Pronunciation Plus

MARTÍN HEWINGS
SHARON GOLDSTEÍN
NORTH AMERICAN ENGLISH
CAMBRIDGE
UNIVERSITY PRESS
Contents
Key to phonetic symbols v
To the student vi
INTRODUCTION Asking about pronunciation 1
PART 1 Voweis 3
Unit 1 The voweis /ee/ (hat), /i/ (big), and /e/ (red) 3
2 The voweis /a/ (father), /a/ (bus), and /ü/ (book) 6
3 /i/ and /£/; /a;/ and /a/ 8
4 The voweis /iy/ (see), /ey/ (train), /-i/ (cali), /ow/ (no), and /LIW/ (two) 10
5 l-sl and /a/; /i/ and /iy/ 12
6 /a/,/u/, and/uw/;/o/and/D/ 14
7. /ey/and/£/;/ow/and/:)/ 16
8. /siV (vvord); voweis followed by r (caí-, short, chair, near) 18
PART 2 Consonants 20
Unit 9 /p/ (pay), /b/ (back), /t/ (talk), /d/ (dance), /k/ (car), and /g/ (give) 20
10 /t/and/d/;/p/and/b/ 23
11 /.s/ (same), /z/ (zoo), /f/ (four), /v/ (very), /Q/ (thanks), and /o/ (this) 25
12 /O/ and /Ó/; /f/, /v/, /p/, and /b/ 27
13 /J7 (shouid),/t{/(chair),/3/(televisión), and/d3/(job) 30'
14 /w/ (walk), /y/ (yes), /!/ (late), and /r/ (rain) 31
15 /w/and/v/;/!/and/r/ 34
16 /m/ (make), /n/ (near), and /n/ (long) 37
PART 3 Consonant clusters 40
Unit 17 Consonant letters and consonant sounds 40
18 Consonant clusters at the beginnings of words 42
19 More on consonant clusters at the beginnings of words 44
20 Consonant clusters at the ends of words 47
21 Syllabic consonants; more on consonan!, clusters at the ends of words 4!
22 Groups oí consonants in the middie of words; simplifying ílnal
consonant cluslers 51
PART 4 Stress and rhythm 54
Unit 23 Syllables and stress 54
24 Patterns of stress in words 57
25 More practice: stress in numbers; stress in noun compounds 58
26 Pronouncing unstressed syllables 61
27 Predicting stress in words 64
28 Rhythm 66
29 More on rhvl.lim 68
30 Rhythm and moving stress 70
PART 5 Sounds in connected speech 73
Unit 31. Slow speech and connected speech 73
32 Common words and phrases in connected speech 75
33 Linking words together: consonant + vowel 78
34 Linking words together: consonant + consonant 80
35 More on linking words together with consonants 82
36 Sounds that link words: /w/ and /y/ 85
37 Short sounds and disappearing/h/ 87
PART 6 Intonation 89
Unit 38 Prominent words 89
39 Repeated words and prominence 92
40 More on prominent and nonprominent words 94
41 Falling and rising intonation 97
42 More on falling and rising intonation 100
43 Leaving things open 103
44 Focus words 106
45 Predicting intonation 108
PART 7 Sounds and grammar 110
Unit 46 Weak and strong forms; short and long forms 110
47 Long and short forms of verbs 113
48 Weak forms of some pronouns; more on the long and short forms of verbs 116
49 Weak forms of some conjunctions 118
50 Weak and strong forms of some prepositions 120
51 Pronouncing -ed endings 122
52 Pronouncing -s endings 126
PART 8 Pronouncing written words 128
Unit 53 Letters and sounds 128
54 Pronouncing consonant letters: c and g 130
55 Pronouncing th 132
56 Pronouncing sh, ch, and gh,' other spellings for /∫/ and /t∫/ 134
57 Pronunciation, spelling, and word stress 136
58 Pronouncing single vowel letters 138
59 Pronouncing vowel pairs 141
60 Silent letters 144
Acknowledgments 146
IV Contents
Key to phonetic symbols
Vowels Consonants
Symbol Examples
/α/ stop, lather
/æ/ apple, hat
/aw/ out, town Symbols Examples
/ay/ ice, drive /b/ back, about
/ε/ end, red /d/ dance, need
/ey/' train, say /dз/ job, age
/I/ if, big /δ/ this, other
/iy/ jeans, see /f/ four, off
/ow/ phone, no /g/ give, big
/)/ call, * short /h/ hat, behind
/)y/ join, boy /k/ car, week
/υ/ book, put /I/ late, call
/uw/ soon, too /m/ make, lamp
/ә/ up, cut, ago /n/ near, sun
/әr/ word, first, answer /ŋ/ long, working
/P/ pay, keep
/r/ rain, there
/s/ sanie, nice
/∫/ should, push
/t/ talk, light
/t∫/ chair, watch
/V/ very, live
/w/ walk, swim
/y/ yes, you
/z/ zoo, easy
/3/ televisión, usual
/ө/ thanks, bath
*Many Americans and Canadians say this word with the vowel /α/.
Authors' acknowledgments
We would like to thank:
Jane Mairs, Sue André, and Janet Battiste for their meticulous editing and their professionalism
and patience in guiding the manuscript lo its present form.
Joanne McCarlen, Lindsay White, and Alison Silvcr, who similarly guided the British edition
of this book and whose influence still remains in these pages, and Mary Vaughn, who
initiated this North American edition.
The many people who commented on the material and the principies on which it is based, in
particular Michael McCarthy, David Brazil, and Richard Cauldwell.
Jim Rader, Marjorie Fuchs, and the anonymous reviewer, for their valuable comments and
suggestions.
To the student
Who is this book for?
Pronunciation Plus is for intermediate-level students of North American English who want to
improve their pronunciation. Many of the activities would also be useful for higher-level
students.
The book has been written for students working in a class with a teacher, although many of the
tasks can be used by students working on their on with a cassette recorder.
What is the approach of this book?

Pronunciation Plus uses many different types of activities to teach pronunciation.
The activities are intended lo help you become more aware of your own pronunciation and the
pronunciation of native speakers of North American English. You will be asked to identify,
predict, and use various features of English pronunciation and to discover rules, solve puzzles,
and exchange information with other students.
How is the book organized?

The book is divided into an introduction and eight parts. The introduction shows how to ask
about and check pronunciation. Each of the eight parts of the book focuses on a particular
aspect of English pronunciation: vowel sounds, consonant sounds, consonant clusters, word
stress and rhythm, changes that take place in conversational speech, intonation, the
pronunciation of common grammatical elements, and the connection between spelling and
pronunciation. Each part is divided into six lo eight units.
It is not necessary to work from Unit 1 to Unit 60. Yon or your teacher can choose the units or
parts that will help with the pronunciation problems yon have, Keep in mind that difficulties
with pronunciation often involve two or more features - for example, vowel sounds and word
stress - and the way these features work together.
When do you listen to the tape?

Many of the tasks in this book involve listening to material, on tape. Listening to the tape will
give you the opportunity to hear and imitate a variety of native speakers, pronouncing words in
isolation as well as in connected speech. When you see this symbol , it is time to listen to
the tape.
In addition to listening to and repeating after the recording, you can try reading the material in
your book aloud at the same time that the tape is playing. This can be helpful, especially in
improving fluency. First read over the material in your book until you are familiar with it.
Then read aloud along with the tape, trying to use the same speed and rhythm as the speakers on
the recording.
Introduction
Asking about pronunciation
Here are some ways of asking how to pronounce words correctly.
Asking about the pronunciation of written words

1 Listen to these conversations.
2 Work in pairs. Ask about the pronunciation of these words.
temperature commercial chocolate

accidentally vegetables psychologist
3 Listen and check your pronunciation of the words.
Asking if your pronunciation is correct

Introduction I Asking about pronunciation

2
5 Work in pairs. Use the phrases in the conversations to ask about the pronunciation
of these cities in the United States.
Chicago Los Angeles Miami Seattle

Phoenix Minneapolis Hartford
6 Listen and check your pronunciation of the names.
Asking which pronunciation is correct

8 Are there words that you are not sure how to pronounce? Ask your teacher about them in
the same way.
Asking about pronunciation I Introducción

2
PART 1 Vowels
The vowels /æ/ (hat),

/I/ (big), and /ε/ (red)
1 Repeat these words. Notice the sound /æ/ in each.
back map plan class match
2 Underline the vowels pronounced /æ/ in this conversation.
A: Where were you standing?

B: At the gas station.
A: Where was the man?
B: He ran out of the bank.
A: Did he have anything in his hand?
B: A black bag.
A: Thank yon, ma'am.
3 Listen and check your answers.
4 Listen again. Repeat the conversation one line at a time. Then work in pairs and say the
conversation together.
5 Repeat these words. Notice the sound /I/ in each.
miss if pick still fish
6 Underline the vowels pronounced /I/ in this conversation.
A: This one?
B: It´s too big.
A: Let´s give her this one, then.
B: Still too big.
A: Will this fit?
B: Yes, I think so. She´s pretty thin.
Part 1 I Voweis 3
8 Listen again. Repeat the conversation one line at a time. Then work in pairs and say the
conversation together.
9 Repeat these words. Notice the sound /ε/ in each.
yes red tell best. help
10 Underline the voweis pronounced /ε/ in this conversation.
A: And can yon get some red peppers?

B: How many?
A: Ten or twelve.
B: Anything else?
A: Some bread. Do you need any money?
B: No, I'll pay by check.

12 Listen again. Repeat the conversation one line at a time. Then work in pairs
and say the conversation together.
13 Write the words in the box in the spaces next to the pictures.
a máp a televisión a sweater a credit card stamps

a tennis racket a camera a blanket a fishing rod
some cash a flashlight a tent matches a hat
your address book scissors a backpack some string
something to drink an interesting magazíne
____________________________ ______________________
___________________________ _______________________
____________________________ ________________________
Vowels I Part 1
4
_____________________________ ________________________________
_____________________________ ________________________________
_______________________________ ________________________________
______________________________ ________________________________
______________________________ ________________________________
|^^J
________________________________ ________________________________
_______________________________ ________________________________
14 Repeat the words and check your answers.
15 Work in pairs. Discuss with your partner the three most important things to have when…
1. you are lost in a city

2. you are on vacation
3. your car breaks down
4. you are lost in the woods
Choose words from the box in 13.

16 Report your answers to the rest of the class.
Part 1 / Vowels
5
The vowels /a/ (father),
/ә/ (bus), and /u/ (book)
1 Repeat these words.
just push watch* good blood book
stop lunch looks stuck car start
pull block shut stopped cook cut
* Some Americans and Canadians use live vowel /3/ in this word
2 Match the words in each box that have the same vowel sound.
4 Complete these conversations using the pairs of matching words in 1.
1. A: Is Molly here?
just
B: No. She ______ lunch
went out to _______.
2. A: Do you like it?
B:Yes, it _________ _________.
3. A: Docs the bus _________. here?

B: No, on the next ____________.
4. A: Can't you ___________the door?
B: No, it´s ___________.
Vowels I Part 1
6
5. A: Is that ____________?
B: Yeah, I ___________ my finger
6. A: What time is it?

B: Sorry, my ________ has ___________.
7. A: What are you reading?
B: It‘s a ____________ ___________.
8. A: I can't open the door.
B: _____________ it. Don't __________ it!
9. A: Whats the matter?
B: The ____________ won't ____________.

6 Listen again. Repeat the conversations one line al a time. Then work in pairs and say the
conversations together.
7 Repeat the words on the left.

1. common a common problem___________ , _________________________
2. good a good book_________________ , _________________________
3. comforlable ___________________________ , _________________________
4. hard ___________________________ , _________________________
5. funny ___________________________ , _________________________
Work in pairs. Think of two things that these adjectives can describe. Write the answers in the
spaces.
Part 1 / Vowels 7
/ I/ and / ε /; /æ/ and /ә/
Focus /on /I/ and / ε /

A B
/I/ / ε/
bill pin bell Pen
fill tin fell ten
lift spill left spell
disk bitter desk better

2 Work in pairs. Say a word from one of the boxes. Your partner will tell you if comes
from box A or box B.
3 Listen to these sentences. Do they contain words from box A or box B?
Write the word you hear in the space.
1. They. ____Fell ____ in the hole.

2. Can I have the _________, please?
3. I ______ the books at the library.
4. It was too expensive to buy _________.
5. Put the file on this ____________.
6. Is this tea __________?
7. I found a ____________on the floor.
8. You don't ___________ orange juice like that
Focus on /æ/ and /ә/

4 The words in these phrases contain the sounds læ1 and /ә/ in four different
patterns. (Ignore the words o and an.) Listen.
An angry customer. =/æ/+ /ә/

Run faster! = /ә/ + /æ/
Enough money. = /ә/+ /ә/
A happy man. = /æ/ +/æ/
8 Vowels I Part 1
Now listen to more phrases with /æ/ and /ә/ and write each one in the correct
column in the table.
/æ/+ /ә/ /ә/ + /æ/ /ә/+ /ә/ /æ/ +/æ/

someplace sunny a black jacket
5 Listen again. Repeat the phrases and check your answers.
6 Use some of the phrases from 4 to complete these conversations.
7 Work in pairs and say the conversations together.
Part 1 I Vowels 9
The vowels /iy/ (see), /ey/ (train),
/__/ (call)/ /ow/ (no), and
/uw/ (two)
1 Repeat these words. Notice the sound of the underlined vowels.

/iy/ /ey/ /../ /ow/ /uw/
tree day saw* know blue
jeans rain moming phone June
beach late walk* coat suit
leave gave door drove pool
*Many Americans and Canadians use the vowel /a/ in these words.
2 Work in pairs to complete the table. How many of these vowel sounds are
there in the words in each row? Write the number of times each vowel occurs.
/iy/ /ey/ ----- /ow/ /uw/
1. slow, choose, law, boat, famous 1 1 2 1
2. clean, complain, piece, great, fruit
3. coast, water, waiter, lost, most
4. neighbor, daughter, receive, thought, group
5. food, improve, home, feel, fall
6. date, speak, delay, break, change
*Many Americans and Canadians pronounce the words in this column with the vowel /a/.
4 Cover up the story on page 11. Look at the pictures and listen to the story.
Say "Stop!" when you hear a mistake, and say what is wrong.
10 Vowels I Part 1
1 2 3 4 5
One morning last April, Susan was still sleeping when the doorbell rang. It
was her friend Dave inviting her lo go to the beach for a picnic. Later that
morning, Susan left her house and walked to the station to catch the bus.
She was wearing a T-shirt and shorts, since it was quite warm. As she sat on
the bus, she looked out the door. She saw some sheep in a field. It was
starting to snow.
Before long, the snow stopped and the sun came out. Susan arrived at the
pool and met Steve. They walked down to the beach and had their picnic next to a
tree. They had coffee and cake, and Steve painted a picture. They had a really nice
evening.
5 Work in pairs. Read the story and discuss the mistakes. Correct them like this:
April is wrong. It should be June.

Doorbell is wrong. It should be phone.
6 Cover up the story and retell it using the pictures.
Part 1 I Vowels 11
/ æ / and / a / ; / I / and / iy /
Focus on /æ/ and /a/

/æ/ /a/
cat jogs
camping hobby
stampas hospital
hats
farm
Spanish
guitar
2 Find sonleone in your class who...
1. has a cat ______________________

2. jogs ______________________
3. speaks Spanish ______________________
4. likes to go camping ______________________
5. can play the guitar ______________________
6. collects stamps ______________________
7. grew up on a farm _____________________
8. wears hats ______________________
9. has an unusual hobby ______________________
10. has never stayed in a hospital _____________________
Ask questiozzs like these:

Do you have a cat?
Do you like to go camping?
Did you crow up on a farm?
Write the name of the person who fits the description in the space.
3 Report your answers to the rest of the class. For example:

Nadia has a cat.
12 Vowels 1 Part 1
Focus on /I/ and / iy/
5 Listen to the words again. If the underlined vowel is pronounced /I/ (as in big), circle the
vowel. If the vowel is pronounced /iy/ (as in see), do nothing.
Complete these sentences:
Spellings for the sound /iy/ usually include the letter ______. (Exception: ski)
The sound /I/ is usually spelled with the letter _______.
6 Work in pairs. From the words in the box, find two
1. things to eat
2. jobs
3. countries
4. numbers
5. colors
6. sports
7. parts of the body
8. nationalities
9. things containing water
10. things to drink
7 Compare answers with the rest of the class. For example:

Two things to eat are cheese and chicken.
Part 1 / Vowels 13
/ә/, / /, and /uw/; /α/ and / /
Focus on /ә/, / /, and /uw/

1 All the words in the box include the letter u. How is it pronounced? Write the words
in the table.
Include /ә/ / / /uw/

Customer
Cup good two
Full
Supermarket
June
Uncle
Pull
Sunday
flu
put
push
number

3 Work in pairs. Draw arrows to connect the sentences. Make five 2-line
conversations.
1. Where should I put your luggage?

