2 Pate Pronunciation in Use CAMBRIDGE Rita tiewe storyEnglish Pronunciation in Use Cela am (eliaeka 4 #8 CAMBRIDGE 9 UNIVERSITY PRESSPUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United Kingdom CAMBRIDGE UNIVERSITY PRESS ‘The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarcén 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa hetpiliwww.cambridge.org, © Cambridge University Press 2003 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press First published 2003 Reprinted 2003 Printed in the United Kingdom at the University Press, Cambridge Typeface Sabon 10/13pt. System QuarkXPress® [KAMAE 11D] ‘A catalogue record for this book is available from the British Library Book 0 521 00185 4 Audio Cassettes (4) 0 521 006600 Audio CDs (4) 0 521 00659 7 Book and audio cassette pack 0 521 00656 2 Book and audio CD pack 0 521 006570Contents To the student To the teacher Map of contents described in phonological terms Section A Letters and sounds Bye, buy Introducing letters and sounds 2 Plane, plan Jeu, fe! Back, pack Pods ipl 4 Rice, rise Isl, lad 5 Down town al 5 Meet, met Fil, fel 7 Carrot, cabbage fal, Id 3 Few, view Ml, bv) Gate, Kate Joly tk Hear, we're, year Ih, Iw, fi Wine, win fail, I Sheep, jeep, cheap If, 1d3/, KS! 13 Plies, fries WM, il 14 Car, care fa:(rV, lealey! 5 Some, sun, sung Inn, In, 16 Note, not Foul, fol 17 Arthur's mother 181,10! 18 Sun, full, June IN, fol, hus! 19 Shirt, short IailtV, ule 20 Toy, town Jo, fav! Section B Syllables, words and sentences 21 Eye, my, mine Introducing syllables 2 Saturday September 13th Introducing word stress 3 Remember, he told her Introducing sentence stress Syllables 24 Ob, no snow! Consonants at the start of syllables 25 Go ~ goal ~ gold Consonants at the end of syllables 26 Paul's calls, Max’s faxes Syllables: plural and other -s endings 27 Pete played, Rita rested Syllables: adding past tense endings Word stress 28 — REcord, reCORD Stress in two-syllable words 29 Second hand, bookshop Stress in compound words 30 Unforgettable Stress in longer words 1 31 Public, publicity Stress in longer words 2 English Pronunciation in Use 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70Sentence stress 34 DON'T LOOK NOW! Sentences with all the words stressed Tuar could be the MAN Unstressed words Til ask her (Alaska) Pronouns and contractions She was rixst Pronouncing the verb be Waar do you THINK? Auxiliary verbs A PIECE of CHEESE Pronouncing short words (a, of, or) Pets enter, pet centre Joining words 1 After eight, after rate "Joining, words 2 Greet guests, Greek guests Joining words 3 Section C Conversation 41 42 43 44 45 46 47 48 49 50 51 52 53 54 Could you say that again? Understanding conversation “Was that the question?’ he asked. Reading aloud: ‘pronouncing punctuation’ A shirt and a tie /a shirt and tie Grouping words Ehm..... Showing that you want to continue Well, anyway ... Telling a story I'mean, its sort of like .. Understanding small talk Right, OK ... Understanding instructions ‘Like father like son’ as they say Quoting speech He will win Introduction to emphatic stress Schwartz ... Pedro Schwartz Emphasising added details Tthink you're in my seat Emphasising important words Chips or salad? Emphasising contrasting alternatives Fifty? No, fifteen! Emphasising corrections Look who's talking! Introducing tones Here? Yes, here! Asking and checking tones Where were you born? Tones in asking for information We're closed tomorrow Tones in new and old information Ob, really? Continuing or finishing tones It’s fun, isn’t it? Agreeing and disagreeing tones It was brilliant! High tones Section D Reference Key Introduction to phonemic symbols Pronunciation test Guide for speakers of specific languages Sound pairs Sentence stress phrasebook Glossary Acknowledgements English Pronunciation in Use 74 76 78 80 82 84 86 88 92 94 96 98 100 102 104 106 108 110 12 44 116 118 120 122 124 126 128 130 137 141 144 161 162 166 200To the student English Pronunciation in Use is a book to help students of English to work on pronunciation, for both speaking and understanding. It is written mainly for students of intermediate level. What will | need? You will need a cassette or CD player to listen to the recorded material that goes with this book. Ie will be very useful if you have equipment to record your own voice, so that you can hear your ‘own progress. This symbol AI indicates the track number for recorded material i. CD or cassette A, track 1. Also, when you are studying individual sounds, it is sometimes useful if you have a mirror. With this, you can compare the shape of your own mouth to the mouth in diageams like this one from Unit 8. | See page 163 for a labelled diagram of the mouth and throat, Top teeth on bottom lip I (oush air through gap) How is English Pronunciation in Use organised? ‘There are 60 units in the book. Each unit looks at a different point of pronunciation. Each unit hhas two pages. The page on the left has explanations and examples, and the page on the right has exercises. The 60 units are divided into three sections of 20 units each. Section A is about how to say and spell individual sounds. Section B is about joining sounds to make words and sentences, Section C is about pronunciation in conversation, After the 60 units, there is a fourth section, Section D, which contains the following: + Introduction to phonemic symbols, » Pronunciation test + Guide for speakers of specific languages + Sound pairs « Sentence stress phrasebook » Glossary Ac the end of the book there is a Key with answers. ‘With the book, there is also a set of four cassettes or CDs, one for each section of the book, What order shall | do the units in? Icis better if you balance the work that you do from the three sections: first, do a unit from Section A, then a unit from Section B, then a unit from Section C, then another unit from Section A, and so on. So, for example, you could begin like this: Unie 1, then Unit 21, then Unit 41, then Unit 2, etc. At the end of each unit, you will find a note telling you where to go next, If you have problems in hearing the difference between individual sounds in Section A of the book, you will be directed to one of the exercises in Section D4 Sound pairs, English Pronunciation in Use 5You may want to focus your work more closely. If so, here are more ideas: + Do the Pronunciation test in Section D. Count your score for each section. If you did specially well in any one of the sections, then you may want to miss the units in that section of the book. + Look at Section D3 Guide for speakers of specific languages. Find your own language (the languages are in alphabetical order). The notes there will tell you which units are less important for speakers of your language and which sound pairs in section D4 are recommended. Do I need to know the phonemic symbols? It's possible to use this book without knowing phonemic symbols. However, itis useful to learn them because they make it easier to analyse the pronunciation of words. Also, many dictionaries use phonemic symbols to show pronunciation. In Section D1 Introduction to phonemic symbols, you will find a table of the phonemic symbols, plus a set of puzzles to help you learn them. ls this book only about pronunciation in speaking? No, it isn’t. Pronunciation is important for both listening and speaking, In many of the units, especially in Sections B and C, the pronunciation point is more important for listening than speaking, For example, when they are speaking fast, many native speakers join words together in certain ways. You need to be able to understand this when you hear it, but it does not matter if you do not speak in this way. People will still understand you. Pronunciation points like this are shown with a grey background and