Luyện âm Speech Training - Ngôn Ngữ Anh | Trường Đại học Ngoại ngữ, Đại học Đà Nẵng
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TH T E H E U N U I N V I E V R E S R I S T I Y T Y O F O F D A D A N A N N A G N UN U I N V I ERSITY V ERSITY O F O FOREIGN LAN GU G A U G A E G ST E U ST D U I D E I S FA F C A U C L U TY L TY O F O F ENGLI SH ***** ***** Speech Training
Compiled by Nguyen Duong Nguyen Trinh, MA Da D nang 2 a 0 nang 2 1 0 6 1 COURSE OUTLINE Course Name: Speech Training No. of Credits: 2 Course Length:
30 periods/ 15 classes/ 15 weeks Course Prerequisites: None Course Objectives:
The course aims to provide first-year students of the English Language Program with basic
knowledge of phonemes and other supra-segmental aspects of speech, including stress, linking
and intonation. It also helps students apply phonetic knowledge in producing units of English
speeches (words, phrases and sentences) accurately and correcting their own pronunciation
errors and their peers’. Throughout the course, students develop ability to combine aspects of
English pronunciation in conversations and speeches. Course Learning Outcomes
Upon completing this course, learners will be able to
- NAME/UNDERLINE phonemes includingvowels, dipthongs and consonants in English words.
- COMPARE & CONTRAST different English phonemes in inwords.
- PRODUCE words and sentences using knowledge of phonemes and suprasegmental
aspectsof speeches (stress, intonation and linking)
- PERFORM English conversations and speeches accurately and fluently using the
knowledge of phonemes and suprasegmental aspects
- CORRECT pronunciation errors of sounds, stress, linking and intonation in speeches. Teaching and Learning modes
- Lectures and Modelling: Teacher gives direct instructions on the enunciation of phonemes,
introduces patterns of supra-segmental aspects, and shows audio-visual videos for illustration.
Students observe and acquire the knowledge by emulating
- Cooperative learning and peer-assessment: Students get involved in practice: practicing in pairs
or groups, listening to their peers’ pronunciation and give feedback on the performance under the guidance of the facilitator. Course Assessment • On-going Assessment 50%
o Attendance and participation 20% o Oral test 1 30% • Final Assessment Oral Test 2 50% 2 IN I T N ROD T U ROD CT U I CT O I N O
This course is a compilation of 16 units of various activities with an included audio CD for
classroom use and students’ self -practice. It is aimed at providing first-year students with
basic knowledge of English phonemes and supra-segmental aspects of speech. The acquired
knowledge will be the foundation and also the prerequisites for students to enroll in the
course of phonology in the second term of the Bachelor Program of English Language . Division of Language Skills Nguyen Duong Nguyen Trinh 3 TABLE OF CONTENTS Unit 1 / i:i / SEE and / I I / IF Unit 2 / e / EGG, / & & / HAND &/ V V / UP Unit 3 / Q / HOT / O: O : O / SAW Unit 4 / u: u / FOOD / U U / PUT Unit 5 / 3: 3 / BIRD & / A: A / CAR Unit 6 / @ / AGAIN Unit 7 / eI e / PAGE / aI a / FIVE / OI O I O / BOY Unit 8 / @U @ / HOME & / aU a U / NOW, / e@ e @ / THERE & / I@ I / NEAR Unit 9 / p p / PEN & / b b / BAD, / t t/ TEA & / d d /DID Unit 10 / k / CAT & / g g / GET Unit 1 1 / T / THIN & / D D / THIS Unit 12 / s s / SO / S / SHOP / z z / z ZOO Unit 13 / Í Í / CHIN/ Ù
Ù / JUDGE / Z / PLEASURE /j/j YOUNG Unit 14 INTONATION Unit 15 STRESS Unit 16 LINKING OF WORD 4 UNIT 1: / i:i / SEE and / : I / IF I 1. PRONUNCIATION
a. / i: / To make the sound / i /, open your mouth very little. Spread your lips wide. Put your
tongue forward and up. / i / is a long sound. b. / I I /
I To make the sound / I /, first make the sound / i /.Now open your mouth a little more. / I / is a short sound. 2. SPELLING a. / i: / - All e and most e e in the words: a
see, sea, sleep, read, eat, bean, Greek,....
- Usually e in the open syllables and long sounds: these, be, she, he,... - Less common: + i: machine, police,...
+ ie: piece, field, belief, believe,.. + e : receive, perceive,... i + e : key y ,.... B. / I
I / - Most i: if, him, this, hill,...
- Many e in unstressed syllables: believe, begin, decide, English, women,... - :
Exception o: women; u: busy , a: village 3.PRACTICE
*Task 1: Distinguish between / i: / and / I I/
a. Listen and practise the difference: green grin feet fit bead bid cheek chick reason risen deep dip meal mill eac h itch
b. Listen to the words on the cassette. Write the words you hear 5
c. Listen to the sentences on the cassette. For each one, write the words you hear
1. The beans/bins were quite cheap
2. I’m going to leave/live with my brother 3. Did you feel/fill it? 4. The peach/ pitch was bad. 5. He beat/ bit the dog
6. The children were badly beaten/ bitten.
* Task 2: Find the words and say the sounds in contrast / i: / / I I / / i: / / I / feet ------ peel ----- ------ sit ea t ----- steal ------- - ---- - hill feel ------ sheep ------- ------ gins ------ bin cheap ------ ------ hit
* Task 3: Say / i: / and / I /
Listen and practise this conversation between two doctors:
A: Have you been busy this evening?
B: Pretty busy. My first patient was Jim Beaton. He had twisted his knee. He slipped on
the banana skin in the street. I think he just needs to rest his knee. He’s very fit.
A: My first was Mrs Neale. She keeps being sick, and it’s just because she eats too much.
B: A lot of patients don’t really need treatment. They feel ill because they do silly things.
We can give some pills to treat some illnesses, but they need to keep fit and eat sensibly.
* Task 5: Read the following words and classify them. Which words contain / i:/ and which contain / I /
India river sweet Swedish street fourteen knee builder Bristish teacher milk city chicken Christmas finger Egypt
Easter tea stream million minutes return trip business shopkeeper season imagine symbol language
* Task 5: Circle the ONE word in each group of four that is NOT pronounced with / I: I: I / Examples: keep lean fit piece 1. bead great leave tea 2. eight either believe niece 3. scene women these even 6 4. need been slip thirteen 5. police thief machine vision 6. pretty wheat sweet scream 7. people bread deal east 8. leave live leaf lease 9. tin teen steam receive 10. sleep Steve easy still
* Task 6: Read each of the following sentences aloud. In the brackets above each boldface
word, write the phonetic symbol : / or / / i I / representing the vowe I l in that word. Example:
The field was filled with flowers
1. Take a dip in the deep water
2. They picked Tim for the team.
3. Please beat the sweet cream. 4. She will sit in the seat. 5. The hea wave hit the city t . 7
UNIT 2: / e / EGG, / & / HAND &/ V / UP 1. PRONUNCIATION
a. /e / To make the sound / e /, open your mouth and spread your lips. Put your tongue
forward for / e /. / e/ is a short sound b. / & /. &
To make the sound / & /, open your &
mouth more and more and lower your tongue. / & / is a short sound. c. / V /.
To make the sound / V /, relax your mouth and move your V tongue back and up a little. / V / is a short sound. 2. SPELLING
a. / e / - Most of written e: bed, met, set, cheque,...