2. But I bought a new tube on Tuesday
3. You'll be too hot in the sun.
4. My brother. Would you like me to introduce you?
5. Thanks. It's from a really good cookbook.
6. There isn't much toothpaste left.
7. In the trunk. I just have one suitcase.
8. I think I'll put on my wool suit.
9. Who's that in the blue uniform?
10. That onion soup was wonderfu1.
4 Repeat the conversations one line at a time and check your answers. Then work in
pairs and say the conversations together.
14 Vowels / Part 1
5 Underline all the /ә/, / /, and /uw/ sounds in the sentences. How many of each can
you find? Add the words to the table in 1
Focus on /a/ and /___/
6 Some words are pronounced
differently in different parts of North
America. For example, the words in
the box are pronounced with the
vowel /____/ (as in short, dog, or call) by
most people from New York, but they are
pronounced with /a/ (as in father or hot) by
most people from California.
Listen to these words, first pronounced by someone from New York and then by
someone from California.
saw bought caught lost called dog wall long

office talked mall coffee daughter cough awfu1
wrong Boston lawn softball exhausted
7 Listen to these people talking about their weekend. Focus on the underlined
vowels. Where do you think each speaker comes from - New York or California?
Put a check in the correct column.
New York California
1. I took my dog for a long walk in the park.
2. I saw an awful movie.
3. I went to the mall and bought a picture for my office.
4. Oh, I went to the mall, too. I bought a new coffeepot.
5. I caught a cold with a bad cough, so I just stayed home.
6. I taught my daughter how to ride a bike.
7. I took the wrong bus and got lost yesterday.
8. I called my friend in Boston. We talked for almost an hour.
9. Yesterday I played softball, then I did laundry and then
I mowed the lawn. I'm still exhausted.
8 Work in pairs. Talk about a busy weekend that you had. Use some of the words in the box
in 6. Use the vowel that your teacher uses in these words. Which vowel does your teacher
use? Where is your teacher from?
Part 1 / Vowels 15
/ey/ and /ε /; /OW/ and / /
Focus on /ey/ and /ε/

1 Look at the words in the box. Underline the vowels pronounced /ey/ (as in day and rain),
and circle the vowels pronounced /ε/ (as in red).
Potato dentist Mexico November seven

Eight painter radio train Asia May
Sweater Spain yellow table gray head
Helicopter South America bed embassy
bread television dress brain station
3 Work with a partner. Potato and bread are both things to eat. Find more pairs using the
words in the box in 1.
4 Compare answers with the rest of the class.
Focus on /ow/ and / /
/ow/
Clothes snowing smoke

old hole closed
Phone cold wardrobe
/ /
corner fall* drawing

Walking daughter* bald*
floor warmly wardrobe
*Many Americans and Canadians pronounce these words with the vowel /a/.
16 Vowels / Part 1
6 Use as many of the words in 5 as you can to describe the pictures.
7 What other words that contain the sounds /ow/ or / / can you use to describe the pictures?
Part 1 / Vowels
17
/әr/ (word); vowels followed by r (car,
short, chair,near)
1 When /r/ comes after /ә/, it changes the way /ә/ sounds.
Repeat these words. They all have the sound /ә/
learn first worst nervous work return earn
dirty girl early curly sir vertical
2 Work in pairs. Fill in the crossword puzzle with words frozn the box in 1.
The answers are words that are opposites of the clues.
Across
3 calm
5 clean
7 teach
9 ma'an1 or miss
10 best
11 straight
12 boy
Down
1 leave
2 last
4 horizontal
6 late
8 spend
10 relax
4 Repeat these words. Do not touch the roof of your mouth for /r/.
/әr/ /ar/ / r/ /εr/ /Ir/
Word hard bored hair here
Bird farm form air ear
Heard heart court care year
Burn barn warm wear clearly
18 Vowels / Part 1
5 Listen to these words. Do you hear the word in column A or the one in column B? Put
a check in the correct box.
A B A B A B
1, hurt heart 5. bird bored 9 . heart hot
2. shirts shorts 6. burn barn 10. farm form
3. bird bud 7. shirt shut 11. ear air
4. work walk 8. her hair 12. court caught
6 In each line, four of the words have the same vowel sound, and one has a different
vowel sound. This is the odd one out. Work in pairs and try to find the odd one out in
each fine.
1. work, Thursday, early, clearly, prefer 4. chair, large, care, pait; their
2. park, heard, hard, farm, heart 5. story, warm, word, four, door
3. here, near, wear; year, hear

8 Here are some photographs of Ernie. The two pictures on top show Ernie fourteen years
ago, at home and at work. The two pictures on the bottom show Ernie now. What things
have changed?
Part 1 / Vowels
19
PART 2 Consonants
/p/ (play), /b/ (back), /t/ (talk),

/d/ (dance), /k/ (car)
and /g/ (give)
1 To make the sounds underlined in these words, part of the mouth is completely closed
and then the air behind it is suddenly released.
Repeat these words.
/p1 /b/ /t/ /d/ /k/ /g/

pay back talk dance keep guess
paper business tennis different color going
repeat baby return address occur again
2 When these sounds occur at the end of a word, the air is often not released.
Repeat these words.
pipe job tight dead cook dog
3 The pictures show how these six consonants are made. Look at the position of the tongue
and lips in each picture. Which sounds are shown in a, b, and c? Each picture shows two
sounds.
a. b. c.
Now place your hand on your throat as you say the two sounds shown in each picture. How are the
two sounds different?
20 Consonants / Part 2
4 Todd, Debbie, Kate, Gabe, Pat, and Barbara are thinking about the presents they would
like for their birthdays. Todd wants things that begin with the sound /t/, Debbie with the
sound /d/, Kate \with the sound /k/, and so on.
What presents do they each want? Make sentences like these:
Todd wants a tennis racket.

Barbara wants some boots.
Who wants the most presents? Who wants the fewest presents? Can you suggest some
other presents they might like?
5 The difference between the consonants /p/ and /b/, /t/ and /d/, and /k/ and /g/ at the end of
a word can be hard to hear. The main difference is in the length of the vowel sound before
the consonant. Vowels are shorter before final consonants pronounced without the voice
(like /t/), and longer before final consonants pronounced using the voice (like /d/).
Repeat these words.
A B
write bet ride bed

seat rope seed robe
white cap wide cab
hit back hid bag
6 Listen to these words. Do you hear a word from box A or box B? Write A or B in th
space.
1.____ 3.____ 5.____ 7.____
2.____ 4.____ 6.____ 8.____
7 Work in pairs. Say a word from one of the boxes. Your partner will tell you if it come
from box A or box B.
Part 2 / Consonants 21
8 Listen to these sentences. Do they contain words from box A or box B (in 5)?
1. We bought a __________ table.

2. She's learning to ______________.
3. Where can I get a ______________ around here?
4. The _________ is behind the door.
5. I put it in the __________?
6. Who made the _________?
7. We need one more _________.
8. The boy ________ the ball.

A B
Deep dangerous good dentist doctor garden

beautiful boring bad bed cave camera
colorful comfortable cook party pain
quiet patient terrible tiger television town
big dark teacher dinner
10 Work in pairs. Add words from box A to words from box B to find….
1. something that is frightening (for example, a deep cave)

2. something that is expensive
3. someone who does a good job
4. someone who does not do a good job
5. something you like
6. something you don't like
Consonants / Part 2
22
/t/ and /d/; /p/ and /b/
Focus on /t/ and /d/

1 Listen to these words. They all contain both the sound /t/ and the soluzd /d/. lf the sound
/t/ comes first, write t. If the sound /d/ comes first, write d. For example, if you heard the
word admit you would write d; if you heard the word outside you would write t.
l._____ 4._____ 7._____
2._____ 5._____ 8._____
3._____ 6._____ 9._____
2 Sometimes the letters t and d are pronounced the same in North American English – like
a very quick /d/ (called a flap or a tap). This happens when t or d comes after a vowel or /r/
sound and before an unstressed vowel.
The words in each of these pairs usually sound the same. Listen.
latter = ladder
liter = leader
putting = pudding
3 Repeat these words. The letters pronounced as a flap are underlined.
Shortest tightest wettest driest saddest
4 Underline the letters t and d in these words that are pronounced as a flap.
hottest coldest smartest oldest dullest hardest

tallest most exciting most beautiful City
6 Listen again. Repeat the words.
7 World in pairs. Ask and answer these queslions. Take notes on your partner's answers.
1. What's the coldest place you've ever been?

2. What's the hottest place you've ever been?
3. Whal's lhe most exciting city you've ever been to?
4. What's the most beautiful place you've ever been to?
5. What's the hardest course you've ever taken?
6. Whats the dullest course you've ever taken?
7. Who's the oldest person you know?
8. Who's the tallest person you know?
9. Who's the smartest person you know?
8 Repor t your partner's answers to the rest of the class. For example:
The coldest place Mario's ever been is ...
Focus on /p/ and /b/
9 Work in pairs. Match the words on the left with the words on the right to describe what
you see in the picture.
a pile of pie
a book of perfume
a basket of pajamas
a piece of stamps
a box of pencils
a bar of soup
a bag of pears
a pair of potato chips
a bottle of bricks
a bunch of pasta
a plate of soap
a bowl of grapes
10 Repeat and check your answers.
11 Can you think of any other ways of completing the phrases on the left in 9?
The words you add should contain either the sound /p/ or the sound /b/.
Consonants / Part 2
24
/s/ (same), /z/ (zoo), /f/ (four),
/v/ (very), /Ө/ (thanks),
and /ð/ (this)
1 To make the sounds underlined in these words, air is pushed through a narrow opening
in the mouth. Repeat these words.
/s/ /z/ /f/ /v/ /Ө/ /ð/
same zoo Few voice thanks this
second zero phone very thought that
sister easy perfect never Thursday those
house noise enough five nothing breathe
science amuse February invite Fourth other
2 The pictures show how the sounds are made. Which two sounds are shown in a, b, and
c?
3 Listen to these words. Do you hear the word in column A or the one in column B?
Put a check in the correct box.
A B A B
1. fat that 8. closing clothing
2. sing thing 9. there fair
3. say they 10. Sue zoo
4. some thumb 11. few view
5. first thirst 12. Prices prizes
6. breeze breathe 13. ice eyes
7. pass path 14. leaf leave
4 Work with a partner. Look at each pair of words in 3. Your partner should say one of the
words silently to you. Tell your partner which word you think was said. For items 10 to 14,
your partner should say one of the words in each pair aloud. Can you explain why you need
to say these words aloud?
Part 2 / Consonants
25
5 Work in pairs. Discuss with your partner how to say these numbers.
lst 77 2nd 3rd 443

5th 4,000 2/168/57 12/15/2006
14th XXXV XLVI MMM
6 Repeat and check your answers.
7 Work in pairs. First say the dates on the right. For example, for t11e first one say:
July fourth
Then match the U.S. holidays or events on the left with the dates on the right.
1. New Year's Day 7/4

2. Valentine's Day 3/20
3. the first day of spring 10/12
4. the first day of fall 10/31
5. Independence Day 1/1
6. Christmas 9/22
7. Halloween 11/11
8. Columbus Day 12/14
9. St. Patrick's Day 12/25
10. Veterans Day 3/17
New Year's Day is January first.
Consonants / Part 2
26
/e/ and /ó/, /f/, /v/, /Ө/ and /ð/; /f/, /v/,
/p/, and /b/
Focus on /Ө/ and /ð/

1 Repeat these sentences.
1. Three thirty. 5. When does it get there?
2. It's through there. 6. Is that Tom and Matthew over there?
3. Are they brothers? 7. When is Thanksgiving?
4. The twenty-third. 8. Thanks.
2 Work in pairs. Write the sentences in 1 in the spaces in these conversations.
Then say the conversations together.
1. A: Where's the bathroom?

B:
A:
B: You're welcome.
2. A:
B: It's the fourth Thursday in November.
A: What date is that this year?
B:
3…A: What time's the train to Fort Worth?
B:
A:
B: Four t4venty-three.
4. A:
B: Yes, they're ah always together.
A:
B: I think so.
Focus on /f/, /v/, /p/, and /b/
3. Listen to these words. Do you hear the word in column A or the one in column B?
A B A B
1. boat vote 6. pool fool
2. past fast 7. cup cuff
3. blood flood 8. best vest
4. bet vet 9. cheap chief
5. bill fill 10. curb curve
4 Work in pairs. Your partner should say one of the words in each pair silently to you.
Try to decide which one is being said. Take turns being listener and speaker.
5 Repeat these words
the telephone the bicycle the elevator television photography

the microscope the automobile the printing press vaccination
frozen food movies the ballpoint pen the VCR the airplane
the personal computer vitamins the microwave oven the zipper
6 The pictures below show some of the things in S. Which are they? Write the words in
the spaces.
_____________________ ___________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
7 Work in pairs. When do you think the items in 5 were invented or discovered?
Write the name of the item in the space next to the year.
Here are some phrases to help you:
I think… was invented in ……

When was ….. discovered?
Inventions and Discoveries

1450 _____________________
1590 _____________________
1796 _____________________
1841 _____________________
1857 _____________________
1876 _____________________
1884 _____________________
1891 _____________________ and_____________________
1893 _____________________
1903 _____________________
1912 _____________________
1924 _____________________
1926 _____________________
1944 _____________________
1947 _____________________
1975 _____________________ and_____________________
/ ∫/ (should), /t∫/ (chair),
/3/ (television) and /d3/ (job)
1 To make the sounds underlined in these words, the tongue is touching

(/t∫/ and /d3/) or almost touching (/j/ and /3/) the roof of the mouth.
Repeat these words.
/∫/ /t∫/ /3/ /d3/
shopping check: television June
vacation kitchen pleasure jewelry
dishes furniture garage agency
cash beach usually college
2 Work in pairs to ask and answer questions like this:

A: Where would you usually catch a train?
B: Al a train station.
Where would you usually ...
1. catch a train? At a furniture store.
2. arrange a vacation?. Al a bank.
3. buy a couch? Al a college.
4. wash dishes? In the garage.
5. keep cheese? At a jewelry store.
6. study a foreign language? In the kitchen.
7. cash a check? At the beach.
8. find seashells? At a travel agency.
9. buy a gold chain? At a train station.
10. keep a car? In the refrigerator
peaches sugar orange juice jam chiken cherries

spinach french fries champagne fish mushrooms
cabbage cheeseburger fresh vegetables milkshake
cheese chocolate sausage chips
4 Listen to this doctor talking to her patient. The patient has said that he feels tired all the
time, and the doctor is now asking hizm about his diet. In the box in 3, put a check next to
the foods and drinks that you hear them talking about.
5 Work in pairs. Write a. diet sheet for the patient in the conversation. List things he
should eat or drink and things he should not eat or drink. Include words from the box in 3.
/w/ (walk), /y/ (Yes),
/1/ (late), and /r/ (rain)
/w/ /y/ /1/ /r/

walk you late rain
windy year alone right
would yesterday call remember
when museum clock restaurant
twenty view little frien
2 Underline all the /w/ sounds in this

conversation. Can you find any w letters
that are not pronounced /w/?
A: What´s the weather like?

B: Awful. It's wet and windy.
A: Should we go for a walk anyway?
B: Let's wait twenty minutes.
4 Listen again. Repeat the conversation one

line at a time. Then work in pairs and
say the conversation together.
5 Underline all the /y/ sounds in this

conversation. Can you find any /y/ sounds
that are not written with the letter y?
A: I had an interview yesterday.

B: At the university?
A: Yes, in the music department.
B: Do you know if you got the job?
A: No, I don't know yet.
7 Listen again. Repeat the conversation one line at a time. Then work in pairs and say
the conversation together.
8 Underline all the /1/ sounds in this conversation. Can you find any 1 letters that are
not pronounced /I/?
A: Would you like to have lunch?

B: It's a little early.
A: It's almost twelve o' clock.
B: Let's wait till twelve thirty.
A: Well, OK. But no later, or I'll be late for class.
11 Underline all the /r/ sounds in

this conversation.
A: Did you remember to call ray‘
B: I tried three times on Friday
A: He was probably at the library.
B: you´re probably right. I´ll try
again tomorrow.

14 Listen to this conversation while you look at the table on the next page.
Will is asking Laura about her vacation.. When you hear the answers lo the questions
on the left, write the answers in column A. Use words from the boxes on the right.
Consonants / Part 2
32
15 Choose words and phrases from the boxes on the right to describe an imaginary vacation.
Write these words and phrases in column B. Then work in pairs and talk about your
vacation with your partner. For example:
Where did you go for vacation? I went to Italy.

Who did you go with? I went with my family.
What did you do there? I went to a lot of museums and restaurants.
/w/ a n d/v/; /1/ and /r/
Focus on /w/ and /v/

1 Cover the sentences on the left. Listen to the five sentences. How many /v/ sounds
do you hear in each? Write your answer in the space.
1. I only have twelve. ____
2. She works hard every day. ____

3. We had to drive up on the sidewalk to avoid him. ____
4. I lost my wallet, traveler's checks, and visa. ____
5. We're having visitors over the weekend. ____
2 Uncover the sentences and check your answers.
3 Listen again. Repeat the sentences.
4 Cover these sentences and listen. How many /w/ sounds do you hear in each sentence?
Write your answer in the space.
1. What's this one over here? ____

2. Was everything made of wood? ____
3. It's quite warm for November. ____
4. They're having a quiet wedding next Wednesday. ____
5. It was very wet last week, wasn't it? ____
5 Uncover the sentences and check your answers.
Focus on /I/ and /r/
7 The pictures on page 35 show how the sounds /1/ and /r/ are made. Which sound is
shown in a? Which sound is shown in b?
34
Consonants 1 Part 2
/1/ /r/
Light left turn lane road right turn rains

allowed unload only narrower crossing
school hill children straight street traffic circle
slippery carefully trucks pedestrians
parking lot railroad cars
9 Work in pairs to decide what these road signs mean. Put a check in the correct box.
No left turns are allowed.