this sign: important or listening Ik is your choice whether you want to just focus on listening, or whether you want to try to speak that way too. What accent of English is used in this book? For a model for you to copy when speaking, we have used only one accent, a Southern British accent, But when you are listening to people speaking English, you will hear many different accents. If you are not used to these, it can be very difficult to understand what is being said. For this reason, you will hear a variety of accents in some parts of the listening material for this book. What is the Sentence stress phrasebook? Itcan help you to speak more fluently if you say some very common expressions with a fixed pronunciation, like a single word. In Section DS Sentence stress phrasebook, some common expressions are given, and they are grouped together by the way they sound: by their sentence stress ot rhythm, You can practise listening and repeating these to improve your fluency. What is in the Glossary? In this book, there are some words which are specific to the subject of pronunciation. ‘You can find an explanation of the meaning of these words in Section D6 Glossary. How should | use the recordings? When you are working with the recording, you should replay a track as often as you need to ‘When you are doing an exercise you may also need to pause the recording after each sentence to give you time to think or to write your answers. When you are instructed to repeat single words there is a space on the recording for you to do so, but if you are repeating whole sentences you will have to pause the recording each time. English Pronunciation in UseTo the teacher Although English Pronunciation in Use has been written so that it can be used for self-study, it will work equally well in a class situation, In a classroom context, the learners can get immediate guidance and feedback from the teacher. Also, they can practise some of the dialogues and other exercises in pairs. You can direct students with particular pronunciation difficulties to do specific units on their own. In order to simplify the jargon in the book, many of the terms you may be familiar with are not used. For example, the term initial consonant cluster is not used. The unit on initial consonant clusters is called Unit 24 Ob, no snow!: Consonants at the start of syllables. The following is an explanation of how the book is organised, ending with the map of contents described in phonological terms. Section A aims to cover the sounds of English and their main spellings. The units are organised by letters rather than sounds. The intention is that this would be a more intuitive route in for non-specialist users. At the same time, this organisation helps to highlight sound-spelling regularities in English. The vowels are covered first via the five vowel letters of the alphabet, and their ‘long’ and ‘short” pronunciations, for example the letter A as in tape or tap. The remaining vowel sounds are presented as vowels which typically occur before a letter R. The consonant sounds are presented through either their most common spelt letter, or by one of their main spellings. The ordering of these units is more or less alphabetical. The units in Section A are not presented as minimal pairs. Vowels are paired according to their spelling, not their potential for being confused with one another. Consonants are paired mainly where they share the same place of articulation, The units were not organised as minimal pairs for two reasons: «Any sound can form a minimal pair with a number of other sounds, not just one, Organising, units according to minimal pairs would therefore lead to a huge number of units and a lot of duplication. + Many minimal pairs will be redundant for any given learner, so learners need to be selective. Potentially confusing minimal pairs are gathered together in Section D4 Sound pairs. Learners are encouraged to select from these according to their own needs. Alternatives are included for those areas of pronunciation which are especially susceptible to variation across different varieties of English. For example, where there is a letter R with no vowel after it, many speakers do not pronounce the R and many other speakers do pronounce it, and both varieties are presented. Many vowel sounds are treated as local variants of vowel + R. For instance, the diphthong /ta/ is initially presented nor as a sound in itself, but as a variant of /i/ when it occurs before R or L. English Pronunciation in Use 7Some of the pronunciation points in the book are potentially irrelevant to some learners. For instance, for learners whose aim is mainly to communicate with other non-native speakers of English, accurate production of the sounds /0/ and /0/ is probably not necessary. Research suggests that where speakers substitute these sounds with other approximations such as /t/ and {d/, communication is not impeded (Jennifer Jenkins: 2000)*. In many such cases, readers are advised of this fact in the units. These pronunciation points are nevertheless included. My feeling is that a distinction can be drawn between what we aim for and what we settle for. Thus, a learner might aim for /6/ and settle for /t/ (or /s/). Similarly, even in cases where a learner does aspire to communicate with native speakers, there are many pronunciation features where receptive competence would be sufficient. For instance, such a learner would need to understand speech with weak forms, but not necessarily produce it. This is indicated in the units by a grey background shade and the sign ‘Important for listening’. Nevertheless, there may be exercises which ask the learner to produce such features. I have observed that in many cases, there is no better awareness-raiser than to attempt to produce, even if the aim is receptive competence. Section B focuses on pronunciation units which are bigger than individual sounds. The units are in three blocks, dealing in turn with syllables, word stress and sentence stress. As the title of the section suggests, these features are looked at more or less in isolation from a communicative context. For instance, in the case of word stress, it is the form as it may appear in a dictionary that is dealt with here. Similarly, in the case of sentence stress, we focus on an unmarked form in Section B. For example, ‘What do you think?’ is presented with the stress pattern Oo00. In a specific conversational context, this same sentence could be said with the stress pattern 0000, but sentences in conversational context are dealt with in Section C rather than Section B. Section C focuses on pronunciation features which emerge in the context of conversation, These include discourse organisation, prominence and tone. Note that there is a lot of grey shading in this section, indicating material that is more important for listening than for production. It is felt that while productive mastery of many features of intonation will be beyond the reach of many learners, they may nevertheless benefit from a receptive awareness of them. Note: The material in Section D3 Guide for speakers of specific languages is based on the pronunciation notes in Learner English (Michael Swan and Bernard Smith: 2001)**. Nevertheless, I have had to extrapolate from the information presented there, as many of the ‘minimal pairs presented in this book are not specifically mentioned in the pronunciation notes in that book. “Jenkins, J.2000 The Phonology of English as an International Language. Oxford: Oxford University Press, **Swan, M. and B, Smith 2001 Learner English (Second Fdition). Cambridge: Cambridge University Press. English Pronunciation in UseWUDLUIUOD aATeN|eEAD *S9U0} UBIH 09 UoIsIp pue UORELLUISSY OF Joe] ie] spunos jamon ayy oz suogsanb 