () You! : (11), Excuse mel If you two continue with this nideness, you can stay after schoo! instead of going to the pool. 4 Sentence stress ‘pa a Listen to this conversation. Notice how the strongly stressed words are LOUDer, Excuse. : Yes? and the weakly stressed words are said very quiddy. me. A B: A: Could you tell me where I can get some (1) shoelaces? 8 : Yes, There's a shop next to the (2) supermarket that sells very good (1) shoelaces. |'m going there too.b Use the words below to make more conversations like the one in 4a, Try to say the unstressed syllables quickly. 1 2 shoelaces supermarket herbal shampoo swimming pool toothpaste computer shop tools newspaper stand football boots schoal tuna chewing gum fresh fruit juice 5 Spelling ee Look back over this unit at words with the target sound, and write what you noticed about how to speil the sound /u:/.~All my co-workers have started ... er ... walking } to-work... er ... very early in the morning. ~Oh. And do you walk to work? ~Not me .,. er .., I'm the world’s worst walker, 1 Target sound /s:/ @e 2 First practise the sound /o:/ (see page 33). Listen and repeat. @% b Put your tongue forward and up a little more to make the target sound Joxf. Listen and repeat. @e ¢ Listen and repeat both of these long sounds together: /o:/ and /a1/. 2 Minimal pairs A @ Sound1 Saund 2 ox faxf four fur She's got four. She's got fur. ‘ = ? its atom sign. It's a tum sign, a I wouldn't like warm soup. | wouldn't ike worm soup. = "== oot Rk He's a fast walker. He's a fast worker. Minimal pair words fii0a a Listen and repeat the words. = mob You will hear five words from each minimal pair. For each word write 7 for /o:/ (sound 1) or 2 for /3:/ (sound 2). EXAMPLE Pair 1: 1,2, 1,1,2BB unr 2 ix girt Minimal pair sentences B}ia ¢ Listen to the minimal pair sentences. ®» _Bibd Listen to four of the sentences and write J for /o:/ (sound 1) or 2 for/s:/ {sound 2). + lise Sentence stress Listen to the minimal pair sentences again and underline the sentence stress (on page 43). EXAMPLE I wouldn't like warm soup. Minimal pairsB @ Sound? Sound 2 lel auf ten turn ‘The sign says ten. The sign says tum. ke Ben burn Look at it, Ben. Look at it bum. FP caltt td Its. a colourful bed. t's. a colourful bird. west worst It's the west wind. It's the worst wind, 7 : 3 = Minimal pair words fig Listen and repeat the words. = trap b- You will hear five words from egch minimal pair. For each word write 1 for fel (sound 1) or 2 for /s:/ (sound 2). EXAMPLE Pair 1: 2,2, 2,1, 1 Minimal pair sentences jas € Listen to the minimal pair sentences. ‘abd Listen to four of the sentences and write J for /e/ (sound 1) or 2 for /si/ {sound 2). hr iia € Sentence stress Listen to the minimal pair sentences again and underline the sentence Stress (above). EXAMPLE It’s the west wind.‘imal pairs C ® Sound 1 as tat " fun . Fabulous fun! ) bua — Look at that bun. y bud “That's a tiny litle bud. + = There's a gull on the beach. Minimal pair words UNIT 12 /si/ girl (BY Sound 2 fav fern Fabulous fem! burn Look at that burn. bird That's a tiny little bird. ¥ £ z f There's a girl on the beach. wa Listen and repeat the words. ‘vb You will hear five words from each minimal pair. For each word write 1 for /a/ (sound 1) or 2 for /at/ (sound 2). EXAMPLE Pair 1: 1,2, 1,2, 1 “Meimal pair sentences ‘ic Listen to the minimal pair sentences, ‘used Listen to four of the sentences and write J for /a/ (sound 1) or 2 for /sy/ (sound 2). Sentence stress Listen to the minimal pair sentences again and underline the sentence stress (above), EXAMPLE Fabulous fun! ‘ef Tick the words a) or b) that you hear in the sentences: ume 1a} bed b) bud bird 2a) Ben's b) buns c) burns 3.a) ward b) word 4a) walk b) work 5a) short b) shirt 6a) or ber 3 Dialogue a First practise the sound /a:/ in words from the dialogue below. Read the words aloud or visit the website to practise. were weren't nurse worst world shirts hurts thirsty Thursday dirty Sir Herbert Colonel Burton wir b Listen to the dialogue, paying attention to the target sound.wi The worst nurse 12 fay girl SIR HERBERT: COLONEL BURTON: SIR HERBERT: COLONEL BURTON: SIR HERBERT: COLONEL BURTON: SIR HERBERT: COLONEL BURTON: SIR HERBERT: Nurse! I'm thirsty! Nursel My head hurts! Nurse Sherman always wears such dity shirts. He never arrives at work early. He and ... er ... Nurse Tuer weren't at work on Thursday, were they? No, they weren't Nurse Sherman is the worst nurse in the ward, isn’t he, Sir Herbert? No, he isn't, Colonel Burton, He's the worst nusse in the world! ¢ Practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording. 4 Intonation: up or down tags 19 @ The intonation of question tags is usually going down. This means the speaker expects agreement. Down tags are used a lot to create agreement and rapport between the speakers. EXAMPLE A: We were at work early, Wopen't we? B: Yes, we were, Sometimes the intonation goes up. This means the speaker is not sure if the information is correct and is asking the listener to check it. Before an up tag there is often a slight pause. EXAMPLE A: The nurses were at work on Thursday, wéen't they? B: Yes, they were.[unm 12 foe gict any b Up or down? ‘Listen and mark intonation arrows on the tags: “(expects agreement) or 4 {not sure), Number I has been done. 1 They weren't walking to work, ware they? _not sure 2 Those ditty shirts were Nurse Tumer's, weren't they? 3 The wards weren't dirty, were they? 4 They weren't speaking German, were they? 5 Those nurses were thirsty, weren't they? 6 The Colonel and Sir Herbert were the worst patients in the ward, weren't they? © Practise reading the questions above with the same intonation. Record your voice to compare your production of the intonation with the recording. 5S Spelling - Look back over this unit at words with the target sound and write what you noticed abaut how to spell the sound /s:/./a/ a camera ~Rememiber to telephone your sister for her birthday. —And don't forget to send a letter to your brother, = Shall Isend you a letter? — Of course, But don't forget to telephone as soon as 1 Target sound /a/ ‘G22 a First practise the sound /s:/ (see page 43). Listen and repeat. szibb Make the same sound but very very short to make the target sound /o/. ____ Listen and repeat. ‘zoe ¢ Listen and repeat both sounds together: /ai/ is long. /at is very short, 2 /o/ in unstressed words and syllables ‘Aaa Listen and repeat. The spelling has been changed in the words on the right to show you when to use the sound /a/. photograph of Barbara Pe] 1_ photograph of Barbora a glass of water T 2 aglass af wato a pair of binoculars &e 3 a pair of binocules a photograph of her 4 o photograph of ho mother and father @a@ mothor and fatho abook about 5 29 book ebout South America gw South america ms b. Cover the words on the left and practise questions and answers. EXAMPLE A: What's in picture two? Bo glass af watosy “UNIT 13 /a/ a camera BD ®u ¢ Telling the time Listen and repeat. Lookat the clock. Took at tha clack. What's the time? What's the time? Its six o'clock. Its six o'clock. It's a quarter to seven, @& It's 9 quarte ta sevan. Now practise these. EXAMPLE ‘A: What's tho time? B; It’s 2 quarta ta twelve, OQOOSOOO®2O 3 Reading aloud 2 @ Read this story aloud or visit the website to practise. The spelling has been changed to show you when to make the sound /a/. Record your voice to listen to your production of the target sound. Barbora spent Sataday aftonoon looking at 9 beautifal book about South america. “Lwant ta go ta South america, she said ta haself. ‘Tha next morning, when Barbara woke up it was sixs'clock, and he brothas ond sistos wo still asleep. Barbora looked st them, and then Closed hor eyes again. Then she quiotly got out af bed and started to pack ha suitcase. She took same comfetable clothes out af tha cupbad, She packed 2 pair of binoculas and ha sista's camora. She packed a photagraph af haself and one af ha mothar and fatha. ‘Tmusn‘t foget ta have seme breakfast,’ she said ta haself. Bet then she looked at the clock. It was o quarts to seven. ‘Tl jast drink 2 glass af wato;’ she said. ‘9 glass of wato,’ she said. “Wata,' she said, ond opened hor eyes. She was still in he bed, and ha brothas and sistas wa laughing at ha. “Tell as what you we dreaming about, they said to ho. Bat Barbaro didn't answo. She was thinking obout ho wondaful journey ts South omerica,Wi unis fo’ 2 camera Bez b Weak forms Listen to the example of the weak form and the strong form of wes. EXAMPLE Was she This is the sound /o/. This is the weak form of was. ‘Yes, she was, ‘This is a different sound. This is the strong form of was Then listen and repeat. ‘Wos she thinking about South America? Yes, she was. ‘Wa her brothers and sisters asleep? Yes, they were. Da they like reading? Yes, they do. Hove you read about South America? _Yes, [have. Des your friend like reading? Yes, he does, awe working hard? ‘Yes, we are, Hos your friend been to South America? Yes, he has. Can you swim? ‘Yes, lean. SB c Tick the words a) orb) that you hear in the sentences, lahas [] byhos [] 2ajcan [] b)con Sajwas [] — b)was 4adoes [] bidos ([] Sajam [J] bom Gajthem [] b)tham []4 Dealogue UNIT 13 4/ a camera a Read this dialogue and circle the sound /a/. The first line has been done for you. Shagoing SP Pe A B: 1m going tthe livery. an you buy something for me atthe newsagent's? But the newsagents is a mile from the library. No. Not that newsagent’s. Not the one that’s next to the fish and chip shop. | mean the one that’s near the butcher's. Oh, yes. Well, what do you want? Some chocolates and a tin of sweets and an address book. » — &b Liston and check your answers, then practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording, 5 Spelling _ Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /a/.Card game: Pick up same sounds | TEST Photocopy and cut out cards from all minimal pairs in Units 8-13. Shuffle the cards and deal them face down all over the table. ‘Turn over any two cards and read their sentences aloud. If they are the same vowel sound you keep them and you continue playing. If those two cards aren't the same vowel sound, turn them face down again and the next person plays. Collect as many same sound pairs as you can in a time limit, eg. ten minutes. You can use a dictionary if you wish, but you don't have to understand every word to do this test. > 831 Foreach line (1, 2, 3, 4), first listen to the whole line, Then circle the one word - or part of a word — that is said twice. Note that meaning is not important in this exercise. The purpose is to review the sounds by hearing them in contrast, Some of the words are rarely used in everyday English, and this is shown by an asterisk*. Incomplete words have the rest of the word written in brackets, e.g. foll(ow). fol fod Joh fav 1_ Polly) Paul pull Pearl 2_folliow) fall full furl* 3 cod cord could curd* 4 wad ward would word 2 Circle the words with the same vowel sound as 1—4. 1 bird 2 ball ka & oi! — torn water bed were i: rude burn en, all ga) four log ] early board shirt talk nurse Sat es3 boot 4 book 1 Jud Jou Took shoe two fal bor could cook who though lock threw morning \ would look super do’ | tool good clock | Score [720] ©» te 5 Listen to the sentences and mark which kind of question tag is being used: agreement (expected) _f unsure (so checking the information) 1 You can buy bootlaces at the shoeshop, can't you? 2 That carpet shop sells cushions too, doesn't it? 3 Sue bought her flute at the music shop, didn't she? 4 You'd like a new cookery book, wouldn't you? 5 The bookshop’s next to the newsagent’s, isitt it? 6 You do want your birthday presents ta be a surprise, don't you? score [76] Total score Additional review task using dialogues from Units 8-12 Unit 8 9 10 11 12 13 ‘Target sound _/o/ foul fol fay dai fal clock ball book boot girl acamera From the above table, choose any target sounds that you had difficulty with. 1 Listen again to the dialogue in that unit, listening for the target sound. If ‘you have chosen the target sound /2/, listen for that sound in any of the dialogues from Units 8-12. Circle the target sound in any words in the dialogue. Listen to the dialogue again and check your answers. ‘Check your answers in the key. Listen to the dialogue again, listening for the target sound. Read the dialogue aloud, and record your voice to compare your production of the target sound with the CD. You can also use this review task as a quick self-test, by doing steps 2 and only. + aaeun| ~['m afraid I've made a mistake on this form. | Isyour name spelt J-A-C-K? =No. It's J-A-H-K. And here's another mistake. My occupation. I’m not a wine taster. I’m a food tester. 1 Target sound /e1/ gta @ First practise the sound /e/ (see page 11). Then practise the short sound /1/ (see page 7). Listen and _._ Tepeat. B2zbb Join the two sounds: feeer/. Crt Be7e ¢ Listen and repeat the target sound /ev/. => The second part of the sound is shorter. 2 Minimal pairs © Sound1 Sound 2 fel fei \. pen pain z sf ‘What an awful pen! What an awful pain! mm shed shade a The dog’s in the shed. The dog's in the shade. Pees Its a difficult edge. I's a difficult age. @ # wet wait 4 Just wet. Just wait. EA at the 8 Test this food. Taste this food. = Pepper paper a Es That's too much pepper. That's too much paper, Minimal pair words B26a.a Listen and repeat the words. S» —B2gbb Youwill hear five words from each minimal pair. For each word, write I for /ef (sound 1) or 2 for /ex/ (sound 2), EXAMPLE Pair: 1, 1,2,2,1UNIT 15 /ex/ male [BBE ewnal pair sentences ‘Sec Listen to the minimal pair sentences. Seed Listen to six of the sentences and wiite J for /e/ (sound 1) or 2 for /ex! (sound 2). we ee Sentence stress First read the minimal pair sentences and try to guess which words will be stressed. Notice which words are nouns, adjectives or main verbs. These are often important, and the most important words for the meaning of a sentence are stressed. Then listen to the sentences again and underline the sentence stress (on page 54). EXAMPLE What an awful pen! / What an awful pain! _ f Tick the words a) or b) that you hear in the sentences. 1a) pen b) pain 2a) shed b) shade 3.a)pepper[_] b)paper (] 4a) let b) late 5 a) letter b) Jater 6.) get b) gate 3 Dialogue First practise the target sound /e1/ in some wards from the dialogue. Read the words aloud or visit the website to practise. made late changed may say tain waiting eight Grey timetable April station ages Baker eighteen afraid mistake today ‘@) b Listen to the dialogue, paying attention to the target sound. ® the railway station (Mr Grey is waiting at the raikway station for a train.) This train's late! I've been waiting here for ages. : Which train? : The 8.18 to Baker Street. : The 8.18? I'm afraid you've made a mistake, sir. A mistake? My timetable says: Baker Street tain - 8.18. : Ob no, The Baker Street tain leaves at 808, : ALB.087 ; They changed the timetable at the end of April. I's the first of May today. MR GREY: Changed it? May ! see the new timetable? What does it say?BB) uni 15 icv male PORTER: It says: Baker Street train — 8.08. MR GREY: Oh no, you're right. The train isn’t late. lam. ¢ Practise reading the dialogue aloud. Record your voice ta compare your production of the target sound with the recording, 4 Intonation "Bi a Inaconversation we can show surprise by repeating the other person's words with the intonation going uf. Listen. EXAMPLES A: I'm afraid you've made a mistake, sir. B: A migtake? A: They changed the timetable. B: Changed it? + i} b Write Bs part in the conversation below by repeating the part in italics, Note that number 7 needs a different word in the answer. Draw intonation arrows following the example in 1. Check your answers by listening to the recording and then practise the intonation. Record your voice to compare your production of the intonation with the recording. L A: Its the eighth of May. B: ihe ht 2 A: Yes. It's Mrs Grey's birthday today. a 3 A: Yes. She’s eighry-cight. 