1. No right turns are allowed.
Don't turn right if the light is red.
2. The road curves lo the left.

All cars should keep to the right.
The road is slippery when it rains.
3.
Do not go around other cars.
The road will get narrower on the right.
There is a bridge ahead.
Part 2 / Consonants
35
4. This lane is for trucks only
Trucks may unload goods here.
You are corning to a hill.
5. Schoolchildren cross the street here.

This is a shopping street.
Pedestrians only
6. You are coming to a railroad crossing.

You are coming to a traffic circle.
Two roads cross here.
7. This is a one-way street.

Be careful: Watch out for falling rocks.
Keep right.
8. Go straight at the sign.

At the sign, let other traffic go first.
There is a parking lot ahead.
9. Go straight. You cannot turn from this lane.

No right turns are allowed.
Traffic will enter from the right.
10 You are coming to a traffic light.

Warning: Drive carefully.
The traffic light is broken.
36 Consonants 1 Part 2
/m/ (make), /n/ (near),
and /ŋ/ (long)
1 To make the sounds underlined in these words, part of the mouth is completely
closed by the lips or tongue, and air is allowed to pass through the nose.
Repeat these words.

/m/ /n/ /ŋ/
Music never long
home mine nothing
climb once think
museum doesn't finger
sometimes mountain singing
2 Write the sentences from the box next to the pictures to describe what Sam is doing
in each.
He's ironing. He's cooking. He's listening to music.

He's washing dishes. He's jogging He´s cleaning the bathroom.
He's painting. He´s gardening. He's vacuuming the living room.
He's shopping. He's doing laundry.
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
5. __________________________________________________
6. __________________________________________________
7 ___________________________________________________
8. _________________________________________________
9. __________________________________________________
10. ________________________________________________
11. ________________________________________________
3 Repeat the sentences and check your answers.
Consonants 1 Part 2
36
4 How good is your memory? Work in pairs. Study the pictures in 2 for one minute
and then close your book. Try to remember what Sam likes doing and what he
doesn't like doing. Report to your partner like this:
He likes cooking.
He doesn't like washing dishes.
Your partner will check your answers.
5 Write the names of three classmates in the spaces at the top of the columns.
Interview them to find out what they do on weekends.
Ask questions like these:

Do you ever go jogging? No, never:
Yes, sometimes.
How often do you watch television? Every weekend..,
I never watch television.
Write E if the person answers "every weekend," O if the person answers "often," S for
"sometimes," or N for "never."
Name Name Name

__________ ___________ __________
Go jogging
watch television
go dancing
go shopping
clean your house
work in the garden
go to museums
go swimming
go mountain climbing
stay home and do
nothing

Kumiko goes jogging every weekend.
Juan sometimes goes to museums.
Discuss which activities were the most popular. Were there differences between what
men did and what women did on weekends? Were there activities that none of the
people you interviewed did?
Part 2/ Consonants 39
PART 3 Consonant clusters
A CONSONANT CLUTER OCCURS WHEN TWO OR MORE CONCONANT SOUNDS
come together. For example, the word spell begind with the consonant cluster /sp/, and the
word thinks ends with the consonant cluster /ŋks
.
Consonant letters and

consonant sounds
1 Underline the parts of the words where there are two or more CONSONANT
LETTERS together. Then complete the first column with the number of consonant
letters you have underlined.
2 Now listen to the words. Complete the second column with the uui11ber of
consonant sounds you hear in the part of the word you have underlined.
What do you notice about the number of consonant letters and sounds?
40 Consonant dusters / Part 3

3 Work in pairs and complete this table with words that begin with these consonant
clusters. If no word in English begins with the cluster, write X. For example, the word
clock begins with the consonant cluster /kl/; there is no word in English that begins with
the consonant cluster /km/; the word cry begins with the consonant cluster /kr/.
The pictures may help you to complete some of the boxes.
/I/ /m/ /r/
/k/ Clock x cry
/d/
/g/
/P/
/U /MI /r/
/S/
/t/
4 In pairs, tell each other the words you have written. Underline any words you find
difficult to say.
6 6 Look at this word chain.
Each word begins with a consonant cluster. One of the consonant sounds is the same
as in the consonant cluster beginning the previous word. Go around the class and
make similar word chains.
If you give a wrong word or can't think of a word, you are out of the chain. Don't
repeat words.
Part 3 / Consonant clusters 41
Consonant clusters at the
beginnings of words
1 Repeat these words. Pay special attention to the pronunciation of the underlined parts
of the words.
A. blue C. cloudy E. quite G. practice
black clean quietly proud
blood clock quicker pronunciation
blanket clothes quarter pretty
blouse clearly question programs
B. bring D. cry F: please
bread cream place
bridge cross plenty
brother Christmas played
break crowd plastic
2 Work in pairs. Fifteen of the words in 1 are hidden in the box below. Can you find them?
Look across and down. Circle the words.

Consonant clusters / Part 3
42
4 Repeat these words. Pay special attention to the pronunciation of the underlined parts of
the words.
H. sleepy J. spend L. dress

slowly speaking drive
slim sports drop
slippery special drums
slippers spring dream
I. start K. try M. three
stop trip through
still trains throw
station trouble thrillers
street trumpet throat
5 Complete these conversations with words from groups A to M.
6 work in pairs and say the conversations together.

More on consonant clusters
at the beginnings of words
1 Listen to these sentences. each one contains a word from either box A or box B.
A B
1. Is the ______clock _____ broken?

2. They´ll _____ mulch higher than that.
3. I learned to ____ last summer.
4. Should we _____________ now or later?
5. How much money did you _______ ?
6. How many have you________________?
7. The _____________was terrible.
8. Are you sure it's ______________?
9. Did you ___________two weeks or three?
10. He's been a good___________________.
2 Work in pairs. Say the sentences in 1 to your partner. Complete them with a word either
from box A or from box B. Your partner should try to decide which box the word is
from.
3 Write the words in the box in [he spaces next to the pictures on page 45.
skis a flying pan a place a clock a ski suit gloves

a scarf a sleeping bag a flashlight a dress asweater
flippers slippers a credit card a swimsuit bug spray
44 Consonant clusters / Part 3

4 Repeat the words and check your answers
5 Listen to Stephanie and Brandon talking about what to pack for a ski trip.
Put a check in the box next to each item in 3 that you hear mentioned.

6 Work in pairs. Have similar conversations about: (1) a camping trip and (2) a
vacation at the beach. Use words from the box in 3.
Here are some phrases lo help you:
Should I take ....? Yes, take that / those

What about ... ? No, you won´t need…
Do you think I'll need …?
Don't forget to take ...

You might need. .
You might want to take

Consonant clusters at
the ends of words
1 Listen to these words. Do you hear the word in column A or the one in column B?
A B A B
l. belt bell 6. card car
2. field feel 7. cold code
3. start star 8. needs knees
4. nights nice 9. fault fall
5. built bill 10. think thing
2 Work in pairs. Your partner should say one of the words in each pair to you.
Try to decide which one is being said. Take turns being listener and speaker.
3 Many English words end in the sound /n/ followed by another consonant.
Listen to these words. Some of them end in the sounds /ns/, /nt/, or /nd/. If they do, write
them in the table. If they don't, leave them out.
/ns/ /nt/ /nd/

5ince want Friend
4 Listen again. Repeat the words al-id check your answers.
5 Complete these conversations with words from the table. Then work in pairs and say the
conversations together.

6 Repeat these words. Pay particular attention to the consonant clusters at the ends of these
words.
elephant adult pleased belt waist wasp child

fox toast yourself pants amused beans arm
shorts hand orange depressed parent boyfriend
shocked milk cold chest
7 Work in pairs. From the words in the box in 6 find some ...
l. things you can eat or drink

2. things you can wear
3. parts of the body
4. animals
5. people
6. ways people feel
There are four things you can eat or drink: ...

Syllabic consonants; more
on consonant clusters at
the ends of words
A SYLLABIC CONSONANT occurs when a consonant forms a syllable by itself after

another consonant, without any vowel sound between them. Thc sounds /I/ and /n/ are the
most common syllabic consonants.
1 In the words here, syllabic /1/ or /n/ comes after a /t/ or /d/ sound. Try to say the /1/ or /n/
Without moving your tongue away from the roof of your mouth after the /t/ or /d/.
Repeat these words.
bottle middle little hospital what'll

button eaten didn't garden mountain
2 Now repeat these words. These words are also usually pronounced without a vowel
sound between the two consonant sounds at the end.
special terrible eleven listen haven't chemical

happen cousin bicycle chicken final
3 Work in pairs. Complete these conversations using words from the boxes in 1 and 2.
l. A: where's your ______________? 4. A: what's in this ____________?

B: She's in the ____________. B: A _____________.
A: what's the matter? A: What's it for?
B: She fell off her _____________. B: Something ___________!
2. A: Have you _______________? 5. A: When's your math ________?
B: No, I _____________. B: A I __________.
A: Would you like some _____________? A: How do you feel?
B: Just a______________. B: _________.
3. A: Press that ____________.
B: This one in the______________?
A: Yes.
B: What'll ___________?
A. Just_______________.

5 Listen again. Repeal the conversations one line al a time. Then say the conversations
together with your partner.
6 Ask other students these questions and note how many people give each answer.
Read the questions and the choices. For example:
Which of these subjects did you like best in school - science, economics, art,
or polities?
Pay particular attention to the pronunciation of the underlined parts of the words,
1.Which of these subjects did you like best in school?

______science _____art
______economics _____politics
2.Which of these colors do you like best?

______purple ______orange
______pink ______gold
3.Which of these activities do you like lo do best in your spare time?

______watch television _______read books
______play sports _______garden
4. Which of these jobs would you rather have?

______journalist ______artist
______politician ______accountant
5. Where would you rather work?

_____in a hospital ______in a bank
_____in a restaurant ______outdoors
6. Which of these countries would you rather go to for a vacation?

_____Egypt ______Thailand
_____France ______Sweden
7.Which of these countries would you rather- live in for the rest of your life?
______Egypt _______ Thailand
______France _______Sweden
7 Report your answers to the rest of the class. At the end, decide which subjects, colors, and
so on were the most popular.
50 Consonant clusters / part 3

Groups of consonants in the
middle of words; simplifying
final consonant clusters
Groups of consonants in the middle of words

1 Work in pairs. Some of the words in the box have the sounds /ks/, /ky/, or /kw/ in the
middle. If they do, write them in the table. If they don't, leave them out.
accident occupation require record equal secure

successtaxi vaccination account accent particular
frequent occur calculator liquid exercise
/ks/ /ky/ /kw/

accident occupation Require
3 Listen again and repeat the words.
Fill in the spaces to make two rules about when to say the sounds /kw/ and /ks/.
1. The letters _______are usually pronounced /kw/.

2. The letters cc are usually pronounced /ks/ before the letters____ and ____.
4 Repeat these words. Pay attention lo the underlined parts of the words.
taxi painting quietly computers practical

husband opinions airplane boyfriend raspberries
successful appliances frequently afraid equipment
scientist onions doctor atlas popular

52
5 Word in pairs. Choose words from the box in 4 to complete these sentences.
The word you choose for each sentence should contain the sounds shown.
1. /kw/ We need some new ___equipment__ for the office.

2. /zb/ Have you met her new _____________?
3. /nt/ It costs a lot nowadays lo buy a good __________.
4. /tl/ Please play your records _____. The baby's asleep.
5. /ks/ I took a (n) ______to the airport.
6. /fr/ He r________ brings her flowers every day
7. /ny/ I bought a pound of _________________.
8. /kt/ She's studying to be a ________________.
9. /py/ He's a very __________actor.
10. /pl/ The price of [he house did not include kitchen _________________.
Símplify final consonant clusters

6 Sometimes when more than two consonant sounds occur together at the end of a word,
or across words, the middle consonant sound may be left: out or almost left out. This
happens especially to /t/, /0/, /d/, and sometimes /k/.
Listen to these examples. Notice that grammatical endings. like -s or -ed are not usually
omitted.
Just one next February Send me a card

Last Saturday two – fifths I asked a question.
7 Listen and write the missing word in the spaces in these sentences.
1. It _______________too much.
2. He ______________weights.
3. He ______________her to many him.
4. I ____________ know yet,
5. I don't think she _______him.
6. How much is this ___________ bracelet?
7. Six __________________.
8. Let's stop for some __________ food.
9. Thanks, anyway. I'm ____________looking.
10. Can you come ______________Saturday?
8 Listen again. Repeat. the sentences and check your answers.
52 Consonant dusters / Part 3

9 Work in pairs. Write the sentences from 7 in the spaces in these conversations. Then say
the conversations together.
1. A: Let´s stop for some fast food._______________________________________

B: Let's go to a real restaurant for a change.
A: It costs too much.________________________________________________
B: That's all you think about - money.
2. A: How does he stay in such great shape?

B:______________________________________________________________
A: Has he been doing that for long?

B:_______________________________________________________________
3. A: ______________________________________________________________
B: Two hundred dollars.

A: _______________________________________________________________
4. A: _______________________________________________________________
B: 1 don't think she'll accept.
A: Why not?
B:_______________________________________________________________
5. A: _______________________________________________________________
B: _______________________________________________________________
A: Please try.

52
PART 4 Stress and rhythm
Every language has its own rhythm. The patterns of stressed and unstressed
syllables in words and sentences help create the rhythm of English. Knowing about
English rhythm will help you understand others more easily and speak more clearly.
Syllables and stress
1 Words can be divided into SYLLABLES. For example:
Farm has one syllable

be-gin has two syllables
com-put-er has three syllables
in-tcl-li-gent has four syllables
How niany syllables do these words have? Write your answers iii the spaces.
1. furniture _3__ 6. Collect _____ 11. Impossible ____

2. brought ____ 7. Anybody _____ 12. electricity _____
3. black board ____ 8. Please _____ 13. Rabbit ____
4. examination ____ 9. Police _____ 14. Directions ____
5. remember ____ 10. Grandmother___ 15. good-bye ___
3 Each word has one syllable that is STRESSED more than the others. In this book, the
syllable that is stressed in a word will be marked by a big circle.
The other syllables, which have less stress or are UNSTRESSED, will be marked by
small circles. The circles will be placed over the vowel sound in each syllable.
Listen to these examples.
begin computer intelligent
54 Stress and rhythm / Part 4

4 For each of the words in 1 that has more than one syllable, show the stressed syllable with
a big circle and the other syllables with a small circle. For
example:
furniture

6 Here are the English names of some capital cities. How many syllables are there in each
name? Show which syllable is stressed in English.
Moscow __2 Cairo ______ Tokyo _______
Madrid ______ Jakarta ______ Bogota ______
7 Repeat the names and check your answers.
Part 4 / Stress and rhythm 55

52
8 Two words in each of these sentences have two syllables. Write O o, or o O to
show their stressed and unstressed syllables.
10 Work in pairs. Draw arrows to connect the sentences. Make four two-line conversations.
Thei1 say the conversations together.
Stress and rhythm / Part 4

56
Patterns of stress in words
1 In each fine, four of the words have the stress pattern shown, and one has a different
pattern. This is the odd one out. Work in pairs and try to find the odd one out in each line.
1. oO above, chicken, prepare, guitar, correct

2. O o under, dirty, handsome, Japan, reason
3. oOo exciting, tomorrow, November, injection, president
4. Ooo appointment, popular, yesterday, politics, sensitive
5. ooOo wnemployment, competition, supermarket, information, immigration
3 How many syllables do these words have? Write your answer in the space.
1. economics _4_ 6. Biology ___ 11. Italian ____
2. Chinese ____ 7. Photographer ___ 12. September _____
3. August ___ 8. Chemistry ____ 13. July _____
4. accountant ___ 9. Diplomat ____ 14. Russia ____
5. Morocco ___ 10. Arabic ____ 15. Germany ____
5 Worl in pairs. Use the words in 3 to complete these conversations.

Choose a word that matches the stress shown. Then say the conversations together.
1. A: What does she do? 4. A: Do you speak Spanish?
B: She's a(n) _oOo_ B: No, but I know some _oOo_
2. A: When are you going on vacation? 5. A: Where are yoti (lying to?
B: In _Oo_ B: First to France and then on to _oOo_
3. A: 1 really liked history in school.
B: My favorite subject was _oOoo_

52
More practice: stress
in numbers; stress in
noun compounds
Stress in numbers
1 Listen to these sentences, Draw a circle around the number you hear.
1.10:14 10:40 5. $1.18 $1.80

2.15 50 6.$19.00 $90.00
3.13 30 7. 1916 1960
4.17 70
2 If you are not sure whether someone has said "30" or "13," "40" or "14," and so on, you
should ask the person to repeat. These conversations show you how.
Listen. Oo
A: He'11 be, thirty tomorrow.
Oo oO
B: I'rn sorry. Did you say thirty or thirteen?
Oo
A: Thirty.
oO
A: She lives in apartment fourteen.
Oo oO
B: I'm sorry. Did you say forty or fourteen?
oO
A: fourteen.
Note that numbers ending in - ty (like thirty or forty) are stressed on the first syllable.
Numbers ending in -teen (like thirteen or fourteen) are typically stressed on the last syllable
when they are said on their own or at the end of a phrase or sentence.
3 Listen again. Repeat the conversations one line al a time.