62) ‘quaw2ai6esip ‘uotuido :uoneuoquy 6g PoMon 0} jaMon BURIUNT GE ‘Spunos |aMOA a4, GL $940) Buiysiuy 10 BulnuNUOD :uoNeUOIN Bs ;pmon 0} JUeUOSHOD BUD Be TN] SunOS |aMOK DU, BL - ‘Sio;3aUUN9 pu suORISodoid onewZoju) mau pue plo :uoNeUDUL 7g “Sone Jo suo} YeaM :ssan}s ADURURS Le ef ‘lof spunos wueuosuod ayy 21 — ‘SSueNINe JO quauaded ssans YeNUOD JO SHO YEON :SSANIS ADUDTUDG 9 Ja] Joe] spunos sjamon ayy 91 Suonsonb 3paup pue uado “uo jrenuOD Jo SULO} YeaM SSNS ssuaUg GE] 0 ']U/ WW spunos yueUOsUOD 24) SL suo} 954 pure ‘sunouoid 30 suoRDe|UOD !swiorpt jeuoneuoyuy :3u0) 40 SUUO, YeaM ‘SSNS DURUIS ¥E Jeyeoy SpunOs [>MOK aL FL SpION passansUN ‘SSONS ADUNUDS EE LAL Tif spunos yweuosuo ayy EL ‘sonpesodu yoys ‘ssans aouaiuas Ze] —_/f9/ /SP/ If] spunos wueuosuos ay, ZL sans DEW NUDT-DqUE LAM SRYINS SINS PON LE H][k@] spunos amon 34] LL ‘S59:95 DYEUITIMUDT GTM SAXYJNS [SSDS PION OF TINT Tal spunos 34, OL Spunoduiod :SSan1S piOM 6Z TAI 16] spunos wueuosuos ayy 6 iaods pau Gupunovad wrap Bp Spiom age AS-OM SONS prom TAT] spunos ywewosueo 2a 8 eu a}eIS-Jo-aHUeEYD :26e3s 1xau Guyjeubs ssiaysew asinoasiq) zy s6urpua po pue aunionays ages £2 [Je] siamo xEIN\ Spiom Aeme mony, Bupyuny> 'spiom Guldno1p Ep sais doUaIUaS 0} UORINPOAU| &Z 14] 1a] spunos yueuosu0. 94, E uoneniound Bupunouoig Ze ‘Sans pio 0} UORINPOAL Ze 73 719] SunOS [amon au z L soiBayens eday Lp ‘saigej/As 0} uoHDNpONU) 1Z ‘]UEUOSUOD pue sjaMOA O} UORONpoAU) uonesiaAuo 2 ‘S2DUD]UOS pue Sp10M ‘SaIqeIIAS g ‘Spunos pue sim] y sua} je21Hojouoyd ul paquasap sjuajzuod yo dey English Pronunciation in UseaL Bye, buy Introducing letters and sounds In writing, words are made of letters. In speech, words are made of sounds. Letters are not always the same as sounds. For example, the words key and car begin with the same sound, but the letters are different. We can see this clearly if we read the two words in phonemic symbols: Ish, fal. In the examples below, word pairs have the same pronunciation but different spelling: buy bye sun son weak week weigh way too two write right Note: There are some exercises to help you learn the phonemic symbols in Section D1. There are two kinds of sounds: consonant sounds (C) and vowel sounds (V). For example, in duck, there are three sounds, consonant-vowel-consonant (CVC). The number of sounds in a word is not usually the same as the number of letters. We can see this if we write the word using phonemic symbols (see Section D1). For example, duc is (isk. Writers often play with the sounds in words. For example, if they are finding a name for a cartoon character, they might: « repeat the first sound, for example Donald Duc « repeat the final sound or sounds (this is called rhyme), for example Ronald McDonald. Listen to these examples of names and expressions with sound-play. Notice that the writer is playing with the sound, not the spelling. For example, in Dennis rhe Menace, the last three sounds of the words are the same, but the spelling is completely different. Mickey Mouse Rudolf the red-nosed reindeer Dennis che Menace Bugs Bunny news and views rock and roll wine and dine While the car's away, the mice will play. There are probably some sounds in English which do not exist in your language, and others which are similar but not exactly the same. This can make it difficult to hear and make the distinction between two similar words in English. Listen to these pairs. Are any of them difficult for you? boat-vore —hit-heat — so=show —sung= sun wine- vine wet — wait Note: To find out which sounds are usually easy or difficult for speakers of your language, see Section D3 Guide for speakers of specific languages. English Pronunciation in Use11 1.2 1.3 a 1.4 aa Section A Letters and souncs Exercises In this story, there are 12 incorrect words. The correct word is pronounced the same as the incorrect cone, but the spelling is different. Correct them using words from the box. son some meat way threw pears. sent week buy piece road two eek Last weak, I cent my sun Jamie to the shops to bye sum food. He got a peace of meet and too pairs. On the weigh home, the bag broke. The focd fell onto the rode and got dirty. In the end, Jamie through the food in the bin. How many sounds are there in each word? Write the order of consonant sounds (C) and vowel sounds (V) EXAMPLE night ....CVC..... (three sounds: first a consonant, then a vowel and finally another consonant) 1 dog 4 gorilla 2 rabbit 5 snake 3 frog 6 bee _ Listen to these possible names of cartoon animals. Do they have the same first sounds? (Write A) Do they rhyme? (Write B.) EXAMPLE Sam the lamb 1 Phil the fox 5 Polly the parrot 2 Mary the canary 6 Deborah the zebra 3 Ida the spider 7 Myrtle the turtle 4 Claire the bear 8 Kitty the cat Listen to these sounds. Do you have a similar sound in your language? If you do, write a tick (7) 1 Ifl (shoe). 5 /d3/ (June) 2 fai (git!) 6 /au/ (soap) 3 Feel (hat) 7 10 (ching) 4 Ia! (z00) 8 MV (life) Ceri English Pronunciation in Use uPlane, plan The vowel sounds /e1/ and /z/ ‘When you say the letters of the alphabet, A has the long vowel sound /ei/. You hear this sound in the word plane, But the letter A is also pronounced as the short vowel sound /w/, as in the word plan. HENNY « Listen tothe sound fx/ on its own. Look at the mouth diagram to see how to make this long vowel sound. AS « Listen to the target sound /ci/ in the words below and compare it with the words on each side. [ -e sateet fey ( ) meat mate met come came calm white wait wet Love buy bay boy a, ‘ASS. Listen and repeat these examples of the target sound. play played plate grey grade great aim age igh “the rain in Spain fll mainly onthe plain” GHEED © - Listen to the sound fe/, Look at the mouth diagram to see how to make this short vowel sound. ‘Ae 6 Listen to the target sound /e/ in the words and compare it with the words on each side. | A atte fey = en mud mad ‘made { sing sang sung ( ) pen pan pain L “jaw down’ hot hat heart |A6e_« Listen and repeat these examples of the target sound. bank bag back | can cwh cach ham has har Sct, (Satins ee ge see! HRS spelling frequently kif | ACE (mate), AY (say), Ev (grey), El (eight), Al (wait), EA (great) fe] | Aut note that if there is an R after the A (and the R does not have a vowel sound after it), ‘Aas a different pronunciation, for example arm: see Unit 14 2 English Pronunciation in Use21 a7 2.4 As Section A Letters ond sounds Exercises Write words for the things in the picture in the correct part of the table. Ee « =e cake apple Me Be AP GONS A These words all contain the vowel sound /ze/. Make another word with the same consonant sounds, but changing the vowel sound to /e. EXAMPLES pan ..—..Pdit, plan plane. Lat 4 tap - 2 mad - 5 ran - 3 man 6 hat z Listen and circle the word with a different vowel sound. Examete black (want) mad hand 1sad bag salt tap 5 case lake name care 2 far fat map add 6 space change plate square 3 watch catch match land 7 break great heat weight 4 rain said fail train Then listen again and check. Listen and circle the word you hear. If you find any of these difficult, go to section D4 Sound pairs for further practice. 