4 A: Yes, And she’s going away for aholiday _B: § A: That's right. And she’s going by plane. 6 A: Yes, She wants to go to Spain. 7 A: That's right. Why don't you go with het? B: 5 Spelling Look back over this unit at words with the target sound, and write what - you noticed about spelling the sound /ev/.- er... Hit... Are you all right? ... er... 6 ‘Would you like a ride in my cart? - No thanks. {'m fine. I'm just flying my kite znd enjoying the sunshine. - Oh... er... alright! Have a nice time! 1 Target sound /ai/ fou a First practise the long sound /ai/ (see page 23). Then practise the short sound /v (see page 7). pas and repeat. je »b Join the two sounds: tow ¢ Listen and repeat the target oa Jas! The second patt of the sound is shorter. 2 Minimal pairs © Sound? Sound 2 fay Jaw Rd bar buy That was @ good bar, That was a good buy. . Nae bark bike What a noisy bark. What a noisy bike. & oss Canny oe R,. [ -— It's got two R's, IS got two eyes. cart kite ttsacar tts a kite. heart height Check the heart. Check the height.(BB unit 16 ‘av fine Minimal pair words 35 a Listen and repeat the words. ®* 839 b You will hear five words from each minimal pair. For each word write I for /at/ (sound 1) or 2 for /ai/ (sound 2). EXAMPLE Pairl; 2,2,1,1,1 Minimal pair sentences 837a ¢ Listen to the minimal pair sentences. + Bend Listen to sixof the sentences and write J for {sound 2). Heme Sentence stress Listen to the minimal pair sentences again and underline the sentence stress (on page 57). Strongly stressed words are LOUDer and s1 0 wer, Weakly stressed words are quieter and quider EXAMPLE That was a good buy. &- 38 f Tick the words a) or b) that you hear in the sentences. (sound 1) or 2 for /av’ 1a) cart b) kite 2a) darning b) dining 3a} star b) sty 4a) laugh D) life 5a) hard b) hide 6a) Pa b) pie 3 Dialogue } @ First practise the target sound /ar/ in words from the dialogue. Read the ‘words aloud or visit the website to practise, hi right ride smile five nine drive Miles Heidi Riley Nigel Caroline bike nice type iced mobile climbing spider Friday library tonight ‘839 b Listen to the dialogue, paying attention to the target sound. Then read the dialogue and fill the gaps 1-10 with the correct words from the bax. bike nice type iced mobile climbing spider Friday library tonight Heidi, Caroline and Nigel (Heidi andl Caroline are both typing) HEIDE: (Stops typing. She's smiling) Hi, Nigel NIGEL: Hi, Heidi, Hi, Caroline. You're looking 1, Gilence from Caroline. She keeps typing.) NIGEL: Would you like some 2. , Caroline, coffee, Caroline?UNIT 16 /ai/ fine [58 CAROLINE: (Keeps on typing.) No thanks, Nigel. 'm busy typing, | have 99 pages to3____by Friday. NIGEL: Never mind. Do you like motor 4 riding, Caroline? CAROLINE: Sometimes. (Mobile phone rings.) ... My 5 1 au. Hello... (Gmiles,) ... Hi, Rileyl Mmmml .., (aughs,) ... I'd like that ... Mmmm ... at five ... at the 6 ws its 19 High Street ... bye bye! (Coroline puts away her mobile and storts typing) NIGEL: Would you like to come riding with me 7. , Caroline? CAROLINE: Not tonight, Nigel. I'm going for a drive with Riley. (Smiles to herself and keeps typing.) NIGEL; What about & I CAROLINE: Friday? I'm going 9 with Miles. NIGEL: All right then. Bye. HEIDI: Caroline, Niget’s put something behind your computer CAROLINE: (s it something nice, Heidi? HEIDI: No. It's a 10____. Gc Listen to the dialogue to check your answers, Then practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording. 4 Word stress @ @ Listen and repeat. flying ice-skating skydiving driving horseriding wine tasting Kite flying climbing cycling a b Use the words above to practise this conversation. A: | think B: Yes. Would you like to come with me on Htiday? ‘d really like to. But 'm busy on Friday. Would some other time be al! right? is quite exciting Do you like it? 5 Spelling Look back over this unit at words with the target sound, and write what you noticed about haw to spell the sound /a/.[/u/ boy] =I put all this oil in the rice? | =¥es, all the oil, and then let it boil. 1 Target sound /o1/ ‘Wiis a First practise the sound /ov/ (s ee page 33), Then practise the short sound // ‘ite ¢ Listen and repeat the target sound for/. The second part of the sound 2 Minimal pairs @ Sound 1 fou all " Ws all there, & rot a Its a ball on his head. com Look at that golden com. SS tore The paper tore. . roar Hear the engine roar. Minimal pair words (see page 7). Listen and repeat. tab Join the two sounds: /a:oro:/. is shorter. Sound 2 foul Its oil there. boil Its a boil on his head. coin Look at that golden coin. “© ee 8 @ te toy The paper toy. Hear the engine, Roy. re ‘Baaa Listen and repeat the words, Then listen and repeat, -~ sezbb You will hear five words from each minimal pair. For each word, write 7 for /o:/ (sound 1) or 2 for /o1/ (sound 2). EXAMPLE Pair 1: 1,2,1,2,2 Minimal pair sentences ‘8iga ¢ Listen to the minimal pair sentences, t=» _ iged Listen to five of the sentences and write 7 for /ox/ (sound 1) or 2 for/ov (sound 2).UNIT 17 /o1/ boy 1 = Mibe Sentence stress Listen to the minimal pair sentences again and notice that the most important words for the speaker's meaning are LOUDer. The less important words for the meaning are quieter. Underline the most important words in the sentences (on page 60). EXAMPLE Hear the engine, Roy. == @@ f Tickthe words a) or b) that you hear in the sentences. 1a) com b) coin 2a) bawling b) boiling 3a) all b) oil 4a)aw b) oi 5a) bore b) boy 6a) all b) oil 3 Dialogue aed (© 2 Pst practise the target sound /ov/in words from the dialogue. Read the words aloud or visit the website to practise. boy toy noise voice spoilt pointing destroyed employed appointment annoying disappointing Intonation in names The main stress is on the last name. Joyce Royal Roy Coyne Rolls Royce Listen to the dialogue, paying attention to the target sound. sete Royal's Rolls Royce loyce Royal tokes her noisy Rolls Royce to the mechanic employed ot the garage, a young boy named Roy Coyne. Roy loves Rolls Royces.) ROY COYNE: What ¢ terrible noise, Mrs Royal! JOYCE ROYAL: Isn't it annoying, Roy? It’s cut of cil ROY COYNE: A Rolls Royce! Out of oil? ... And look! (pointing) ... The water's boiling! Perhaps you've spoilt the moter. Or even destroyed it. How disappointing! It's such a beautiful Rolls Roycel ... (raising his voice) ... AND A ROLLS ROYCE ISNT A TOY! JOYCE ROYAL: How disappointing! I'l be late for my appointment.(B@ un0r 17 4v boy Practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording. 4 Word stress + i a Guess the main stressed syllable in each word in this list. (They all contain the same sound.) Then listen and check your answers. annoying unemployment oyster employer appointment enjoy poisonous destroyer ointment moist embroidery toilet disappointed join I b Dictionary work: secondary stress In Ship or Sheep? the main stress in a word is shown in bold, e.g. emplayment. When you meet a new word, you can check the word stress ina good dictionary (e.g. Cambridge Learner's Dictionary). Most dictionaries use the symbol in front of the main stressed syllable, and the symbol , to show any secondary stress (usually in longer words), eg. janmm'plomant/. Choose four of the longest words in the list in 4a and use your dictionary to check if there is any secondary stress. 5 Spelling cod Look back over this unit at words with the target sound, and write what you noticed about haw to spell the sound /ov./au/ house Show's your cow?” etter now I'm taking it to Roy Coyne. It's running ewnd the town using much less oil. ~ aki ask about your car! I said how's your cow? Jee know, your brown cow! = Target sound /au/ Sea First practise the sound /a/ (see page 23). Then practise the sound /u/ ‘(see page 36). Listen and repeat. Seb Join the two sounds: /ecea/. sce ¢ Listen and repeat the target sound /av/. ‘The second part of the sound is shorter. a rd 4b There's beautiful grass here. arch efihe ‘Arch! he said loudly. Simimal pair words Sound 1 fay car Its the best car. bar Itwas a long bar. bra Her bra was wrinkled. s2a Listen and repeat the words. > tz -O cr Sound 2 favl cow It's the best cow. ni tt was a long bow. 6 Her brow was wrinkled, a) There's beautiful grouse here. ouch u “Ouch! he said loudly. tsa b You will hear five words from each minimal pair. For each word write ? for /ax/ (sound 1) or 2 for fav/ (sound 2), EXAMPLE Pair 1: 2,4,1,2,2Be nr 8 ‘asi house Minimal pair sentences ¢ Listen to the minimal pair sentences. (» _Bagbd Listen to five of the sentences and write J for /ai/ (sound 1) or 2 for /au/ {sound 2). + Hiee Sentence stress First read the minimal pair sentences and notice which words are adjectives or adverbs. These are often important for the meaning of a sentence (as well as nouns and main verbs). ‘Then listen to the sentences again and underline the sentence stress (on page 63). EXAMPLE It's the best car. > B60 f ick the words a) orb) that you hear in the sentences. 1a) car b) cow 2a) grass b) grouse 3a) bra b) brow 4a)he b) how 5a)ah b) ow! 6a) tam b) town 3 Dialogue } a First practise the sound /av/ in words from the dialogue. Read the words aloud or visit the website to practise, ow! now how shouting house mouse couch loudly town down frown brown round found lounge ground somehow mountain around pronounce upside down "Bib Correction ‘There are six items to change in the dialogue, Read the dialogue and listen to the recording at the same time. Make the words the same as the recording. A mouse in the house MR BROWN: (shouting loualy) I'VE FOUND A MOUSE! MRS BROWN: Ow! You're shouting too loudly, Sit down and don't frown, MR BROWN: (sitting down) I've found a mouse in the house MRS BROWN: A town mouse? MR BROWN: Yes. A little round mouse. It's running around in the lounge. MRS BROWN: On the ground? MR BROWN: Yes. t's under the couch now.UNIT 18 fay! house MRS BROWN: Well, get it out. MR BROWN: How? MRS BROWN: Tum the couch upside down. Get it out somehow, We don't want mouse in our house. Ours is the cleanest house in the town! Practise reading the corrected dialogue, Record your voice to compare your production of the target sound with the recording. Stress in phrasal verbs 2 a EXAMPLE 1 Sit down. Listen and repeat. 1 He’ sitting down. 4 He's tuming round. 2. He's lying down. 5 He's shouting out. 3. He's standing up. 6 He's running afound, b Match these pictures with the correct sentences in 4a. a sf ss ¢ EXAMPLE 2 Get it out. Listen and repeat. 1 Put it down. 4 Turn it down. 2 Take it out. 5S Work it out. 3 Throw it out. d Match these pictures with the correct sentences in 4c, 5 Spelling Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /au/./gu/ phone Are you going to go to the boat show? —Mmm... don't know ... Maybe I'll go with Bert. ~Does Bert have a boat? —No, ee —— 1 Target sound /ou/ Bpja a First practise the sound /a:/ (see page 43). Then practise the sound /u/ (see page 36). Listen and repeat. job Join the two sounds: /a:ars:/. B5se ¢ Listen and repeat the target sound fou. The second part of the sound is shorter. 2 Minimal pairs A @ Sound1 Sound 2 h fai fav burn bone isa large bum. it’s a large bone. wv fern phone 2 Its a green fem. It's @ green phone. : Bert boat = That's my Bert. That's my boat. a work woke {work early, | woke early. flirt float gee ae He likes flirting, He likes floating, Minimal pair words Bsa 2 Listen and repeat the words. * —t5abb You will hear five words from each minimal pair. For each word write 1 for /o:/ (sound 1) or 2 for /ou/ (sound 2). EXAMPLE Pair: 2, 1,1,2,1Wieieee! pair sentences UNIT 19 Joo! phone [Ba Se c Listen to the minimal pair sentences. =» seed Listen to five of the sentences and write / for /o:/ (sound 1) or 2 for /au/ (sound 2). hee Sentence stress Listen to the minimal pair sentences again and notice the strong stress on the pair words. EXAMPLE 0000/0000 It's a green fern./It’s. a green phone. Notice how all the other words in the sentence are said more quiclyand quieily: Underline the sentence stress in the sentences (on page 66). Mirimal pairs B © Sound 1 Sound 2 Fe fol foul “cau; coat “a Gino's caught. Gino's coat. © nought note fsa nought It's a note, & bought boat We had a bought picnic. We had a Boat picnic. 3 jaw loe Its my jaw. It's my Joe. oO ball bowl Give me the ball, Give me the bow Weemal pair words 7 a Listen and repeat the words. == 8 b You will hear five words from each minimal pair. For each word write 1 for /ov/ (sound 1) or 2 for fav/ (sound 2). EXAMPLE Pairl: 2,2,1,1,2 ‘irimal pair sentences ‘su c Listen to the minimal pair sentences. ~ tab Listen to five of the sentences and write 1 for /o:/ (sound 1) or 2 for /ou/ {sound 2),BB ont 19 fav! phon e. f+ agate Sentence stress Listen to the minimal pair sentences again and underline the sentence stress (on page 67). EXAMPLE Gino's caught. (+ Bo f Tick the words a), b) orc) that you hear in the sentences. 1a) fern b) phone 2a)or b) Oh 3a) ball b) bowl 4) burn b) bone 5a) walk b) work ©) woke 3. Dialogue a First practise the target sound /ou/ in words from the dialogue. Read the words aloud or visit the website to practise. oh go no know Joe snow throw coat woke nose closed dont Jones only window over going snowball joking October hello Béi b Listen to the dialogue, paying attention to the target sound. Snow in October Gloe Jones is sleeping, but Joanna woke up a few minutes ago,) JOANNA: JOE: JOANNA: JOE: JOANNA: JOE: JOANNA: JOE: JOANNA: . : Joe! Joe! JOE! Hello, wake up, Joe! (groans) Oh! What is it, Joanna? Look out of the window. No. My eyes are closed, and 'm going to go to sleep again. ‘Ohl Don't go to sleep, Joe, Look at the snow! Snow? But its only October. | know there's no snow. Come over to the window, Joe, You're joking, Joanna, There's no snow. GK. Fl put my coat-on and go out and make a snowball and throw it at your nose, Joe Jones! Practise reading the dialogue aloud, Record your voice to compare your production of the target sound with the recording.UNIT 19 /o0/ phone # Rhyming Notice that /ou/ may sound different when followed by the letter ‘I. = ea Listen and repeat. ald hole bowl cold hold stole sold told gold In the list above five words thyme with old, and two words rhyme with hole. Which words are they? EXAMPLE ‘gold’ rhymes with ‘old’. Rhyming crossword ‘The clues are words which rhyme with the answer but do not have the same meaning. cS Clues Across: Down: lonly 1 slow 2dont 2 John 3 know 3 snow 4 Joe 4no 3 billow 5 hello 5 Spelling _ Look back over this unit at words with the target sound, and write what you noticed about bow to spell the sound /au/.-There’sabeeinyourbeer. ° ~Ieantt hear. ~I said here's to you, my dear. - Cheers, dear! I've been hearing that joke about bee in my beer for neatly sixty-three years. 