58
4 Work in pairs lo make similar conversations starting with these sentciK'r:i.
1. Turn lo page 17.
2. That wiH be $30, please.
3. To get to the theater, take bus number 80.
4. I'll see you at 3:15.
Stress in noun compounds
5 A noun compound occurs when two words come together to form a new noun.
The new noun is sometimes written as one word and somelimes as lu'o
words, bul: it is used and pronounced as a single word, with one main slir^s,
usually on the first word in the compound.
Listen to these noun compounds.
O o
ice cream
O o
airplane
Oo o
living room
O oo
newspaper
O o
Blackboard
6 Listen to these phrases. Which contains a noun compound, the phrase in column A or the
One in column B? Put a check in the correct box. Remember that a noun compound typically
has strong stress only on the first part.
A
1. a raincoat B
2. a largo office a wool coat
3. a good driver the post office
4. a long book a cab driver
5. a dining room a note book
6. an office building a dirty room
7. a white house a modern building
8. a sleeping bag the White House
a sleeping child
Part 4 / Stress and rhythm

59
52
7 Mark the main stress in these
Shopping Lint
noun coinpounds by using a
large circle.
paintbrush toothpaste
alarm dock measuring tape
shower curtain dish towel
bookcase cookbook
desk lamp answering machine
orange juice frying pan
tomato sauce washing machine
can opener garbage can
lightbulbs salad dressing
8 Repeat tlie words and check your answers.

9 Jennifer and Jason are moving lo a new house. They have made a list- of things they
need to buy, shown in 7. Work in pairs and decide where they need to go to buy
each thing. Choose from the stores in the box, or use your own ideas. Then report
your decisions to the class.
department store hardware store supermarket

appliance. store drugstore furniture store bookstore
Note: The store ñames have typical noun compound stress.
10 What is a good place in your community to do the things below? Discuss this with
your class. What's a good place to . . .
1. buy a birthday card?

2. get ice cream?
3. make photocopies?
4. get passport pictures?
5. get a money order?
6. buy a sleeping bag?
7. buy sunglasses?
8. buy a tape recorder?
9. get a haircut?
Stress and rhythm I Part 4
60
Pronouncing
unstressed syllables
1 In the words in the boxes, the stressed syllables have a large circle over them.
Listen lo these pairs of words. Compare the way the underlined letters are
pronounced.
A
B
land
England
men firemen
office official
faster breakfast
unless careless
2 The underlined vowel in the words in box B is /a/, often called schwa. In an
unstressed syllable, the vowel is often pronounced as a very short /ә/. In the
following words, the stressed syllable has a large circle over it, and vowels
pronounced /a/ are underlined.
Repeat these words.
oO O o o O o oO o o O o o
about famous suggestion photography instrument
3 Work in pairs. Put a large circle over the syllable with the main stress, put a small
circle over the unstressed syllables, and underline the vowels
pronounced /ә/.
O O o
1. completely 5. excellent 9. success
2. jealous 6. machine 10. distance
3. apartment 7. woman 11. vanilla
4. biology 8. women 12. Question

61
52
4 Repcat the worcis and check your answers.
5 In these words, the underlined part is pronounced /әr/. This is the same sound
practiced in Unit 8, bul: here it is unstressed.
Repeal the words.
O o o O o O o Ooo O o Oo
Answer Forget remember visitor dollar picture
6 Work in pairs. Say a word in the box. Your partner shouid find a word in the box
that means the opposite of the word you say.
highen younger faster hotter under lighter

over slower older richer longer poorer
shorter sooner harder thicker darker
colder lower softer later thinner
higher and lower
8 The last syllable in words that end in -er, -or, -(i)an, -man, and -ant is usually
pronounced with /a/.
Repeal this list of jobs.

doctor actor photographer
teacher hairdresser optician
electician firefighter
police pfficer flight attendant
9 Work with a partner. Read each pair of jobs and decide which worker you think earns
more money. Then decide which job you think is more challenging.
1. A doctor or a police officer?

62
2. A teacher or a firefighlter?
3. A photographer or an electrician?
4. A hairdresser or a flight attendant?
5. An actor or an optician?

63
52
Predicting stress in words
1 Word stress in English is complicated, but there are some simple rules that can
be helpful Write N for noun, V for verb, or A for adjective after these words.
Carry _ V_ famous _A_ daughter _N_ husband ___

Forget ____ careful ____ modern _____ prefer ____
Frighten___ kitchen ____ friend1y ____ doctor____
2 Listen to the words in 1. Put a large circle over the stressed syllable and a small
circle over the unstressed syllable in each word.
3 Now complete these sentences with the words in the box to get some simple
rules for two-syllable words in English.
nouns verbs adjectives
Most _____________and _____________ are stressed on the first, syllable.
Some ______________are stressed on the first syllable, and others on

the second.
4 Many words in English have endings such as -ion, -ity, -ic, and -ical.
These endings can help you figure out where the stress goes.
Listen to these words and put a large circle over the syllable that has the main
stress.
1. decision 5. equality 9. magnetic 13. musical

2. suggestion 6. possibility 10. scientific 14. medical
3. institution 7. responsibility 11. enthusiatic 15. political
4. identífcation 8. personality 12. democratic 16. psychological

5 Now try these words. Work in pairs. Put a large circle over the syllable that has the
main stress in each word.
1. invention 5, electronic
2. examination 6. romantic
3. ability 7. practical
4. opportunity 8. physical
Complete this sentence to get a rule for words with these endings.
words that end in -ion, -ity, -ic, and -ical usually have the main stress on the
syllable _______________the ending.
7 Which of the adjectives in box A can be used to describe the nouns in box B?
Work in pairs. Discuss your answers with your partner and be ready to report back to
the rest of the class. Report your answers like this:
You might say "a medical examination," but probably not "a medical personality."
A B
romantic medical question suggestion

fantastic electronic ability discussion
scientific enthusiastic invention examination
physical political personality opportunity
musical practical composition profession
8 Repeat these words and phrases.
generosity punctuality dependability creativity ambition

popularity a good education a pleasant personality sincerity
curiosity a sense of humor sensitivity patience
having the same opinions as you
9 Which three qualities in the box in 8 do you think are the most important in...
1. a friend? 3. a roommate? 5. a teacher?

2. a husband or wife? 4. an employee?
Work in small groups and compare your answers.

65
52
Rhythm
1 Some very common words in English have two pronunciations, sometimes called
their STRONG and WEAK forms. The table shows how the strong and weak forms
of the words to, and, and for are pronounced.
Listen.
Strong form Weak form

to /tu/ /tә/ I't m going to the mall,
and /ænd/ /әn/ or /n/ men and women; hot and cold
For /fәr/ /fәr/ Wait for me.
The weak forms of these, words are much more commonly used than the strong
forms. The strong forms are used only when the word has some special emphasis, or
is said on its own or at the end of a phrase. Notice that weak forms usually contain
unstressed /ә/. More practice of strong and weak forms is given in Part 7.
2 Read these sentences and decide which word - to, and, or for - might be missing from
each one.
Listen to the sentences and write [he word you hear.
l. What's _____ dinner? 7. It's _______you.

2. I'11 go _______ see. 8. Two _______a dollar.
3. I have nothing _______say. 9. My mother _______Father
4. A hundred _________forty. 10. I have a lot _______do.
5. I'm going _________Florida. 11. Not _______long.
6. I have ___________go. 12. What's six ________eight?
3 Listen again. Repeat the sentences and check your answers.

66
4 Which of these foods go together? Complete each phrase with a word from the box.
Tomatoes eggs butter jelly crackers
1. bread and ______________________

2. bacon and______________________
3. cheese and______________________
4. lettuce and______________________
5. peanut butter and ______________________
5 Repeat the phrases and check your answers. Use the weak form of and.
6 Think of more phrases that describe foods that go together. Then talk about what
you are going to eat. One student should be A, and the others B, C, and so on. Go
around the class. Each student repeats the list and adds a phrase. For example:
A: I'm really hungry. When 1 get horne I'm going to have some bacon and eggs.
B: I'm going to have bacon and eggs, and bread and butter.
C: I'm going to have bacon and eggs, bread and butter, and lettuce and tomatoes.
When the list becomes too long to remember, start again.

52
More on rhythm
The pattern of stressed and unstressed syllables in a sentence helps create the
rhythm of the sentence.
1 Repeat these sentences. Compare their rhythm

O o o O o o O oO o oO
1. Black or white? 2. Where are you from? 3. I go there a lot.
2 Listen to these sentences. Are they like 1, 2, or 3? Write the numbers in the
spaces.
what clid she say? _2_ Milk and bread. _____

I hope you can come. ____ I'll call the police.____
What do we need? ____ She told me to rest.____
Here's your change. ____ Out to lunch. _____
Where'd he go? ____ So do I. ____
Give me your- purse. ____ Thanks very rnuch. ___
4 Work in pairs. Draw lines to match the sentences. Make six two-line
conversations. Then say the conversations together.
5 Work in pairs. One student should be A, and the other- B.

Repeat each conversation one line al a lime and then continue the dialog in
the same way. Try to continue with the same rhythm as in the recording. The
syllables lo be stressed are in bold letters.
1 . when should we meet?

A: Should we meet on thursday
B: I can´t on Thursday.
A: Well, how about Friday?
B: 1 can't on Friday.
A: well, how about Saturday?
B: 1 can't on Saturday
A: Well, how about Sundav?

2. When should we go?
A: Should we go in January?
B: I: can't in January.
A: Well, how about February?
B: I can't in February.
A: well, how about March?
3. what should we have to eat?

A: Why don't we have fish?
B: 1 don't like Fish.
A: Well, why don't we have chicken?
B: I don't like chicken.
A: Well, why don't we have beef?
6 Work in pairs and write one more similar conversation called "Where should we go?"
Practice it and then perform it for the rest of the class.

52
Rhythm and moving stress
1 Look at this picture of the students in an English language class. The students'
occupations are written next to them. Find out their nationalities.
Listen to the teacher talking about the class and write words from [he box in the
spaces.
Chinese
Polish
Taiwanese
Spanish
Vietnamese
Japanese
Ilalian
Colombian'

70
2 Listen to some of the words used by the teacher in the conversation. Put a large
circle over the syllable that has the main stress.
O
Japanese Chinese Taiwanese Italian
Polish Spanish Colombian Vietnamese
3 Listen again. Repeat the words and check your answers.
4 In some words, stress can move to a different syllable. This usually happens if
another- stressed syllable follows the word. For example:
O O O
He's Japanese. bul He's a Japanese doctor.
Which of the other nationality words have this MOVING STRESS?

Listen and put a check next to the words with moving stress.
l. Japanese
2. Polish
3. Chinese
4. Spanish
5. Taiwanese
6. Colombian
7. ltalian
8. Vietnamese
5 Many numbers also have this moving stress. Listen to this conversation. Notice
how the two in twenty -- two loses its stress when another stressed syllable Follows
it in a phrase.
A: Where does Jim live?

Oo o
B: Maple Street.
A: what number does he Live at?

O o O
B:twenty – two
A: So his address is…

Oo o O o o
B: Twenty-two Maple Street.
6 Listen again. Repeat the conversation one at a time.

52
7 word in pairs. Using these pictures, make questions and answers similar to those in 5.

PART 5 Sounds in connected speech
It is sometimes difficult to understand speakers of English when they are talking at
normal speed - which can sound very fast! One reason for this is that the
pronunciation of some words is different when they are said on their own, or in slow,
careful speech, from when they are used in CONNECTED SPEECH. The units in
Part 5 help you to understand and to practice connected speech in English.
SIow speech and

connected speech
Understanding sentences in connected speech

1 Listen and complete these sentences. They are said at normal speed.
1 . It's over_____ there.

2 . ______________ five _______________
3. _______________ seven.
4. _______________do_________________?
5. _______________ Soon ______________
6. _______________ think ______________
7. _______________bood. ______________
8. _______________ bad. _______________
9. _______________ said. _______________
10._______________ do _________________Tomorrow.
2 Listen to the sentences again. This time they are part of short conversations. If
there were any sentences in 1 that you didn't understand, try to figure out what they
are from the CONTEXT.
Part 5 / Sounds in connected speech 73

52
Understanding questions in connected speech
3 Read the answers to questions, shown in the balloons.
Listen to the questions and match them with the answers. Write the number of the
question (for example, 1 or 5 or 8) in the space under the correct picture.
4 Listen again. Write the questions in the balloons.
5 Listen to the conversations and repeat them one line at a time.
6 Work in pairs. Say the conversations together. Try to say them at the speed used in normal
conversation.
74 Sounds in connected speech / Part 5

Common words and phrases
in connected speech
1 Some very common words have WEAK forms that are normally used in connected
speech. (For more on weak forms, see Unit 28 and Part 7.) Read the sentences and
decide what word might be missing from each one.
Listen and write the word you hear.
l. Two _________three. 6. It's a container __________ice cream.

2. Call _________ambulance. 7. _________they coming?
3. On __________off. 8. Is that a picture ________your sister'
4. Saturday _____Sunday 9. He wants __________computer.
5. Some ________over here. 10. Some ___________already paid.
3This table shows how the words you wrote in 1 are usually pronounced Why are
there two pronunciations for o f?
/ә / a, of
/әr/ or, ate
/әv/ of, have
/әn/ and, an
Note: The sound /ә/ is pronounced as in ago or driver.
4 Features of connected speech are sometimes shown in informal written English. This
is often true for the words of popular songs. What do you think the underlined words
in these lines from pop songs would he in normal written English? Write your
answers in the spaces.
1. I don't wanna say that I've been un happy with you.

2. All you've gotta do is call.
3. 'Cuz I'm happy just to dance with you.
4.I´m gonna getcha .... Im bonna meetcha.
5. You gotta teach 'em 'bout freedorn.

52
5 Listen to these conversations. Write the missing parts in the spaces. Use the normal
written f form of' the words and phrases that you hear
.
1. A: I´ve got to go now.__ 4. A:__________________
B:__________________ B:__________________
2. A: __________________ 5. A:__________________
B: __I don´t know______ B:__________________
3 A:__________________ 6.A:__________________
B: no, when were they here? B:__________________
6 Repeat the lines and check your answers
7 Son-le words and phrases have BLRNDED forms that are commonly used in
connected speech. You do not have to use these pronunciations in your own speech,
but you need to be able to understand them. For example, in, some common
expressions with to, the word to is blended with the word before it.
Listen to these examples:
got to ("gotta") -I've got to go now.

want to („wanna")-What do you want to do?
going to (―gonna‖) - Are you going to go?
have to ("hafta") – I hare to. work late.
has to ("hasta") - She has lo go to the doctor.
8 Practice making excuses. One student should be A, and the other- students B, C, and
so on. Say the conversation below, using your classmates' names. Then continue in
the same way, adding a similar phrase when is it your turn to speak.
Use blended pronunciations of want to, going to, have to, and has to. What are some
other excuses you can give.?
A: We're going to see a movie tonght. Do you want to come?

B: I can't. I have to world late.
C: Mario has to work late and I have to go to the dentist.
D: Mario has lo work late, Shu-fang has to go to the dentist, and I have. to get up early
tomorrow.
When the list become too long to remember, start again.

9 Work in pairs. Make plans to do something one evening. Decide on something to do
(for example, go to the movies or go out for dinner) and find a time when you are
both free. Then find as many other students as you can to come with you. write the
names of students you ask and note whether or not they can come. If they can't, write
the reason they can't.
Here are some phrases to help you:
Wé re going ...
Do you want to come?
I'd like to, but 1 can't.
I have to . .
Report the results to the rest of the class.

52
Linking words together:
consonant + vowel
In connected speech, words are usually linked together smoothly a break between
them. This unit provides practice in linking a word that ends in a consonant sound
with a word that begins with a vowel sound.
1 Repeat these sentences. Make sure that you link the words together smoothly as
shown.
l. An, hour and a half 6. Neither am I.

2. It's upstairs. 7. Both of us.
3. He's an actor. 8. A while ago.
4. I found it. 9. That's a lot of monev.
5. Just a little. 10. This afternoon at four- o'clock.
2 Work in pairs. Say the sentences to each ot17er. Check that your partner- is linking
the words together.
3 Work in pairs. Choose five sentences from 1. Write five two-line conversations.
Each conversation should include one of the sentences you chose. For example:
A: How long have you been waiting?

B: An hour and a half.
4 match the words on the left with the words on the right to describe what you see in
the pictures.
a boltle
of flowers
a pair
of cards
a box
of dishes
a bunch
of earrings
a set
of candy
a book
of perfume
a deek
of film
a roll
of jokes
Sounds in connected speech / Part 5

78
5 Repeat (he phrases and check your answers. Make sure that you link the consonant
sound at the end of the first part of the phrase with the vowel sound at the beginning
of the word of.
6 Work in groups of three or four. Decide which of the things in 4 would be the best
present for . . .
1 . your mother
2. a girlfriend or wife
3. a teenager
4. a friend who is going on vacation
5. a friend who is in the hospital
6. someone who has invited you for dinner
7. a young couple getting married
You can give the same present to more than one person.
7 Work in pairs. Make a list of what you put on, take off, and so on. Use word from
this box and try to think of more.
the radio the stove an application a fire your coat

a light a car the garbage a bus your clothes
1. You put on _________________ 6. You turn off______________

2. You put out ________________ 7. You turn up______________
3. You put away_______________ 8. You get on_______________
4. You take off ________________ 9. You get in________________
5. You take out________________ 10. You fill out____________
8 Report what you have written to the rest of the class. For example:
You put on your clothes.