1 Man or men? Did you see the man / men? (sound pairs 1) 2 Cap or cup? Have you seen my cap / cs (sound pairs 2) 3 Hat or heart? She put her hand on her hat / heart. (ssound pairs 3) 4 Pain or pen? I've got a pain / pen in my hand. (=sound pairs 4) 5 Hay or hair? There are bugs in this hay / hair. (sound pairs 5) Follow up: Record yourself saying the sentences in 2.4, choosing one of the two words. Make a note of which words you say. Then listen to your recording in about two weeks. Is it clear which words you said? English Pronunciation in Use B) Back, pack 14 The consonant sounds /b/ and /p/ When you say the alphabet, the letters B and P have the sounds /bit/ and /pit/. In words, they have the consonant sounds /b/ and /p/. * Look at the mouth diagram to see how to make these sounds: ( - 7 493) « Listen to the sounds /b/ and /p/. lips closed ‘The mouth is in the same position for both sounds, (stop ain In /p/, there is no voice from the throat. Instead, there is a small explosion of air when the lips open. pvc ope reas ai however in the sound /b/ there is voice from the throat, 96, Now listen to the sound /b/ on its own. ‘A%© 6 Listen to the target sound /b/ in the words below and compare it with the words on each side. caret /hy vest best vest cups cubs cups f covered cupboard —_ covered I) 494 6 Listen and repeat these examples of the target sound. a buy bird bread = . . ° ° rubber about able ae ° job web globe “Bernie brought a big breakfast back to bed.” A109 « Listen to the sound /p/ on its own. ‘Al0b Listen to the target sound /p/ in the words below and compare it with the words on each side. xatBet fp full pull full cubs cups cubs coffee copy-——coffee Aide Listen and repeat these examples of the target sound. park please rive open apple spring tape help jump “Pat put purple paint in the pool.” Spelling frequently notes toi | B (job) B is sometimes silent (comb). BB (rubber) ipl | P (open) PH pronounced /f/ (phone) PP (apple) P is sometimes silent (psychology). | English Pronunciation in Useaut an a Section A Letters and sounds Exercises First read this conversation to the end, and then write the letter ‘b’ or ‘p' in each gap, Listen and check your answers. sw: Where are the .? ears? UU ee Jor: ....ears?t!! Did you say cars? Sip: No, ears, you know, fruit! Jot: Oh, I see, ...ears with a P! They're in the ....ack. Sip: What, in the ack of the truck? Jor: No, in the .....ack, you know, with a P! Sip: Ob, I see, ....ack with a P! Would you like one? Jot: No, Fl have a ....each, please. iy Si: A beact Follow up: Play the recording again, pausing it after each of Sid's lines. You say Joe's lines before listening to him saying them. The word ape contains the two sounds /et! and /pi. If you reverse the sounds, you get the word pay /peu/. Reverse the sounds in these words and write the new word. EXAMPLE tops... Sof 1 peach = 4 step 2 cab 5 keeps 3 lip Listen. In one word in each group, the ‘b’ or ‘p’ is not pronounced. Circle the word. Examete double (doubt) Dublin 1 lamb label lab 5 recipe repeat receipt 2erab robbed climb 6 possibly psychology special 3 cup cupboard copy 7 Cambridge combine combing 4 photo potato paper Listen and tick (¥) the sentence you hear, A or B. If you find any of these difficult, go to Section D4 Sound pairs for further practice. [ A B 1 | There's @ bear in that tree. There's a pear in that tree. (sound pair 28) 2 | He had the beach to himself He had the peach to himself (sound pair 28) 3 | They burned it. Theyve earned it. (sound pair 29) 4 | Say ‘boil! Save oil (sound pair 29) 5 | This isa nicer pear. Thisis a nice affair. (sound pair 30) 6 | Would you like a copy? Would you like a coffee? (sound pair 30) Follow up: Record yourself saying the sentences in 3.4, choosing sentence A or B, Make a note of which you say. Then listen to your recording in abaut two weeks Is it clear which sentences you said? Crees English Pronunciation in Use IsRice, rise The consonant sounds /s/ and /z/ WY —_ When you say the alphabet, the letters C and § are pronounced /si/ and /es/, Notice they both have the consonant sound //. But $ is also often pronounced as the consonant sound /7. Alsi Listen to the sounds // and /2/, Look at the mouth diagram —— to see how to make these consonant sounds. Notice that in the sound /s/ there is no voice from the throat. It sounds like the noise of a snake. In the sound /2/, there is voice from the throat. It sounds like the noise of a bee. tongue near tooth ridge (push air through 2) Alde « Listen to the target sound /s/ in the words below and compare it with the words on each side. asget hy Now listen to the sound /s/ on its own. Al4d « Listen and repeat these examples of the target sound, sad city science scream glasses coneert lost “it's si or seven years since bus place class Sydney's sister sang that song” AS4 «Listen to the sound /2/ on its own, AIS 6 Listen to the target sound /2/ in the words below and compare it with the words on each side. wut Sue ‘Z00 ‘Sue place plays. place breathe breeze breathe beige bays beige AAISe « Listen and repeat these examples of the target sound. a lazy easy scissors, xact ors “bran 200 ite tpi in pool” EY Spelling frequently sometimes | notes ‘si | S (sad), SS (class) | SC (science) | X can spell /ks/ (mix). C (place) Sis not always pronounced /s/ (sugar, rise, plays). tz |Z (zero), S(nose) | ZZ (buzz) | X spells /g2/ (exact). SS (scissors)_| -SE at the end of a word is usually pronounced /2/ (rise). WWD AA Pronunciation may be connected to grammar: use /ju:s/ = noun use /juiz! = verb close klsus/= adjective close klsuz/ = verb house fhaus/= noun house /havz/ = verb 16 English Pronunciation in UseSection A Letters ond sounds Exercises 4.1 Find a way from Start to Finish. You may not pass a square if the word contains the sound /2/ You can move horizontally (<>) or vertically ($) only ‘START .———_ 1 ————— cos squares rise ince she sports ' : ' ' ' + - + ' 1 treet wise sete cits crack | escanes + + + + + rice ree sense Science tose Tost \ \ \ ' ' t + + 1 casis desert songs ergs tox t + + + ' L place face. snacks Seas voice owes + \ ' + ~ + + ‘ plaags phase. nose smiles Socus a FINSH 4.2 Complete this conversation using words from Saisie take ies Ai6 the box. Then listen and check. ‘Sip: Alice’s —e¢é..... is nice. Jor: Are nice, Sid. Plural. Her _.. are nice. Sip: I'm not talking about her , I'm talking about her ! Jor: Oh, I see, with a C. Sin: That's right. She has nice Jor: How can uu, be nice? It’s too cold. Sw: Not , you fool! : EYES! Follow up: Play the recording again, pausing it after each of Sid's lines. You say Joe's lines before listening to hhim saying them. 4.3 Listen to the sentences. Look at the words in italics. Underline the words in italics which contain the ‘Ai sound (s/ and circle the ones which contain the sound jz/. Then listen again and repeat. Example You can have my tent. It’s no use to me. I never ise it, 1 Fm not going to advise you. You never take my advice. 2 Your tooth is loose. You'll ose it if you're not careful 3 The shop's very close to home, and it doesn’t close tll late. 4 Tcan’t excuse people who drop litter. There's no excuse for it 4.4 Listen and circle the word you hear. If you find any of these difficult, go to Section D Sound pairs for ‘M8 further practice. 1 Price or prize? I got a good price / prize for that painting, (sound pair 31) 2 He sat or he’s at? I don’t know where he sat / he’s at (sound pair 31) 3 Suit or shoot? They didn’t suit / shoot him. (sound pair 32) 4 Saved or shaved? P've saved / shaved a lot in the past few days. (sound pair 32) 5 Sink or think? We didn’t sink / think. (sound pair 33) 6 Closed or clothed? They were closed / clothed for the cold weather. (sound pair 33 | Now go to Unit 24 English Pronunciation in Use 7Down town The consonant sounds /d/ and /t/ HUBEY * - Listen to the sounds /i/ and //. Look at the mouth w 7 diagram to see how to make these consonant sounds. Notice that in the sound // there is voice from the | throat. In /t/, there is no voice from the throat. Instead, there is a small explosion of air out of the mouth when |” | the tongue moves away from the ridge behind the teeth. se se Ue ED 20 © Now listen to the sound / on its own. AAI% Listen to the target sound /i/in the words below and compare it with the words on each side. careet Ly town down town ‘g > E they day they b page paid page ‘ « a wrote road wrote A194. Listen and repeat these examples of the target sound. do dead dream address advice sudde third food mind “Davids daughter didn't dance but David's dad did” GG) ©% - Liscen to the sound /i/ on its own, A20b . Listen to the target sound /i/ in the words below and compare it with the words on each side. arget /i7 ‘A20e * Listen and repeat these examples of the target sound. talk Thomas train twelve butter until hated ight worked west "Betty bought a tub of butter. 