1 Target sound /1a/ ‘tngw 2 First practise the sound /V (see page 7). Then practise the sound fa/ (see page 48). Listen and repeat. tteghb Join the two sounds: /mo/. ge ¢ Listen and repeat the target sound /10/. ¢ lo 2 Minimal pairs @ Sound 1 Sound 2 fi fof E ce ‘That E's too big. That ear's too big. =e its asmall bee. It's a small beer. @ tea tear This tea tastes salty. This tear tastes salty. ; jee see i vsansidten Reena ees a — bead beard @ He has a black bead, — He has a black beard. Minimal pair words tet a Listen and repeat the words. *—» ‘op b You will hear five words from each minimal pair. For each word, write 7 for /it/ (sound 1) or 2 for /ta/ (sound 2). EXAMPLE Pair 1: 2,1, 1,2,2‘UNIT 20 /ra/ year imimal pair sentences ‘ese ¢ Listen to the minimal pair sentences. > weed Listen to five of the sentences and write ! for /ix/ (sound 2) or 2 for fal (sound 2). wwe Sentence stress First imagine how the minimal pair sentences will be spoken if the only stress is on the pair word. EXAMPLE He has a black beard. Imagine this word being said more LOUDIy and $1 wly, and all the other words more quiddy and quietly. Then listen to the sentences again and underline the sentence stress (on page 70), = te f Tick the words a) orb) that you hear in the sentences. 1a) bee b) beer 2a) tea b) tear 3.a) bead b) beard 4a) pea b) pier Sa) Es ‘b) ears 6a) Dee b) dear 3 Dialogue a First practise the target sound /1a/ in some words from the dialogue. Read the words aloud or visit the website to practise. dear Lear here nearly bearded idea Austria windier disappear atmosphere beer clear year hear cheers beard mountaineer beer ‘wer b Listen to the dialogue, paying attention to the target sound. Then read the dialogue and fill the gaps 1-8 with the correct words from the box below. beer clear year hear cheers beard mountaineer beer A bearded mountaineer (Mr and Mrs Lear are on holiday in Austria.) MR LEAR: Let's have a 1, here, dear. MRS LEAR: What a good ideal They have very good beer here. We came here last 2 . MR LEAR: The atmosphere here is very 3 MRS LEAR: But it's windier than last year. MR LEAR: (Specking to the waiter) Two beers, please. MRS LEAR: Look, dear! Look at that 4 drinking beer,BB unr 20 it2/ year ‘MR LEAR: His 5_ isin his beer. MRS LEAR’ His beard has neatly disappeared into his 6 MAR LEAR: Sh! He might 7 WAITER: (bringing the beer) Here you are, sir. Two beers. MMR LEAR: Thank you. (drinking his beer) Cheers! MRS LEAR: | Here's to the bearded mountalneet, (= ss? ¢ Listen to the dialogue and check your answers. Then practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording. 4 The letter ‘r’ - pronounced or silent? When there is no vowel following it, // is silent, This ‘rule’ only applies to some speakers of English, e.g, in south-east England, South Africa, ‘Australia, But many native speakers always pronounce /t/, e.g. in south- west England, Scotland, America. So you may choose to omit this exercise if you are learning a variety of English where /r/ is always pronounced. eo a Listen and repeat. ‘¥ not pronounced ‘y pronounced (before a vowel) Here they are. Here_are_all the books. Here's the beer. The beer_is here_on the table. + ep D Read these sentences and decide which words have 'r’ pronounced. Then listen and check. ean hear Mr Lear. He can hear us too. Mr Lear calls her ‘dear. Dear old Mrs Lear is here in the kitchen. He's a mountaineer. A mountaineer always spends some time each year in the mountains, 5 Spelling — Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /ta/.‘tials _. Oh, Claire! .... Ob! ... Oh! ... Wh... ‘Witerets the wedding? Here? ... | -ituaheret .... What ... What are you going to wear? ... —egour hair? ... And .,. Oh, my dear, | wouldn't dare! ® Waerget sound /ea/ Ge 2 First practise /e/ (see page 11). ‘Then practise /a/ (see page 48). ___ Listen and repeat. *@e> Join the two sounds: /eceo/, Sew Listen and repeat the target sound /eo/. Sound 1 ral ear 2 Ginimal pairs © ‘The ear isn’t good. beer w It's a sweet beer, ze pie That's an old pier. hear How do you spell ‘hear? tear PPE ' Three cheers!" he said. Mimimal pair words © a Listen and repeat the words. Sound 2 fea/ air The air isn't good. bear ifs a sweet bear, ‘That's an old pear. é Mee How do you spell ‘hair’? tear ‘ That's a tear. chairs ae. “Three: chairs!’ he said. A =e You will hear five words from each minimal pair. For each word, write 1 for /ra/ (sound 1) or 2 for /ea/ (sound 2). EXAMPLE Pair 1: 2,2,1,1,2GA ower 21 feo) chair Minimal pair sentences 72a ¢ Listen to the minimal pair sentences. + apap Listen to six of the sentences and write J for /ia/ (sound 1) or 2 for /ea/ (sound 2). ey Bigee Sentence stress Listen to the minimal pair sentences again and underline the sentence stress (on page 73). EXAMPLE How do you spell ‘hear’? Se F Tick the words a) orb) that you hear in the sentences. 1a) cheers b) chairs 2a) beer b) bear 3.) pier b) pear 4a) here b) hair 5a) dear b) Dare 6a) clear ) Claire 3 Dialogue © 2 Fitst practise the target sound /eo/ in words from the dialogue. Read the words aloud or visit the website to practise. where there they're pair hair chair Claire square Mary upstairs downstairs everywhere 74 b_ Listen to the dialogue, paying particular attention to the target sound. A pair of hairclips MARY: lve lost two small hairdips, Claite. They're a pair. CLAIRE: Have you looked carefully everywhere? MARY: Yes, They're nowhere here. They just aren't anywhere! CLAIRE: Have you looked upstairs? MARY: (getting impatient) Upstairs! Downstairs! Everywhere! They just aren't there! CLAIRE: Hm! Are they square, Many? MARY: Yes, Why 7 : Well, you'te wearing one of them in your hail 2 Oh! Then where's the other one? CLAIRE: It’s over there under that chair. MARY: Hm! € Practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording.UNIT 21 Jea/ chair Be & ‘he letter ‘r’ — pronounced or silent? When there is no vowel following it, /r/is silent. This ‘rule’ only applies to some speakers of English, e.g. in south-east England, South Africa, Australia, But many native speakers always pronounce /r/,e.g. in south- west England, Scotland, America, So you may choose to omit this exercise if you ate learning a variety of English where /1/ is always pronounced. © 4 Listen and repeat. ‘Y not pronounced ‘4y pronounced (before a vowel) Claire Claire_and Mary apair apair_of shoes a square chair asquare_envelope => ©} b Read these sentences and decide which words have’ pronounced. Then listen and check, Its there, There it is, ‘They're here, ‘They're under a table. T've looked everywhere for them. I've looked everywhere in the house, $ Spelling _ Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /ea/,Card game: Pairs snap Photocopy and cut out cards from all minimal pairs in Units 15-21. Shuffle the cards and deal them face down to make a pile of cards in front of each player. ‘Take turns to quickly turn your top card face up and put it on top of anew pile in the middle of the table. When you see two cards together that are a minimal pair, quickly say ‘Snap!’ and put your hand on the pile. Then you can add all those cards to your pile. Collect as many cards as you can in a time limit, e.g, ten minutes. TEST You can use a dictionary if you wish, but you don't have to understand every word to do this test. BF 1 Foreach line (1, 2, 3,4, 5), firstlisten to the whole line, then circle the one word, or part of a word, that is said twice. Note that meaning is not important in this exercise. The purpose is to review the sounds by hearing them in contrast. Some of the words are rarely used in everyday English, and this is shown with an asterisk *. Incomplete words have the rest of the word written in brackets, e.g. Woy(Woy). lev. Jail ‘oul fav Fao frat leat 1 bay buy __boy bow(v) bow(n) beer bear 2 hay high Hoy how _—Ho! here _hair 3A f Oy! Ow! Oh! ear air 4 weigh why Woy(Woy*) Wow! woe weir wear 5 Tay' tie toy Tao* __ toe tier tear Score my 2 Circle the words with the same vowel sound as 1-5. | | . 1 paper -——— - 2 shine \ i i lev | Ja! Se niachine. edge barge page tomas sing noise \ percentage shy spoilt weight fright _ frightened pain poppies 7 stars dam Pepper sigh shornUNIT 22 Review Fa 3 house 4 nose favs fae 1 J. ] = jf horse how's hose harms Yo dass grass owl all / annoys home tour found out / soup mouse snow goose tae / serve ghaws { though through pea beer pier their they're stare pain closed again. ears score 715] Pronounced/silent ‘¢ Show where the letter 'r'is pronounced. (Score 1 for each correct line.) EXAMPLE Are_Amber_and Roger_architects? 1 We're looking for a builder or an architect, Adler and Anderson. 2 Where are their offices? 3. They're over there, aren't they? 4 Are you an engineer or an architect, Mr Adler? 5 Tmastructural engineer and this is Blair Anderson, our architect, Score 75] Word stress Underline the stressed syllable in these words or phrases. (Score half a mark per item) timetable today cycling horse riding appointment snowball atmosphere nowhere workitout turn itdown score [75] Total score [730] w .(PRR unr 22 Review Additional review task using dialogues from Units 15-21 Unit 15 16 17 18 19 20 21 Targetsound —/e__Jav’_fov_/au)_faw/_ital_ fea male fine boy house phone year chair From the above table, choose any target sounds you had difficulty with. 1 Listen again to the dialogue in that unit, listening for the target sound. 2 Circle the target sound in any words in the dialogue. 3 Listen to the dialogue again and check your answers. e 4 Check your answers in the key. 5 Listen to the dialogue again, listening for the target sound. 6 Practise reading the dialogue aloud, and record your voice to compare your production of the target sound with the recording. You can also use this review task as a quick self-test, by doing steps 2 and 4 only,Section B Consonants akang English sounds Use your voice for some Dontt use your voice for some consonant sounds: consonant sounds: toi tat igi vt izt Ievl bed MY font ip! Itt Iki Hf! Is/ iff (shoe) a fry (cing) /d3/ Gam) /5/ (yes) AtJ/ (cherry) /#f (thin) (vision) /&/ (the feather) > A Far ‘VOICE NOVOICE These are ‘voiced’. ‘These are ‘unvoiced’ 1 Are these consonants voiced or unvoiced? Write (v.) or (unv.). 1 ipl 6 ff 2K. TAI 3 il 8 18 4 fk)__ 9 18/ 5 Ig 10 /o/ Lif — 2 Match these words with the numbers in the pictures, a) thenose ») the back ofthetongue c) the top teeth @) thetoplip e) theroofofthe mouth f) the sides of the tongue ) the throat h) the front ofthe tongue 1) the tip ofthe tongue ) thesideteeth k) the bottom teeth 1) the bottom lip ¥ SIL Z x 4 9 a8 o 10 o* 12(BB) consonants, baad 3 Match the pictures (1-7) in A with the words (ag) in B. A B if a) Close your lips. we b) Open your lips 6 ‘®) Touch the front of the roof of your mouth with the front of your —> tongue, 3 ) Touch the back of the roof of your 7 = mouth with the back of your tongue. g) Push air forward in your mouth. | How are English consonant sounds made? ‘stops or plosives fricativesfrome me. Please could youhelpmet ‘Gow can Thelp yout ... Oh, ... you want \gmer parcel up there? Sex. Pest it on top of that pile of newspapers, lees ... Thank you. a © Teeget sound /p/ % 2 © 2 Listen to the sound /p/. This is an unvoiced sound. = a Se Tomake the louder sound /p/ at the 5 beginning of a word, first close your lips hard. Then push air forward in your mouth, “Then quickly open your lips to release the air suddenly.** Don't use your voice. Listen and repeat: /p/. ‘@® ¢ Notice that sometimes /p/ is quieter beeause the air isn’t released suddenly. Listen. up top help helps help me. Omit from ** to ** above to make this quieter sound. 2 Sound /p/ ipl Its a useful pin, pen Pen, please! - pear Look at the yellow pear! Ws an old cap. ‘pup What a lively pup! _ Poppy Do you like Pappy?Ba ona (p! pen ayaa a Inthe words on page 81, notice that the target sound is quieter in cap and at the end of pup. Listen and repeat the words. ‘79 Listen to the sentences. ‘79 ¢ Sentence stress ‘The most important words for the speaker's meaning are strongly stressed. This means that they are pronounced a little more LOUDIy and 1ow ly than the other words in the sentence. Practise listening for these important words. They are underlined here. Its a useful pin. Pen, please. Look at the yellow pear. It’s an ald cap. What a lively pup! Do you like Poppy? wabd Listen again and repeat the sentences. ‘s ™ 3 Dialogue . a Fist practise the target sound /p/ in words from the dialogue. Read the words aloud or visit the website to practise, The sound /p/ is louder before 4 vowel, and fairly loud before ‘’ or‘r. One-syllable words: pot pie piece spoon plate plane please ‘Two-syllable words: pencil Peter pepper pocket Poppy postcard pulling Paris airport stupid practise plastic people apple (The strong stress is always on the first syllable in these words.) ‘Two-syllable words: surprised perhaps (The strong stress is always on the second syllable in these words.) ‘Three-syllable words: passenger newspaper potato impatient pepper pot. Note on word stress: Word stress doesn't usually change. Bold is used to show you which part of the word is strongly stressed, i.e. which syllable is always pronounced more LOUDIy and s 1 o wl y than the other(s). Note on sentence stress: Sentence stress changes with the speaker's meaning. Underlining is used here to show you which words in the sentence are being strongly stressed, i.e. which words are pronounced more LOUDIy and s] 0 w1y than the others: It’s a piece of potato pie on a plastic plate. Peter is surprised. The sound /p/ is often quieter at the end of a word. Amwer an envelope with a stamp acup Help! apipe ‘What happens to the quiet sound if the next word begins with a vowel? acup_oftea Help_ustweb “UNIT 23 /p/ pen BS The sound /p/ is usually quiet and sometimes almost silent before a consonant. Listen and repeat. empty upstairs dropped help me helpful perhaps Mriupman —_stop shouting stop talking _stop pulling Listen to the dialogue, paying attention to the target sound. Notice that it is sometimes louder or quieter. Then read the dialogue and fill the ‘gaps (1-8) and (2-4) with the correct words from the boxes. Numbers 1 and a) have been done as examples. Words 1-6 have a louder /p/ sound: past pocket passports policeman pepper potato Words 2-f have a quieter /p/ sound: upstairs stop envelope cup dropped help Pessports, please (Ur ene Mrs Toprion are ct te aiport They hve st got Off he plone fom Paris) OFFICIAL: Passports, please! MR TUPMAN: Poppy! Poppy! | think I've lost the 1.passaacts | MRS TUPMAN: How stupid of you, Peter! Didn't you put them in your 2 2 MRTUPMAN: (empiying his pockets) Here's a pen... a pencil .... my pipe ... & postcard ... an a).envelope with a stamp ... a pin... MRS TUPMAN: Oh, b) taking things out of your pockets. Perhaps you put them in the plastic bag. MR TuPMAN: (emptying the plastic bag) Here's a newspaper ... en apple ... 8 pear ... 2 plastic 9). @ spoon ... some paper plates .., a piece of 3. pie... a4 pot... MRS TUPMANs, Oh, stop pulling things out of the plastic bag, Peter. These people are getting impatient, MR TUPMAN: Well me, Poppy. MRS TUPMAN: (Co officia)) We've lost our passports, Perhaps we e) them on the plane. GFFICIAL: Then let the other passengers 5 , please, MR TUPMAN: Poppy, why dov't you help? You aren't being vary helpful. Put the things in the plastic bag. OFFICIAL: Your name, please? MR TUPMAN: Tupman. OFFICIAL: Please go 9, with this 6 , Mr TupmanBA uns pi pen - (+ Bio € Listen to the dialogue again to check your answers. Then practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording. 