You put out a fire.

52
Linking words together:
consonant + consonant
This unit provides practice in linking a consonant sound at the end of a word with a
different consonant sound at the beginning of the next word, as in walk slowly.
1 Match each word on the left with a word on the right to form a new word or phrase.
Arrival handed Truck towel

Drug music Orange juice
Classical time Dish televisión
Left store Portable driver
2 Repeat the phrases and compare them with your answers.
3 What other words can come before the words on the right in each box? Work in pairs
to make three new words or phrases using some some of the words on the right. Add
words that end in a consonant sound. For example:
Department store
Pop music
4 Repeat these phrases and then listen to the conversation.
Like them think they´re A: Do you like them?

That´s very it´s true B: 1 think they're great.
A: That's very nice of you
B: Really. I t´s true
5 Repeat these phrases and then listen Lo tl7e collvehsatioz7.

A: Is this correct?
B: Those two are.
Is this this correct and this A: and this one?
This one I´m not not sure B: I'm not sure.

6 Repeat these phrases and then listen to the conversation.
A: When were they here?

last Friday missed them B: Last Friday.
they'11 be next March B: They'll be back next March.
7 Repeat these phrases and then listen lo the conversation.
was there this morning A: It was there this morning.

Steve borrowecl have keys B: Maybe Steve borrowed it.
keys for we'd better A: He doesn't have keys for it.
B: Them we'd better call the
police.
8 Match the conversations in 4 to 7 with these pictures. What are the people talking
about
in each conversation?
9 Work in pairs and say the conversations together.

Part 5 / Sounds in connected speech
81
52
More on linking words
together with consonants
1 When the same consonant sound ends a word and starts the next word, as, for
example, in
the consonant sound is usually pronounced only once, but slightly longer than usual.
Repeat the word in column 1, then repeat the word in column 2, and finall y repeat
the
two \words together
1 2 3
Right Turn We lost the game _______________________________________.
One Nothing Is there _______________________________________for the party
The ___________________________________________called again

black Car
enough Food Make a __________________________________________at the corner
Dream ________________________________________________on the couch

bad
more Rice She was driving a __________________________________________.
Sit Would you like ____________________________________________?

let´s
same man A ______________________________________________woke me up
2 Work in pairs. Write each phrase (for example, right turn) from columns 1 and 2 in the
correct sentence in column 3. Then say tlie sentences to your partner.
3 When a consonant sound ends one word and a different consonant sound starts the
next word, sometimes the pronunciation of thee consonant at the end of the first
word changes. This often happens in connected speech, especially when the consonants
/t/, /d/, and /n/ are followed by the sounds /m/, b/, /p/, /q/, or /k/•
Listen. Compare the words said on their own and in these sentences. Notice how the last
consonant sound in the word changes.
Clean - I have lo clean my apartment. need - We need_.more milk.

don't - Don't believe it own - She has her own car.

4 Repeat these phrases. Notice the change in the pronunciation of the
consonant at the end of the first word.
1. on Monday 6. loud bang 11. credit card
2. ten people 7. quite boring 12. green car
3. met Bob 8. brown bag 13. in Canada
4. went back 9. television program 14. ran quickly
5. sevenmillion 10. broken mirror 15. felt bad
5 Work in pairs. Write two sentences that include two or more of the phrases
in 4. For example:
On Monday, I watched a television program about computers, but it was quite
boring and I fell asleep.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________
6 Read your sentences to the rest of the class.
7 Sometimes two consonant sounds can be pronounced together as one
difieren! sound. This often happens in relaxed conversation when the
consonant /t/, /d /,/s/, or /z/ at the end of a word is followed by /}'/ at the
beginning of the next word (especially in you or your).
Listen.
Don't forget your passport. You'11 miss your train.

t∫ ∫
You won't need your jacket. Don't lose your camera.
d3 3

8 Repeat each word, first on j(.s own and then with (.he word your.
forget need miss lose put.
9 Work in pairs. Your college-age son or daughter is about to leave for

vacation. Give him or her some advice. Use the words in 8
(forget, need, miss
lose, put) plus your.
Here are some other words and phrases to help you:
tickets train passport gloves jacket

plane camera address book bathing suit
Don't forget- your...

You might need your ...
Put your . . . in a safe place.
Don't put your . . . in your
suitcase.
Don't: lose your ...
You'll need your ...
You won't need your ...
Hurry up, or you'll miss your . . .

Sounds that link words:
/w/ and /y/
1 You will hear a conversation between Joe and Mary Ann. Listen to the
conversation and answer (.he questions.
1. When is Brian´s birthday?
____________________________________________
2. What present do Joe and Mary Ann decide to get him?

____________________________________________
3. When are they going to have a party?

____________________________________________
2 Some of the words in the conversation are linked by a /w/ sound. Listen.
What about a new umbrella? Yeah, let´s do it Saturday.
w w
3 Some other words are linked by a /y/ sound. Listen.
. . free on Saturday. . . . Thursday evening?

y y
4 Repeat these sentences. The words marked are linked by a /w/ sound.
1. You know it´s Brian´s birthday. 6. How about Thursday?

w w
2. Oh, I forgot all about it. 7. He has an interview on Friday.
w w
3. What about a new umbrella? 8. Yeah, let´s do it Saturday.
w w
4. He should just throw it away. 9. You arrange the party.
w w
5.It won't be too expensive.
w

5 Repeat these sentences. The words marked are linked by a /y/ sound.
1. It´s Brian´s birthday on Thursday.

y
2. We should buy him a present.
y
3. We really ought to have a
y
party or something for him.
4. Do you have any ideas?

y
5. If we pay about $20, we could
y
get him something nice.
6. Why don't we invite a few friends?

y
7. What about Thursday evening?
y
8. More people will be free on Saturday.
y
6 Look at these sentences. Will the words marked be linked by /w/ or /y/? Write
W or y under the linking mark.
No, I didn't. He must be at the office.
w Go ahead.
Hi, Ann! Did you see it?
There´s no answer. When can you do it?
Sunday afternoon. Hi, how are you?
Can I try it?
8 Work in pairs. Draw arrows to match the sentences in 6. Make five two-line
conversations. Then say the conversations together.

Short sounds and
disappearing /h/
1 In connected speech, the first syllable of words that begin with the unstressed
sound /a/ is often very short and may be difficult to hear.
Listen and compare these examples.

long - Its long. along - It's along here.
way - I'm going this way. away - I'm going away.
2 Listen to these conversations and write the words you hear in the spaces.
Use the context to help you.
1. A: Where does she live?
B: Just _________ the street.
2. A: Do you think I'm right?
B: Yes, I __________ completely.
3. A: Can't you sleep?
B: No, I've been __________ for hours.
4. A: When did you move here?
B: Two years __________.
5. A: Don't you get lonely in that big house?
B: No, I like living __________.
6. A: Is the bank near here?
B: Yes. It´s __________ Five minutes __________.
7. A: Can I speak lo David?
B: Sorry, he´s __________ right now.
8. A: have you seen my keys?
B: Yes, they're __________ 1-iere somewhere.
3 The sound /h/ at the beginning of some words is very short or may not be
pronounced at all.
Does he like it? What´s her name?

4 Listen to these short conversations, The /h/ sounds are underlined. Draw a line
through then if they are very short or not pronounced.
1. A: Have they found him?

B: Who?
A: The man who robbed your house.
2. A: Did he tell her what happened?

B: He did, but she didn't believe him.
3. A: How´s Henry these days?

B: Didn'1- you hear about his heart attack?
4. A: Did you call him?

B: He wasn't home. He must have left
already.
5. A: It says here that the President´s coming

B: Where´s he going to be?
A: Here.
B: Oh, I hope we'll be able to see him.
6. A: What are you children fighting about?

B: It´s MY book.
C: HIS books over THERE.
5 Find the words in 4 that are sometimes pronounced with the sound /h/ and
sometimes without. When is /h/ pronounced in these words?
6 Work in pairs and say the conversations together. When the sound /h/ is dropped,
make sure that you link the word to the word before it. For
example:
Have they found him?

PART 6 Intonation
In Part 6, you will learn about the intonation, or melody, of English. Three
things are important: whether a word is prominent or not, whether the
voice rises or falls in pitch, and where this rise or fall begins.
Prominent words
In Part 4, you learned about stress in words. In this unit, you will learn about
stress in sentences, called prominence. Words that are prominent are usually
the words that the speaker thinks are the most important in the sentence.
1 In these sentences, one word is prominent, or stands out from the rest. Listen
and circle the prominent word in each sentence.
1. (Thank)you. 6. He´s my uncle.
2. I'm tired. 7. He´s an accountant.
3. Chris did. 8. Its raining again.
4. It´s getting late. 9. She´s in the living room.
5. I'm sure she will. 10.She told me about it.
3 Match the answers in 1 with these sentences. In this exercise, prominent

words are written in CAPITAL LETTERS. Note that in words with more
than one syllable, even though the whole word is written in capital letters,
only one syllable is actually prominent.
a. WHO cooked DINNER? _____ f. Is THAT your FATHER?________

b. This is for YOU.___ g. Are you FEELING OK?.________
c. VVHAT does DAN do? ._____ h. What TIME is U?______
d. WHAT'S the WEATHER like?____ i. WHERE'S JESSICA?________
e. QONNA BOUGHT a HOUSE.___ j .- Do you THINK she'11 LIKE it?___
Part 6 I Intonation
4 Listen to the conversations and check your answers.
5 Work in pairs and say the conversations together. Make the words you
circled in 1 and (he words shown in capital letters in 3 prominent.
6 Any word can be prominent if the speaker thinks it is important in a

sentence, but some kinds of words are much more likely to be prominent
than others. The words that give the most information are most likely to be
prominent. Look at these sentences from 1 and 3 again. The prominent
words are shown in capital letters here
What TIME is it?

I'm TÍRED.
She TOLD me about it.
He´s my UNCLE.
Do you TI-IINK she'11 LIKE it?
DONNA BOUGHT a HOUSE.
Notice the kinds of words that are prominent, and complete the rules below
with the words from the box on the right.
1. Content words - for example, nouns (like time),

prominent
verbs (like told), and adjectives (like tired) - are
not prominent
typically _______________________.
2. Grammar words - for example, pronouns (like .she),

articles (like ff), and prepositions (like about) - are
typically ________________________.
7 Match words in box A with words in box B. How many dishes are there that you might find in a
restaurant? Where are these foods from? Decide if a dish is Indian, Mexican, Chinese, Japanese,
or American and add it to the menu on the next page.
A B
tempura
chicken
curry
cheese
enchiladas
apple
pie
shrimp
lo mein
vegetable
cherry
Intonation / Part 6
8 Repeat the names of some of the dishes. Make both words prominent.
9 In the sentences shown in the pictures, the prominent words are in capital letters. Notice that
the repeated word is not prominent. This often happen with repeated words.
Listen and repeat the sentences
10 Listen to this conversation. Then work in groups of three to rnake similar

Conversations.
Part 6 / Intonation
Repeated words and
prominence
1 Listen to these conversations. The prominent words are written in capital letters. Notice what
happens to the word from the question that is repeate in the answer.
1. A: She LOOKS kind of TIRED, DOESNT she?

B: YES, VERY tired.
2. A: Are you FREE 011 SUNDAY?

B: What TIME on Sunday?
Listen again lo what A says. When you hear the tone, say B's part. Then listen and repeat what B
says.
Continue in the same way, taking B's part.
3. A: Do you have any in dark blue?

B: No, sorry, only light blue.
4. A: Are yon feeling better?

B: Oh, yes. Much belter.
5. A: Should we meet at; one?

B: Can we make it a quarter after one?
6. A: And thee winning number is 5-4-9.

B: That‘s my number.
7. A: Is he an artist.?
B: Actually, a very good artist.
8. A: Did you say Tom was in the front yard?

B: No, the backyard.
2 Work in groups of' three. Say the conversations in 1. One student should take A‘ s part, one
should lake B's part, and (he third student should monitor what B says. Check particularly that t
repeatedword is not made prominent.
3 Listen. Which of the pictures on page 93 (a, b, or c) is being described? Circle the answer.
Intonation / Part 6
4 Listen to these sentences. Underline the words in the boxes that are
prominent.
is a big circle.
In the middle
isAbove
a small circle.
it
To the left of theis big circle

a small triangle.
To the right is a big triangle.
What can you say about the repeated words?

5 Take a piece of paper and draw a picture similar to the pictures in 3. It
should be made up of big and small circles, squares, and triangles, and
should include four or five shapes altogether. Don't let your partner see what
you have drawn.
Then describe the picture to your partner. Your partner should try to draw
what you describe on a separate piece of paper. When you have finished,
compare your picture and your partner's drawing. Discuss any differences.
Then repeat the activity, with your partner drawing a picture and describing
it to vou.
Here are some words and phrases to help you:
big circle to the left under

sma squar of above
ll e to the right between
triang of
inside
le
Part 6 / Intonation
More on prominent and
nonprominent words
1 Complete the conversations with words from the box.
Us them there one him her

he
1. A: Do you want some grapes? 5. A: Wasn`t that Peter?
B: No, thanks, I don't like __ B: Sorry, I didn't see __
2. A: Does Kathy know the answer? 6. A: I'm living in Boston now.

B: I'll ask ______. B: Do you like it ______?
3. A: What do you think of California? 7. A: Does she live on this street?

B: I've never been _______. B: No, it`s the next ______.
4. A: This is my son, Nicholas. 8. A: Can I reserve a table for tonight?

B: How old is ______? B: Certainly. For how many people?
A: Three. A: There'll be three of______.
2 Listen to the conversations and check your answers.
Notice that the words you have written are not prominent. Why do you think this is?
3 Work in pairs. Say the conversations. Make sure that the words you have
written are not prominent.
4 At the end of a sentence, certain expressions of time are typically not

prominent. These include words and phrases like yesterday, today, tomorrow,
soon, now, this morning, and last night.
Listen. The expressions of time are underlined, and prominent words are
written in capital letters.
A: What`s NEW?
B: I'm MOVING tomorrow.
Intonation / Part 6
A: I SPOKE to ANNA this morning.
B: Oh, REALLY? How ÍS she?
A: HOW did you get SUNBURNED?

B: I WENT to the BEACH yesterday.
These time expressions can be prominent, however, if the speaker thinks that
they are important in a sentence - for example, to focus on when something
happened or will happen, to answer a question about time, or for contrast.
Listen again.
A: I HEAR you FOUND a NEW APARTMENT.

B: YES, I`m MOVING TOMORROW.
A: Have yon SPOKEN lo ANNA lately?

B: YES. I SPOKE to her this MORNIG,
A: Do you WANT to go to the BEACH today?

B: NOT REALLY. I WENT to the beach YESTEROAY.
1. A: .1 have lo leave soon. _______

B: Me, too. I have to get up early tomorrow.
2. A: I'm living in Boston now. _______
B: Have you been living there long?
A: No. I moved there last week.
3. A: What`s for dinner tonight? _______
B: Chicken.
A: But we had chicken last night.
4. A: Ai-e you going away this weekend? _______
B: Maybe. I'm not sure yet.
5. A: Is it supposed to snow tonight? ______
B: I don't know. I didn't hear a weather forecast today.
6. A: I'm going back to school tomorrow. _______
B: I thought classes started next \\'eek.
A: No, they start tomorrow.
Part 6 / Intonation
7. A: I didn`t see you last week. Were you away?
B : Yes, I just got back yesterday. _______
8. A: I hear you're going to Florida soon.

B: Yes, l`m leaving tomorrow. _______
6 Listen and check your answers. Then say the conversations together with your partner.
7 It is Saturday, and Melissa and Paul are talking about what to do. Listen.
Prominent words are in capital letters
Notice that Paul puts prominence on both what he did and when he did it.
He puts prominence on the time expression to show why he doesn't want to
do the same activity now.
8 Listen again. Repeat the conversations one line at a time.
9 Work in pairs. Make similar conversations using these phrases. Follow the
same pattern used in 7.
1. visit your sister saw Lynn/Wednesday

2. go to the theater saw a play/Tuesday
3. go for a walk went to the park/this morning
4. watch TV watched TV/ this afternoon
Intonation / Part 6
Falling and rising intonation
1. In FALLING INTONATION in English, the voice jumps up on the stressed syllable

of the last prominent word in the sentence, and then falls after that. 11 this
syllable is at the very end, the voice jumps up and falls on the same syllable.
Listen to these examples. Prominent words are in capital letters. Notice how
the voice falls at the end.
She`s from CHICAGO. It`s MINE. HELP YOURSELF.
I MET him at a PARTY. NOBODY TOLD him. WHERE do you LIVE?
Now listen to these examples. Notice how the voice rises at (lie end.
Are they HERE yet? Is this YOURS? READY?