5 ‘* In many accents, including American accents, the letter T is pronounced like a {d] when it is between _dmeortons two vowel sounds, So in America, writer frarta/ sounds like rider Jraidaf. ‘J In some accents, for example in some parts of London, the T between two vowel sounds is made not with the tongue but by stopping the air at the back ofthe throat to make a short silence. So in these accents, butter is pronounced bu’ er. In fast speech, many speakers drop the /c/ or [tf when they come between two other consonant sounds. So facts /feckts/ sounds lke fax fxks|. HEEB Spelling frequently sometimes rarely notes ‘a_| D (dog), DD (address) At T (tie) TT (butter) | (ED past tense ending | TH (Thomas) Tcan be silent (listen). 18 English Pronunciation in Use5.1 an a S43 3 Section A Letters and sounds Exercises Complete these rhymes with words from the box. Then listen and check. The second time you listen to the rhymes pause after each line and repeat it rude said dete head fight polite food — wait ‘There was a young lady called Kate, ‘There was a young waiter called Dwight, Who always got out of bed late. Who didnt like being <..-—- “The fist thing she so Ifyou asked him for ‘When she lifted her He was teribly a Was I thought it was better to | And invited you out for 4 ano Listen to and repeat these pairs of words. Then put them into the sentences below and listen and repeat the sentences. build / built wide white weighed-weighe heard / hurt down /town — dry/ try send/ sent EXAMPLE Last year, Tom ....weighed... more than Sam, but now they both have the same ....Weight 1 Te wasn't in a days it takes ages to oun cathedral like that. 2. When you're our in the mountains, you have to - to stay - 3 He - i to the wrong address, so he had to — another copy. 4 ie my ears when I _ that noise. 5 The _.. sofa is too — to go through that door, 6 We went ou the hill and into the - Circle the word which does not have the sound /t/. You can use a dictionary. EXAMPLE asked (castle) letter first 1 eight Thames whistle walked 4 ended wished left hoped 2 Thomas needed time liked 5 whiter greater soften written 3 listen winter eaten after Listen and circle the word you hear. If you find any of these difficult, go to Section D4 Sound pairs for further practice, 1 Wider or whiter? Choose Dentocream for a wider / whiter smile! (=sound pair 34) 2 Dry or try? You have to dry / try it out. (=sound pair 34) 3 Breeding or breathing? These animals aren't breeding / breathing! (=sound pair 35) 4 Thought or taught? She thought / taught for a long time. (sound pair 35) 5 Aid or age? For us, aid / age is not important. (sound pair 36) 6 What or watch? What / Watch a game! (sound pair 36) Cerra English Pronunciation in Use 9Meet, met The vowel sounds /i:/ and /e/ ‘When you say the letters of the alphabet, E has the long vowel sound /i:/. You hear this sound in the word meet. But the letter E can also be pronounced as the short vowel sound /e/, as in the word met. GEIB 22% « Listen co the sound fi. Look at the mouth diagram to se how to make this Jong vowel sound, A240 « Listen to the target sound isin the words below and compare it with the words on each side. ide career fy mouth — met meat mate list least fast | | bay bee beer t bit beat bet AMe 4 Listen and repeat these examples of the target sound. key keys keeps pea peas piece scene seas seat Inparkant otcrenial isin these words: knee - ‘this vowel before Ras fish. = GED 25 ~ Listen 0 the sound //, Look at the mouth diagram to see how to make this short vowel sound. 4255 «Listen to the target sound /e/ in the words below and compare it with the words on each side. aatBet fay ‘man men heard head mate met [jaw down atl) sit set A25e « Listen and repeat these examples of the target sound, test death red friend said many check shelf eg. "it’s best to rest, said the vet to the pet” SEES Spelling frequently sometimes notes ‘isl | EE (feed, EA (eat) E (me) Many other vowel sounds are spelt EA, EE (scene) IE (piece) though Ji: is the most common, Jel | E(men) EA (death), IE (friend) | If E is followed by R, the vowel is not /e/, ‘A (mony), Al (said) | but /5:(ri/ for example in serve. (See Unit 19} 20 Engish Pronunciation in Use5.1 92% 6.4 a7 Exercises Listen to the letters of the alphabet. If the letter has the sound /ix/, write ee under it. If it has the sound /ef, write e under it If the letter does not have [i/ or /e/, don't write anything A Desc res @s ci tds Rte Reka Bice ee ce WesOsSoPE OH STR VW OX Meee Change the vowel sound from /e/ to /iz/ in these words. Write the new words. EXAMPLE met —meat. 1 check 6 sweat 2 red 7 well 3 bet 8 set 4 men 9 fed 5 fell 10 led _ Find a way from Start to Finish. You may pass a square only if the word in it has the sound [it You can move horizontally (+=) or vertically (t) only. sagt .—— ——— : _— leave. earth healt reach teach meat \ ' k \ \ + + t + + dream dead cream jeans steak cheat + + + + + east bread tea death heat peak \ ' ' ' \ + + + + + beach ‘real peace search teat meant t +t + + + seat please ‘team early beat bean + + ceaniaae + + head bear wear dreamt sweat clean 1 \ 1 — English Pronunciation in Use 2a Inpockant or listening 30 Carrot, cabbage Unstressed vowels /a/ and /1/ In words with two or more syllables, at least one syllable is weak (does not have stress). « Listen to these words which have two syllables, and the second syllable is weak. carrot cabbage In weak syllables, native speakers of English very often use the weak vowel sounds /a/ and /v. « Listen again to the two words above: the O in carrot is pronounced /a/ and the A in cabbage is pronounced /v. + Look at the mouth diagram to see how to make the sound /a/. « Listen to these examples and repeat them. The weak vowels in the unstressed syllables in bold are pronounced /-/. — weak A: away banana woman sugar weak E: garden paper under weak O: police doctor —_ correct. relaxed tongue——= weak U: support figure colour "Late an apple and a banana in a cinema in Canada.” + In-words like paper, sugar, colour the final Ris not pronounced in many acents so vista vista) rhymes with sister sista), for example. ‘+ Many speakers of English (especially non-native speakers) do not change vowels in weak sylables to /a). + Look at the mouth diagram to see how to make the sound /\/ « Listen to these examples and repeat them, The weak vowels in the unstressed syllables in black are pronounced /V. ee . weak A: orange cabbage | weak E: dances wanted begin women | front of weak I: music walking | tongue up weak U: lettuce minute "Alex's lettuces tasted like cabbages.” Spelling Notice in the examples above that nearly any vowel spelling may be pronounced as a weak vowel. Note: Often, whole words are pronounced as weak syllables, with a weak vowel. For example: half an hour, going to work, Jim was late. See Unit 33. ish Pronunciation in Useat AB 7.4 As Section A Letters and sounds Exercises Listen to the poem, Circle the words which rhyme, Mr Porter loves his pasta. No one else can eat it faster. Mr Porter’ sister Rita, Buys the pasta by the metre. Mr Porter’ older daughter, Boils it all in tubs of water. Listen. In each sentence or phrase there are two vowels which are not Jal. Circle them. EXAMPLE an apple and a banana 1 from Canada to China 2 The parrot was asleep. 