4 Stress and intonation bela Stress ae Listen and undexine the stressed syllables. The first one in each column has been done as an example. Check your answers, then listen and repeat, apin apencil a paper plate apen a postcard a pepper pot a pear apicture a plastic spider some soap acarpet apiano apipe a puppy - an expensive present for Poppy aspoon an apple ¥ 82 b Intonation . Intonation usually goes down on the last strongly stressed word in a sentence. In a list, the intonation goes ug with each item but dwn on the last item. Listen and repeat. He bought a pep. He bought a pen and a pencil. He bought a pén and a péncil and a pin. Practise this game in a group of four or five. You must remember what the others have said and then add something to thelist. EXAMPLE A: Peter went to Paris and he bought a pipe. B: Peter went to Paris and he boughta pipe and a picture, CC; Peter went to Paris and he bought a pipe, a picture and a piano. o 5 Spelling cna ‘Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /p/,~ Sse those people backpackers? Theyve © get packs on thelr backs. ~ Sat they aren't ... travelling. They've just been stopping and they're waiting fora bus oracab. ~$o does that mean they aren't backpackers? They're just... er ... people with backpacks, -Mim. 1 Target sound /b/ twas a First practise the unvoiced sound /p/ (see page 81). Listen and repeat. me b Use your voice to make the target sound /b/, Listen and repeat. Z em c Listen and repeat both sounds together. /p/ is unvoiced. /b/ is voiced. Sy OS ‘ teadd Notice that sometimes /by is quicter because the air isn’t released suddenly. tC) Listen, y job jobs cab cabs verb verbs 2 Minimal pairs © Sound 1 Sound 2 pi fof j pin bin Its 2 useful pin. t's a useful bin. pen Ben Pen, please! — Ben, please! . 2 ‘ sik # Ge => Look at the yellow pear. Look at the yellow bear, f> cap cab ifs anold cap. Its. an old cab. pup pub ‘What a lively pup! = What a lively pub! Do you like Poppy? Do you like Bobby?Be unr 24 & daby Minimal pair words Bp4a a Listen and repeat-the words. Notice that the target sound is quieter in cab and pub. B+ Sib You will hear five words from each minimal pair. For each word, write 1 for /p/ (sound 1) ot 2 for /b/ (sound 2). EXAMPLE Pair i: 2,2, 1,2, Minimal pair sentences ‘ssa c Listen to the minimal pair sentences. O-* bash Listen to six of the sentences and write f for /p’ (sound 1) or 2 for /b/ {sound 2). G+ tigjee Sentence stress Listen and underline the strongly stressed words in the minimal pair sentences (on page 85). Notice that when an important word has more than one syllable, like yellow, the sentence stress is only on the strong syllable, EXAMPLE It’s a useful bin. (* 86 f Tick the words a) or b) that you hear in the sentences. 1a) pin b) bin 2a) Poppy b) Bobby 3.) pup b) pub 40) pig by big 5a) pack b) back 6a) peach b) beacks 3 Dialogue Qa First practise the target sound /b/ in words from the dialogue, Read the words aloud or visit the website to practise. /b/ is LOUD before a vowel and fairly loud before'l’ and‘, One-syllable words: big but been book birds blue black blouse ‘Two-syllable words: better busy cabbie Ruby brother buttons birthday (first syllable stressed) ‘Two-syllable words: about (second syllable stressed) ‘Three-syllable words: somebody beautiful Barbara butterflies terribly remember /plis often quiet before a consonant or at the end of aword. acab Bob pub aproverb Bob's job. Is it louder when the next word begins with a vowel? the cab_overthere thepub_onthecorner the job_is interesting ‘By b Listen to the dialogue, paying attention to the target sound. Notice that itis sometimes louder or quieter,UNIT 24 /b/ baby a Peppy Birthday 808; Hi, Barbaral BARBARA: Hi, Bob: t's my birthday today. Boa: Oh, yes! ... Your bitthday!.... er ... Happy birthday, Batbaral BARBARA: Thanks, Bob, Somebody gave me this blouse for my birthday. BOB: What a beautiful blouse! it's-got ... mm ... er... blue butterfies on it. BARBARA: And big black buttons. BOB: Did... er... mm ... Ruby buy it for you? BARBARA: Yes, And my brother gave me @ book about birds BOB: | didn't remember your birthday, Barbara. 'm terribly sorry. ve been so busy with my new job. | left my old job. The one in the pub. Guess what? im driving a cab, BARBARA: A cabbie! Congratulations! Don't worry about the birthday present, Bob, But, remember that proverb: ‘Better late than never, ¢ Find five words in the dialogue where the sound /b/ is quieter. d Practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording, 4 Word stress ‘#39 a In compound nouns, the stress is on the first word. Listen and repeat. 1 ashelf a bookshelf 2 abrush ahairbrush apaintbrush 3 acard a postcard a birthday card 4 aball a football a ping pong ball 5 abag ahandbag a shopping bag 6 aman a policeman a postman ‘es b ‘Talk about these pictures. Follow the example. Listen and respond. EXAMPLE It’s. bookshelf. shelf as. 2 ball 3 ball 4 bagi ¢ Stop sounds The sounds /p/, /b/, /t/, /d/, Iki, /g/ are ‘stop sounds’ If they come at the. end of a word, stop - don't add another sound. Match these compound words. EXAMPLE shopkeeper (Remember to stress the first word.) 899 Now listen and check your answers. 5 Spelling H Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /b/.Excuse me. Could you tell me the time, please? } ~¥es. It's exactly twenty minutes to ten. -Whank you, 1 Target sound /t/ tein a To make the target sound /, first put ‘your tongue behind your top teeth Then push air forward inside your % mouth, **Then quickly move the tip of your tongue away from your teeth ~ J to release the air suddenly.** Don't use Re rs c your voice, Listen and repeat: /t/. etm b Notice that sometimes /1/ is quieter listen) because the air isn’t released suddenly. c what forget doesnt breakfast minute minutes it's exactly Omit from ** to ** above to make this quieter sound. 2 Sound /t/ ttl 2 too You too? sent You sent the emails? 3 cart . ts hers the red cart? Can he write wel? Jf i i Does this train smell? i ls there a trunk here?BB onrras 0 cavie 892.2. In the words on page 89, notice that the target sound is quieter in the words sent, cart and write, Listen and repeat the words. ‘Bob Listen to the sentences. pa ¢ Sentence stress Listen to the Yes/No questions again and repeat. Notice how the voice begins to go uf on the most important word for the speaker's meaning. ‘This word is spoken with a very strong stress. You 1do? Ydu sent the emails? _ Is hers the red cart? Can he wtite well? Does this train spfell? Is there a trfink here? 3 Dialogue Qa Fits practise the target sound /t/ in words from the dialogue. Read the words aloud or visit the website to practise. it/is LOUD before a vowel. ‘One-syllable words: two to top ten tell tins Thai time ‘Two-syllable words: counter upstairs Three-syllable words: customer telephone tomatoes Four/five-syllable words: photographer cafeteria Notice haw two /t/ sounds join together. Twant_to take the lift_to the top. The telephone is next_to the cafeteria. itis often quiet at the end of a word. hat coat skirt shirt first want what get got right cricket bat opposite supermarket ‘What happens if the next word begins with a vowel? I want_a hat_and a coat_anda skirt_anda... Practise a quiet /t/ here before a consonant. hats coats skirts shirts eighth what's restaurants ericket bats - Sometimes there will be loud and quiet /1/ in the same word. Decide if these are loud (L) or quiet (Q). EXAMPLE assistant (LQ) travelagent() twenty-two() tonight() student ( ) important (} departmentstore( ) tomatoes( ) toilet Now look at the words in the box below and decide whether the target sound is loud (L) or quiet (Q). EXAMPLE to (L), skirts (Q) to() skirts() basement() telephone( ) cricket bat ( ) exactly() cafeteria() tomatoes() fruit(} tell() top() Thai() time() next() - Check youranswers in the key before doing the next exercise,UNIT 25 111 table EBM = web Read the dialogue below and guess the missing words with the sound //. Number 1 and a} have been done as examples. 1-7 have a louder /t/; a-g have a quieter /t/. Check your answers by looking in the box of words on, page 90, and then by listening to the dialogue, ‘@ adepartment store CUSTOMER 1: ASSISTANT: CUSTOMER 2: ASSISTANT: CUSTOMER 3: ASSISTANT: CUSTOMER 4: ASSISTANT: CUSTOMER 5: ASSISTANT: CUSTOMER 6: ASSISTANT: CUSTOMER 7: ASSISTANT: CUSTOMER @: ASSISTANT: I want tito. buy & skirt 2)Skids__ are upstairs on the next floor. Where can I get some 2, food? The cafeteria 1s 07 the first floor. Where's the b)__juice; please. Theo Tins of 3 : “Ty the supermarket in the d) counter on your left Could you 4 me where the ... erm... travel agent's is? Yes, t's right next to the e) on the third floor. I want to buy a . How do | get to the ... the... um sports equipment? ‘Take the lift to the sports department. h’s on the 5, Floor Where's the 6 please? Its on the next floor opposite the photographer's. What's the 7 Ws» _ pleese? ‘twenty-two minutes to ten. ¢ Practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording. 4 Intonation in questions: new information/old information wh) a Read the information and listen to the examples on the recording, In Yes/No questions, intonation usually begins to go up on the most important word for the speaker's meaning. EXAMPLE Could you tell me the tifne, please? In WH questions, intonation usually begins to go down on the most important word for the speaker's meaning. EXAMPLES What’ the fime, please? How do I get to the sports equipment? ‘Where's the filet, please?Be unr 1 tabie Notice that intonation in WH questions can change when we are talking about old information. The first time we ask somebody's name, we ask: What's your #a@me? This is new information. But if we then forget the name and ask again, we ask: What's your name? because we are asking about old information that has already been given. Intonation goes uf. to show that this is something we have already shared, 'B9 b Listen to customers at the information desk in a department store, Some of them are asking for new information, Some of them want to check old information they have already received just now or in the past. 1 Where's the frait juice? (asking for new information) 2. Wiere’s the fruit juice? (checking old information) 3 What's on the next floor? (asking for new information) 4 How do | get to the restaurant? (asking for new information) 5 HOw do I getto the restaurant? (checking old information) 6 Wiiich floor are computers on? (checking old information) "bap € Listen to more customers at the information desk and decide if they,are asking for new information or checking old information. Numbers 1 and 2 have been done as examples. 1 Anew 2 Hold 3 4 5 6 7 8 ams d Role play Practise with a group of 4-5 people. Take turns to be the assistant at the information desk in a department store. The others ask questions. You can sometimes choose to check the information (either straightaway or later) by asking the same question again with a different intonation. First practise the word stress in these words you may use. restaurant telephone travelagent’s supermarket Sports department toilet cafeteria photographer's fruit juice computers notebooks printers photocopiers cricket bats football boots hot water bottles blankets heaters 5 Spelling _ Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /t/~ Oe you want to go out to a restaurant for @aner tonight? ~ “so. It's too cold and dark. And I’m too tired. 2 satherstay at home and read a good book. 1 Target sound /d/ (a a First practise the sound /t/ (see page 1, 2 89). Listen and repeat. ce b Use your voice to make the target sound /d/, Listen and repeat. ue (@e © Listen and repeat both sounds together. ‘ . It/is unvoiced. /d! is voiced. M aa d Notice that sometimes /d/ is quieter fi becauise the air isn't released suddenly. Listen. ae good food goodbye friend child bird birds 2 Minimal pairs Sound y Sound 2 tt id/ > ee fon: da @o¢ You too? ~=—- You do? e BP vanes Themes DOA 4, You sent the emails? You send the emails? g.. =>. mes (wi Is the red cart hers? —_s the red card hers? ys write side & : exihewnteawel? canbe ride Well ©) Ane train drain aS ? Does this train smell? Does this drain smell? - € Fa] trunk drunk ee Is there a trunk outside? —_'s there @ drunk outside?BH nmr 4a door Minimal pair words jp a Listen and repeat the words. Notice that the target sound is quieter in the words send, card, ride. t+ Gb Youwill hear five words from each minimal pair. For each word, write 1 for /t/ (sound 1) or 2 for /d/ (sound 2). EXAMPLE Pair 1: 2,1,2,1,2 Minimal pair sentences ‘Gs ¢ Listen to the minimal pair sentences. G+ Gib Listen to six of the sentences and write J for /t/ (sound 1) or 2 for ‘a {sound 2) t+ Gye Sentence stress Listen to the minimal pair sentences again and underline the sentence stress (on page 93). EXAMPLE You send the emails? = — & f Tick the words a) orb) that you hear in the sentences. 1a) writing b) riding 2a) cart by card 3a) bat b) bad e 4a) sent b) send 5 a) sight b) side 6a) try b) dry 3 Dialogue Oa First practise the target sound /d/ in some words from the dialogue. Read the words aloud or visit the website to practise. {d/ is LOUD before a vowel. Tet’ go dancing DIANE Tes listen to he Bone radio, Jordan, You forgot our date {df is often quiet at the end of a word or before a consonant. = stayed repaired Itrained. badcold They played cards. What happens when /d/ at the end of a word fs followed by a vowel? Theystayed_athome. Theyrepaired_it today. It rained_all day. Thad_a bad cold. They played_a game of cards.UNIT 26 /d/ door 8 Practise these words with a louder d/ at the beginning anda quieter /d/ at the end. did decide decided damaged David Donald Look at the words in the box below and decide whether the sound /d/ is loud (L) or quiet (Q). EXAMPLE bad (Q) Daisy (L) | nobody() darling() bad(} cards() Daisy () | date() played(} dancing() listened(} don't() phoned () tried() today() rained() _- Check your answers in the key before doing the next exercise. “~ — @b Read the dialogue below and guess the missing words with the sound i, 1-7 have a louder /d/. a-g have a quieter /d/. Number 1 and a) have been done as examples. Check your answers by looking in the box of words above, and then by listening to the dialogue. *@ameged telephone line DAISY: Hello. This is 22882228, DAVID: Hello, 1Daisy __. This is David. DAISY: Oh, hi, 2 DAVID: What did you do yesterday, Daisy? You forgot our 3 ; dida't you? DAISY: Wel, it eained all day, David... and ... had a b) cal, so | wn ef ... decided to stay at home: DAVID: Did you? ... 19, twenty times and 4___ answered. DAISY: Oh, the telephone line was damaged. They repaired it 5 z DAVID: Well ... Daisy! DAISY: What, David? DAVID: OF! ... 6, worry about it! ... What did ... ér ... Donald do yesterday? Did he and Diane go 7 ? DAISY: No, they didn't yesterday. They just stayed at home and a) @. DAVID: And what did you do? Did you play cards too? DAISY: No ... Jordan and | _____ to the radio and ... er ... studied. What did you do yesterday, David? DAVID: I've just told you, Daisy ... |). to phone you twenty times!(56 oni 26 fai door 4 Verbs ending in ed ‘Verbs ending in ed are pronounced: Jal after avowelot —it/ after anunvoiced voiced consonant consonant G @ Listen and repeat. played brushed cleaned laughed snowed pushed closed watched filled danced stayed walked a & b ed endings: /d/, /t/, Ad/ EXAMPLE stayed awake/snored A: He stayed awake, didn't he? B: No, he didn't. He snored. /id/ after the sounds itf or fat waited painted shouted wanted landed departed Talk about these pictures. Work with a partner or listen to the recording. Follow the example. BS = 2 2 os #8 < combed hishait cried alot painted a room brushed it laughed a lot cleaned it closed a door walked away washed the TV opened it waitedalongtime watched it % onl emptied his glas filled it pulled his car pushed it departed atnoon —_ whispered it danced all night rained all day landed shouted it played cards snowed 5 Spelling on Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /d/.cae I have a couple more of your caramel cookies, pee? @hewerse you can. ... And some of my chocolate cake? ‘S Geanks. | like cake. But I’m allergic to chocolate. Target sound /k/ ow a Tomake the targetsound first touch the back of the roof of your mouth with the back of your tongue. Then push air forward behind your tongue. “Then quickly move your tongue away to release the air suddenly.