- Less often with ea: head, dead, breath,...
- Exception with ie (friend), a (any, says, said), ei (leisure)
b. /&/ - Almost always written a: hat, man, hand, black,.... - Exception with ai: plait c. / V /
V - Usually written u: cup, Sunday, uncle, funny,....
- Less common with o: mother, one, brother,.... ou: young, trouble,... ough: enough, tough,.... oo: ,.... blood, flood 8
- Exception: oe (strong form of does) 3. PRACTICE:
Task 1: Distinguish between / e /, / & / and / & V /
a. Listen and practise the difference: / & / & / e / e / V / V / & / & had head bug bag bag be g mug mad land lend puddle paddle ca n Ken fun fan pan pen sung sang mat met butter batter pack peck hut hat marry merry truck track pat pet much match cattle kettle drunk drank cup ca p uncle ankle
b. Listen to the words on the cassette. Write the words you hear (for / & / & / & e e /)
c. Listen to the sentences on the cassette. For each one, write the words you hear
1. You have been using my pan/ pen. 2. He lost his bat/ bet
3. I can see a band/ bend ahead.
4. We heard the cattle/ kettle from a long way away.
d. Listen to the words on the cassette. For each one, write the word you hear
1. I like my fish cooked in the butter/ batter.
2. He’s worried about his uncle/ ankle.
3. Put the rug / rag on the floor.
4. Here’s a cup/ cap for you. 5. I’ve lost the truck/ track.
6. Does my hut/ hat look nice?
Task 2: Read the following phrases and write them in this table
A hungry cat, somewhere sunny, a gun factory, hurry up, a plastic bag, a traffic jam,
stand up, a lucky number, a jazz club, a company manager, a black jacket, nothing much. 9 / & / + / & V / V / V / + / V & / & / & & / + / & & & / & / V / + / V V V /
Task 3: Read these sentences, circle the words containing / e /, underline those containing /V/
and square those containing / & & /
- Eddie and Ellen spent ten days on an expensive holiday in America.
- Jenny spent ten pence on expensive cigarettes.
- There was a red van travelling west, and several cars and vans behind it.
- An accident happened. One of the passengers was a hijacker.
- My brother and my cousin come to my hut for lunch.
- A fat woman in a red hat was carrying a big black handbag in her left hand.
- Russ was so sad and unhappy. Her boyfriend went away because she wasn’t as lovely
and wonderful as everyone had said.
- My uncle Cuthbert went to London and spent a lot of money. He bought a bus...
Task 4: Rearrange the following words into three columns with / e /, / & /, & & / V /
bug, sacks, bed, tan, ton, bag, sex, bug, bad, ten, sucks, Ben, bud, bun, beg, ban 10 UNIT 3: / Q / HOT Q / O: O / SAW 1. PRONUNCIATION
a. / Q / To make the sound / Q /, your tongue should Q
be low at the back of your mouth and
your lips should be rounded. / Q / is a short sound Q b. / O:
O / To make the sound / O: /, first make the sound / Q /.
Q The put the back of your tongue
up a little and move your lips forward. / O: / is a long sound 2. SPELLING
a. / Q / - All o + consonant: dog, hot, pot, got ...
- All ock: clock, stock, cock, knock,...
- All o + double consonant: bottle, bottom,...
- Some a after w, wh, qu: what, want, quantity, quality ... - Exceptions: au, ow: , knowledge, because, sausage b. / O: O :/ - Most or :
, our board, more, store, sore, forty ... , score - All aw: saw, law, jaw,... - Most au: daughter,...
- Some a, ar after w, wh, qu: water, quarter ,... , warm, toward
- Some oor, our, ough + consonant: floor, door, four, bought, thought, court,...
- Some all, alk: small, wall, tall, ball, walk, talk,... 3. PRACTICE:
* Task 1: Distinguish between / Q / and / Q O: /: O
a. Listen and practice the difference: not naught spot sport stock stalk cod cord pot port cock cork cot court fox forks
b. Listen to the words on the cassette. Write the word you hear 11
c. Listen to the sentences on the cassette. For each one, write the words you hear
1. They couldn’t find the fox/ forks
2. The pot/ port was very old. 3. We saw the spot/ sport.
4. The cod/ cord isn’t very good.
5. The cock/ cork has been stolen. * Task 2:
Say these phrase and sentences. Then circle the words containing / Q / and underline those Q containing / O: / O - hot water - four o’clock - knock at the door - a tall bottle - stop talking - a small shop - a bottle of port - talk to the doctor * Task 3
Read the following sentences. In the brackets above each underlined words, wire the phonetic symbol: / V /, / V Q Q / and / O: /: 1. Don was done at dawn
2. Maude mowed the lawn in mud 3. Bud bought a horse
4. She caught her coat on the cod
5. The caller’s collar is a nice color 6. It never lost, of course
7. Who got very confused on the job
8. Bud had a lucky young son named Jud UNIT 4: / u: u / FOOD / : U / PUT U 12 1. PRONUNCIATION:
a. / u: / To make the sound / u: / , your tongue shoul u
d go up at the back of your mouth and
your lips should be rounded. / u: / is a long sound u
b. / U / To make the sound / U
U / , your tongue should be lower in your mouth and your lips
are rounded and more open than / u: / u 2. SPELLING a. / u: /: u - usually written u, ew :
, ue, oo blue, June, chew, food,...
- less common: o (do, move, shoe), (
ou soup, group ), ui (suit, fruit, juice)
- Exceptions: eau (beautiful), ough ( ) through b. / U /: - usually written u, ou (pull ),
, put, good, look oo (good, foot)
- less common: ou (could, should), o (woman, wolf) 3. PRACTICE:
* Task 1: Distinguish between / u: / and u / U /
a. Listen and practise the difference: fool full boot foot pool pull food good Luke look tool wool
b. Listen to the words on the cassette. Write down the words you hear
c. Listen to these quotations. Which sound is in the words underlined: / u: u / and : / U /
A good book is the precious life blood of a master spirit (Milton) No sun - no moon
No morn - no noon.......November (Hood)
A fool and his money are soon parted (proverb)
I could not love thee (Dear) so much 13 Lov’d I not honour more ( ) Lovelace
Beauty is truth, truth beauty (Keats)
I like work.... I can’t sit and look at it for hours (Jerome K. Jerome)
I was a stranger and you took me in (The Bible) * Task 2
All the words below include the letter “u”. How are they pronounced? Write the correct symbol of each word: include customer full supermarket June gun pull Sunday put push number
* Task 3: Saying contrastive sentences, underline the contrastive sounds: 1. This horse should be shoed 2. The pigeons could be cooed 3. Luke does not look well 4. Ken had soot on his suit
5. Who took of the child’s tube? 6. Mary was wooed in the wood
7. Did you pull her into the pool? 8. That fool is never full
9. Who would remove the criminal’s hood?
* Task 4: Ways of pronouncing oo:
Say the following sentences to yourself and write all the “oo” in the correct columns
a. Have you read the “Good Food Guide” to Britain?
b. The best cooks use wooden spoon to stir the sauce.