3 The cinema was open. 4 the photographer’ assistant 5 a question and an answer 6 a. woman and her husband 7 a pasta salad Write the words in the correct part of the table. Then listen and check orange women return collect market begin visit —_ asleep salad teaches needed letter sofa. -—_peaches quarter women vowel in weak syllable = /a/ vowel in weak syllable = /1/ woman orange Listen and circle the word you hear. 1 Woman or wom ‘What time did the woman / women arrive? 2 Dress or address? Where's Kate's dress / address? 3 Manager's or manages? The team manager's / manages well. 4 Teacher's or teaches? The German teacher's / teaches English. 5 Weights or waiter’s? The weights / waiter’s heavy. 6 Dancer's or dances? The woman dancer's / dances fast. 7 Officer's or office's? The officer’ / office’s here. 8 Away or way? Take that away / way. 9 Driver or drive? What a nice driver / drive! 10 Racer's or races? ‘The racer’ / races finished. {ecord yourself saying the sentences in 7.4, choosing one of the two words. Make a note of which words you say. Then listen to your recording in about two weeks. Is it clear which words you said? ‘Now go to Unit 27 English Pronu Use 2B“4 Ash Asse aasd 36a Aso Ase Few, view The consonant sounds /f/ and /v/ « Listen to the two sounds /f/ and /\/. Look at the mouth _ diagram to see how to make these consonant sounds. Notice that in the sound /i/, there is no voice from the throat, and ‘when you say this sound, you can feel the air on your hand when you put itin front of your mouth, In /v/, there is voice from the throat. “op teeth on bottom lp I (push air through gap) {__tos ar through ga * Now listen to the sound /f/ on its own. + Listen to the target sound /i/ in the words below and compare it with the words on each side. caget //y « Listen and repeat these examples of the target sound. “Frank found four frogs photo fly freeze faughing on the floor.” offer selfish gift knife stuff laugh »* Listen to the sound /v/ on its own, « Listen to the target sound /\/ in the words below and compare it with the words on each side. atet /1 ferry very ferry best vest best wet vet wet than van than « Listen and repeat these examples of the target sound. Visa vote voice iver wives loved wave twelve of “Vera drove to Venice in a van.” Spelling frequently sometimes notes F (fell) The vowel is shorter before fi] than /v, for example in FF (offen) leaf and leave. If you have difficulty making the PH (photo) difference, exaggerate the length of the vowel in leave. GH (laugh) V (never) F lof Englsh Pronunciation in Use7 5 38 Section A Letters and sounds Exercises How many /f/ and /v/ sounds are there when you say these numbers? Write the number. Examme 554 1512 2745 35 41175 57,474 Complete this conversation using words from the box. Then listen and check. fan van wife's wives Sip: My ...#ife"S_. left me. Jor: Your left you? How many did you have, Sid? Sib: One wife. And now she has left me. Jor: Oh, Isee, with an F, not with a V! Sip: That's right! Yes, she took the and drove off. Jor: What did she wane the for? Sw: I said , you know, a kind of vehicle Jor: Oh, Ise: with a V, not with an F! Follow up: Play the recording again, pausing after each of Sid's lines You say Joe's lines before listening to him saying them. Find 12 words beginning or ending with /f/ or [v/ The words are written horizontally (>) or vertically (j). Note that the last letter is not always F or V. Use all the letters. om<-2o ae men wornree >por-< Listen and circle the word you hear. If you find any of these difficult, go to Section D4 Sound pairs for further practice. 1 Thiefs or thieves’? ‘These are the thief’ / thieves’ fingerprints. (sound pair 37 2 Few or view? She’s painted a few / view. ound pair 37) 3 Copy or coffee? Do you want a copy / coffee? sound pair 30 r 4 Boat or vote? What are you going to do with your boat / vote? (sound pair 2 ( ( 5 Worse or verse? _I don't know which is worse / verse. sound pair 38) 6 Free or three? We got free / three tickets! sound pair 39 Follow up: Record yourself saying the sentences in 8.4, choosing one of the two words. Make a note of which words you say. Then listen to your recording in about two weeks. Is it clear which words you said? Lc English Pron26 A398 3% B96 A394 ‘Asa sob Adve Gate, Kate The consonant sounds /g/ and /k/ « Listen to the two sounds /a/ and /i/. Look at the mouth {ack of tongue touches diagram to see how to make these sounds. Notice that in | top of mouth sop a) the sound /u/, there is voice from the throat. In /ij, there is no voice from the throat. When you say this sound, you can feel the air on your hand when you put it in front of your mouth. move Sick of ongue soap from top mouth ease a) * Now listen to the sound /a/ on its own. + Listen to the target sound /o/ in the words below and compare it with the words on each side. xatBet fey Kate gate Kate back bag back wood er wood | * Thisis the Scottish word for lake: i the final consonant sound does loct log loch | hot exist in English. « Listen and repeat these examples of the target sound. ghost — guess greer bigger ago angry dog egg” league “Grandma gave the quests eggs and frog's legs. « Listen to the sound /ky on its own. « Listen to the target sound /\/ in the words below and compare it with the words on each side. aseet /ky gap cap gap dogs docks dogs missed mixed missed water quarter__—_water « Listen and repeat these examples of the target sound. keep club quick school soccer taxi “The king cooked the carrots milk comie ache ‘and the queen cut the cake.” Spelling frequently sometimes notes jal | 6 (go) GH (ghost) G can be silent (sign, foreign. G6 (biggen GU (guest) The vowel sound is a bit longer before /o than before kJ in pairs like bag and back beginning | middle end notes Clear) | CC(soccer) | K (mile) | QU spelis the sound /iow/, e9. quick /kwik. K (king) | CK (locker) | CK (black) | X spells the sound [i eg. (six [sik C (comic) | In some words beginning with K, the K is silent, CH (ache) _| eg. know, knife. English Pronunciation in UseAst aa Exercises ‘Add the sound /a/ or /k/ to the beginning of these words and write the new words. Remember: of sounds, not spelling. For example, if you add /k/ to the beginning of water /wotta/, you get quarter /kw>:ta]. The sound is similar but the spelling is completely different! EXAMPLE eight gate. Lup 5 old 8 all 2 aim 6 lime 9 rate 3 ache 7 air 10 ill 4 round Complete the second line to rhyme with the first line, using a word from the box, Then listen and repeat. rocks cake ache Jeeker key bigger queue kitchen six ask EXAMPLE He dressed for soccer, And closed his ...ecker. 1 Kelly Collins couldn’ figure, 4 Tsaw a fox, How to make the plants grow Behind those 2 Ted like five bricks, 5 Clara saw a friend she knew, No, make it ! Standing quietly in the 3 Mr Quinn ate so much steak, He came home with a stomach Complete this conversation using words from the box. Then listen and check. lock log Loch Siw: Hey, there’s the monster! Jor: That's just a Sto: Yes, it’s Ness. Pea_ Jor: No, not . IT mean . — aS you know, from a treet Sin: I've never seen a tree with a | Wh Jot: No, not a that you open with a keys a — with a G! Follow up: Play the recording again, pausing it after each of Sid's lines. You say Joe's lines before listening to him saying them. Listen and circle the word you hear. If you find any of these difficult, go to Section D4 Sound pairs for further practice. sound pair 40) -sound pair 40) sound pair 40) sound pair 40) 1 Ghost or coast? Did you see the ghost / coast? 2 Glasses or classes? I don't need glasses / classes. 