** Don't use your voice, Listen and repeat: /k/. > © Notice that sometimes /k/ is quieter because the air isn't released suddenly. Listen. make musie look book like likes Omit from ** to “* above to make this quieter sound. 2 Sound /k/ € Iki coat Its a hairy coat. curl He's got 2 lovely curl. class Its a brilliant class. back She's got a strong back. crowing it's crowing.ie key Gg a In the words on page 97, notice that the target sound is quieter in the word back. Listen and repeat the words, Gigb b Listen to the sentences. Gg ¢ Sentence stress First try to guess some of the answers to these questions about the sentences: Are they all questions or statements? ‘Does the intonation go uf or down? Which sentences have an adjective + noun? Which is the most important word for the speaker's meaning? Then listen to the sentences again and underline the sentence stress (on page 97). EXAMPLE It's a hairy coat. God Listen and repeat the sentences. 3 Dialogue Qe First practise the target sound /k/ in words from the dialogue, plus some others. Read the words aloud or visit the website to practise. Ik is LOUD before a vowel. Kate cup sky school course coffee cuckoo Karen OK American excuse me /k/ is also quite LOUD before ‘I’ and‘. cream cry crowd Christmas across class clean clear climb include _ Iki is often quiet at the end of a word. Took walk ask quick black book work milk Mrs Clark plastic electric What happens when the next word begins with a vowel? Do the two ‘words join together? Is the /k/ louder or quieter? look look_up walk _-walk_along ask ask_anybody work -work_out book. book_out Mrs Clark Is Mrs Clark_in? Notice what happens when a quiet /k/ at the end of a word is followed by a louder /k/ at the beginning of the next word, Make the two sounds. different. There can be a slight pause between the two sounds. black black cup quick quick question electrié electric clock plastic _plastic container like like cooking book book case speak speak clearly walk walk quicklyCUNIT27 ik key St ~~ ‘k/ is quieter before most consonants (except ‘I’ and ‘r’). Choose the correct heading from this box for each list of consonant clusters (1-5) below. Meth fk) wh fe? cst 1 2 3 4 5 next picked quiet clock cricket exciting walked Kwok class cream expensive worked question clever scream exeuseme asked quality quickly microwave forks electric quite chocolate incredible In which two lists 1-5 does /k/ sound louder? Practise saying the clusters. Look at the words in the box below and decide whether the target sound is loud cL) or quiet (Q). EXAMPLE like (Q) coffee (L) milk(} cuckoo(/) like() next () Kate(} fork( } make() American() carved{} call () coffee} plastic( ) course() cream ( } _ ‘Check your answers in the key before doing the next exercise. > Gib Read the dialogue below and fill the gaps with the correct words from the box above. 1-8 have a louder /k/. a-f have a quieter /k/. Numbets 1 and a) have been done as examples. Check your answers by listening to the dialogue, ‘The cuckoo clock KAREN COOK: Would you a)_like some cream in your |_coffee __, Mrs Clark? KATE CLARK: 2 me Kate, Karen. KAREN COOK: OK ... Cream, ... 3 ? KATE CLARK: No thanks, Karen. But I'd like a little bp Thanks, 1 KAREN COOK: Would you like some little 4. cakes ... Kate? KATE CLARK: Thank you. Did you 0) them? KAREN COOK: Yes, Take two, Here's a cake d) and here's a... KATE CLARK: Excuse me, Karen. But what's that 6) to your bookshell? Is it a clock? KAREN COOK: F's an electric cuckoo clock It's 5 3 KATE CLARK: Is it) ?H@Gf unr 27 iki key KAREN COOK: Oh no, Kate. It's a hand 6. wooden clock. It was very expensive. KATE CLARK: Well its exectly six o'clock now, and it’s very quiet, Doesn't it say ‘cuckoo? KAREN COOK: Of 7. it does, Kate... Look! CLOCK: Cuckoo! Cuckoo! Cuckoo! Cuckoo! Cuckoo! 8. i KATE CLARK: Fantastic! How exciting! What a clever clock! ¢ Practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording. 4 Sentence stress patterns Gz a Listen and repeat. {adjective + noun) (adjective + compound noun) Jaclean shelf aclean Buokshelf 2a clean Whisk a clean &@g whisk 3 ablack cup a black gaffe cup Aaplasticring a plastic Rey ring Sadirty tutle a dirty 8a bottle 6an electric thack an electric tyckoo clock 7 an expensive take an expensive checolate cake ad b Unjumble these sentences, 1 an it’s cuckoo electric clock 2 ring plastic it’s key a Gra, 3 egg dirty it's whisk a 3 4 it's bottle dirty a cola 5 expensive cake cream an it's _ 6 it’s car comfortable coat a =S. 7 book black a it’s address 5 Spelling = Look back over this unit at words with the target sound, and write what younoticed about how to spell the sound /k/.“audi you get me some groceries when you go out? nat exactly — nutmeg? gherkins? yoghurt? @fcsmarse not! Get me some bagels if they've got any ... sane -. sugar, eggs, garlic... and ... mim... figs and spss if they're any good. a. ‘Target sound /g/ Gea First practise the sound i {see page 97). This is an unvoiced sound. Listen and repeat. ‘Qed Use your voice to make the target sound /g/. Listen and repeat. @® ¢ Listen and repeat both sounds together. /k/ is unvoiced. /g/ is voiced. Gad Notice that sometimes /a/ is quieter because the air isn't released suddenly. Listen. big bag fig figs egg eggs example nutmeg 2 Minimal pairs OX Sound 1 Sound 2 iki Ig/ ee wth. & W's. hairy coat i's 2 hairy goat. q cud girl ¥ He's gota lovely cur. He's got a lovely gir. class glass It's a brilliant class. It’s a brilliant glass. ‘ur back bag rey She's got a strong back. She's got a strong bag. & 7 crow grow It's crowing, It's growing.BD unr 28 1g gint Minimal pair words a Listen and tepeat the words. Notice that the target sound is quieter in the word bag. oy Qe b You will hear five words from each minimal pair. For each word, write 7 for /k/ (sound 1) or 2 for /g/ (sound 2). EXAMPLE Pair 1: 1,2, 1.1.2 Minimal pair sentences ¢ Listen to the minimal pair sentences, @* Gud Listen to five of the sentences and write J for /k/ (sound 1} or 2for/g/ (sound 2). t-* Gye Sentence stress In spoken English sentences, the most important words for the speakers meaning are strongly stressed. Strongly stressed words are LOUDer and slower. Weakly stressed words are quieter and quicker This gives English its rhythm. Listen to the minimal pair sentences again and underline the strongly stressed words (on page 101). EXAMPLE He's got a lovely girl. te» Gp Ff Tick the words a) or b) that you hear in the sentences, La) cold b) gold 2a) back b) bag 3.a) clock b) clog 4a) curl b) girl 5a) frock b) frog 6) clue b) glue 3 Phone messages a First practice the target sound /o/. Some of these words are from the phone messages you will hear. Read the words aloud or visit the website to practise. /gl is LOUD before a vowel and quite loud before A and /t/. groups of girls giggling and gossiping together taking great photographs of a guy in the garden cutting the grass Maggie isn't in Glasgow. Guess again. ‘She's gone to Portugal and Greece until August. fg/is often quieter at the end ofa word or before a consonant. This is an example. Another example is fog. Also smog. mugs mugs hugs rugby ajogwithabigdog bigdogs abigpig big pigsUNAT 28 /o! gil HOD afrog frogseggs frog's legs Graig Craigs bigbag Craig has jetlag. - ‘What happens when the next word begins with a vowel? Is /o/ LOUDer or quieter? big dog ‘There's a big_old dog_in the garden. fog smog Fog_and smog_are what we've got. dialogue Read the dialogue_aloud. Greg Craig Greg_and Craig_and Mi Notice how two /g/ sounds join together, Itsa biggarden. He'sabig guy. Has the fog gone? Ak) and /g/ Quickly scan all the words in the box below and underline all those with the sound /k/. computer Maggie postcard Glasgow beginning games weekend Portugal Greece grass catch guess cut camp August girls gossip couple Carol garden Craig ~~ Check your answers before going on to 3b. G&D Close your book and listen to Craig and Maggie's phone messages on their answering machine, paying attention to the target sound. Then. complete the sentences below, Each missing word has the sound /k/ or /g/, and is in the box above. Number 1 has been done as an example. Somg and Maggie's answering machine 1 Greg and Carol want to stay for a _couple_of days at _Craio_ and _Maggie_’s house in _Glosgow_. 2 ‘They're coming to at the of : 3 is always giggling. She wants to uponall the 4 The last time they got together, Greg and Craig played while the two went shopping. 5 Carol says, ‘L you've gone away for the : 6 Craig and Maggie senta from . but they're going to go to Greece, 7 While Craig and Maggie are in . Greg and Carol are going to in their, 8 Greg says they'll be very grateful and they'll the (8 Listen to the complete sentences from 3b and check your answers. Then practise reading the sentences aloud. Record your voice to compare your production of the sounds /k/ and /g/ with the recording,GR ons 9 nt 4 Consonant clusters _ Choose the correct heading from this box for each list of consonant clusters (1-3) below. ee 1 2 3 exam English angry eggs glove hungry executive glasses grammar earplugs glamorous grapefruit hugs singly grateful exactly global congratulations Use your dictionary to check the word stress and meaning of any words you don't know. ip Now listen to the recording of the clusters. Do you think the /g/ is quieter in any of the lists above? 5 Spelling — Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /g/.REVIEW (Cand game: Pick up pairs Photocopy and cut out cards from all minimal pairs in Units 24, 26 and 28. Shulfle the cards and deal them face down all over the table. Tum over any two cards and read their sentences aloud. If they are minimal pairs (consonants), you keep them and you continue playing. If those two cards aren't minimal pairs, turn them face down again and the next person plays. Collect as many minimal pairs as you can ina time limit, e.g. ten minutes, You can use a dictionary if you wish, but you don't have to understand every word to do this test. = G1 Poreach line (1, 2,3, 4,5), first listen to the whole line. Then circle the one word that is said twice. Note that meaning is not so important in this exercise. The purpose is to review the sounds by hearing them in contrast. Some of the words are rarely used in everyday English, and this is shown by an asterisk *, i oi ay tat Tki igh 1 paw bore ‘tore ‘door core gore* 2 pill Bill ill ill il, gill 3 bay Ka 4P B tea Dee key * 5_Pooh! Boo! two do coo goo Score [75] 2 Circle the words with the same vowel sound as 1-3. 1 tree 2 clock a 7 7 ik — < dress strong @ f enclosed understand retry glass class quite S distrust entertain ‘walked clothes drunk entrance microwave chocolate | electric dreaming \ glamorous quickly “~T +) > ze3 pram. ~ black appreciate place plum brother impressive probably breakfast present prawn Score [77s] ~~ 3 Pick the different one: /t/, /d/ or /ud/ Underline the ed ending that has a different pronunciation, EXAMPLE telephoned rained answered walked 1 brushed washed emptied tossed 2 walked watched laughed filled 3 waited departed combed painted 4 pushed snowed cleaned filled 5 whispered played rained shouted score 15] ad 4 Stress ‘Underline the stressed syllable in each item. (Score half a mark per item.) telephone remember cafeteria photographer's a policeman apostcard apaperplate American somebody a green coffee cup score { 75) ‘Total seore [_ 730) Additional review task using dialogues from Units 23-28 Unit 23 24 25 26 27 28 __ Target sound _/p/ Ibi hi ial iki ‘gf pen baby table door key _ girl From the above table, choose any target sounds that you had difficulty with, Listen again to the dialogue in that unit, listening for the target sound. Circle the target sound in any words in the dialogue, Listen to the dialogue again and check your answers. Check your answers in the key. Listen to the dialogue again, listening for the target sound. Read the dialogue aloud, and record your voice to compare your production of the target sound with the CD. ‘You can also use this review task as a quick self-test, by doing steps 2 and 4 only. T sai wsHeap screaming! Whats upsetting you? Mipeimter. She takes my books out of my @ek and puts themsomewhere else. eeeell her to stop it. Mes of course, that’s the answer ... but its ‘geese simple. She makes meso cross! (Geel youspeak to her? : tout sound /s/ ‘To make the target sound /s/, touch your top teeth with the sides of your tongue. Put the tip of your tongue forward fo nearly touch the roof of your mouth. Don't use your voice. Listen and repeat: /s/. 2 Sound /s/ Isi Sue bus ea That Sue was amazing, | heard a bus, C £ @ It's pronounced /sit/, | want the big piece. sip Sip it slowly. @w2 Listen and repeat the words. ‘@mb Listen to the sentences. Gwe Sentence stress & ‘What's the price? The most important words for the speaker's meaning are strongly stressed. Guess which two words will be strongly stressed in each sentence above. Then listen to the sentences again and underline the sentence stress. EXAMPLE I want the big piece. @@d Listen and repeat the sentences,onr30 15) sun 3 Dialogue } @ First practise the target sound /s/ in some of the words from the dialogue below, Read the words aloud or visit the website to practise, Sam Sue sand asumofmoney Saturday sailing possible seaside /s/ in consonant clusters lets that’s its six just sleep spend stay star Smith outside instead sweetie swimming sensible smallest skting exciting expensive cheapskate” * a person who only spends the smallest amount of money Notice how /s/ sounds join together. let's_stay Six_Star let’s_sleep @% b First just listen to the dialogue without looking at your book, paying particular attention to the target sound, It's expensive SAM: Let's go to the seaside on Saturday, sweetie. SUE: Yes! Let's go sailing and water-skiing. That's exciting. SAM: 1s expensive, sweetie, Let's just sit in the sun and go swimming instead. SUE: Let's stay in the Six Star Hotel and spend Sunday there too. ‘SAM: Be sensible, Sue, It's too expensive. Let's sleep outside instead, ‘SUE: Sleep on the sand? You never want to spend more than the smallest possible sum af money, Sam Smith - you're such a cheapskate! ¢ Practise reading the dialogue aloud. Record your voice to compare your production of the taiget sound with the recording. 4 /s/ in consonant clusters ‘sa Use the prompts below to make sentences about Sam, Simon, Lucas, Sarah, Chris and Chrissie. Listen and respond, like the example. EXAMPLE I hate hats. Response; Sam hates hats too, Sam_ Simon Lucas Sarah Chris Chrissie S. § Itake good photographs.) / 6 Teat chocolate biscuits. 7 Tlaugh at jokes. 8 [want some interesting | eT te books,. (or | ~ Joining /s/ sounds Find the correct ending to these sentences and practise joining the /s/ sounds as in the example. EXAMPLE Chrissssspeaksssslowly. 1 Chris —_ ‘sss silently, 2 Inwinterlets\\ sss ‘such good photographs. 3 Sam takes ‘sss ‘such a cheapskate? 4 Sarah laughs 'sss__- speaks slowly. 5 Insummerlet’s sss ski in the snow. & Sue likes sss ‘sail into the sunset. 7 Lucas ‘SSS ‘some cats. 8 Is Chris sss sends lots of text messages. @e Usten to check and repeat. ‘¢ Read aloud. Practise the target sound in consonant clusters. 'S Spelling Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /s/.~It does. But it isn't. —Look at those eyes. They're like ice. =He's such an amazing artist. his paintings. 