c. Look! There’s a pool of blood on the carpet
d. If I won the football pools, I’d be flooded with begging letters
e. We foolishly booked a hotel room without an ensuite bathroom
f. I took my woolen jumper in case the weather turned cool in the afternoon
g. He stood on the stool and climbed onto the roof / /U U / / / /u : u :/ / / /V V / / UNIT 5: / 3: 3 / BIRD & / : A: / CAR A 1. PRONUNCIATION: 14
a. / 3: / To make the sound / 3: /, try to relax your mouth, lower the 3 back of your tongue,
your lips close a little. / 3: / is made in the middle of your mouth. / 3: / is a long sound. 3 b. / A: /
A To make the sound / A: /, first make the sound / 3: /, then open your mouth wider 3 . / A: / is a long sound A 2. SPELLING a. / 3: 3 :/:
- All er, ir, ur + consonant or stressed at the end of the words: her, verb,
prefer, fir, girl, first, fur, turn, church
- Less common: w + or (word, work), our (journey, courtesy), ear (learn, earth) b. / A
A /: - Most ar: artist, car, park - Some a: father, half
- Less common: ear (heart), e ( r sergeant), ( au aunt, laugh) 3. PRACTICE:
* Task 1: Distinguish between / 3: / & / A: /: A
a. Listen and practice the difference: firm farm dirt dart burn barn hurt heart stir star birth bath heard hard purse pass
Listen to the words on the cassette. Write the words you hear
Listen to the sentences on the cassette. For each one, write the word you hear
1. He works for a firm/ farm in the north 2. I’ve lost my purse/ pass
3. The first/ fast train leaves at seven o’clock 15
4. She noticed the dirt/ dart in the corner
* Task 2: Listen and practise this conversation
A: I’d like to reserve a seat on the ten thirty flight to Birmingham, on Thursday. My name is Vernon
B: Thursday May 21st? Certainly, sir. There’s a seat in the third row .
A: That’s fine. And I’m returning on May 23rd.
B: The first flight leaves Birmingham at eight thirty. A: That’s a bit early
B: Or there’s twelve thirty, or four thirty.
A: Four thirty’s too late. Twelve thirty, please.
B: On the twelve thirty flight on May 23r
d there’s only a seat free in row thirteen.
A: Row thirteen? No, thanks. I’ll go at eight thirty.
*Task 3: Say / 3: / & / A: / A
a. Listen and read out this newspaper advertisement FIRKIN DEPARTMENT STORE Perfect for gift
Fur coat.......................................bargain of a lifetime
Furniture Department..................30 % off furniture
Curtain........................................half price
Leather purses............................ 1.30- worth far more ₤
Shirt............................................large sizes
b. Listen and repeat these sentences. Then circle all the words containing / 3: / and
underline those containing / A: A /.
Margaret Irwin is moving into a new flat soon
Martha Kirby is going on holiday to Siberia.
Marcus Irving is having a party at the weekend.
Shirley Parkes is a commercial artist
Carl Parker’s son is five next week. John Darling is tall and fat UNIT 6: / @ / AGAIN 1. PRONUNCIATION: 16
To make the sound / @ /, try to relax your mouth. The sound is made in the middle of your mouth.
Your lips should be like this: 2. PRACTICE
* Task 1: Say / @ / in unstressed syllables
a. Listen and repeat. Make the stressed syllables strong, and the unstressed syllable weak and quick Try again Come along Paul’s a postman Martha’s a teacher Michael’s a policeman Barbara’s a pilot A coloured ture pic
In all the stressed syllables above, the sound / @ / is used. Notice that / @ / can be spelled in many ways
b. Look again at the phrases in 1.1 a. Find words where / @ / is spelled a, e, o, u.
c. Listen to these phrases, and mark the stressed syllables. Then practise the phrases; be
careful to use / @ / in the unstressed syllables Go away Come again Susan’s a singer Jill’s a photographer
John and Michael are policeman Brian’s bus conductor A big adventure.
* Task 2: Say / @ / in weak forms
Many common words have a weak form, with / @ /, when unstressed:
* “and” The following words often appear in a phrase with “and”. For each word, say a phrase E.g: Knife and fork 1. knife 2. black 3. ladies 4. fish 5. bacon 6. here 7. up
Now listen to the phrases on the cassette to check. Can you think of some more phrases with “and” * “to” Listen and repeat 11.50 It’s ten to twelve 17 3.45 It’s quarter to four Now say the times shown below 6.40 8.45 1.50 2.55 2.55 4.35
* “than” Compare the people shown below. How many true things can you say?
E.g: Catherine is taller than Susan
Catherine: 22 yrs, 175cm, 63 kilos
Susan: 24 yrs, 160 cm, 70 kilos Alan: 20 yrs, 163cm, 60 kilos
Brian: 28 yrs, 183 cm, 90 kilos * “of” Listen and repeat a bottle of wine a cup of tea a glass of wine a bag of potatoes
a tin of beans a packet of sweets
a box of chocolates a jug of water
Make similar phrases using these words
beer sugar coffee matches tomatoes milk chocolate * “can” Listen and repeat I can swim quite well I can speak French and German
I can swim but I can’t play tennis
In pairs, say which of these things you can do
type speak Chinese/ German/ French/etc play tennis/ football/etc play the guitar/ piano/etc
dive ride a bicycle ride a horse ski cook
* Task 3: Say in weak forms and unstressed syllables:
Listen and notice the words with the sound marked in italics. Practise the conversation A: What shall we have supper? for
B: Would you like bacon and eggs?
A: No, not bacon and eggs tonight. What else have we got?
B: There are some potatoes, and lots of tomatoes. We could have baked potatoes, and a tomato salad
A: I had a baked potato yesterday. 18 B: Well then, you buy can
some fish and chips, from the shop at the end of the road.
A: OK. Shall we have a bottle of wine? B: No, just a jug of water UNIT 7 / eI e I / P AGE / aI / FIVE /OI O / I BOY 19 1. PRONUNCIATION a. / eI
e / To make the sound / eI / , first make a long / e / -sound /eee / and then raise your
tongue slowly and close your lips to make a very short / / sound, like this I b. / aI
a / To make the sound / aI /, first make the sound / A /. Your tongue should be low in
your mouth and your lips should be open. The add a short / I / sound , like this c. /OI O I
O / To make the sound , first make the sound / O /.
O Your tongue should be low in your
mouth and your lips should be round. Then add a short / / sound, like this: I
These sounds above are combination between / e /, / e a /, / O / and short / I /: / /e e / / + / /I I / / / /a a / / + / /I I / / / /O O / / + / /I I / /
These diphthongs are the longest in open syllables (say, delay, way, boy, toy, why, I , buy) and
shorter in positions before p, t, k, s (tape, gate, case, write, joice, Nike) 2. SPELLING / eI e / :
- a (long a): radio, nation, station
- a with final e: page, take, place, make - most ai: rain, wait, paid - all ay: day, away, pay, lay
- some ea, ei, ey: grey, they, great, break, eight / aI a /: - most i: blind, sign, island 20
- most i with final e: write, drive, quite
- y in stressed syllable: sky, dry., apply
- some igh: high, tight, thigh - some uy, eye: buy, guy, eye /OI O I O /:
- al oi: boil, rejoice, spoilt - al oy: toy, boy, enjoy 3. PRACTICE
* Task 1: Distinguish between / eI e / & / e e /:
a. Listen and practise the difference: pain pen paper pepper tail tell late let main men wait wet fail fell gate get age edge taste test shade shed date debt
b. Listen to the words on the cassette and write the words you hear
c. Listen to the sentences on the cassette. For each one, write the words you hear 1. He’ s sitting in the shade/ shed
2. The paper/ peeper is on the table
3. I can’t remember what the date/ debt was
4. Please taste / test this wine
5. They’re sailing / selling their boat next week * Task 2:
a. Listen and say these words. Notice the words containing / aI a /
List A: white kitchen pint ripe apple ice sharp fried
List B: pie glass knife cream table wine rice fruit
b. Put a word from List A with a word from List B to make a phrase connected with cooking, eating, or drinking E.g: white wine * Task 3: Say /OI O I O /
Listen, and practise this conversation:
A: Could I make an appointment with Doctor Boyle?