3 Bag or back? My bag’s / back’s wet. 4 Goat or coat? She's lost her goat / coat. Follow up: Record yourself saying the sentences in 9.4, choosing one of the two words. Make a note of which words you say. Then listen to your recording in about two weeks. Is it clear which words you said? English Pronunciation in UsHear, we're, year The sounds /h/, /w/ and /j/ “The sounds /h/,/s/ and /i/ only happen before a vowel sound. ‘AM 6 Listen to the sound /iv. Look at the mouth diagram to see how to make this sound. [Ai « Listen to the target sound /h in the words below and compare it with the words on each side. ‘Ate 6 Then listen and repeat the examples of the target sound. asget /hy old hold cold ] Examples hair head who | art heart art} ahead — perhaps —_ behave " rt force horse force ‘make gaps “Han it of helping hitchhikers” Lat back of mouth } | sheet heat sheet | “Mar had habit of helping hitchhiker HHGED 6% - Listen to the sound /w/. Look at the mouth diagram to see how to make this sound. 'MSb_« Listen to the target sound /\\/ in the words below and compare it with the words on each side. Se» Then listen and repeat the examples of the target sound. ee. reaps ) —_— vest, west vest | Examples a f ‘wage what one € => of air aware of ai see gach square i good would good “Wend twice a week” reaklis | | own ‘wn Gyn | Wend went away twice ‘Mea Listen to the sound /(/. Look at the mouth diagram to see how to make this sound, ‘Mob « Listen to the target sound /i/ in the words below and compare it with the words on each side. ‘Méc_« Then listen and repeat the examples of the target sound. ‘ake gap small at top of mouth aseet J = joke yolk joke | Examples year used euro ay, | | jaw your Jaw] few cure view fool fuel fool min 7” move “We did't use euros in Europe a pleasure player__ pleasure | few years ago.” tacopen gap portant Sor tistening, asspe BQ Spelling frequently rarely notes td_| Hoi) WH (who) | His often silent (hour, honest). tiv | W (willl, WH (when) ‘0 (one, once) _| The letters QU usually spell /kw/ (quite). 28 Jil ¥ (you), | (view), E (few), U (cute)Section A Letters and sounds Exercises Add one of these sounds to the start of these words to make other words: /hJ,[i/, Jw. Think of sounds, not spelling! EXAMPLE air ....haity where _ Learth 6 eyes cee MT ear ——— 7 all — 12 eat _ 3 or —— 8 aid - “ 13 ache — din _ oil _ 14 eye - 5 eight _ 10 art 15 old - In these groups of words, three of the words begin with the same consonant sound and one of the words begins with a different sound, Circle the one with the different sound. You can use a dictionary. Exampte hour) half home high 1union used under university 4 year euro. uniform untie 2 water whale whole window 5 how honest healthy happy 3 when who where which 6 one write world waste Each sentence contains four or five examples of one of these sounds: J, /w/, lil Write the phonemic letter under the sounds in the sentences. Exampte A fusion of Cuban and European music. /j/ J J J J 1 Your uniform used to be yellow. /j/ 2 Haley's horse hurried ahead, /h/ 3 This is a quiz with twenty quick questions. /w/ 4 We went to work at quarter to twelve. Aw! 5 New York University student’ union. /i/ 6 The hen hid behind the hen house. /h/ 7 Which language would you like to work in? Awv/ Listen and circle the word you hear. If you find any of these difficult, go to Section D4 Sound pairs for further practice. 1 Art or heart? This is the art / heart of the country: (sound pair 41) 2 Hearing or earring? She's lost her hearing / earring. (sound pair 41) 3 West or vest? The west / vest is very warm. (sound pair 38) ( 4 Aware or of air? They weren’t made aveare / of air. sound pair 38) 5 Use or juice? What's the use / juice? (sound pair 42) 6 Heat or sheet? I can’t sleep in this heat / sheet. (sound pair 43) Follow up: Record yourself saying the sentences in 10.4, choosing one of the two words. Make a note of which words you say. Then listen to your recording in about two weeks. Is it clear which words you said? Ls English Pronunciation in Use 29Wine, win The vowel sounds /at/ and /1/ When you say the letters of the alphabet, I has the long vowel sound /av. You hear this sound the word wine. But the letter I is also pronounced as the short vowel sound /v, as in the word = BBY «Listen to the sound /av/ Look at the mouth diagram to see how to make this long vowel sous ‘A480 «Listen to the target sound /ai/ in the words below and compare it with the words on each sce caseet fay mate might bay buy tip type | quit quite AMSe « Listen and repeat these examples of the target sound. why wide wile buy buys bike fly flies flight uportant or listening BBD 6% ~ Listen 10 the sound //. Look at the mouth diagram to see how to make this short vowel sound ‘8 « Listen to the target sound /i/in the words below and compare it with the words on each side. arget jy APS « Listen and repeat these examples of the target sound. king, kid kit pink pig pick fill fish fit BES Spelling frequently sometimes | notes fas! | +E (smile), IE (die) | IGH (high), | These spellings are not always pronounced /ai/ Y(cy UY (buy) (fridge, city, friend). At 1 (win) Y (gym) The sound /1/ is also a weak vowel (see Unit 7), and can have various spellings in an unstressed syllable (needed, cities, village). If there isan R after the letter | (and the R does not have a vowel after it), | has a different pronunciation. (See Unit 19)sso 4 Exercises Make words with these beginnings and endings and write them in the correct part of the table. mini fi ti si qui t ce ne me le de Il sh te n words with the vowel /ar/ words with the vowel /1/ ike wit Read the dialogue. Circle the sound /ai/ and underline /1/. Count them and write the number at the end of the line. Ay lid Jim hit Bill? hy= 4 B: Well, Jim’s a guy who likes a fight. Al A: But Bill's twice his size. At B: Yeah, that’s why Jim got a black eye and a thick lip. hf A: And Bill’s got a big smile. hy B: That’s right! Follow up: On the recording you will hear A's lines. You say B's fines. hf = The word knife contains the three sounds /n/, /ai/ and /f. If you reverse the sounds, you get the word fine [fain/. Reverse the sounds in these words. EXAMPLE ice. 1 might 5 pitch 2 lick — - 6 tick 3 lip 7 dice 4 kiss 8 lights Listen and circle the word you hear. If you find any of these difficult, go to Section D4 Sound pairs for further practice. 1 Live or leave? I don’t want to live / leave here. (=sound pair 10) 2 Fill or feel? Can you fill/ feel it? (=sound pair 10) 3 Litter or letter? Who dropped the litter ! letter? (=sound pair 13) 4 Life or left? You should take the lift/ lef. (sound pair 13) Follow up: Record yourself saying the sentences in 11.4, choosing one of the two words. Make @ note of which words you say. Then listen to your recording in about two weeks. Is it clear which words you said? F Now go to Unit 31 English Pronunciation in Use 31yA Sheep, jeep, cheap The consonant sounds /f/, /d3/ and /tJ/ B.D 2 ~ Liscen ro the sound /f/ Look at the mouth diagram to see how to make this consonant sound. Notice that there is no voice from the throat, and you can feel the air on your hand when you put it in front of your mouth. If you add voice from the throat, you get the sound /s/, as in television, but this sound is not common in English. «Listen to the target sound /{/ in the words below and compare it with the words on each side. + Then listen and repeat the examples. ] sarget iy | | sort short Examples | should shire sugar suit shoot fashion nation ocean Ast AS2¢ | end of tongue cur cont cash wish push English back behind tooth i | (push air through gop) choose __ shoes “Sharon shouldn't wash her shoes in the shower” 4534 « Listen to the sounds /d/ and /t{/. Look at the mouth diagram in C below to see how to make these consonant sounds. With /t{/ there is no voice from the throat, with /d3/ there is. Notice thar you can make the sound // into a continuous sound, but you cannot do this with /tj/ and /dy 4538 « Now listen to the sound /ds/ on its own. ASS « Listen to the target sound i