1 Target sound /z/ fa First practise the sound /s/ (see page 107). Listen and repeat. ebb Use your voice to make the target sound /z/. Listen and repeat. Gee c Listen and repeat both sounds together. 4s/ is unvoiced. /z/ is voiced. 2 Minimal pairs @ Sound 1 isi Sue That Sue was amazing. € Its pronounced Gg -= Sip it slowly. oa a | heard a bus, want the big piece. ¢ - ea) price What's the price? =It looks so easy, doesn't it? o —He always draws the bodies so well, doesn't he? Look at the arms ... the legs ... those hands. = One of these days ... I'm going to buy one of Sound 2 fal z00 That zoo was amazing. Zz po it's pronounced /zi/. ap Zip it slowly. et J © buzz Vheard a buzz. peas I want the big peas. prize What's the prize?UNIT 31 /2/ zoo ST Wiest pair words Listen and repeat the words. .b You will hear five words from each minimal pair. For each word, write ! for /s/ (sound 1) or 2 for /z/ (sound 2). EXAMPLE Pair: 2,1, 1,1,2 Wieemet pair sentences ' = Listen to the minimal pair sentences. d Listen to six of the sentences and write J for /s/ (sound 1) or 2 for fzi {sound 2) @ Sentence stress Look at this pattern of strong and weak stresses in the first set of minimal pair sentences. That Sue was amazing, That zoo was amazing, 000000 Listen to the minimal pair sentences again while looking at the patterns and notice how the weak stresses are quicker and quieter, Pair 1:000000 Pair 2; 000 Pair 3: 0000 Pair 4: 0000 Pair 5: 00000 Pair 6: 000 Tick the words a) or b} that you hear in the sentences. 1a) bus b) buzz 2a) sip bi zip 3a) price b) prize 4a) pence b) pens 5a) police b) please 6a) Sackville b) Zackville 5 Dialogue (Qe First practise the target sound /2/ in words from the dialogue, plus others, Read the words aloud or visit the website to practise. Ist and /2! sounds The letter''s’ is usually pronounced /s/ after an unvoiced sound, and /z/ after a voiced sound, /s/ after an unvoiced sound /z/ after a voiced sound plurals snakes sacks units animals parcels arms artists zips legs 3rdperson makes thinks wants smells contains draws singular repeats it’ 's what'sJoining /s/ and /2/ sounds Notice that if the two sounds are different, we say the second one more strongly. Yes,_Zena. (s_z) This parcel contains_six mice. (2_s) _this_sack (s_s does_ Susan (z_s) Ld Say these words that have two /s/ or /2/ sounds, Which sounds are they? EXAMPLE Mrs (/s/ /2/) 1 smells 6 surprising 2 parcels 7 Lazarus 3 something's 8 sounds 4 boxes 9 sacks 5 Susan 10 zoos Gb Listen to the dialogue, paying attention to the/s/ and /2/ sounds. Then practise reading the dialogue aloud. Record your voice to compare your production of those sounds with the recording. Surprises in the post office (Zena and Susan work at the post office. They are busy sorting parcels, i's Susan's first day.) SUSAN: This parcel smells, Mrs Lazarus. ZENA: Call me Zena, Susan. SUSAN: Yes ... Zena ... Something's written on it. What does it say? ZENA: Itsays: ‘This parcel contains six mice’ SUSAN: Awl Isn't that awful, Zena! Poor animals! ZENA; And listen, Susan! What's in this sack? SUSAN: It's making a strange hissing noise. SACK: (hisses) Ssssessssssssssss! SUSAN: Zenal It's a sack of snakes! ZENA: So itis! ... And what do you think’s in this box, Susan? SUSAN: It's making a buzzing sound, BOX: (buzzes) Zezzzzzzzz2727271 SUSAN: Those are bees! ZENA: A parcel of mice .... and a sack of snakes ... and a box of bees. What de you think about this, Susan, on your first day in the parcels office? Isa’ © surprising? SUSAN: Amazing! This isn't a post office. It's a 200.“UNIT 31 /2/ 200 Bay »sonant clusters ) a /z/ in consonant clusters Use the prompts below to make sentences about Ms Mills, Mr Suzuki, ‘Mrs Moses and Miss Jones. Listen and respond, like the example. EXAMPLE [love dogs. Response: Mr Suzuki loves dogs too. ‘Ms Mills Mr Suzuki Mrs Moses_Miss Jones 1 Tlove dogs. 7 2 Telimb mountains. 7 3_Thave six cousins, v @ Tlisten to jazz records. 7 5. Tread magazines. z 6 Talways lose things, 7 7 _Tbuy expensive clothes} 7 8 Thave loads of friends. v ‘3 Tprepare horrible meals. v 10 Talways remember vw bad dreams, (Note: The following titles are only used with a family name: Mr /mistal for men and Ms/miz/ for women. Mrs /misiz/ is also used for married women, and Miss /mrs/ for unmarried women.) Consonant clusters: occupations, jobs, careers Match the sentence halves together. EXAMPLE A horse trainer trains horses. 1 Aborse trainer: a grows only roses. 2 Anengineer b kisses babies, 3. Arenovator c fishes. 4 Abousekeeper designs garages. 5 Agardener sews other clothes besides dresses. 6 A prize giver f trains horses. 7 Awage clerk g trims hedges. 8 A rose grower h sometimes washes clothes, 9 A garage designer i gives prizes. 10 A fisherman j builds bridges. 1 Apolitician k modernises houses, 12 A dressmaker 1 pays wages, = Check your answers in the key, Then read the answers aloud. Finally, cover the second half of the sentences and try to remember them, while still being careful with the clusters. = Spelling ~ Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /z/.~ She shouldn't be wearing such a shabby skirt at work, should she? ~She certainly shouldn't. —Ido wish she wouldn't. —Shall I teli her? =. um... er .., 'm not sure if 1 Target sound /{/ 3% 2 First practise the sound /s/ (see page 107). Listen and repeat. Geb Then put the tip of your tongue back = alittle to make the unvoiced target 2 \\ sound /{/, Listen and repeat. ie ¢ Listen and repeat both sounds together. Both are unvoiced: /s/ and /{/, 2 Minimal pairs @ Sound 1 Sound 2 ii Ish if Cc she Cis third. She is third. like Sue's, | like shoes. Sip it carefully. Ship it carefully. ass ash Look at that ass. Look at that ash. He won't sew it, He won't show it push puss "Puss! he shouted. ‘Push! he shouted. me eAUNIT 32 /() shoe [AS] Grimal pair words sa & Geb Listen and repeat the words. ‘You will hear five words from each minimal pair. For each word, write 7 for /s/ (sound 1) or 2 for /ff (sound 2). EXAMPLE Pair I: 1,2,1,2,1 ‘Minimal pair sentences c = ood Ghe Listen to the minimal pairsentences, Listen to six of the sentences and write J for /s? (Sound 1) or 2 for {J/ (sound 2). Sentence stress First ery to guess which two words in each of the minimal pair sentences will be strongly stressed. Then listen, and mark “where the intonation begins to go down on the most strongly stressed word (on page 114). EXAMPLE Ship it carefully. _ (@g f Tick the words a) or b) that you hear in the sentences. 1a) Sue's b) shoes 2a) ass ‘b) ash 3.a) puss b) push 4a) sack b) shack 5a) seats: ‘b) sheets 6a) save by shave 3 Dialogue 5b First practise the target sound /J/ in words from the dialogue. Read the words aloud or visit the website to practise, show MrShaw sure shop shut shall shake sheets shirts shrunk Mrs Marsh push wish shouldn't English Swedish finished washes washing machine special demonstration First listen to the dialogue and notice that the intonation sometimes goes up, Then read the dialogue and write a-j against the numbers 1-4 in the box below. The first one has been done as an example. le (five Yes/No questions) 2 (one question tag where the speaker is not sure of the answer) 3 (three sentences which are a list of instructions about how to do something) 4 (one unfinished statement)Big unr 32 is) shoe A special washing machine MRS MARSH: (@) Does this shop sell washing machines? MR SHAW: Yes, This is the latest washing machine, MRS MARSH: (b) Is it Sibedish? MR SHAW: No, madam. Its English. MRS MARSH: (c) Could you show me how it washes? MR SHAW: (d) Shall | give you a demongitation? This one is our special demenstration machine. Iv’s so simple, (e) You take some sheets and shifts. (2) You put them in the machi. (@) You shut this dete ‘And you push this button, MRS MARSH: (h) The machine shouldn't shake like that, sh@uld it? MR SHAW: Washing machines always shake, madam ... AhI It's finished now: MRS MARSH: () But the sheets have shilink and so have the shirts. MR SHAW: (j) Do you wish to béy this machine, madam? MRS MARSH: ... I'm not sure. Ss c First check your answers by listening to the dialogue again. Then check in the key. Practise reading the dialogue aloud. Record your voice to compare your production of the intonation with the recording. 4 Joining /{/ sounds a /f/ sounds are joined between words. EXAMPLE English_sheep Rewrite these phrases following the example in 1. shops in England gaglish shops. ‘ships made in Denmark sheep in Scotland shampoo from Sweden champagne from France sheets from Ireland shirts made in Poland. shorts from Finland sugar from Turkey 10 shoes made in Spain + Gb Listen and check your answers, ¢ Read the phrases aloud, joining the /{/ sounds. EXAMPLE English_shops eerousaene 5 Spelling = Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /f/./3/ television Dad, what rhymes with explosion? -Erosion. + What about conclusion? - Confusion. And television? = Decision ... revision ... precision ... ~ Stop, Dad! That’s enough! Thank you. ~ My pleasure. Any time, 1 Target sound /3/ sua 2 First practise the sound /{/ (see page 114), Listen and repeat. ‘Gabb Use your voice to make the target sound /s/. Listen and repeat. Bi ¢ Listen and repeat both sounds. {$i is unvoiced. /s/ is voiced. 2 Sound /3/ — EN t3/ casual Michelle has a job in a shop selling casual shoes. She also has a casual job doing sports massage occasionally She does sports massage occasionally, not every day. collision Yesterday Michelle saw a collision outside the shoe shop. measure She was measuring a shoe for a customer. cas! An ambulance took two injured people to casualty, (Note: Two meanings of casual in the first two sentences: | casual shoes = relaxed style or fashion [opposite: formal]; 2 casual job = not regular work [opposite: permanent],) Sepme p'BRB unr 33 /y/ television aa Listen and repeat the words. Gepb Listen to the sentences. —* Geac Sentence stress In spoken English, the most important words for the speaker are strongly stressed. So there is often more than one ‘correct’ way of stressing a sentence, as it depends on the speaker's meaning, Guess which words might be spoken with stronger stress in the sentences. Then listen to the sentences again and underline the sentence stress (on page 117). EXAMPLE Michelle has a job in a shop selling casual shoes. gad Listen and repeat the sentences, 3 Television programmes © a First practise the sound /s/ in some of the words from this unit, Read the words aloud or visit the website to practise. usually unusual pleasure television garage measuring tape Cl Z| (| Gao treasure casual clothes Asia a yee an unusual collision \‘UNIT 33 /5/ television SE Gob Listen. Television Programmes: Sharon | Shaun !Charlotte) Mrs Channel 5 Marsh 7.00 - Children's film: Treasure Island ¥ 7.15 — News update: An Unusual Collision v 0 - Fashion show: Casual Clothes | vw “Travel film: Crossing Asia { wv 3- Do-it-yourself show: How fo Measure 7 @New Garage | 8.30 — Variety show: I's @ Pleasure i v ts i © Make as many sentences as you can about who's watching what on TV tonight. EXAMPLE At 8.30, Shaun's watching a variety show called Irs a Pleasure. d Practise with a partner. Talk about which of the television programmes above you would like to watch. Also ask each other about what shows you usually watch, EXAMPLES What do you usually watch on Thursdays? Would you like to watch the fashion show Gasual Clothes? 4 Intonation in thanks/responses We usually say thank you and reply to thank you with intonation going dwn at the end. When somebody says ‘Thank you’ for doing something, we sometimes reply, ‘It’ a Bleasure, or ‘My pleasure’ Some other responses to thanks are: ‘You're welcome’, ‘That's all right,’ ‘That's OK’ (ii Practise ways of saying thank you and responses to thanks with intonation going down on the last strong stress, First listen and repeat the possible responses. It’s a pleasure. My pleasure. You're welcome. “That’s all right. ‘That's OK, EXAMPLE A: Think you for lending me your television. B: [t's a pleasure. 1 Thank you for mending my television. 2. Here's your measuring tape. Thank you so much. 3 [finished ‘Treasure Island’ Thanks. 4 Tt was great to use your garage, Thanks a lot, 5 Thanks for the massage. It was great. 5 Spelling Look back aver this unit at words with the target sound, and write what you noticed about how to spell the sound /3/.—Lovely little chapel for a church wedding bells . —Do you think they're a good match? - Good question, They're like chalk and cheese. She’s a checkout chick; he's the chairman ofa television channel. He's rich, charming ... ~ But she is the national chess champion. 1 ... mm ... a perfect match, I imagine. They're like chalk and cl (Not 1 Target sound /tf/ Ga a First practise the sounds /t/ and /{/ (see pages 89 and 114). Listen and ‘él b To make the target sound /t{/, to make /t/, Then slowly move jom meaning they're very different.) repeat. begin : your tongue from the roof of your mouth. 2 Minimal pairs © Sound 1 if e ie We like ships. c shi eep This is a sheep farm. Its. a sherry trifle, _shop Il buy this shop. \ couldn't cash it & a He's washing the television. Do itagain more quickly. Don't use your voice, Listen and repeat: /i{/, Sound 2 Afi chip We like chips. This is a cheap farm. = ny trifle, ? ae = chop _ I'll buy this chop. catch | couldn't catch it mee 2 He's watching the television, Ay“untrs4 jf chip Fam ownal pair words Gua amb Listen and repeat the words. You will hear five words from each minimal pair. For each word, write 2 for /ff (sound 1) or 2 for AJ/ (sound 2) EXAMPLE Pairl: 2,2, 4,2, 1 heemal pair sentences ec — aed gue Listen to the minimal pair sentences. Listen to six of the sentences and write 1 for /J/ (sound 1) or 2 for /t{/ (sound 2). Sentence stress First read the minimal pair sentences and guess which two words will be strongly stressed in each sentence, Notice which words are nouns, adjectives or main verbs, These are often important for the speaker's meaning, so they are often (but riot always) the stressed words, Then listen to each sentence and underline the two strongly stressed words {on page 120). EXAMPLE He's watching the television. @@ f Tick the words a) or b) that you hear in the sentences. La) shop b) chop 2a) sherry bb} cherry 3.a) washing b) watching 4a) ships b) chips 5a) shin b) chin 6a) shoes b) choose $ Dialogue O: First practise the target sound /t{/ in wards from the dialogue. Read the words aloud or visit the website to practise, choose chops Charles much lunch Church butcher chicken children cheaper cheerful charming Cheshire chump chops Sentence stress Listen to the dialogue, paying attention to the target sound. Then read the dialogue and guess which words are strongly stressed in each sentence. The number in brackets tells you how many words will be strongly stressed by the speaker in that line. The first line has been done as an example, Then listen to the dialogue as many times as necessary before deciding on your answers.22 unirs4 17) chip At the butcher's shop () (Charies Cheshire is a very cheerful, charming butcher.) CHARLES: (2) Good moming, Mrs Church. MRS CHURCH: (5) Good moming, Charles. I'd like some chops for the children's lunch. CHARLES: (2) Chump chops or shoulder chops, Mrs Church? MRS CHURCH: (4) ‘| have four shoulder chops, and | want a small chicken. CHARLES: (3) Would yau like to choose @ chicken, Mrs Church? MRS CHURCH: (2) Which one is cheaper? CHARLES: (4) This one's the cheapest. Its @ delicious chicken. MRS CHURCH: (8) How much is all that? | haven't got cash. Can | pay by credit card? CHARLES: (2) Of course, Mrs Church. ew ¢ Check your answers by listening to the dialogue again, Then check in the key. Practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording. 