B: I’m afraid all Dr Boyle’s appointment are taken today. 21
A: How annoying! I like Dr Boyle.
B: Sorry to disappoint you. Now, you’ve got a choice. You could make an appointment
to see Dr Boyle tomorrow, or see Dr Lloyd today.
A: My employer has given me time off to go to the doctor. I’d better see Dr Lloyd today.
* Task 4: Read the following “shopping list” out loud. (You are going to buy the items with the / eI
e / sound). Circle ONLY the items pronounced with / eI e / steak lettuce mayonnaise cereal bread raisins melon bananas cake tomatoes bacon baking soda potatoes crackers peas ice cream grapes celery gravy carrots toothpaste peas squash paper plates
* Task 5: Read each four-word series aloud. Circle the ONE word in each group that is NOT pronounced with /O / I O / EXAMPLE: joy join enjoy jau nt 1. voice avoid void vows 2. noise nose hoist annoy 3. towel toy toil spoil 4. Detroit Illinois St. Croix New York 5. oil oily foil owl 6. boil broil bow boy 7. poison pounce point appoint 8 poise Joyce Joan soil 9. coil coal coy coin 10. lobster sirloin oyster moist
* Task 6: Read each four-word series aloud. Circle the ONE word in each group that is NOT pronounced with / aI a / EXAMPLE: pie line rice r ic h 1. price crime pity pile 2. mind kind spinning finding 3. sign high fright freight 4. list cite aisle cried 5. gyp bye cry reply 6. niece nice knife night 22 7. style failed filed fire 8. pretty try resign goodbye 9. ice cream eye aim aisle 10. flight fine duty dying UNIT 8: / @U @ U / HOME & / aU a U / NOW, / e@ e @ / THERE & / I@ I @ / NEAR 23 1. PRONUNCIATION: a. / @U @ / The sound / @U
@ / has two sounds, / @ / and / @ U /. F U irst, say / @ @ /. Make it longer . Now
add / U /. It starts in the middle o U
f your mouth and moves back and up a little. It’s very
short. Your lips should be rounded. b. / aU / To make the sound /
/ , you should first practise the sound / aU & /. & Your mouth
should be open and you should make the sound at the front of your mouth with your tongue down. To make / aU a /, add a short / U U / after U the long / & / sound & c. / e@
e / This is the combination between / e / & / e @ @ / d. / I@ I / @ I
This is the combination between / I / & / I @ @ / 2. SPELLING a. / @U @ U /:
- All o at the end of the words: ,... so, ago
- Most o with the final e: home, toe,...
- Some o in the middle of words: cold, both,... - Most oa: boat, coast,...
- Less common: ow (low), ou (shoulder) b. / aU /: - Many ou: house, out, ground 24 - Many ow: brown, how, towel c. / e@ e @ / : - All air: chair - Many are (care), ary (Mary) - Less common: ear (pear )
- Exception: ere (where, there) eir (their) d. / I@ I @ I / : - All eer: beer - Many ere: here - Many ear: dear - Less common: ier: fierce eir: weird ea: idea, real 2. PRACTICE * Task 1: Distinguish between / & / / @U O / O
a. Listen and practise the difference: low law boat bought Joe jaw cold called yoke York bowl ball toe tore hole hall tone torn sew saw snow snore show shore
b. Listen to the sentences on the cassette. For each one, write the word you hear 1. The hole/ hall is enormous
2. I think your bowl/ball is in the kitchen.
3. The coal/ call was delayed.
4. We’re going to the show/ shore next week.
* Task 2: Distinguish between / e@ e / & / @ I@ I / @ I
a. Listen and practise the difference hair here, hear dare dear, deer bear beer c air h cheer air ea r Clare clear fair fear stare steer rare rear spare spear pear pier rarely really
b. Listen to the sentences on the cassette. For each one, write the word you hear 25
1. They gave her three chairs/ cheers 2. The bear/ beer was awful 3. The pear/ pier is rotten
4. He is rarely/ really unhappy
5. The driver of that car is staring/ steering at us.
* Task 3: Look at the words on the left and match them to the correct transcription on the right, like this: a. bear / be b I / d. how / he@ / he@ g. dear / daI / beer / / bI@ hair / h@U / h@U day /dI@ / dI@ bay / be@ / be@ high / haI / die /deI / b. toy / tOI / e. they / DeI / h. show / Se@ / Se@ tie / t@U / t@U though / / De@ share / SaI / toe / taI/ there / / D@U shy / / S@U c. roll / reIl / f. I’ll / OIl / real / rI@l / rI@ oil / aI a l I / rail / / r@Ul owl / @Ul /
* Task 4: Listen, and practise the conversation. Then circle all the words containing / e@ e / & / I@ I / @ I
A: I’ve brought my car for repair
B: OK, leave it here, and we’ll take care of it. What’s the trouble?
A: There are various things. Some are serious, some not so serious. The gearbox is bad. It won’t go into top gear.
B: Yes, that does sound serious
A: The steering wheel is stiff. And the radio aerial doesn’t work.
B: You may need a new aerial. They wear out quickly. A: But it’ s only three years old.
B: You can’t get spare parts. So if one part wears out, you have to have a new aerial
A: I see. And would you repair the spare wheel. The air comes out. REVISION EXRECISES 26
1. REVISION OF VOWEL SOUNDS /e /, /i: /, / I /, /ei / I /, /ei /, and /ai / ai
Look at the vowel sounds marked and put the following words into the correct column aKenedy intermediate
naked dead find recent chief sign beach discovered died
death pray strike office disease described said visit
related assassinated biography peace life /e / /i/:i / I / /ei / /ai /
2. REVISION OF VOWEL SOUNDS / Q/,/ / V / /, V / 3 /, / 3 O: / @U @ / and / aU a /
Look at the vowel sounds marked and put the following words into the correct column divorcecommon court husband couple important intolerable broken become flowers home hurt about grown emotion courage
circumstances cause dishonest conservative however personally front suffer / Q /V/ / 3 / / O: / / aU / 3. THE LETTERS”EA”
All the words below contain letters “ea”. Put the words into the correct box, according to the pronunciation of “ea” health heard appeared
feature leave yeah earn rehearsing ideal wears leather increase theatre break colleagues please teacher death / e / / I@ / /i:/ / 3 / /ei / / /e@ / UNIT 9: / p p / PEN & / b b / BAD, / t t/ TEA & / d /DID d 27 1. PRONUNCIATION
a. / p / and / d /: To produce these two sounds, the lips are pressed tightly together. The air
passage is blocked for a short time. Then the lips are quickly opened, and the air escapes with explosion / p / is voiceless and not p vibrate. / b / is voiced and vibrate b b. / t / and / d /:
In the production of these two sounds, the tip of the tongue is pressed
against the upper teeth (the alveolar ridge). The air passage through the mouth is
blocked for a short time. Then the tip of the tongue is quickly removed from the
alveolar ridge, and the air escapes with explosion.