Would you LIKE one? Nobody TOLD him? MAYBE.
Listen to these short sentences. The prominent words are in capital letters.
Put a down-pointing arrow ( ) in the space if the voice jumps up and then
falls at the end. Put an up-pointing arrow ( ) if the voice rises.
1. THANKS______ 9. HOW much IS it
2. My KEY ______ 10. I DRTNK it BLACK __
3. CREAM _____ 11. Are you going to BUY it
4. There`s some CAKE left ___ 12. In the KITCHEN ___
5. EIGHTY DOLLARS_____ 13. WHAT
6. I`m HUNGRY ___ 14. I FOUND something ___
7. Can`t you GUESS ___ 15. COFFEE ___
8. On the TABLE ___ 16. It`s TOO EXPENSTVE ___
Listen again. Repeat the sentences and check your answers.
4 Work in pairs. Arrange the sentences in 2 into four 4-line conversations.
Use the intonation to help you. Write the numbers of the sentences in the
correct order in the spaces.
1. A: 6 2. A: 11 3. A:___ 4. A: 15
B:4 B:___ B: 13 B:___
A:___ A:___ A:___ A:___
B: 8 B: 5 B: 2 B:
Part 6 / Intonation
5 Listen to the conversations and check your answers. Then work in pairs and
say (lie conversations together.
Focus on falling intonation
6 Listen to this conversation.
A: WHATS your FAVORITE COLOR?
B: RW WHAT'S YO^RS?
A: MY favorite`s BLUE.
Notice that all the sentences here - both questions and answers - have falling
intonation. Questions 1-hat ask for new information and statements that
give information often have falling intonation. (Questions that ask for new
information begin with a question word such as what, when, where, how,
or who.)
7 Work in pairs and talk about the things in the box. Use this pattern.
A: WHAT'S your FAVOR1TE_________?

B: _______WHAT`S YOURS?
A: MY favorite`s _______
color time of year food drink

city restaurant TV show sport |
8 Work in pairs. On a small piece of paper, write a question beginning with

who, wha.1, when, where, or how many. On another small piece of paper, write
the answer to that question. The question should ask about an item of
general (not personal) knowledge, and the answer should be complete.
For example:
What`s the capital of Colombia? The capital of Colombia is Bogota.

Who invented the telephone? Alexander Graham Bell invented
the telephone.
How many legs does a spider have A spider has eight legs.
Put all the pieces of paper in a box and mix them up. Each student in the
class should then take one of the slips of paper. Students should try to match
questions and answers: A student who has a slip of paper with a question
written on it tries to find the person who has the answer, and a student with
an answer tries to find the person with the question.
Focus on rising intonation
9 Repeat these questions.
Are you TIRED? Have YOU seen my KEYS?

Are you READY? Could I borrow a DOLLAR?
Should T GLOSE the WINDOW? Wasn't that a GREAT MOVÍE?
Notice that all these questions are said with rising intonation on the recording. Questions that
can he answered "yes" or "no" often have rising intonation in North American English.
10 Work in pairs. One student should be A, and the other B. Student A should
ask one of the questions in 9. Student B should answer with one of the
questions below. Take turns being A and B. Practice saying all the question;
with rising intonation.
Do you need it no\v? Are you cold?

Do I look tired? Did you really like it?
Did you lose them again? Is it time to leave already?
11 Repeat the conversations and check your answers.
Part 6 / Intonation
More on falling and
rising intonation
Asking someone to repeat

1 Rising intonation is often used to ask someone lo repeat what he or she said.
What did yon .say?

Say that again?
Excuse me?
2 You can use rising intonation in questions beginning with a question word
(such as when, where, or who) to ask about information you did not hear or
understand.
Listen to these conversations. Notice the difference in intonation in the questions.
Prominent words in the questions are in capital letters.
A: I'm going to China in the fall. A: I'm going to China in the fall.
(asks for B: WHEN are you going? B: WHEN are you GOING (asks for new
repetition) A: in the fall. A: In October.
information)
3 Listen to the conversations again and repeat B's questions.
4 Listen to the intonation of the question in each of these short conversations
and try to decide which answer should follow it. Put a check in the correct box.
1. A: l`m going to California next week.
B: Where?
A: California.
San Francisco.
Intonation / Part: 6
2. A: We're moving to New York next month.
B: When are you moving?
A: Next month.
On the fifteenth.
3. A: I bought that rug in México.

B: Where?
A: In México.
In Mérida, at an outdoor market.
4. A: I tried to call yon last night.
B: When?
A: Last night.
Around nine o'clock.
5. A: Richard left a present for you.
B: What?
A: I said, Richard left a present for you.
I don't know. It's in a box.
6. A: My mother works in an office.
B: What does she do?
A: She works in an office.
She`s a receptionist.
7. A: 1 have an appointment on Tuesday.
B: When is your appointment?
A: On Tuesday.
Q Eleven o'clock.
8. A: Someone I work with gave me this cassette.
B: Who?
A: Someone I work with.
Linda Novak.
5 Work in groups of three to practice the short conversations in 4. One student

should take A's part, one student should take B's part, and the third student
should monitor the questions and answers. Student: B can use either rising
or falling intonation in the questions. Student A should give the correct
response, depending on which intonation B used. Take turns being A, B, and
the monitor.
Part 6 / Intonation
Giving choices
6 Michael is asking Nora lo buy some things at the supermarket, Notice
bow Nora's voice rises on the first choice and falls on the second choice in
her question.
Listen.
Michael: Can you get some cornflakes?
Nora: Do YOU want a large or small box?
Michael: A small one.
7 Listen again. Repeat the conversation one line at a time. Prominent words
are in capital letters. Notice that words are prominent when there is a choice
or a contrast.
Can you get some CORNFLAKES?____________Cornflakes - not coffee or yogurt

or bread, etc.
Do you want a LARGE or SMALL box? -——— Not prominent because there is
no choice; you normally buy
Large Small, cornflakes in a box
not small not large
A SMALL one.
Small, not large
8 Work in pairs and make similar conversations. For example:
A: Can you get some bread?
B: Do you want a large or small loaf?
A: A large one.
Use these words to help you, or think of other words you could use.
bottle bunch box
container can loaf jar
grapes beans detergent

jam orange juice bananas
bread coffee yogurt
Intonation / Part 6
Leaving things open
In Units 41 and 42, you practiced falling intonation ( ) and simple

rising intonation ( ). Another common intonation in English first jumps up and
falls, like the falling intonation practiced earlier, but then rises slightly. This
intonation is called FALLING-RISING INTONATION (\ ). It has many of the same
uses as rising intonation.
Falling intonation on a statement, especially falling to a low note, suggests

completeness or certainty. You have seen this use in statements that give
information. Rising intonation on a statement (either simple rising or
falling-rising) usually suggests incompleteness - that something more could,
should, or will be said by either the speaker or the listener. It can also
suggest uncertainty.
1 Because intonation that rises at the end (either simple rising or falling-rising
intonation) gives a feeling of incompleteness, it is often used in the first part
of a sentence.

Turn left here and then go straight.
After we eat we could so and see Alison.
If I have to work late, I'll call you.
2 Listen to these sentence halves. (Capital letters and punctuation are not
shown.) If you hear the first part of a sentence, write A. If you hear the end of
a sentence, write B.
1. but you can't make him drink B___

2. don't count your chickens A___
3. you can lead a horse to water____
4. get out of tile kitchen______
5. before they're hatched_____
6. if you can't stand the heat______
7. do as the Romans do_______
8. it`s how you play the game______
9. when in Rome _______
10. it isn't whether you win or lose
Part 6 / Intonation
3 Work in pairs. Each line in 2 is half of a common English saying. Match
the A and B halves to form these sayings. For example:
Yon can lead a horse lo water, but you can't make him drink.
Do you have sayings similar lo any of these in your native language? If you do, try to write them
down in English.
5 Sometimes people use the same kinds of "incomplete" intonation al the end
of a sentence. For example, you can end a list of items with rising intonation
to show (:hat the list is not complete. Or you can end a sentence by adding a
slight rise after a fall (falling-rising intonation) to show that there is
something you are not saying.
A rise at the end leaves the situation open. A fall to a low note sounds more
final, or closed.
Listen to these sentences. Do they sound open (O) or closed (C)? Write O or C in the space.
1. We need BREAD and MILK and BANANAS C__

2. He DRAWS well O__
3. I LTKE her SISTE ____
4. The RESTAURANT isn't on EIGHTH Street: ____
5. We went lo SPAÍN and PORTUGAL and FRANCE ____
6. It`s POSSIBLE ____
7. Td LIKE to SEE it ____
8. 1 THOUGHT you would ____
9. T TOLD you so ____
10. .He SEEMS nice ____
6 Work in pairs. Choose any three of the sentences in 5. Imagine them as open
sentences, even if they were not said that way on the recording. What could
the speaker be leaving out? How could these sentences be completed? For
example:
We need bread and milk and bananas and onions.
I`d like to see it, but I don't have lime.
Compare completed sentences with the rest of the class. When you say your
sentence, remember to make your voice fall to a low note at the end to show
that you are finished.
Intonation / Part 6
7 Listen to these short conversations. Concentrate particularly on what B says
in each. The first intonation that B uses is shown with an arrow. Is the second
intonation B uses the same (S) or different (D)? Write S or D in the space.
1. A: Should we go for a drive?
B:YES -I'd LOVE to _S__
2. A: Can you come on Monday? ____
B: YES -I THINK so. ____
3. A: Do you mind if I open the window? ____
B: NO - not REALLY. ____
4. A: Are you going away this summer? ____
B: MAYBEV - 1 don't KNOW yet. ____
5. A: John and Emily are getting married! ____
B: REALLY - I THOUGHT they would. ____
6. A: When are you going to the beach? ____
B: On SUNDAY if the WEATHER'S good. ____
8 Listen again and decide what the second intonation is that B uses in each
sentence. Draw arrows to show whether the intonation is falling, rising, or
falling-rising.
9 Work in pairs and say the short conversations together. The student taking
A's part should check that B is using the correct intonations. Take turns being
A and B.
Part 6 / Intonation
Focus words
1 The rise or fall in intonation begins on the most prominent word in the
sentence - the word that the speaker sees as the most important. At the
beginning of a conversation, this is typically the last noun or other content
word (verb, adjective, or adverb) in the sentence.
Do you HAVE the TICKETS?

MAYBE we should CALL her.
Do you PLAY the PIANO?
But as the conversation continues, the focus of information changes.
Listen.
A: Do You HAVE the TICKETS? B: I though YOU took them.

A: MAYBE we should CALL her. B: I asked MIGUEL to call her.
A: Do you PLAY the PIANO? B: I USED to play
2 Listen to these sentences and circle the FOCUS WORD - the word on which the
fall or rise begins - in each.
a. It‘s on top of the bookcase. e. At five after one.

b. With milk, please. f. I finished it.
c. At five after one. g. It`s on top of the bookcase.
d. I finished it. h. With milk, please.
4 Work in pairs and decide which of the sentences in 2 would be the best response to these
sentences. Write the correct letter in the space.
1. A: Did you want your coffee without milk? B: h____
2. A: See you al ten after one. B: ______
Intonation I Part 6
3. A: Where`s the newspaper? B:____
4. A: Did you want coffee with cream? B:____
5. A: What happened to the cheese? B:____
6. A: I thought I put the newspaper in the bookcase. B:____
7. A: See you at five to one. B:____
8. A: Who finished the cheese? B:____
5 Listen and check your answers. Then say the short conversations together
with your partner.
6 Look at these conversations. In some of the sentences, the focus word is circled.
Decide which word you think would be the focus word in each of the other sentences. Circle
it.
1. A: Can I help you? 3.A: Should we eat here,?
B: I'm looking for a coat. B: Let`s sit over there.
A: They're on the second floor. A: Under(that)tree?
B: Thank you. B: The other one.
2. A: What do you think? 4.A: Can I speak to Rick?
B: I don't like the color. B: There`s no Rick here.
A: I thought you liked red. A: Is this 549-6098?
B: I prefer blue. B: No, this is 549-6078.

8 Listen again. Repeat the conversations one line at a time. Then work in pairs
and say the conversations together.
DEPARTURES
9 Work in pairs. Look at the bus
schedule. Ask questions that include Gate
wrong information. Your partner Washington 9:00 29
should correct you, and should put Philadelphia 8:55 33
the focus on the new information Boston 9:30 25
-the information that is correct. Hartford 9:55 35
Atlantic City 10:30 23
The focus word is circled.
A: Does the bus to Philadelphia leave from gate 23?

B: No, it leaves from gate 33.
A: Is there a bus lo Hartford at 9:45?

B: No, there`s one at 9:55.
Part 6 / Intonation
Predicting intonation
1 In some of the lines in these conversations, the intonation is shown. Predict

what it is likely to be in the other lines. Draw arrows starting at the FOCUS
WORD. The focus word is shown in capital letters.
1. A: It was EXPESIVE.
B: How MUCH?
A: Two thousand DOLLARS.
B: HOW much?
2. A: What`s on TV tonight?
B: A HORROR film.
A:Is It GOOD?
B: I`ve HEARD it is.
3. A: Where`s LUCY?
B: She went HOME.
A: She LEFT?
B: About an HOUR ago.
4. A: Is it still RAINING?
B: I THINK so.
A:HARD?
B: Not VERV hard.

If your answers were different, discuss the differences. Sometimes more than
one intonation may be possible.
Intonation / Part 6
3 Listen again. Repeat the conversations one line at a time. Then work in pairs
4 Repeat these sentences with the intonation shown.
1. I ALWAYS have lunch there.
2. Should we go TONTGHT?
3. When are you GOING?
4. WHEN are you going?
5. I`d LIKE to.
6. I'd LIKE to.
5 Work in pairs and write six short conversations. Each conversation should
include one of the sentences in 4 with the intonation shown. For example:
A: Should we have lunch?

B: OK. Let`s go to the snack bar.
A: Why there?
B: I ALWAYS have lunch there.
6 Perform your conversations for the rest of the class.
PART 7 Sounds and grammar
Weak and strong forms;

short and long forms
Weak and strong forms of you and the

verbs do, does, and can
1 Many common grammar words in English have two pronunciations, a
STRONG TORM and a WEAK FORM.
Listen. You will hear the strong forms of these words.
does you do
can
Listen again. You will hear short sentences with the weak forms of the same words.
Where does he live? See you later. How do they know? We can try
In connected speech, weak forms are usually used. The strong form is used
only if the word is stressed, for example l-o give it special emphasis or when
the word is at the end of a phrase.
2 All (he weak forms of the words you will practice in this unit. contain the
unstressed sound /a/.
Listen again. Repeat the sentences from 1.
Repeat these questions. Pronounce the verbs do, does, and can and the word
you with their weak forms.

1. Do you like it? 4. Can I take two? 7. Why does she want to leave?
2. can we go now? 5. Does it hurt? 8. Where can we see one?
3. Does he live here? 6. When do you go back? 9. How do you feel now?
Sounds and grammar / Part 7

4 Work in pairs. Match each question from 3 with one of the answers below.
Then say the short conversations together.

No, next door. 3__ In a zoo. _____ Yes, of course. _____
A little later. _____ Much better. _____ Tomorrow. _____
She`s tired. _____ Not really. _____ Yes, very much. _____
Short and long forms of negative verbs

5 The NEGATIVE forms of the verbs do, does, and can have two forms, a SHORT form (or
contraction) and a long. They are written like this
Short form don't doesn't can't

Long form do not does not cannot (or can not)
Repeat the short forms.

The short form is normally used in speaking and is sometimes used in writing, especially
writing in an informal style.
6 Work in pairs. One partner should ask the questions below. Use the weak forms of the verbs and
of the word yon.
The other partner should give short answers like the ones in the box. In negative answers, use
the short form (contraction). In positive answers, use the strong form because the verb is at the
end of the sentence. the partner asking the question should write Yes or No in the spaces.
Yes, I do. No, I don't.

Yes, I can. No, I can't.
1. Do you have a drivers license? ____

2. Can you speak French? ____
3. Do you play any musical instruments? ____
4. Can you draw well? ____
5. Do you smoke? ____
6. Can you stand on your head? ____
7. Do you like cheese? ____
8. Can you swim well? ____
Part 7 / Sounds and grammar

7 Report back to the class only the negative answers. For example:
1. Do you have a drivers license? No Maria doesn't have a drivers license.
2. Can you speak French? _yes__
3. Do you play any musical instruments? Yes
4. Can you draw well? No Maria can't draw well.
Can and can't
8 In connected speech, the word can is usually pronounced with its weak form and has the
unstressed vowel /a/. The negative form can't always has the vowel /æ/.
Listen to these sentences. Write whether you hear can or can`t.
1.car____ 3.______ 5.______ 7.______

2.______ 4.______ 6.______ 8.______
9 Work in pairs. Talk about the activities in the box or other activities you can think of. Take turns
talking about what you can and can't do. One partner should make statements, and the other
partner should respond. For example:
A; I can cook.
B: So can I./Oh, I can't.
A: I can't cook.
B: Neither can I./Oh, I can.
Make a note of the things you have in common - the things that both of you
can or can`t do.
Remember to use the weak form of can, except at the end of a sentence.
cook read music play the piano drive swim ski

whistle play chess sail a boat fly a plane ride a horse
write with either hand
10 Report lo the class on the things you have in common. For example:
Mayumi can read music, and so can I.
Mayumi can't play chess, and neither can I.