4 Intonation in a list ‘(mf a Listen to the recording of someone listing the ingredients in the recipe below. Notice how intonation keeps going up on each item of the list, but comes down at the end. Recipe -Cheese-topped chops Ingredients: Sin a dash of soy sauce pine Tian Cheddar cheese _tilliora of pinch of 2 pt chilli powder sheries od Practise reading this list aloud. Record your voice to compare your intonation with the recording,UNIT 34 (// chip FE cae D Instructions Listen to someone giving instructions about how to make cheese- topped chops. Notice how intonation can keep going uff when giving instructions about how to do something, but comes down at the end. 1 Poura little soy salice over the chops. i 2 Ghop the mushrooms, cheese and shalfots. AD 3 Mix the miishrooms, cheese, shallots and ae ili with a dash of soy satice. . 4 Grill the chops. 5 Sptead the mixture over the chops. *. 6 Géill the chops and mixture for a fewafinutes. 7 Put the chops on a dish and decorate each chop with a chferry. 8 Serve the chops with fresh French salad and chips. é Practise reading these instructions aloud, Record your voice ta compare your stress and intonation with the recording, S Spelling - ‘Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /t{/./d3/ January ~ Good morming. My name is Chas Jazz, [want to arrange to send an item of my luggage on to Japan. ~Just one moment, Mr Jazz.... (on phone) Hello. Could you hold on for just a moment, please? —Just in case there’s any damage to this baggage, the Jumbojetset Company in Jamestown has ... ~I'm sorry Mr Jaz, but this is not the Jumbojetset Company. Their office is just round the corner. 1 Target sound /d3/ » a (ema a First practise the sound /t{/ (see page 120). Listen and repeat. (Géieb Use your voice to make the target : sound /dy/, Listen and repeat. ; ‘eave c Listen and repeat both sounds together. ioe it{7is unvoiced. [ds3/ is voiced. 2 Minimal pairs © Sound 1 Sound 2 tpl id3f ey cheap jeep he (ts a cheap type of car. It's a jeep type of car. Are you choking? Are you joking? @ Aland full of riches, Aland full of ridges. Oe os cherties Jerry's a Do you like cherties? Do you like Jerry's? .: 2 ih ta wt \want a larch tree. | want a large tree. eta H Hage eee Dol write ‘H’ here? Do I write age here? Mi)UNIT35 /a3/ January 125) mal pair words ‘és 4 Listen and repeat the words. ‘ee b: You will hear five words from each minimal pair. For each word, write 1 for /t{/ (sound 1) or 2 for /ds/ (sound 2). EXAMPLE Pair: 2,2, 1,2,1 omal pair sentences va ¢ Listen to the minimal pair sentences. ewd Listen to six of the sentences and write 7 for /t{/ (sound 1) or 2 for /ds/ (sound 2) ne e Sentence stress First imagine how the minimal pair sentences will be spoken if the pair word is the most important word for the speaker's meaning. Underline this word (om page 124). Then listen to the sentences again and mark if the voice begins to go up or down on this word. EXAMPLE It's a cheap type of car. % f Tick the words 2) orb) that you hear in the sentences. 1a} choke b) joke 2a) larch b) large 3.) cheap b) jeep 4a) chain ‘b) Jane Lt 5.a) chilly b) Filly 64) cheered byjeered = Dialogue © a First practise the target sound /d3/ in words from the dialogue. Read the words aloud or visit the website to practise. jeep jail John just George edge Jerry larger injured dangerous agency travelagency jokes bridge village damaged manager passenger January dangerouslyGBR unr 3s Jas) January + &b Read the dialogue below and fill the gaps (1-8) with the correct words from the box below. Then listen and check your answers. jokes bridge village damaged manager passenger January _ dangerously A dangerous bridge JERRY: Just outside this 1 there's a very dangerous bridge JOHN: ‘Yes. Charles told me two jeeps crashed on it in 2, ‘What happened? JERRY: Well, George Churchill was the driver of the larger jeep, and he was driving very 3. JOHN: George Churchill? Do | know George Churchill? JERRY: Yes. That ginger-haired chap. He's the 4. of the travel agency in Chester. JOHN: Oh, yes. | remember George. He's always telling jokes. Well, was anybody injured? JERRY: Oh, yes. The other jeep went over the edge of the 5. and ‘wo children and another 6 ‘were badly injured JOHN: Oh deat! Were both the jeeps 7, ? JERRY: Oh, yes. JOHN: And what happened to George? JERRY: George? He's telling 8. in jail now, | suppose! ¢ Practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording. 4 /t{/ and /d3/ sounds 6} a Joining sounds Notice that when two sounds /t{/ or /ds/ come together, we usually say both sounds. EXAMPLE large (/d3//t{/) cherries Listen and repeat. large cherries orange juice How much cheese which job village jail watch chain rich child teach German large gentleman which chair college chess huge jumbo jetUNIT 35 /d3/ January GEE) - b Crossword Every answer has the sound /if/ or Md. Across: 1 Some people get married in a. 2 We eat bread, butter and ... 3 We buy jam ina 4 You'll get fat if you eat too much.... 5 Agame for two people, 6 You can see in the dark with a .. 7 This isnt ...... a difficult puzzle. Down: 1 Ayoung hen isa. 2 This book belongs to Jock. It ....... book. 3 The dangerous bridge is ...... outside the village. 4 HRCAE are the letters of this word. It means to artive. 5 Tell meaj..... 6 George's jeep was 3 Spelling Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /dg/. than the other jeepCard game: Pick up unvoiced consonants: /p/, /t/, /k/, /S/, /t{/ TEST Photocopy and cut out cards from minimal pairs in Units 32, 34, 35 and add the cards from Units 24, 26 and 28. Shuffle the cards and deal them face dowm all over the table, ‘Turn over any two cards and read their sentences aloud. If they both have any unvoiced consonants in the pair words, you keep them and you continue playing. If they don't, turn them bath face down again and the next person plays. Collect as many cards ag you can in a time limit, eg. ten minutes. You can use a dictionary if you wish, but you dontt have to understand every word to do this test. 31 For each line (1, 2, 3, 4, 5), first listen to the whole line, then circle the one word (or part of a word) that is said twice. Note that meaning is not important in this exercise. The purpose is to review the sounds by hearing them in contrast. One word is rarely used in everyday English, and this is marked by an asterisk *. Incomplete words have the rest of the word written in brackets, e.g. chea(p). ish ld If i5) Agi ids 1 sue 200 _ shoe ~ chew Jewlish) 2 Sam (e)xam__ sham - cham(pion) jam 3 so _zo(ne) show = cho(sen) Joe 4G z she - chea(p) Geel 5 sap zal (erone)*— hay Jap(anese) Score [_/5] 2 Circle the words with the same consonant cluster as 1-3. 1 insect 2 orange ns! awe Inds) ‘ / televisions chance 4 / instructions / 7 range designs "ancestors tse wa Pes : | stranger much last ringer Trench See \, exchange bingo lounge3 optician {nt re Ley intonation electrician 4 lesson Score [7151 illusion — \. expansion / ~— —* 3 Pick the different one: /s/, /z/ or /az/ Underline the s ending that has a different pronunciation. EXAMPLE Samantha's Mum's Bill's Ruths 1 loves climbs kisses whistles 2 wants sings laughs gets 3 bicycles watches matches boxes 4 Laura's William's Luke's Dad's 5 books oils bugs lessons score L15] (8 4 Intonation Read this conversation and guess the intonation. Then listen and draw intonation arrows in the boxes for each item 1-10, A (draw 6 of these) ™ (draw 3 of these)..#_#(draw 1 of these) CHARLES: Would you like some coffee? 1 SUSAN: I'd acwally like some hot chocolate ... CHARLES: Well? SUSAN: You know how to make that, don't you? CHARLES: You just heat up the milk, put the chocolate in the cup And then pour the hot milk over it, SUSAN: And add some of these marshmallows I brought. Would you like some hot chocolate? CHARLES: With a few extra marshmallows? SUSAN: Mmmm! Swernunanun ‘Total score [_/30BBB ont s6 Review Additional review task using dialogues from Units 30-35 Unit 30 31 32 33 34 35 etsound _/s/ tal it (3h Aft fa3h i __0_ Bie _wlbeisis chip __ Jatin From the above table, choose any target sounds that you had difficulty with. 1 Listen again to the dialogue in that unit, listening for the target sound. 2. Circle the target sound in any words in the dialogue. 3 Listen to the dialogue again and check your answers. 4 Check your answers in the key. 5. Listen to the dialogue again, listening for the target sound. 6 Practise reading the dialogue aloud, and tecord your voice to compare your production of the target sound with the CD. You can also use this review task as a quick self-test, by doing steps 2 and Aonly.-Bmofl, Ms Fox. °° ~0s only four, We finish at five, Mr Foot, ~ Mee had enough of this office for one day. ‘Se much hiring and firing. i'm off, etl, just put those files on the floor, Mr Foot. (Grive carefully. And don’t forget the flowers for peur wile. Shee: beiring and firing = idiom meaning employing and dismissing workers.) = Target sound /f/ @? To make the target sound /f/, touch your top teeth with your bottom lip, =< Blow out air between your lip and your teeth. Don't use your voice. Listen and repeat: /f/. 2 Minimal pairs A © Sound 1 Sound 2 tT RE we isa sharp oin Ws a sharp fin 2 peel feel GS Peel this orange. Feel this orange. pork fork —— = ‘There's no pork here. There's no fork here, fu pull full L PULL The sign said ‘Pull, The sign said ‘Full. ae # snip sniff ? Snip these flowers. Sniff these flowers. palm farm He showed me his palm. He showed me his farm.99 ont 37 11 fan Minimal pair words. ‘Gas a Listen and repeat the words. fe" Gsabb You will hear five words from each minimal pair, For each word, write 1 for /p/ (sound 1) or 2 for /f/ {sound 2). EXAMPLE Pair 1: Minimal pair sentences 2122 ‘51a ¢ Listen to the minimal pair sentences. ‘= Gobd Listen to six of the sentences and write 2 for /p/ (sound 1) or 2 for /f/ (sound 2). > Gane Sentence stress Listen to the minimal pair sentences again and underline the strongly stressed words (on page 131). EXAMPLE He showed me his palm. Minimal pairs B © Sound 1 tht hold Hold this paper. heat like heat on the back, hill That sign said ‘Hill. heel This heel's different. honey This is honey. hole it’s got a litle hole, + Minimal pair words ito @ Listen and repeat the words. sop b You will hear five words from each minimal pair. For each word, write 7 for /h/ (sound 1) or 2 for /f/ {sound 2). EXAMPLE Pair 1: Minimal pair sentences Sound 2 tet fold Fold this paper. feet | ike feet on the bacic That sign said "Fill, feel This feels different, This is funny. foal Its got a little foal, 1,1,1,2,2 oi ¢ Listen to the minimal pair sentences. G ol. " R & 2UNIT 37 /f/ fan FERS qed Listen to six of the sentences and write J for /t/ (sound 1) or 2 for /ff {sound 2). © @ee Sentence stress Listen to the minimal pair sentences again and underline the strongly stressed words (on page 132). EXAMPLE Fold this paper. 1a) pin 2a) peel 3a) sniping 4a) heel Sa) ham 6a) pole 3 Dialogue b) fin by) feel b) sniffing b) feel b) farm b) hole f Tick the words a), b) orc) that you hear in the sentences, ©) foal Intonation in requests can be down at the end but it usually sounds more polite going up. ©} a Practise these six requests from the dialogue with the intonation going wp Read the sentences aloud or visit the website to practise. 1 Please phone my office after five das, Mrs Bililips. 2 Please give'a friendly laigh. 3 Please use this felttipped pén, Mrs Blips. 4 Please'look ... er... soft and bedutiful. 5 Piease sit on this sel. © Please fillin this formn. Ge b First listen to the dialogue, paying attention to the target sound. Then. read the dialogue and fill the gaps (a-f) with the requests (1-6) above. The first gap has been done as an example. + @ _Listento the dialogue again and check your answers, Then check in the key, ‘*Sanny photographer PHOTOGRAPHER: FRED: PHOTOGRAPHER: PHILIPPA: Good aftemoon, How can I help you? {im Fred Phillips. | want a photograph of myself and my wife Philippa. Certainly, Mr Phillips. a) Please fillin this form. ("1 fill it in, Fred.S82 unrrs7 i fan | & PHOTOGRAPHER: b) Mr Phillips, de you prefer a full frant photograph or @ profile? FRED: A full front, don’t you think, Phillippa? PHILLIPPA: Yes. A full front photograph, FRED: Full front PHILLIPPA: (hands in the form) It's finished. PHOTOGRAPHER: Thank you, Mrs Philips. 0) Is it comfortable? PHILLIPPA: Yes. It feels fine. PHOTOGRAPHER: Mr Philips, FRED: That's difficult. if you say something funny | can laugh. PHOTOGRAPHER: And, Mis Philips, ¢) FRED: (laughs) PHOTOGRAPHER: That's il finished, FRED: Finished? PHOTOGRAPHER: Finished, Mr Phillips. PHILIPPA: Will the photograph be ready for the fifth of February? PHOTOGRAPHER: Yes. ¢ Practise reading the dialogue aloud. Record your voice to compare your production of the target sound and the intonation with the recording. 4 Intonation in if sentences Match the beginning of these if sentences (1-7) with the endings (a-g). 1 If Fred laughs, a he gets frightened. 2 If Grandfather flies, b they can speak French. 3 Ifyou wantto eat fish, © you're first. 4 Ifyou telephone information) dit gets full of fat. § Ifyou fry food, e they're helpful. 6 If they're from France, f he looks funny. 7 Ifyou finish before the others, g youneed a knife and fork. + Gj Listen to check and repeat, Notice how the intonation goes up and then. down. EXAMPLE 5 em If Fred latighs, he looks fumny. Spelling Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /.eve you ever been ta Venice? Ne never. But I've heard you've just come back (Gee Venice, haven't you? ~ less holiday I’ve ever had. The food was fabulous. ~Bad you buy anything in Venice? ~es- this vest. Ai... Yes ... A berry-coloured Venetian vest! fashionable} 1 Target sound /v/ ea First practise the sound // (see page 131). This is an unvoiced sound. Listen and repeat. mb Use your voice to make the target sound /v/. Listen and repeat. * ¢ Listen and repeat both sounds: /f? and /w/, 2 Minimal pairs A @ Sound 1 it} safe Safe here? fine Fine in the garden? its a fail? few This room has a f They need a fast ship? Ferry late? Sound 2 Ii save Save here? Vine in the garden? Its a veil? view This room has a view? vast They need a vast ship? very Very late? | -Ge) unrrss v! van Minimal pair words bea Listen and repeat the words. =» ceapb You will hear five words from each minimal pair. For each word, write 1 for /fi (sound 1) or 2 for /v/ (sound 2). EXAMPLE Pair: 2,1,2,2,1 Minimal pair sentences st ¢ Listen to the minimal pair sentences. (Note: These are statements used as questions, so the intonation goes up.) f) Gibd Listen to six of the sentences and write / for Af/ (sound 1) or 2 for /v/ {sound 2). Sentence stress Native speakers of English only sometimes use statements as questions Listen to the minimal pair sentences again and notice how the speakers voice begins to go up on the most important word for the speaker's meaning, This word is spoken with the strongest stress. Underline this word and any other strongly stressed words you hear in each sentence {on page 135). EXAMPLE This room has a view? — & Minimal pairs B © Sound 1 Sound 2 < fol ivi bet vet They're good bets, They're good vets. g best vest He wore his best. He wore his vest. ban van Gan they lift that ban? Can they lft that van? volt We need more bolts. We need more volts. % . — > 20h! y pao Jones won the boat. Jones won the vote. very It's.a beny red colour. it's a very red colour, ,UNITS8 4/ van AS ititimal pair words oa —~ Geb Listen and repeat the words. Then listen and repeat. ‘You will hear five words from each minimal pair. For each word, write I for fbf (sound 1) or 2 for /v/ {sound 2). EXAMPLE Pair I: 1,2, 1,2,1 ‘ieimal pair sentences Gee — ced Listen to the minimal pair sentences. Listen to six of the sentences and write J for /b/ (sound 1) or 2 for Wv/ {sound 2), =~ Gwe Sentence stress Listen to the minimal pair sentences again and underline the two strongly stressed words in each sentence (on page 136), =~ @p f Tick the words a), b) or c) that you hear in the sentences, 1a) lift b} lived 2a)half by halve 3a) fast b) vast 4a) boat b) vote 5.) bolts b) volts 6a) safe b) save 3 Dialogue ©: eb a Gre view First practise the target sound /v/ in some of the words from the dialogue. Read the words aloud or visit the website to practise, view lived five of have love village valley very Vander lovely Victor living arrived Vivienne Intonation in statements Intonation usually goes down at the end of a statement. Listen to the intonation in this dialogue. Then practise reading it aloud. Record your voice to compare your intonation and production of the target sound with the recording. ‘VIVIENNE: Has the Vader family lived here for very Idhg, Victor? VICTOR: Five and ¢ half yeais, Vivienne. We afived on the first of February. VIVIENNE: What a lovely view you havel VICTOR: Yas. It's fabulous. VIMIENNE: [Dak! You can see the wllage down in the valley VICTOR: YS. We just loffe living here because of the View.SG unre. 4 Stress and intonation = Ga Listen to this description and draw a down arrow on the last strong stress in each sentence. Check your answers and then practise reading the description aloud, Record your voice to compare your production of the target sound with the recording, ‘This is a photograph of a fat farmer arriving at a village. ‘The village is in a valley. The farmer’ driving a van. It's the seventeenth of November. Its a fine day but it’s very cold. Some of the leaves have fallen from the vine in the foreground of the photograph. b Remember that intonation often goes down at the end of statements, short answers, WH questions, questions with ‘or. Math these questions and answers, and draw down arrows on the last strong stress, EXAMPLE What month is it in this photograph? November 1 Who's driving the van? Ayine. 