/ t / is voiceless and not vibrate. / d / is voiced and vibrate 2. PRACTICE
* Task 1: Distinguishing between / p / and / b /
a. Listen and practise the difference pit bit rope robe pat bat tripe tribe port bought tap tab pull bull cup cub pride bride rip rib
b. Listen to the sentences on the cassette. For each one, write the word you hear 1. Have you got a pet/ bet?
2. There’s a pin/ bin in the corner
3. She saw some pears/ bears in the garden 4. The peach/ beach was dirty
5. Have you seen the plays/ blaze? 28
6. The rope/ robe is too short.
7. What does “tripe/ tribe” mean?
8. The doctor looked at the rip/ rib
* Task 2: Distinguish between / t / and / d /
a. Listen and practise the difference two do sight side ten den heart hard ton done plate played town down bat bad train drain set said
b. Listen to the sentences on the cassette. For each one, write the word you hear
1. There was something wrong with the trains/ drains. 2. She tied/ dyed the scarf.
3. They saw a trunk/ drunk lying on the ground. 4. he writes/ rides very well
5. This cart/ card has just arrived
6. My brother hit/ hid the ball.
7. He has never made a bet / bed
* Task 3: Saying sounds in the sentences
1. The pullover is twelve pounds fifty pence.
2. To be healthy, go to bed before ten, put little butter on the bread, belong to a sport
club. If you have three yes, it is not bad, but could be better if you try.
3. There’s a bottle of beer at the beer at back
4. Peter Piper picked a pack of picked pepper
* Task 4: Repeat each three- word series after your teacher. Circle the ONE word in each
group that has a different - ed sound than the others EXAMPLE: pleased place played 1. stopped started stated 2. finished followed phoned 3. loved booked looked 4. tasted traded tapped 5. cooked cleaned baked 6. packed pasted passed 7. ironed sewed mended 29 8. whispered shouted screamed 9. skipped hopped lifted 10. pushed pulled raised
Here are the rules for the pronunciation of the - ed endings:
• If the verb ends in the sound / t / or / d / , you pronounce the -ed ending / -id / E.g: invite , want d ed, needed
• If the verb end in a voiced consonant sound apart from / d / , / b /, / g /, / v /, /
z /, / D /, / Z /, / Ù /, / l /, / r /, / m /, / n /, / N /), or a vowel, you
pronounce the -ed ending / d /
E.g: called, destroye , discover d ed
• If the verb ends in a voiceless consonant sound apart from / t / , /p /, / k / , / s / , / f /, / T / f /, / /, / S /, or / Í /) T
, you pronounce the -ed ending / t / E.g: stoppe d
* Task 5: Read the following dialogue aloud. For each past tense verb, write the phonetic
symbol representing the sound of the -ed ending. Roberta: ted Kate, have you star
your diet? I hope you haven’t gained any weight Kate:
I boiled eggs and sliced celery for lunch Roberta: Have you exercise at all? d Kate:
I walked five miles and jogged in the park Roberta:
Have you cleaned the house? Calories can be worked off! Kate: I washe and wax d e the floors. d I even painte the bathroom. d Roberta:
Who baked this apple pie? Who cooked this ham? Kate:
When I finished cleaning, I was starve . I prepar d ed this food for dinner Roberta:
Oh, no! I’ll take this food home so you won’t be temped. I really enjoye being with you. d Your diet is great! Kate:
What happened? Somehow, I missed out on all the fun. 30 UNIT 10: / k k / CAT & / g g / GET 1. PRONUNCIATION
Touch the back of the roof of your mouth (soft palate) with the back of the tongue. Put air
forward in the mouth. The move the tongue quickly
Use your voice to make / g /. So, / / is voiceless and / k / is voiced g 2. PRACTICE : Task 1: Distinguish between / k / and / g /
a. Listen and practise the difference: could good leak league cot got pick pig coat goat lock log cave gave ankle angle clue glue crow grow
b. Listen to the sentences on the cassette. For each one, write the words you hear
1. One of the cards/ guards is missing.
2. What a beautiful curl/ girl! 3. My cold/ gold has gone
4. Sarah’s class / glass is quite big. 5. There’s no clue/ glue
6. I could see her back/ bag in the crowded train
7. He cut through the lock/ log. * Task 2: Say / k / and / g /
Match each problem with a solution. Then listen and practise the sentences Problems Solutions My car’s broken down Call an ambulance
Cats keep coming into my garden Cut the grass My cousin has broken his leg Drink a cup of coffee
I’ve broken a glass in the kitchen Call a mechanic There’ s a cow in my garden Look it up in the phone box 31 I’ve been bitten by a dog Get a dog I can’t keep awake Go to the doctor My garden looks a mess Take a photograph
I’ve forgotten Carol’s address Pick it up carefully UNIT 11: / T T / THIN & / D D / THIS 32 1. PRONUNCIATION
To make the sound / T /, put your tongue between your teeth, then push out air between
your top teeth and your tongue. / T / is a voiceless sound.
To make the sound / D /, make the sound / T / but use your voice 2. PRACTICE
* Task 1: Practise these words:
/ T /: thick, thin, thinks, thirty, three, theatre, both, path, teeth, healthy
/ D /: this, those, these, there, then, with, mother, father, together, although
* Task 2: Put the following words into the correct column below weather brother theatre three death breathe clothes there wealthy month their birthday another either together leather thirty worth bathroom method / T / / D / * Task 3: Say / /D / & / T T / : THE BLYTHE FAMILY
John Blythe is thirteen. His brother Timothy is fifteen. Their sister Heather is eleven. Their
father and mother come from Northern Ireland, but the children were all born in London. Their
mother is called Thelma and she is 38. Their father’s name is Mathew, and he is 39. *Task 4:
Repeat these sentences, paying attention to / /D / & / T T / : 1. Three thirty
2. The bathroom’s through there
3. They’re brothers, aren’t they? 4. When does it get there? 33 5. Is that Tom and David? 6. That’s OK. * Task 5
Work in pairs. Write the sentences above in the spaces in these conversations. Then practice the conversation together 1. A: Where’ s the toilet?
B:………………………….. 2.
A: What time is the train to Doncaster?
B:……………………………………….
A:……………………………………….
B:……………………………………….. 3.
A:……………………………………………….
B: Yes, they’re always together
A:………………………………………………….. B: That’s right. UNIT 12: / s s / s SO / S S / SHOP / z z / ZOO 34 1. PRONUNCIATION
To make the sound / s /, your tongue should be forward. Touch your side teeth with the sides of your tongue.
To make the sound / S /, first practisce / s /. Now move your tongue back and up a little
To make the sound / z /, touch the side teeth with the sides of your tongue, use your voice to make / z /. 2. SPELLING
a. / s /: - All s at the beginning of the words: see, side, seek,...
- All ss: cross, class, fussy... Exception: scissors, possess
- All s + consonant: stay, last,.. - Most ce ( centre), c ( i science), c ( y cycle, juicy)
- Some s in the middle of words: ,... basic, mason
- Some se, s at the end of words: ,... mouse, cease, bus, gas
- All plural and 3rd person singular “s” after voiceless sound: ,.. cats, writes
b. / S /: - All sh: shop, wish, bishop - Endings with or ti + vowel ci + vowel: ,.. education, initial, musician
- Less common: ch in words of French origin: machine, champagne c. / z / z : -All z: zoo, freeze
- Some s in the middle of words: music, pleasant,...