Long and short forms
of verbs
1 In this unit, you will practice some verbs that have a long form and a short
form.
Long form Short form written as: Short form
written pronounced as:
as:
am 'm (I'm not ready.) /m/
are 're (We're leaving now.) /i7, /ar/
is `s (What`s the matter?) /s/, /z/, or /IZ/
has ‗ s (My mother´s been there twice.) /s/, /z/, or /IZ/
have 've (They've already eaten.) /v/, /av/, or- /a/
had 'd (I asked if he'd seen it.) /d/, /Id/
would 'd (She'd like to buy a car.) /d/, /Id/
did 'd (Where'd they go?) luí, /Id/
will '11 (I think you'll like it.) /I/,/ el/
2 Short forms are used more in speaking than in writing, but they are often
used in writing that shows conversation. Listen to this conversation. Write
what you hear in the spaces. Use short forms when you hear them.
A:___________. like some of those apples.

How much_________?
B:____________ forty cents each. How
many____ like?
A:__________take five.
B: There___________.__________like a
bag for them?
A: Yes, __________.____full.
B: Anything else?
A: No,_________all, thanks. how much
______________?
B:______________ be two dollars
A:______________ a twenty.
B:______________ got anything smaller?
A: Uh,________not sure. No,_________ all________.got.

3 Listen again. Repeat (lie conversation the sentence at a lime. Then work in
pairs and say the conversation together. Don't forget to use short forms
where you have written them.
4 Based on the examples in the conversation in 2, complete the rules below.

Choose from the words in the box on the right.
1. The_________________form of these verbs is used when the verb is the short long first or last
word in a sentence.
2. The ________ form is often used in questions beginning with a question word (such as how)
when another word (such as much or many) comes after (.he question word.
5 Look at this family and listen to the description.
Note that in speaking, short forms are used after both nouns and pronouns, but in writing, short
forms are not common after nouns.
Judy David Hannah Michael
(born Jan. 3, 1963) (born Feb. 16, 1962) (born Dec. 8, 1993) (born Nov. 27, 1995)
Judy is 35 and David is 36. (Spoken: "Judy`s thirty-five and David`s thirty-six.")
They've been married for 6 years.
They're both lawyers.
They have two children;
Hannah is 4. She']] be 5 in December. (Spoken: "Hannah`s four.")
Michael is 2. He'11 be 3 in November. (Spoken: "Michael`s two.")
Now describe the families on the next page aloud in the same way. Use the
short forms of the verbs where possible.

6 Work in pairs or small groups. Make wrong sentences about the families.
A: Mark is 28. (Spoken: "Marks twenty-eight.")

B: No, he isn`t. He`s 29.
A: Martha and Tony have been married for 18 years. (Spoken: "Martha and Tony've
been . . .")
B: No, they haven't. They've been married for 21 years.
A: Hannah will be 4 in December. (Spoken: "Hannah'11 be . . .")
B: No, she won't. She'11 be 5.
Continue in the same way. Use the short form of the verbs where possible.
7 Look back at the sentences in 5. If you have a brother, sister, or friend who has children, tell
your partner or group about that person's family in the same way.

Weak forms of some
pronouns; more on the long
and short forms of verbs
1 In Unit 46, you practiced the weak form of you. Other pronouns have weak
forms, too.
Listen, and complete the sentences with words from the box.
he him she her it , they

them you your my
we
1. I lost__________ wallet. 8. Can't.______________take a cab?

2. ___________________ all would. 9. I don't knovv. I haven't seen _______
3. ___________`s getting married lately.
4._________________`s ten to five 10. I'll just tell ______ I already have plans.
5. Let`s visit______sister 1 1. I'm sorry. I tried to call _________but
6. I put___________ on the table. ________ phone was busy.
7._______________ `s five foot six.
2 work in pairs. Match the answers in 1 with these questions.

a. What time is it? 4 ___ g. Where are the ticket?
b. How tall is she?________ h. What`s Eva been doing?
c. What`s the matter?_______ i. What'11 you tell him?
d. How`s your brother?______ j . Who'd like to come?
e.Who'11 drive them?______ k. What would you like to do?
f. Where're you been?_____
In Unit 47, you practiced the short form of verbs in statements. Notice that
short forms can also be used in questions, especially when the verb comes
directly after a question word (such as what, who, where, or how).
Remember, though, that short forms are very common in spoken English,
but they are used much less often in writing.
3 Repeat the conversations one line at a time and check your answers. Then
say the conversations together with your partner.

4 Mrs. Valdez has two children. They went to play in the park but should have
been borne an hour ago. She is very worried and calls the police.
Listen to the conversation and decide which picture shows Chris and which
shows Alex. (Chris and Alex can be either a girl`s or a boy's name.) Write the names under the
correct pictures.
5 Make as many short sentences as you can to describe Chris and Alex,
Use the pictures to help you.
6 Choose a student in your class and describe him or her in the same way you
have described Chris and Alex. Your classmates should try to guess who you are describing.
7 Listen to the strong form of these pronouns.
I yon he she we they
Repeat these pronouns with the short form of will. Notice the vowel sound in the pronoun is more
relaxed with the short form.
I'll you'll he'11 she'll

we'll they'll
8 Work in small groups. Interview the other people in your group to find out what they think
they'll be doing twenty years from now.
Ask questions like these. Add your own ideas. Do you think you'll . . .
be married? own a house be rich?
be a parent? own a car. have your own business?
be a grandparent? be famous? be living in [the place you live
9 Report your findings to the rest of the class. For example:

Sano-Moo thinks he'11 be married. He'll have two children . .

Weak forms of
some conjunctions
1 Which of the three words in the box do you hear in these sentences? Write
one word in each space.
And or but
1. a. Milk ________no su gar 4. a. Amy____________ her friend.

b. Milk ________no su gar b. Amy_____________ her friend.
2. a. July________ August. 5. a.______________ I want to go.

b. July _______ August. b.______________ I want to go.
3. a. It was small______ very heavy. 6. a. Red_______________ green.

b. It was small _______ very heavy. b. Red_______________green
2 Listen again. Repeat the sentences and check your answers. Notice that the
words in the spaces are pronounced with their weak forms.
3 Work with a partner. Say a sentence from each pair in 1. Your partner should
decide which of the sentences you are saying and should answer "b" or "a."
Make sure that you use the weak form of the words in the spaces.
Take turns saying the sentences and answering.

4 Here are two more words that are usually used with their weak forms.
as than
Look at the information on the map. Listen to these sentences and try to decide if they are true (F)
or false (F). Notice the weak forms of as and than.
Write T or F in the spaces.
1.________ 2.________ 3.________4.________5._________6.________7._______8._______

5 Work in pairs. Make sentences about the information on the map. Some
should be true and some false. Say your sentences to the class. Your
classmates should decide if your sentences are true or false.
Here is some language to help you. (Remember to use the weak forms of as and than.)
In january Mexico City Is (about) colder than Montreal

July Los Angeles Hotter Washington
Seattle Warmer …..
Washington Sunnier …..
Montreal Drier …..
miami wetter …..
In january Mexico City Is (about) cold as Seattle

July Los Angeles Hot miami
Seattle sunny …..
Washington dry …..
Montreal wet …..
miami The same temperature as …..

Weak and strong forms
of some prepositions
1 Look at these sentences. Decide which of these prepositions can fit in each space.
at for from of to
Write your answers in the spaces on the right.

1. He was looking ____ the children in the park. ____________/________
2. I was home ____ six o'clock. ____________/_________
3. They drove _____ Portland last night. ____________/_________
4. He had a drawing ____ Rome. ____________/_________
5. She picked up the ball and threw it ____ her brother. ____________/__________
6. Do you like this picture? It`s a present ____ Sarah. ____________/__________
7. The people ____ France drink a lot of wine. ____________/__________
8. She pointed_________the ship. ____________/___________
2 Now listen to the sentences. For each sentence, write the word you hear in the space.
3 Look at this table. All these prepositions have at least two pronunciations- a strong form and a
weak form.
Listen and repeat the prepositions. First repeat the strong form, and then
repeat the sentence or phrase with the weak form.
Strong form Weak form

at /æt/ /әt/
for Look
/fәr/ at this.
/fәr/
r/ For you
rrom /frәm/ or /fram/ /frәm/
from New York
to /tuw/ /tә/ t to
New York
of /әv/or/av/ /әv/ or /ә/ a
jiound of apples;
a can oí soup

4 Now repeat the sentences in 1. Use the weak forms of the prepositions.
5 Listen to these sentences. Write S in the space if you hear the strong form of
the preposition and W if you hear the weak form.
1. What are you looking at? .__________ 6. Do you have change for a dollar? _____
2. I'm going to the post office._________ 7. Its not to Bill; it`s from Bill. _______
3. Is it made of plastic? ___________ 8. What`s it: made of? __________
4. I wonder where she`s from._________ 9. Lets meet at three. __________
5. What do you want it for?___________ 10. Who are you writing to?______
When are the strong forms of the prepositions used?
Listen again and repeat the sentences

7 Listen to this person taking about her plans for a trip around the eastern part of the United States.
Follow the route she plans to take on the map.
8 Plan your vacation using the same map and then tell your partner about it.
You would like to see as much as possible, but you only have 12 days. You need to plan your
trip carefully — the route, where you are going to stay, and
how long you will stay in each place. Keep in mind that distances between
places are often long (for example, Boston is about 1,570 miles [2,512 km]
from Miami). Remember to use the weak forms of the prepositions at, for,
from, of, and to.

Pronouncing –ed endings
1 Last week, Jane Garfield saw an accident from her office window. Later she
told a friend about what she saw.
Listen to the conversation. As you listen, decide which of these headlines appeared in the local
newspaper the day after the accident.
Man knocked down MAN INJURED BY

By speeding Motorbike AMBULANCE
MAN AND WOMAN KILLED Man Injured by Car

CROSSINGG ROAD At Intersection
Repeat these words from the conversation you just heard.
walked knocked jumped wanted looked explained

arrested stopped called arrived started helped
carried missed .
3 The -ed ending is pronounced in one of three ways. Listen again to the past tense -ed words from
the story and write them in the table according to the pronunciation of the -ed ending.
/t/ /d/ /Id/
walked

4 The pronunciation of -ed depends on the sound that comes before it. This
table shows the sounds that come before -ed in the verbs in 3 when -ed is
pronounced these three ways:
/t/ /d/ /id/

/k/ /n/ /t/
/P/ /I/
/s/ /V/
Vowel sound
5 Listen to the conversation again, and then try to retell the story.
If you need help, look at the sentences below and the words in the box in 2.
The missing words are all past tense -ed verbs.
Jane Garfield was working in her office.
She __________ to see what the weather was like.

She __________ to the window and __________ outside.
A car __________ at the intersection.
A man and a woman __________ to cross the road.
Another car drove through the intersection.
The woman __________ out of the way.
The car just __________ her.
It__________ down the man.
Jane___________ for an ambulance and the police..
They____________ quickly.
The ambulance workers They __________ the woman lo stand up.
They__________the man into the ambulance
Jane___________what she had seen
Later, the police ______________the driver
6 Have you ever seen an accident or been involved in one? Tell your partner or the class about it. Pay
particular attention to the pronunciation of past tense -ed endings.

7 Work in pairs. Choose words from (lie box lo complete these conversations.
All the words end in -ed.
laughed walked rained arrived finished decided

dropped washed passed polluted mailed
1. A: How was the weather? 7. A: Was the movie runny?

B: It _________ all the time. B: Yes, I _________ the
2.A: How did the glass break? whole
B:I_________it. time.
3. A: Why didn't you go swimming? 8.A : which one are you going to
B: The water was _________. buy?
4. A: Your check hasn't ________ yet. B:I haven`t____________
B: But I_____________it on tuesday 9.A: this floor id dirty
5. A: When can I see the painting? B:but I_________it yesterday
B: Not th I`ve _________ it.
10. A: You look tired.
B: I __________ all I he way
Repeat the conversations one. line at a time and check your answers.
9 Using the -ed verbs in 7, add sounds to the table in 4.
10 Work in pairs. Tell a story to the rest of the class based on one of the pairs of
pictures. They show the beginning and end of a story. The first sentence is
given for each. Make notes and try to include as many past tense verbs
ending in -ed as you can. Some notes for the first set of pictures are given as
an example.
One day Danie.1 woke up, looked at the clock, and realized that he was late
for work. . . .
Daniel woke up - Looked at dock, reglized late. Washed, shaved, and Brushed
teeth. Hurried downstairs. skipped breakfast. Walked to bus stop. Waited
5minutes until bus arrived. Got to office, discovered closed. Suddenly
remembered it was sunday!
The phone rang, and Elena answered it.
The burglar opened the window quietly. .
11 Listen to the first story in 10.

Pronouncing -s endings
1 The -5 ending is pronounced as /s/, /z/, or /iz/. Repeat these example words:
1. Words that end with /s/: cats.. keeps, takes, Beth‘s
2. Words that end with /z/: calls, gloves, toys, she‘s
3. Words that end with /iz/: catches, passes, boxes, Mitch‘s
The pronunciation used depends on the sound that conies before the final -s
or -es.
Notice that -s endings include noun plurals (for example, two cats), third
person singular verbs (He takes the train), possessives (Beth‘s house), and the
short form of is or has what's her name? He‘s already left.). They all follow
the same pronunciation rules.
2 Listen to these groups of words. In each group, all the words except one have
the same pronunciation at the end. Underline the odd one out in each group.
Remember to focus on the sound of the -5 ending, not the spelling.
1. looks, sleeps, runs, cuts, hopes

2. finishes, includes, chooses, misses, watches
3. loses, calls, gives, sings, buys
4. plays, goes, rains, wears, gets
5. writes, laughs, speaks, touches, stops
6. begins, promises, drives, seems, sells
7. Jeff‘s, Bobs, David‘s, Jane‘s, Mary‘s
3 Listen again to the words in 2, and repeat the words in each group. Decide
which sounds are followed by the three sounds of the -s ending (/s/, /z/, and /iz/) and
write them in the table.
/s/ /z/ /IZ/

/k/ /n/ /∫/ (spelled sh)
/P/ /d/
vowe! sound
Vowel sound
Sounds and grammar I Part 7

When is -es pronounced as a separate syllable?
4 Work in pairs. Study these pictures for one minute. Then cover the pictures
and try to remember what you saw. Your partner will check your answers.
Concentrate on pronouncing the plural s correctly
5 Look again at the things shown in the pictures in 4. How is the plur.il s
pronounced in each? If necessary, add more sounds to the table in 3.
6 Find someone in your class who . . .

1.likes old movies __________________
2.enjoys telling jokes __________________
3.wears contact lenses __________________
4.reads history books tor fun __________________
5.watches television less than two hours a week __________________
6.hates to shop for clothes __________________
7.walks at least two miles every day __________________
8.loves animals __________________
9.speaks three or more languages __________________
10.plays sports every weekend __________________
Ask questions like this:
Do you like old movies?
Write the name of a person who answers "yes" in the space. Each name can be used only one time.
Ah likes old movies.
Concentrate on the correct pronunciation of the final -s or -es.

PART 8 Pronouncing written words
Letters and sounds
Written letters stand for spoken SOUNDS. In some words, each letter stands
for one sound - for example, in the word dog /dag/. In other words, there are
more letters than sounds - for example, in the word luck /lәk/. And
sometimes, there are more sounds than letters - for example, in the word
box /baks/.
1 Work in pairs. Decide whether the number of letters and sounds in these
words is the same (S) or different (D). Put a check in the correct box.
S D S D S D
dog ˌ ˌ window ˌ ˌ nol ˌ ˌ
luck ˌ ˌ she ˌ ˌ thin ˌ ˌ
cough ˌ ˌ chess ˌ ˌ mix ˌ ˌ
cats ˌ ˌ bili ˌ ˌ other ˌ ˌ
plan ˌ ˌ most ˌ ˌ young ˌ ˌ
2 Repeat- the words and check your answers.
3. Study the words in the box and decide how many ways the CONSONANT ,
LETTERS can be pronounced. Write 1 in the space next to the consonant if it is
pronounced only one way, and 2 if it is pronounced two ways.
Keep five win ahead moon book age take red

Car doublé swin hat leaf pólice green visit
b_____ g_____ m_____ s_____

c_____ h_____ n_____ t______
d_____ k_____ p_____ v______
f_____ l______ r_____ w______
Pronouncing written words / Part 8

Most single consonant letters have only one pronunciation. What consonant
letters have you found that have two common pronunciations?
4 Look at this word chain.
The first letter of each word is the same as the last letter of the previous word. Go around the clas
and make similar word chains. If you give a wrong word or can't think of a new word, you are out of
the chain. Don't repeat a word in a chain. Remember to think about how words are spelled, not how
they are pronounced.
Part 8/ Pronouncing written words

Pronouncing consonant
letters: c and g
1 In columns A and B, underline all the letter c's that are pronounced /s/ (as in
sit), and circle all the c's that are pronounced /k/ (as in cat).
A B
The traffic is bad South America twice.
I had a cup of coffee what courses to take.
I've been to the police!
Only take this medicine in the center of the city.
I went across the street in an emergency.
I can't decide since December.
I haven'1 had a cigarette at a cafe.
Call to the post office.
2 Work in pairs. Match the sentence halves in columns A and B.
4. Complete this rule to tell you when to pronounce the letter c as /s/ (sit)
and when to pronounce it as /k/ (cat).
The letter c is pronounced /s/ before the letters______,_______or’____ in a word

and it is pronounced /k/ everywhere else.
5 The rule for pronouncing the letter g is similar to the rule for pronouncing c.
It is pronounced /d3/ (as in page) before the letters e, i, and y, and it is
pronounced /g/ (as in page) everywhere else. But there are some common
exceptions to this rule. Work in pairs. Underline the words in the box that
break the rule.
good-bye together grandparents stranger bag girl
cigarette magic dangerous again begin Egypt
grass give engine get large . language
register vegetables Germany forget
Pronouncing written words / Part 8

7 Write one sentence that includes two or more words that have the letter g.
Use the words in 5 or others you can think of. For example:
My grandparents went to Germany in August.
Show your sentence to other members of the class and ask them to read it
aloud. Check that they pronounce the letter g correctly.
Part 8 / Pronouncing written words

Pronouncing th
1 The consonant pair th can have two pronunciations: /Ѳ/ (think) and IŎI
(these). The words with //; in the sentences on (he left have the sound /Ŏl
(these), The words in the sentences on the right have (.he sound / Ѳ l (think),
Match these questions and answers.
How many are there?, Through here.
What‘s the matter? On Thursday.
Is this yours? I'm thirsty.
What time is their train? A thousand.
Where are they? No, he‘s thinner.
Is he heavier than me? Three thirty.
Yes. Thank you. What day will you be the
2Listen and check your answers.