2 How many leaves have fallen from the vine? Arriving. 3 Where do the villagers live? Hive. 4 Is the van leaving or arriving? Inthe yalley. 5 In the foreground of the photograph, is ita vine orafirtree? Four, 6 Near the village are there four or five fir trees? The farmer. i+ G_ Listen to check your answers, then practise saying the questions and answers. 5 Spelling eS ‘Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /v/.what do you want for your birthday? Oo “Whatever you want to give me. ~fwatch? Awallet? ... um ... Awig? A wetsuit? A welcome ssc? ... er... Awoolly vest? Some wine? A grape vine? Whatever. = Target sound /w/ @e a First practise the sound /v/ (see page 195). Listen and repeat. tm b Make your lips round and hard to - make the short target sound /w/. & , Listen and repeat. (ge ¢ Listen and repeat the two sounds: t land iwi, } = Minimal pairs © Sound 1 Sond 2 ivi iwi \ V didn't come before U. We didn’t come before you. & ent ve vest That's the vest. That's the west. x a vet wet ‘ The dog's vet. The dog's wet. =a nie Whe vine wine rt “This is my best vine. This is my best wine. R veil whale ” Its a blue veil. tts @ blue whale. at M@ieimal pair words a Listen and repeat the words. - ‘® b You will hear five words from each minimal pair, For each word, write 1 for /v/ (sound 1) or 2 for /w/ {sound 2), EXAMPLE Pairl: 1,1,1,2,2FAD ont 39 7 window Minimal pair sentences ¢ Listen to the minimal pair sentences. © bw d Listen to five of the sentences and write J for /v/ (sound 1) or 2for/w/ (sound 2) > bis e Sentence stress Listen to the minimal pair sentences again and underline the two strongly stressed words in each sentence (on page 139). EXAMPLE This is my best vine. ‘Bs Ff Tickthe words a) orb) that you hear in the sentences, 1a) vine 2a)v 3a) veal 4a) verse 5a) veils 6a) vet 3 Dialogue ° @ First pract b) wine b) we b) wheel ‘b) worse b) whales b) wet tise the target sound /w/ in words from the dialogue below. Read the words aloud or visit the website to practise. well what wet walk warm with white wine went walked woods wild sweet William Wednesday wasn't wearing walnut railway quiet quickly twenty squirrels wonderful Winona afterwards bs b Sentence stress Listen to the dialogue, paying attention to the target sound, Then read the dialogue and guess which words are strongly stressed in each sentence. ‘The number in brackets tells you how many words will be ‘strongly stressed in that line. The first line has been done as an example A walk in the woods, VIRGINIA: WINONA: VIRGINIA: WINONA: VIRGINIA: | WINONA: VIRGINIA: WINONA: (@) I saw ... William again on Wednesday, Winona, (4) Oh? William again... (Winana faughs,) .... Well, what happened? (4) We went for a lovely walk in the woods. (6) Ob? In the wet? Wasn't it very wet on Wednesday? ©) Itwos very cold and wet. But we were wearing very warm clothes (@) and we walked quickly to keep warm. (©) Is that the woods next to the railway? It's not very quiet. (6) Yes. But further away from the railway it was very quiet (@) and there were wild squirrels everywhere. We counted (2) twenty squirrels. (6) Twenty squirtels? And what did you do for lunch? (2) A picnic with the scuirrels?“UNIT 39 Aw window Fai) VIRGINIA: (5) It was too wet. Afterwards we went to @ restaurant. It was (6) twelve o'clock We fad walnut cake and sweet white wine. (1) twas wonderful. WINONA: (3) So? William again ... Well ... 2 VIRGINIA: (1) Well? (Vitginia and Viinona laugh) @ ¢ Check your answers by listening to the dialogue again. Then check in the key. d Practise reading the dialogue aloud. Record your voice to compare your production of the sentence stress and the target sound with the recording. @ Stress and intonation a Intonation usually goes down at the end of WH questions and short answers. EXAMPLE Where was it quiet? In the eds. Match the answers (a-h) to the questions (1-8) about the dialogue. Then listen to check and repeat. 1 Where was it quiet? a The squizrels. 2 What did they watch? b Everywhere. 3 What did they drink? © To keep warm. 4 Where were the squirrels? d In the woods, 5 Why did they walk quickly? e Twelve o'clock. 6 What did they eat for lunch? f Went for a walk. 7 What time did they have lunch? g Walnut cake. 8 What did William and Virginia do on Wednesday? _h Sweet white wine. Practise reading the questions and answers aloud. Record your voice to compare your production of the intonation with the recording Intonation: old information/new information Notice that intonation in WH questions can change when we are talking about old information, e.g. the first time we ask somebody's name, we ask: ‘What's your flame?’ This is new information. But if then forget the name and ask again, I ask: ‘What's your name?’ because | am asking about old information that has already been given, The intonation goes up to show that this is something we have alveady shared. Listen to Winona, later in the day, asking Virginia some questions about information they had shared. \Wiifre were the squirrels exactly? ‘What tisife did you say you had Junch? ‘Wily did you walk quickly? >(RRB oni 39 1? window oh ® This is all old information that Virginia and Winona had already shared, so the intonation goes up. Now listen to Winona asking for new information. What did you both talk about? ‘When did you arrange the meeting? Listen and mark whether these questions are old information or new information, The first two have been done as examples. 1 Wifat did you say you drank? old information 2 What colour did you wear? new information 3 What did Victor say? 4 Why did you walk quickly? 5 What did Victor wear? 6 Where did you go with Victor? Linking /w/ The sound /ww/ is used in rapid spoken English to link other sounds. The sound /w/ links words ending in /u/ or /u/, e.g. who, you, how, go, hell when the next word begins with a vowel. Listen to the examples then listen to six short interactions where this linking happens. Mark where you could hear linking /w/ in 1-6 below. iwi iwt dwi EXAMPLES Who_is? ‘You_are. ‘Go_away! ° 1 A: Hello, everybody! How are you? B: Hello, Emma. Oh I'm OK now, Thad the flu and felt terrible. 2 A: Who isn't here? B: Joe isnt. A few others arenit. 3 A: Is Sue OK? Anybody know B: I don't know if Sue is off with about Sue? the flu aswell. 4 A: How do [ get to a garage? B: You go under a bridge and through a village. 5 A: Do you understand? B: No, I don't really. 6 A: Oh, it’s sounfair!You always B: Grow up! get two ice creams! ‘Check your answers in the key. Then practise the interactions with a partner. Record your voices to compare your production of linking /w/ with the recording. 5 Spelling - Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /w/."~ Did you use to use a computer when you were younger? -No.When I was young there didn'tuse to ° | be any computers. I just used to play with a yo-yo ... um s+. haven't played with a yo-yo for years ... Have you got a yo-yo? a ist aeoiiper. 1 Target sound /j/ eres ‘Ms First practise the sound /it/ (see page 3). Listen and repeat. ‘QMbb To make the target sound /j/, begin to make the sound /ii/ but very quickly move your tongue to make the next sound, Do not touch the roof of your mouth with your tongue or you will make anather sound like /d3/ page 124). Listen and repeat. (see ‘ge C Listen and repeat both sounds: /ds/ and /j/. 2 Minimal pairs @ Sound 1 dg! #2 That's a wonderful joke. There's no juice. Would you like jam? Og. 6 by He sang over the jeers. Sound 2 ii! yolk ‘That's a wonderful yolk. use There's no use. yam Would you like yam? yes Yes, | lave you He sang over the years. W W =A voice hyFRM unr 40 ji yetlow Minimal pair words jie Listen and repeat the words. a tb You will hear five words from each minimal pair. For each word, write 1 for /d3/ (sound 1) or 2 for /j/ (sound 2). EXAMPLE Pair 1: 2,1,2, 1,1 Minimal pair sentences ji2a ¢ Listen to the minimal pair sentences. Sy d Listen to five of the sentences and write 7 for /d3/ (sound 1) or 2 for /j/ (sound 2), tase Sentence stress Listen to the minimal pair sentences again and underline the strongly stressed words (on page 143). Stressed syllables are LOUDer and s 10 w et, Unstressed syllables are quieter and quicker. This gives English its rhythm. EXAMPLE Would you like jam? + Dip f Tick the words a) or b) that you hear in the sentences. 1a) joke b) yolk 2a)jam b) yam 3a) Jess b) yes 4a) jeers b) years Oo 5a) juice b) use 6a) jet b) yet 3 Dialogue © 2 First practise the target sound /j/ in words from the dialogue. Read the words aloud or visit the website to practise. York years Young news few Hugh stew tunes huge yellow yesterday tutor student onion newspaper produces beautiful excuseme usedto didyouuseto music knew New tubes stupid university tuba Europe (© 09 b Read the dialogue below and fill the gaps (1-8) with the correct words from the box below, Then listen to the recording and check your answers. music knew New tubes stupid university wba Europe Not so stupid JOHN YEE: Excuse me, Did you use to live in York? JOE YOUNG: Yes. JOHN YEE: Did you use to be a tutor at the 1 JOE YOUNG: Yes. For 2 few years.| UNIT 40 // yellow FAB) JOHN YEE: Do you temember Hugh Yip? He was a2___ student. JOE YOUNG: Hugh Yip? Did he use to have 0 huge yellow jeep? JOHN YEE: Yes. And he used to play beautiful tunes.on the 3 JOE YOUNG: Yes, 14 Hugh. He used to be a very stupid student. De you have any news of Hugh? JOHN YEE: Yes. He's a millionaire now in s. York. JOE YOUNG: A millionaire? Playing the tuba? i JOHN YEE: Oh, no. He produces jam in 6. and tins of onion siew, and sells them in 7. + | read about Hugh in the newspaper yesterday, JOE YOUNG: Ohi Well, he wasn't so @ ¢ Practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording, 4 Stress and intonation: highlighting a word pigaa Notice that the speaker can choose to make any word the most important one for the meaning of a sentence, and to make that word more strongly stressed than the other words. The meaning of the sentence changes slightly. Listen to one of the questions from the dialogue said with five different meanings because each time a different word is given this stronger stress. 1 Did you use to live in York? Suggests the meaning: (There are different opinions about this. What's the truth?) 2 Did you use to live in York? Suggests: (I did. Or somebody else did What about you?) 3 Did you ue to livein York? Suggests: (But not now.) 4 Did you use to lige in York? Suggests: (But maybe you worked somewhere else.) 5 Did you use to livein Yotk? Suggests: (Not some other city.) =" 015» Now listen to another sentence said with five different meanings. Match each sentence (1-5) with the correct suggested meaning (a-e). 1 He had a yellow jeep. 2 He Had a yellow jeep. 3 He had qiyellow jeep. 4 He had aYellow jeep 5 He had a yellow jeep. a) (But not any more. Not now) b) (But nobody else did.) ©) (Not a car or any other kind of vehicle.) d) (Just one. Not several of them.) ¢) (Not ared one or any other colour)RB) unr 40 1 yettow ‘bie b Linking /3/ The sound /j/ is used in rapid spoken English to link other sounds. The sound /j/ links words ending in /ix/ or /i/, e.g. she, he, I, we, my, boy, say, they, when the next word, begins with a vowel. Listen to the examples then listen to six short interactions where this linking happens. Mark where you could hear linking /j/ in 1-6 below, iit tit iil EXAMPLES Iuagiee. He_ishere, Theway_out. 1 A: Let's play a card game. B: OK, I'll deal. 2A: That boy is very rude. B: Yes, he ought to be more polite, 3 A: Are those printouts of my emails? B; Yes, they are. 4 A: He always feels sad when B; | understand. f often do too. he's alone. 5 A: Say it again, please. B: I said today is my eightieth birthday. 6 A: They all bad a good ery B: There wasn't a dry eye in the at the funeral. church. a t+» Check your answers in the key. Then practise the interactions with a ot partner, Record your voices to compare your production of linking /j/ with the recording, o About you Read these answers and answer T (True) or F (False) or D (Don't know). 1 When you were three you used to dress yourself. ( ) 2 When you were six months old you used to feed yourself. (_ ) 3 When you were a baby you used to be beautiful. ( } 4 When you were first at school you used to be stupid. ( ) 5 When you were younger you used to really like music. ( ) Choose one of the statements, or make up a similar one, and ask somebody about it. EXAMPLE When you were (ten) years old, did you use to like (cycling)? 5 Spelling my Look back over this unit at words with the target sound, and write what you noticed about haw to spell the sound /j/.~ Have you ever been to a hospital? -Yes. [ wasn't actually ill. But I used to play hockey, and I injured my hand. Thad to go to Hill End Hospital. — How did it happen? ~ Oh, somebody just hit my hand very hard with a hockey stick. 1 Target sound /h/ iy To make the target sound /h/, push a Jot of air out very quickly. Do not = ‘your tongue, Listen and repeat: /h/. + ~ touch the roof of your mouth with = € » 2 Minimal pairs © eS & g ¢ eet. Sound 1 {no sound) Is Tom ill in hospital? eel That's a beautiful eel. and Put your head and heart into it. old Old Mrs Smith's hand. ear She's lost her earring. islands Hove the istands. Sound 2 hf hill Is Tom Hill in hospital? heel That's a beautiful heel. Put your head, hand, heart into it. hold Hold Mrs Smith’s hand. She's lost her hearing. highlands Hove the highlands.