- All plural and 3rd person singular “s” after voiced sound: dogs, adds,... 3. PRACTICE
* Task 1: Distinguish between / s / and / S /
a. Listen and practise the difference see she sock shock sell shell saw shore said shed sew show save shave Sue shoe mess mesh sort short 35 Paris parish puss push ass ash rust rushed fist fished crust crushed
b. Listen to sentences on the cassette. For each one, write the word you hear
1. She’s always giving me socks/ shocks
2. The sack/ shack is full of rubbish 3. That seat/ sheet is dirty
4. They’re sifting / shifting the floor 5. We took a sip/ ship
6. Could you sign / shine this please?
* Task 2: Practise reading aloud:
Last summer, before she went to the Spanish seashore disco, Shirley shaved her legs,
because she said her hair showed. Soon after, Sean Steward saw her standing outside the disco,
wearing plastic shoes, sunglasses, and sexy shorts. He smiled.
* Task 3: Distinguishing between / s / and / z /
a. Listen and practise the difference Sue zoo rice rise said Zed loose lose seal zeal race raise lacy lazy advice advise fussy fuzzy once ones sip zip lice lies
b. Listen to the sentences on the cassette. For each one, write the word you hear
1. We’re hoping for peace/ peas.
2. The price / prize is wonderful 3. It was full of lice/ lies.
4. Be careful, don’t sip/ zip it too fast 5. She heard a bus / buzz
6. He only has a few pence/ pens left.
* Task 4: Practise reading aloud THE SMILE OF A SNAKE 36
She speaks slowly, and smokes special, expensive cigarettes. As she steps upstairs, her long skirt
sweeps over her silver slippers. She is small and smart and sweet -smelling. Her skin is like
snow. “You have stolen my heart!” I once said stupidly, and she smiled, the smile of a snake. * Task 5:
The letter “s “can be pronounced in four different ways. Put the following words into correct columns. insult please leisure surely usually ensure pleasure goose result sure sugar lose increase vase dose treasure choose insurance chase casual / s / / z / / S / / Z / shall slippers shock doesn’ t pound pencils pension us surprised gloves practise clothes press sausages start /s / / z / / S /
* Task 6: Read the following sentences aloud. Be sure to pronounce the s-ending in the
plurals, verbs, possessives, and contractions correctly
1. Boys plays cowboys and Indians and use toys guns and knives
2. The stores sells watche , ring s
s, bracelets, diamonds, and rubie s 37
3. My sister’s dresse , blous s e , and shoe s s are new
4. Our teacher’s favourite saying is “ Where there’s a will, there’s a way”
5. Tim’s friend’s house has lots of rooms, with oriental carpets * Task 7
Read the following words aloud and then circle ONE word in each group of three that has a
different s- ending sound than the others Example: belts hats tie ties s 1. talks walks runs 2. dishes gates pages 3. pears apples oranges 4. eyes noses toes 5. saves makes cooks 6. newspapers magazines books 7. dogs birds cats 8. tables chairs couches 9. dentists doctors lawyers 10. lunches beaches chimes UNIT 13: / Í /
CHIN/ Ù / JUDGE / Z / PLEASURE /j/ YOUNG 1. PRONUNCIATION 38
/ Í /: First practise / t / and / S /. Begin to make / / then slowly move your tongue fr Í om the roof of your mouth
/ Ù /: Practise making / /. Use your voice to make / Í Ù /
/ Z /: Practise the sound / Ù /, then move the tongue back and up a little to make the sound/ Z / Z
/ j / To make the sound / j j/ , your tongue doesn’t touch the roof of your mouth 2. SPELLING
a. / Í / : - most ch: chin, rich,... - all tch: match, butcher ,... , kitchen
- all t + ure: future, nature, picture,...
b. / Ù / : - all j : jam, job,... Ù
- all g before e: general, manage, agent,... - all dge: judge,...
- some g before i: ginger, imagine, origin,...
c. / Z / : - some s before endings with u or i : measure, usual, vision,.... 39
- ge endings in words of French origin: beige, garage,.... d. / j / : j
- All y at the beginning of words: yellow, you,...
- before some u beginning of words: university ,... , use
- before some /u / after consonants: beautiful, due, few, argue, queue,... Exception: Europe 3. PRACTICE:
* Task 1: Distinguish between / Í / and / Í Ù /
a. Listen and practise the difference: chin gin rich ridge cheer jeer search surge choke joke H age chain Jane larch large
b. Listen to the sentences on the cassette. For each one, write the word you hear
1. Look out. He’s choking/ joking
2. The audience cheered/ jeered her speech
3. It’s not a little fir tree, it’s a larch / large tree.
4. What happened to your chin/ gin? * Task 2: Say / Z Z /
a. Listen and practise this conversation:
A: Did you watch Treasure Island on television yesterday?
B: No, I watch a program called Leisure Time.
b. Make a similar conversation about these conversation programs Measure for Measure Reading for Pleasure Casualty
The colour Purple and the colour Beige Vision for the Future
* Task 3: Distinguishing between / j / and / Ù / Ù
a. Listen and practise the difference yet jet yam jam use juice yolk joke yak jack year jeer yeti jetty yes jess
b. Listen to the sentences on the cassette. For each one, write the word you hear
1. He’s cooking something odd, with yam/ jam in it.
2. All the yolks/ jokes were bad.
3. The years/ jeers have gone by.
4. She says she saw a yeti/ jetty when she was on holiday 40
c. Listen and say these phrases: A yellow jumper A bridge in Yorkshire A European judge A large university A young journalist A damaged yacht A useful journey A strange youth
* Task 4: Work in pair. Match the questions on the left with the answer on the right. Ask and answer like this
A: Where would you usually watch television? B: In the lounge a. watch television? at a shoe shop b. arrange a holiday? at a bank c. buy shoes? at college d. wash up? in the garage e. keep cheese? at the newsagent’ s f. learn a foreign language? in the kitchen g. catch a coach? at the coach station h. cash a cheque? at a travel agent’s i. buy matches? in the lounge j. keep a car? In the fridge
* Task 5: Write the correct phonetic symbol representing the sound of the underlined letters 1. Jan is a younger than Joe / Ù / / j / / D / / Ù / 2. Magic ans use illu i sions in their shows
3. The zipper on my jeans is jammed 4. She thinks T elma is h shy
5. The seizure of Caesar was in Asia
6. The commission made a decision
7. The class learned division and addition 41 8. Measure the garage
9. Your profession has prestige
10. That’s an unusual shade of rouge
* Task 6: Please make the correct phonemic transcription of the following words a. jeans / / e. watch / / b. shepherd / / f. measure / / c. chef / / g. hungry / / d. Thursday / / h. father / / 42 UNIT 14: INTONATION LIST 1. INTONTION IN QUESTIONS A. Wh - questions.
The voice often falls in questions beginning with When, Why, Where, What, How, etc.
Listen, and notice the falling intonation on these WH - question. Then ask and answer the questions How was Hillary holiday? Where was the hotel?
Why did Hillary get to hospital? What was the weather like? How was Harry?
What will happen next summer?
Now make Wh - questions about these statements William went for a walk Where did he go?