in the words below and compare it with the words on each side A534 « Then listen and repeat the examples. oo oe catBet ly, Examples job general June danger agenda object edge age village | tongue tooth ridge ‘tooth ridg 0 BED «Listen to the sound /tj/ on its own, 454 Listen to the target sound /t{/ in the words below and compare it with the words on each side “Ginger spilt orange juice on George's jacket” 454 « Then listen and repeat the examples. sareet /tyy Examples ae soe, a chair cheese chicken share chair share kitchen future question trips chips trips rich which March whats Watedi what's “Which child put chalk on the teacher's cha” MES Spelling beginning middle end TH__| SH (shod, S (sugar SH (fashion), SS (Russia) | SH (Finish) 11 (nation), C (ocean) Tas/_| J Gawd, G (genera) G (p99. (majon GE (rage), DGE (ledge) si | CH (chair) CH (teacher, T (future) TCH (watch) 32 ‘English Pronunciation in UseExercises 2.1 Write these nationality words in the correct column, Belgian Welsh Dutch Russian Chinese German Japanese Polish French Chilean Turkish contai asi | contains /f/ contains tf] ‘Belgian 12.2 Complete this conversation using words from the box. Then listen and check ASS Its fish and - pI No, it was : No, — Oh, I see, — Follow up: Play the recording again, pausing it after each of Sid's lines. for lunch, Joe! cant eat , they're too big , you know, fried poratoes! —_.. with a CH, not ..... with an SH. That’ right. You're a genius, Joe! Was the fish expensive, Sid? You bought a. _, the opposite of expensive _ with a CH, not with a J! You say Joe's lines before listening to him saying them. ships chips Jeep cheap Ifa word ends with a /ds/ or a /tf], and the next word begins with the same sound, you say the sound twice. If you say Dutch cheese with only one /tf, it sounds like Dutch ease. The speaker made this mistake in these sentences. Write what they meant to say. EXAMPLE Does she tea Chinese in the school? 1 I don’t know which air to sit on. 2 Everyone at the mat sars when their team scores. — 3 Tnever what chat shows on the TV. 4 The actor on stay joked with the audience... 5 Foxes sometimes come to the farm and cat chickens. 6 Do you want to chain jackets before we go out? a6 Follow up: You will hear both the incorrect and correct pairs ‘of words from the exercise. Repeat, making the difference clear. a7 for further practice. 1 Watch or wash? 2 Riches or ridges? 4 Use or juice? 5 What's or watch? 6 Trees or cheese? You'll have to watch / wash the baby. teach chinese. You'll find riches / ridges like you've never seen! 3 Save or shave? He didn’t save / shave at all last year. What's the use / juice? What's | Watch the time! / ? I saw something in the trees / cheese! 12.4 Listen and circle the word you hear. If you find any of these difficult, go to Section D4 Sound pairs (sound pair 44) (=sound pair 45) (sound pair 32) (sound pair 42) (sound pair 46) (sound pair 47) Now go to Unit 32 Engish Pronunciation in Use. 33(E) 8585 Listen to the target sound /I/ in the words below and compare it with the words on each si. ASS» Listen and repeat these examples of the target sound, Flies, fries The consonant sounds /I/ and /r/ ae 8584 4 Listen to the sound /, Look at the mouth diagram to see how to make this sound. Notice = you can make it into a long continuous sound, and there is voice from the throat. end of touches air passes the ofthe tongue’ eave litre life slow caller help fill final whistle costet 7 Ties flies fries | | rent lent rent correct collect —_comect | [code cold code “Clara’s really clever Lilla litte s BERBEED 6% « Listen to the sound /1/. Look at the mouth diagram to see how to make this sound. Notice th you can make it into a long continuous sound, and there is voice from the throat. But when you finish the sound, the jaw opens a little and the tongue goes straight again. 459% « Listen to the target sound /r/ in the words below and compare it with the words on each side 5% « Listen and repeat these examples of the target sound. portant for tistening A\ nate: 34 ‘move jaw relaxed positon down alte (ecivetrestion wrote rhyme sorry dress war and peace sight cattot far away casBet fy rate pray train draw "The rabbits raced rig ‘around the rin fhe sound /r/ affects the vowel sound before it: see Units 14 and 19. Spelling Frequently sometimes notes At L (leg), LL (cal) Lcan be silent (half, calm, talk, could). Tel___| R (run), RR (carrot) WR (wrong), RH (rhyme) English Pronunciation in UseSection A Letters and sounds Exercises 3.1 Add the sound /I/ or /t/ to the beginning of these words and write the new words. Remember: think of sounds, not spelling. For example, if you add /l/ to the beginning of ache Jerk/, you get lake Metk/. The sound is similar but the spelling is completely different. There may be more than one possibility. Then say the pairs of words. Exampte ache late (or-raked 3 air . 6 eye - 1 eight - aM 7 eg 2 owes Send ese 8 each — - Think of a computer which people speak into and it writes what they say. Here, the person speaking didn't make the difference clear between R and L. The underlined words are wrong. Correct them. ‘= Follow up: Listen to the correct text. Then read it out yourself, making sure that you pronounce the corrected words clearly. Record yourself if you can. Circle the word in which the letters L or R are silent. (Imagine the accent is from South East England, so the R is silent if there is no vowel sound after it.) EXAMPLE cold Galm) collect film 1 court correct curry dairy 4 shoulder should sailor slow 2 follow fold folk file 3 artist arrow arrive around 3 hurry hairy hungry hair 3.4 Listen and circle the word you hear. If you find any of these difficult, go to Section D4 Sound pairs S61 for further practice. 1 Surprise or supplies? The surprise / supplies came later. (sound pair 50) 2 Collect or correct? Pll correct / collect it tomorrow. (sound pair 50) 3 Flight or fright? We had a great flight | fright. (sound pair 50) 4 Trees or cheese? I saw something in the trees / cheese! (->sound pair 47) 5 Jaw or drawer? She broke her lower jaw / drawer. (sound pair 47) Follow up: Record yourself saying the sentences in 13.4, choosing one of the two words. Make a note of which words you say. Then listen to oT ‘your recording in about two weeks. Is it clear which words you said? English Pronunciation in Use 35Car, care The vowel sounds /a:(r)/ and /eo(r)/ In many accents in England, the leter R is not pronounced after a vowel. In other places, the R és pronounced, for example in most parts of North America. But in both cases, the letter R makes the vowel before it sound different. Ifthe vowel is A, we usually get the vowel sounds i= car la or care le, BY - Listen to the sound /a:/. Look at the mouth diagram to see how to make this long vowel souns. Ast «Listen to the target sound /a:/ in the words below and compare it with the words on each side ‘As «Then listen and repeat the examples of the target sound. ateet fay, tongue i fi four | Examples down a oer calm card cart bore bar bear | star starve start iow down hurt heart hate| harm halve half Brie) much search match | its hard to park a car in a dark car park" A Note: Sometimes we get the sound /a:/ before L too. 463) cord orate BBED \ - Listen to the sound /e3/. Look at the mouth diagram to see how to make this sound. Ae{9 6 Listen to the target sound /e2/ in the words below and compare it with the words on each side. + Then listen and repeat the examples of the target sound. aarBet fea, Examples square squares where where's fair fairly "Sarah and Mary share their pears fairly” Spelling frequently sometimes fal | AR (can EAR, (heart) AL (half A ask, path, aunt): South East English accent Jeal_ | ARE (care), AIR (faiq) EAR (bear), ERE (where) English Pronunciation in Use