3 Listen again. Repeat the conversations one line a( a time. Then work in pairs
4 Look again at the words with th in 1. Then complete the rule with the
symbols in the box on the right.
At the beginning of a word, th is normally pronounced

/__ / in grammar words (such as the, they, them, /ө/ (think)
that, and there) and /_ / in other kinds of words. /Ŏ/(these)
5 Work in pairs. Say these words to your partner, and then complete the rule.
mouth birth fourth path truth

fifth worth month north
When th is al. (.lie end of a word, it is usually pronounced /__ /.
Pronouncing written words I Part 8

6 The consonant pair th is in the middle of these words. Work in pairs and
underline the words in which th is pronounced / Ŏ /.
father bathroom nothing other weather

birthday
something together authority either rather
healthy
What do you notice about the endings of the words you have underlined?
Complete this sentence to give you a simple rule about the pronunciation of
th in the middle of words.
In the middle of a word, til is usually pronounced / Ŏ / if the word ends in
7 Repeat the \\'ords in the boxes in 5 and 6.
8 Work in groups of three or four. Try to match the dates and the events. Say
the dates like this: "July thirteenth, nineteen thirty" (July 13, 1930).
Joseph Stalin died Bill Clinton became President The first soccer World Cup was
Of the United States played in uruguay.
July 13, 1930 March 5, 1953 December: 17,

1903
June 30, 1997 January 20, 1993 April 6,
1896
Hong Kong was returned The first modern Olympic The Wright brothers flew
to China Games began in Athens, Greece the first airplane.
. .
9 Compare answers with the rest of the-class.
Parít8 / Pronouncing written words

Pronoucing sh, ch,
and g/7; other
for/∫/and/t∫/
1 Work in pairs. Study the words m the box and answer the questions.
shoes washing machine night shampoo Chinese

tough ship high toothbrush cheese rough sharp
ghost shiver chest fish shirt stomach cough fresh
laugh French dishwasher
1. How many ways are there of pronouncing sh? __________

2. The consonant pair ch is usually pronounced /t∫/ (as in cheese). Find two words
in which it is pronounced differently. ______________ and ________________
3. Find a word in which gh is pronounced /f/. ________________-____________
4. Find a word in which gh is not pronounced at all. _______________________
5. Find a word in which g/; is pronounced a different way. __________________

3 Work in pairs. In the box in 1, find two . . .
1. things you can cheese and__________

2. things you can wear and__________
3. things you can find in a bathroom and__________
4. things that use electricity __ and__________
5. things you do when you are sick and__________
6. parts of the body and__________
7. things you can see at sea and__________
8. Ianguages and__________
9. words that can describe food and__________
10. words that can describe how something and___________
feel when you touch it

5 work in pairs. write sentences for a to make short conversations. the say the conversations
together for the rest of the class
1. A _____________________________________________________________________
B. Whem I‘m finished washing the dishes
2. A. _____________________________________________________________________
B. she wrote check.
3. A:_____________________________________________________________________
B: I didn't have enough change.
4.A:_____________________________________________________________________
B: I bought some shoes.
5. A: _____________________________________________________________________
B: I didn't eat much for lunch.
2 The most common spelling for /∫/ (as in shoe) is sh, and the most common
spelling for /t∫/ (as in cheese) is ch. However, these sounds sometimes have different spellings,
especially in words with some common endings.
Listen to these words and decide how the underlined letters are pronounced.
/∫/ /t∫/ /∫/ /t∫/
1.information
9. special
2.furniture
10. commercial
3.education
11. temperature
4.tissue
12. examination
5.suggestion
13. natural
6.profession
14. delicious
7.question
15. national
8.musician
16. actual
7 Listen again. Repeat the words and check your answers.
8 Work in pairs. Try to decide how the underlined letters are pronounced in these words. Put
a check in the correct box.
/∫/ /t∫/ /∫/ /t∫/
1. future 4. official
2. discussion 5. position
3. conversation 6. picture

Pronundation, spelling
and word stress
1 Listen to these words. How are tile underlined letters pronounced?

along collect Canada telephone
This sound is /ә/, called schwa.
2 Work in pairs. For each word in the box:

1.Draw a large circle over the stressed syllable.
2. Underline the letter or letters pronounced /ә/.
across problem magazine tomorrow probably

profession
curious instrument suggest animal common committee
Repeat the words and check your answers.

4 The stressed vowel /ә/ is usually spelled with the letters u (bus) or o (come), but the
unstressed vowel /ә/ has many different spellings in English.
Look at the words in the box in 2. How many ways have you found of spelling the
unstressed /ә/ sound? Write them in the table.
Spelling Example
a Across
5 Repeat the words in the box on the next page. Underline the letters that are pronounced
as unstressed /әr/.

Remember that when /әr/ comes after /ә/, it changes the way /ә/ sounds.
daughter doctor percent pleasure regular yesterday

neighbor forward forgot modern information
What spellings have you found for /ә/? Write them in the space.
er , ________________________________________________.
6 Complete the sentence with a word from the box on the right.
Stressed
Schwa is the most common vowel sound in ________ unstressed
syllables.
7 Work in pairs. Look at this picture and find as many things as you can that have the
unstressed sound /ә/ (or /әr/) in their pronunciation. Write the words in the spaces and
underline the /ә/ sounds.
pedestrian
movie theater
___________________
___________________
___________________
___________________
__________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Part 8 / Pronouncing written words

Pronouncing single vowel letters
1 Repeat the names of these vowel letters.

a e I o u
2 Work in pairs. Say these abbreviations.
USA UN CEO VIP CIA UFO IOU ESL
What do they stand for?
3 AlI the words in the box have one syllable with one vowel letter in the middle.
Underline all the words that have a vowel that is pronounced with its NAME SOUND
(or, in the case of u, with the sound /uw/, as in too).
cake fact life tap cup

left home
these cute bit spell bap
bag drop
tape smile rule soft nose kill
dust
4 Repeat the words in the box in 3 and check your answers.

5 In the table, C stands for a consonant letter, V stands for a vowel letter, and e is the
letter e. (C) stands for a possible consonant letter. For example, -VC(C) could be -VC
(as in ten') or -VCC (as in send or dock). Only the last part of the word is shown,
from the vowel until the end, since this is the part of the word that is important for
deciding how to pronounce the vowel.
In each word in the box in 3, look at the vowel in the middle and the letters that come
after it. Write the word in the correct column in the table,
Vowel -VCe -VC (C)

a cake
e
i
o
u

6 Complete the sentence to make a rule about how to pronounce the vowel letters in most
one- syllable vvords.
When the written form of a one-syllable word ends with ___, the first vowel letter is
usually pronounced with its name.
There are some common exceptions to this rule. For example, the vowels in give,
love., and have are not pronounced with their names. There is a rule in English that
words cannot end with the letter v, so all words with v at the end add a final e.
map best fish hot fun
The vowel sound in each of these words is sometimes called the BASE SOUND of the
vowel.
8 Look at the words in the table in 5 and complete the sentence to make another rule
about how to pronounce the vowel in one-syllable words. Fill in the spaces with the
correct spelling patterns from the box on the right.
VC
When the written form of a one-syllable word ends with ___
VCe
or ___, the vowel letter is usually pronounced with its vcc
base sound.
Again, there are exceptions to the rule. For example, vowels before the consonants I
and r are usually pronounced differently (as in the words call, car, bird, and short).
And some speakers pronounce many words spelled with -oCC (for example, soft,
lost, and across) with the vowel sound / -/.
9 The rules for pronouncing vowels in words that have more than one syllable are
complicated, but there are a few simple rules that can help.
The two rules you learned for one-syllable words also usually work for the last
syllable of longer words if the syllable is stressed. Remember that the most common
vowel sound in unstressed syllables is schwa (/a/).
Using these rules, look at the following words. Work in pairs. Put- a circle over the
stressed syllable. Then look at the vowel in the last syllable and try to decide how it is
pronounced - with its name sound (N), with its base sound (B), or as schwa (S). Write
N, B, or S in the space.
1. minute _S__ 3. purpose ___ 5. interrupt ___

2. suppose N 4. confuse ___ 6. Assislant ___
Part 8 I Pronouncing written words

7. private___ 10.encourrage ___
13.determine
8. accurale___ 11.represent ___
14. define
9. relate ___ 12.frequent ___

11 The rule for pronouncing the vowel in the spelling -VCC applies to any stressed
syllable. The words in the box all have stress on the first syllable. Which vowel sound
would you use in the first syllable, the name sound or the base sound?
Nickel Russia
Doctor slippers
Moscow rubber
Summer hospital
Sandals dollar
broccoli package
letter winter
plastic cabbáge
12 Work in pairs. Look at the words in the box in 11. Make connections between the
words in
column I and the words in column 2. For example:
There are twenty nickels in a dollar.

Pronouncing vowel pairs
In Unit 59, you will learn about the pronunciation of two vowel letters together (a VOWEL
PAIR).
Many vowel pairs can be pronounced in more than one way. For example:
The vowel pair oa is pronounced /ow/ in boa! and /a/ in broad.

The vowel pair ei is pronounced /iy/ in receive and /ey/ in eight.
Often, one pronunciation is much more common than another. For example, the vowel pair
oa is usually pronounced /ow/ {boat) rather than /a/ {broad).
The vowel pair ei is usually pronounced /iy/ (receive), though it often has the sound /ey/
(eight) before the letters g or n.
1 Work in pairs. What are the missing letters? Complete each word with one of these vowel
pairs.
1.thr___ 5.betw___ 9.eight___n 13.sch___l
ee 2.sp___n 6.ch___p 10sl___p 14._____t
3.w___l 7.aftern___n 11. ___sy 15.alr___dy
oo
4.cl___n 8.c___king 12.h___vy 16.br___k
ea

3 Write each of the words from 1 in the correct box in the table, according to the vowel
pair found in
each word and the way this vowel pair is pronounced. Some of the boxes in the table
will remain
empty.
/iy/ /ey/(day) /uw/ /£/ /u/ (put)

(piece) (June) (red)
ee
oo spoon
ea

Listen to this conversation and then write words from the box in the spaces.
All the words contain the vowel pair ou.
trouble ont south fabulous blouse cousin serious

you group cloudy sounds would mountains
dangerouns country souvenirs house tourists found
A: How was your vacation?

B: __________!
A: Yon went lo Colorado, right?
B: Right.
A: Did a __________ of __________ go
B: No, just my __________ and me.
A: Where did you sl.ay? Did you camp __________
B: No, actually, we rented a __________ in Boulder.
A: Wow, it _________ great!
B: Yeah. The__________around tliere was beautiful.
A: How was the weather?
B: Well, kind of__________
A: What did you do there? Did you do any shopping?
B: Oh, I bought some _________. And I__________this__________
A: It's nice. What else did you do?
B: We went. __________ for a few days for some skiing m the__________ .
A: l've never gone skiing. It sounds too ________.
B: Well, I've had a few falls, but mothing too__________ .
A: __________you go back?
B: I'd like to. The only. __________ was, there were too many __________.
5 Repeat the words in the box in 4. Then work in pairs and say the conversation together.

6 The vowel pair ou is pronounced in five different ways in the words in the box in 4.
Group them and write them here.
1 fabulous, __________________________________________________________________
2 country____________________________________________________________________
3. group_____________________________________________________________________
4 house_____________________________________________________________________
5 tourists____________________________________________________________________
Which group do you think shows the most common pronunciation for ou.
7 work in small group. Discuss what kind of vacation you prefec I se some of these questions,
but think of others if you can
Do you prefer . . .
to stay in your own country or travel to another country?
to travel by boat or by train?
to sleep late or get up early?
to stay in one place or to travel around and see lots of places?
to eat out all the time or to cook meals yourself?
Do you prefer staying in a place . . .
near mountains or near the coast?
with dry but cool weather or hot but humid (wet) weather?
with a swimming pool or near a beach?

Silent letters
1 Many words contain letters that are not pronounced.

Listen to these words and draw a line through the letter in each word that is not pronounced.
raspberry climb knee island half

column know handkerchief listen
knife
hour two Christmas answer
vegetable
comb honest talk handsome sign
psychology every business calm*
*some Americans and Canadians pronounce all the letters in this word
2 Listen again and repeat the words.
3 Work in pairs. Decide whether the underlined letter in each word is silent.
How many words in each line have a silent letter? Write the number in the space.
1. milk, could, walk, build, cold ___
2. honor, oh, exhausted, hotel, rhythm___
3. doubt, bulb, lamb, remember, bomb___
4. foreign, ignore, signature, designer, resign___
5. candle, Wednesday, midnight, window, couldn't___
5 Some other words contain letters that may be pronounced when the word is said slowly
and carefully, but are not normally pronounced when the word is said in conversation.
Listen and repeat. These words are said twice: first, slowly and carefully, and then at
normal speed. Listen, to the words said slowly, and repeat the words said at normal speed.
Pronouncing written words I Part8

interesting chocolate practically government
elementary
several average postcard different family factory
valuable comfortable aspirin grandfather
favorite
6 Draw a line through the letter in each word that is not pronounced when the word is
said at
normal speed.
7 Repeat the sentences on the right. They all include a word from the box in 5.
What´s or dessert? The government's raising taxes.

How often do you play softball? No, they're different.
What´s on the news? Chocolate cake.
My car was broken into. She just started elementary school.
Do you like this chair? Several times.
How´s your report going? Was anything valuable taken?
What´s your daughter doing? Twice a week on the average.
What do you think of this color? The other one´s more comfortable.
Are these jackets the same? It´s practically finished.
Have you ever been to Montreal? It´s my favorite.
8 Match the sentences on the left with the sentences on the right.
Then work in pairs and say the conversations together.
9 Work in pairs to write conversations similar to those in 7. Use the words given.
1. book 4. headache
interesting aspirin
2. mail 5. picture
postcard grandfather
3. weekend 6. work
family factory
A: What's the book like?
B: lt's really interesting.
Then say the conversations you have written to the rest of the class.

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MARTÍN HEWINGS

NORTH AMERICAN ENGLISH

What is the approach of this book?

How is the book organized?

When do you listen to the tape?

Here are some ways of asking how to pronounce words correctly.

Asking about the pronunciation of written words

2 Work in pairs. Ask about the pronunciation of these words.

temperature commercial chocolate

3 Listen and check your pronunciation of the words.

Asking if your pronunciation is correct

Introduction I Asking about pronunciation

Chicago Los Angeles Miami Seattle

6 Listen and check your pronunciation of the names.

Asking which pronunciation is correct

Asking about pronunciation I Introducción

The vowels /æ/ (hat),

1 Repeat these words. Notice the sound /æ/ in each.

back map plan class match

2 Underline the vowels pronounced /æ/ in this conversation.

A: Where were you standing?

3 Listen and check your answers.

5 Repeat these words. Notice the sound /I/ in each.

miss if pick still fish

6 Underline the vowels pronounced /I/ in this conversation.

yes red tell best. help

10 Underline the voweis pronounced /ε/ in this conversation.

A: And can yon get some red peppers?

11 Listen and check your answers.

a máp a televisión a sweater a credit card stamps

14 Repeat the words and check your answers.

1. you are lost in a city

Choose words from the box in 13.

1 Repeat these words.

just push watch* good blood book

stop lunch looks stuck car start

pull block shut stopped cook cut

3 Repeat the words and check your answers.

4 Complete these conversations using the pairs of matching words in 1.

2. A: Do you like it?

B:Yes, it _________ _________.

3. A: Docs the bus _________. here?

4. A: Can't you ___________the door?

B: No, it´s ___________.

B: Yeah, I ___________ my finger

6. A: What time is it?

7. A: What are you reading?

B: It‘s a ____________ ___________.

8. A: I can't open the door.

B: _____________ it. Don't __________ it!

9. A: Whats the matter?

B: The ____________ won't ____________.

5 Listen and check your answers.

7 Repeat the words on the left.

8 Report your answers to the rest of the class.

Focus /on /I/ and / ε /

fill tin fell ten

lift spill left spell

disk bitter desk better

3 Listen to these sentences. Do they contain words from box A or box B?

B:Yes, it _ _.

B: It‘s a __ _.

B: ___ it. Don't it!

B: The won't .

1. They. Fell in the hole.