William heard something wonderful last week
William went to work at the same time all week
William had lunch at the wine bar William went away on holiday
William went out through the window
William wants wet weather next week B. Yes - No questions
The voice usually rises in questions to which the answer is “Yes “or “No”
Listen and practise these questions and answers
Does B want a cigarette? No, he doesn’t. He ‘s sto pped smoking
Has B put on weight? No, he hasn’t. He’s still slim.
Does A eat sweets? Yes, she does
Now ask and answer these questions Does B like beans on toast? Does B eat snacks? Does A eat sweets? Are frozen raspberries good? Are potatoes fattening? Should we eat more fat? 43 C. Alternative questions
The speaker mentions two opposite answer. The voice rises on the first alternative
and falls on the second. The two possible answer may be single words, or longer phrases
Listen to these alternative questions. Notice the intonation. The ask and answer the questions
Is B looking for John Yarley or Jennifer Young?
B mentions a job. Is it a sale director or a computer manager?
Does B want Youth and Computers or the General Worker Union?
Are they in the office of Youth and Computers or General Workers Union?
Is the office of Youth and Computers opposite or next door?
Practise these alternative questions:
Can he take out two books or ten books?
To renew books, must he write or telephone?
Is he studying Victorian writers or twentieth-century writers?
Is A Tale of Two Cities by Thomas Hardy or Charles Dickens? D. Tag- questions - fal ing:
When the speaker is certain of what he/ she says, he/ she expects the other person to
agree with him/ her. The voice falls on the question tag.
Listen, and repeat these sentences with question tags. The speaker is certain, and expects the other person to agree.
nguoi noi can xac nhan lai -> len giong
She’s looking for a raincoat, isn’t she?
The blue raincoat is too bright, isn’t it? Blue suits her, doesn’t it?
Say the following sentences, adding a question tag 1. She looks terrible in blue
2. The brown raincoat is very large 3. It’s the only one left
4. The yellow raincoat is the right size
5. Brown is fashionable this year.
6. The brown and cream raincoats have all been sold. E. Tag- questions - Rising
When the speaker is not certain, he/ she is asking for confirmation, the voice rises on the question tag 44
Listen to these sentences with the rising question tags. The speaker isn’t sure. He’s
asking for the other person to confirm
Tim Fitzwilliam isn’t English, isn’t he?
He won the Silver Wings film prize, didn’t he?
Now ask and answer these questions?
1. He isn’t a film actor, is he?
2. He came to England when he was sixteen, didn’t he?
3. His film is called Dinner at Ritz, isn’t it? 4. The film isn’ t an English name, is it?
5. He isn’t a British citizen, is he? F. Echo questions
The speaker repeats something said by another person:
a. While he/ she thinks what to reply, hes/ her voice rises
A: Have you seen my sports shirts?
B: Your sports shirts? They’re being washed
A: Have you moved my maths books?
B: Your maths books? They’re on the bookshelves
A: Have you taken my reading lamp?
B: Your reading lamp? No. it’s on the desk
A: Can I borrow some postcards?
B: Postcards? All right. They’re in the drawer, with the envelopes
A: Will you iron my tennis shorts?
B: Your tennis shorts? No, you can iron them yourself
b. To query what the other person said, ask for further explanation, rising tone is used A: I choose a computer B: A computer?
A: Yes, it would be useful, to keep a record of recipes and menus
c. Because he/ she did not hear or understand or believe what was said, his/ her voice begins low, and rises
A: Lumley castle is on your left B: Where is Lumley Castle?
A: Lord and Lady Lumley have a collection of wild animals B: What have they got?
Now make echo questions about these sentences 45
The castle belong to lord and Lady Lumley (Who....?)
The Lumley family live in the castle (Where...? or Who...?)
We are going inside the castle (Where...?)
The time is quarter to eleven (What....?) B. CORRECTING
1. The voice falls on the correct word, to emphasize it
Listen, and practise correcting incorrect statements. Notice how the voice falls to
emphasize the correct information
The television programme begins at ten to nine
No, the television programe begins at ten to seven It is an Australian programme
No, it s an American programme Now correct these statements
The programme is about animals on a farm (about a family)
The father got married again (the mother)
The son ran away from school (ran away from home)
He ran away last autumn (last summer)
He came home again (his mother imagined)
The programme ends at twenty past seven (at half past seven) B wants to watch News at T ( en News at Nine)
2. The voice falls and rises on the incorrect information, then falls on the correct information, to emphasize it
Listen to someone correcting mistakes. Notice how the voice falls and rises on the
incorrect information, then falls to emphasize the correct information A: 8.30, John Day B:
No, the person at 8.30 isn’t John Day. It’s James Gray A: 10.00, Jay Frazer B:
No, it isn’t Jay Frazer. It’s May Frazer 3. LISTING
The voice rises on each item of the list, until the final one, where it falls
Listen to a person saying what she would like. Notice the listing intonation
I’d like a cup of tea, a mixed salad without onion, and some bread and butter with plum jam 46
Look at the things Johnny has to do wash the clock Shopping list wash the floor 6 oranges mend the coffee pot bottle of milk ring the doctor coffee feed the dog box of matches going shopping pot of honey
Now play the memory game, using listing intonation
A: Johnny has got to buy some coffee
B: Johnny has got to buy some coffee, and wash the floor .... 4. YES - NO ANSWER
The voice often falls on “yes” and “ no”, which could be a complete answer, and also
on complete, definite statement
Listen and practise these questions and answers
Does B want a cigarette? No, he doesn’t. He’s stopped smoking
Has B put on weight? No, he hasn’t. He’ s still slim
Does A eat sweets? Yes, he does.
Now ask and answer these questions Does B like beans on toast? Are frozen raspberries good? Does B eat snacks? Are potatoes fattening? Does A eat sweets? Should we eat more fat?
5. NTONATION IN TWO-CLAUSE SENTENCES
The voice rises in subordinate clause or non-f nal phrase, and falls in main clause i
Listen and practise this conversation in group of four. Notice the intonation in the “ Before-sentence”
A: Which is the most useful machine in your office?
B: The personal computer. I can put facts and figures into the computer, anf find them
again fast. Before we had a computer, I could never find the right piece of paper
C: The photocopier. I can type a draft, correct it, then make copies on the photocopier.
Before we had the photocopier, it was awfully difficult to make perfect copies
D: The coffee machine. I can have a cup of coffee when ever I feel I like it. Before we
had the coffee machine, I had to fetch coffee from the cafe next door
B: I preferred it when you had to go to the cafe. Now there are coffee cups of all over the office 47
C: And yesterday I had just made forty -four perfect coffees, and you poured a cup of coffee allover them.
6. STATEMENT IMPLYING “BUT...”
The voice falls and rises. The fall marks the important information; the rise implies
that though the speaker may have made a positive statement, he/ she is going to qualify it.
He / she may actually say “but...” or may simply imply it.
Listen, and repeat the questions and answers below. Notice B’s voice falls and rises in the first part of th
e sentence. He is partly saying “yes”, but is going to continue
A: Did you have good weather on holiday?
B: The weather was OK, but everything was awful
A: Is your younger brother all right now?
B: Yes, my brother is all right, but my mother is very tired. 48 UNIT 15: STRESS
A. WORD STRESSED ON THE FIRST SYALLABLE
1. The majority of two-syllable words are stressed on the first syllable Tuesday awful ever brother window
2. Compound noun are usually stressed on the first syllable bedroom airfield stoplight bookstore schoolhouse
3. Numbers that are multiples of ten are stressed on the first syllable twenty thirty forty fifty sixty 4. Stress in noun/ verb pairs Nouns Verbs conflict conflict conduct conduct desert desert record record permit permit increase increase export export
B. WORDS STRESSED ON THE SECOND SYLLABE
1. Reflexive pronouns are usually stressed on the second syllable myself yourself herself ourselves
2. Compound verbs are usually stressed on the second or last syllable outdone overlook outsmart overcome
C. STRESS ON WORDS HAVING SUFFIXES
1. The stress is immediately before the following suffixes - ITY activity curiosity capability ability - ETY anxiety variety society piety - IC academic economic energetic scientific - ICAL electrical logical tropical medical - IFY horrify quantify terrify modify -IA insomnia Russia Virginia malaria - IAL adverbial material artificial initial - UA L actual gradual habitual manual - IBLE divisible credible illegible possible - ION aspiration communication invitation - IONAL additional occasional national 49 - IAN Australian librarian magician vegetarian - IUM aquarium medium calcium radium - INAL nominal criminal seminal terminal - IENT, - IENCE, - IENCY ancient experience sufficient patience - IOUS, - EOUS, - UOUS industrious continuous simultaneous
- GRAPHY photography geography bibliography - LOGY biology apology psychology
2. The stress is two syllables before the suffixes - ATE
List 1 - Adjectives and nouns where - ate rhymes with “it” adequate passionate illiterate inaccurate
List 2 - verbs where - ate rhymes with “ 8 ” appreciate estimate certificate discriminate - OU S adventurous vigorous ridiculous humourous Exception: eNORMous deSIrous treMENDous
- ENT, - ENCE, - ENCY, - ANT, - ANCE, -ANCY accident ignorance reference presidency hesitant occupancy - ARY, - ORY dictionary laborator y secretary depository - TUDE attitude gratitude solitude multitude - GRAPH autograph photograph telegraph monograph - GRAM monogram diagram kilogram telegram
3. The stress is always on the suffix -ADE, - AQUE, - IQUE, - IGUE parade technique intrigue opaque - EE, - ESE, - ESQUE, - ETTE refugee Japanese picturesque roomette - EER, -OON engineer mountaineer balloon cartoon 50 - IABLE, - OSIS, - ITIS classifiable tuberculosis appendicitis 4. Other suffixes
In general, the stress does not move when any other suffix is added to a word. A list of
important suffixes that do not cause a change in stress follows:
Grammatical suffixes: -ed, -es, -ing, -en, -er, -est, -ly
Lexical suffixes: - able, - age, -al, -cy, -acy, -dom, .er, -or, -our, -ess, -fold, -full,
-hood, -ish, - ism, -ist, -ive, - ize, - ise, - less, - le, - like, -ling, - -ment, - ry, - ery, - scape,
- ship, - some, - ster, - ward, - wise, - worthy 5. Double suffixes
The stress is always on the first element of the following double suffixes - MENTal instrumental experimental sentimental - MENTary complimentary elementary supplementary - IZable, - ISable advisable recognizable - ARily necessarily temporarily D. EXERCISES
1. Can you put the following words into the correct columns according to stress? superman Cinderella philosophy demanding efficient compulsive abilities rehearsal unbearable batteries efficiently management habitat certainly occupation enjoyable achiever distracted everything creative energetic copyright happening excuses
2. Mark the stressed syllables in the following words: Examples: honeymoon promotion Madrid funeral divorced impatient invite sympathy confident invitation engaged contradict offer godfather forever argue congratulation argument celebration 51 UNIT 16: LINKING OF WORDS * Task 1: Linking / /p , p ,b , b ,t ,t ,d , d ,k , k ,g / to a vowel
Listen to people giving advice. Practise it My neck aches Wrap it in a scarf Drink a cup of tea Don’t think about it Take an aspirin Rub it I’ve got a big emerald ring Put it on Keep it safe Lock it up Take it to the bank
Put it in a big envelope, and hide it under the bank
I’ve got a week off. What shall I do? Make a dress Paint a picture Knit a jumper Sit and relax Read a book
What would Ann like for Christmas? A big umbrella A book on music A bag and some gloves A red and white scarf * Task 2: Link / /f ,f ,v , v ,S , S ,Ù , Ù ,T, T ,s , s ,z / to a vowel
Listen and practise this conversation
A: What do you want to do when you leave school?
B: I want to move into a flat with some friend
A: It’s less expensive to live at home
B: I’m going to give a party A: Don’t damage anything!
B: I’d like to buy myself a sports car
A: Don’t crash into anything!
B: I want to catch a plane to South America A : Arrange a cheap flight!
B: What do you want to do when you leave school?
A: I want to get a job in a large organization, and save all my money 52
* Task 3: Link / r r / to a vowel
Listen and practise this difference:
A: We’ve been waiting for an hour and a half
B: Say your aunt is very ill. A doctor ought to see her at once
A: There isn’t a doctor available. They’re all busy
B: Ask the receptionist to hurry up
A: I’ve asked her over and over again. The more I ask, the longer I wait
* Task 4: Link vowels / /i .i:. :, ,I, I ,aI,I ,OI , OI ,eI / to a vowel
Listen and repeat. Think of a little / j / sound linking two words. Mark the links in the last group j Very interesting j j The story is very interesting j j
The end of the story is very interesting j A lovely ice cream j j Enjoy a very lovely ice cream j j j
I always enjoy a lovely ice cream A day or two Stay at home for a day or two
I ought to stay ay home for a day or two * Task 5: Link vowel / /u , u ,@ U @ , U ,a U a / to a following vowel
Listen, and repeat these sentences. Think of a little /w / sound linking two words.
Mark the link in the last four sentences w
I couldn’t do anything about it w Let’s go into the next room w Do you know every one here? w w
I’ve moved to a new office - next to Oxford circus station w I knew I would be late w Are you in the same place? w You always say that It was so exciting 53
I don’t know all the students, but i know all the teachers How old is she?
There was snow and ice everywhere We travelled through Africa
I don’t know anything about him * Task 6
Listen to this conversation, which contains words ending with each of the consonants
practised in this unit, followed by a vowel, also of linking with r, j and w. Look for an example
of each type of link and mark the link
A: Anne’s just phoned. She and Diana are on both their way. Is dinner nearly ready? Can I help with anything?
B: Yes. Can you get out two eggs from the fridge?
A: Which eggs? The large ones or the small ones?
B: The large eggs. Small eggs are no good. A: OK. Anything else?
B: Yes. Squeeze another orange, and put the fresh orange juice in a jug, please. A: Right. What’s next?
B: There’s a pie in the oven. Take it out, and slide it under the grill. Then finish
laying the table for me. Each person needs a knife and fork, and a cup of
saucer. And then could you scrub all these potatoes. A: Come on. Anne and Diana! REFERENCES
Bowler, B& Cunningham, S (1992). . Oxford:
Headway Pronunciation- Upper-Intermediate Oxford University Press
Bowler, B& Cunningham, S (1992). Headway Pronunciation- Pre-Intermediate. Oxford: Oxford University Press
Dale, P.W & Poms, L(1994). English Pronunciation for International Students. New Jersey: Prentice Hall Regents
O’Conor, J.D & Fletcher, C (1995). Sounds English. Cambridge: Cambridge University Press 54 55