an english accent

This book was written and recorded between 12/2009 - 03/2010 at the Pronunciation Studio and Exo Studios in London.

© 2010 by Joe Hudson.

All rights reserved. No part of this document may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission of Joe Hudson.

Any queries about using this work should be directed to the author.

How To Use This Book

Consonant Sounds

How to produce the different types of English consonant sound.

Vowel Sounds

How to produce the 19 English vowel sounds.

Spelling & Sound

How to interpret written English in speech.

IPA

How to read and write in International Phonetic Alphabet.

Structure

How to speak with natural English rhythm and stress.

Intonation

How to use the three English intonation patterns accurately.

General Study Advice

In order to improve your accent, it is essential that you learn to recognize your mistakes so that you can hear them and learn to correct them. For this reason, a very valuable exercise is to record yourself using a microphone. PRACTICE activities are ideal for this.

You can make a lot of progress using this book for self-study. Any help you can find from a native speaker or qualified English teacher will also be valuable, as they will be able to tell you if your sounds are correct.

- This book is designed for self-study, for use with a teacher or in a classroom.- It is split into 8 chapters, each containing the following sections:

- You should allow 4 hours of study for each chapter.

- PRACTICE activities should be repeated daily.

- EXERCISE activities should be completed once.

- Sound Files (L__.mp3) should be listened to regularly.

Index

Answer Key - pg 97-114

1 pg 1-12 2 pg 13-24 3 pg 25-36 4 pg 37-48

Consonant Sounds

Introduction Fricatives Plosives Nasals

Vowel Sounds Introduction Long Vowels Short Vowels Diphthongs

Spelling & Sound

Voicing < r > < ed > endings < s > endings

IPA Introduction Crossword Transcription I Countries & Capitals

Speech Structure

Schwa / / Function Words Weak Vowels Joining

Intonation Introduction Wh- Questions Yes/No Questions

Question Tags

5 pg 49-60 6 pg 61-72 7 pg 73-84 8 pg 85-96

Consonant Sounds

Glottal Sounds Approximants Lateral Approximants

Affricates

Vowel Sounds Diphthongs Ending /ʊ/

Diphthongs Ending /ɪ/

Diphthongs Ending /ə/

Reduced Vowels

Spelling & Sound

Have < t > Are Suffixes

IPA Transcription II Alphabet Syllabic Consonants

Transcription III

Speech Structure

Contractions Prominence & Stress

Compounds Shifting Stress

Intonation Tone Units Fall-rise Contrast Review

IPA Chart

Vowels (1-19)

1-12 Monothongs13-19 Diphthongs

Consonants

20-26 Plosives27-34 Fricatives35-36 Affricates37-39 Nasals40-43 Approximants44-45 Glottal

- Voiceless

- Regional

i: ɪ e æ eɪ ɔɪ aɪ

ə ɜ: ʌ ɑ: əʊ aʊ ɒʊ

u: ʊ ɔ: ɒ ɪə eə ʊə

p t k

b d g

m n ŋ

f θ s ʃ

v ð z ʒ

w r j l ɫ

tʃ

dʒ

h ʔ

1 2 3

109

8765

4

2120

1918

1716

151413

1211

333226 31

30292827

2524

22

40393837

36

35

34

41 42 43 44 45

Consonant Sounds Introduction

Vowel Sounds Introduction

Spelling & Sound Voicing loose / lose

IPA Introduction | pɜ:pəl |

Structure Schwa əIntonation Introduction ↘↘↗↗

11

www.anenglishaccent.com © Joe Hudson 2010

Consonant Sounds - Introduction

a) EXERCISE L1.1 Below is an example of every consonant sound in English. Listen and repeat them. Which of them are most difficult?

1. A Consonant Sound is made by blocking the flow of air through the mouth.2. There are different ways of blocking air to make sound. See the chart below.

type of sound sound word-initial word-final

PLOSIVE

Made by completely blocking the air in the mouth followed by an

explosion of air..

/p/ park stopPLOSIVE


explosion of air..

/b/ best lob

PLOSIVE


explosion of air..

/t/ time might

PLOSIVE


explosion of air..

/d/ done paid

PLOSIVE


explosion of air..

/k/ cart lake

PLOSIVE


explosion of air..

/g/ guide flag

FRICATIVE /f/ fine knife

Made by pushing the air through a gap in the mouth, creating a

friction sound.

/v/ van leaveMade by pushing the air through a gap in the mouth, creating a

friction sound. /θ/ think path


friction sound.

/ð/ those bathe


friction sound.

/s/ sort pass


friction sound.

/z/ zone cheese

/ʃ/ ship marsh

/ʒ/ - measure

AFFRICATE /tʃ/ chart itch

Plosive followed by fricative. /dʒ/ giant page

APPROXIMANT /w//w/ wall -

Imbetween a vowel and a consonant, as the air is not fully

blocked.

/r//r/ right -Imbetween a vowel and a consonant, as the air is not fully

blocked. /j//j/ yes -

Imbetween a vowel and a consonant, as the air is not fully

blocked.

/l/ /ɫ/ like fall

GLOTTAL /h/ hate -

Produced in the glottis. /ʔ/ - what

NASAL /m/ main lime

Made partly through the nose. /n/ no rainMade partly through the nose.

/ŋ/ - sing

2


Consonant Sounds - Mouth Diagram

b) EXERCISE - The sounds /p/, /b/ and /m/ are all made using both lips (diagram 3 below). Place the other groups of consonants with their diagrams

a) p, b, m b) t, d, n, l c) θ, ð d) k, g, ŋ e) ʃ, ʒ f) f, v g) h, ʔ

1.____! ! ! ! 2. ____! ! ! ! 3.__ a__

4.____! ! ! 5.____! ! 6.____! ! ! 7.____!

1. Different consonant sounds block the air in different areas of the mouth

Diagram Of The Mouth

lipsteeth

tongue

hard palate

alveolar ridge

soft palate (velar)

glottis

3


Vowel Sounds - Introduction

a) PRACTICE L 1.2 - Listen and repeat each word:

Long, Short or Diphthong?b) EXERCISE L1.3 - Decide if the words below are long (l), short (s) or diphthong (d) sounds. The first three have been done for you.

! ! !- Check your answers on page 97.

1. A vowel sound shapes the flow of air in the mouth. 2. In spoken English there are 19 vowel sounds (shown below):

3. Sounds 1 - 12 are monothongs: they require one mouth position.4. Sounds 13 - 19 are diphthongs: they require two mouth positions.5. Sounds /ɒʊ/ and /ʊəә/ are common regional variations.6. Sounds with / : / are long.7. Sounds u: and i: can also be short /i/ and /u/.

Short Vowels Long Vowel Sounds Diphthong Vowels

ɪ thin, ʊ look,e leftʌ loveæ catɒ lost

i: need, u: food, ɜ: turn, ɑ: heart, ɔ: bored.

eɪ paveɔɪ boyaɪ timeəʊ roadaʊ downɪə beardeə chair

1. laugh L 2. hot S 3. side D 4. chip 5. moment

6. worn 7. machine 8. lose 9. round 10. west

11. cheers 12. son 13. book 14. where 15. are

16. hat 17. annoy 18. bird 19. meat 20. have

4


Vowel Sounds - Mouth Movements

1. Each of the 19 vowels sounds has a different shape in the mouth.

2. The jaw can be mid-closed, mid-open, or open:

3. The lips can be relaxed, spread sideways or rounded:

4. The tongue can be relaxed, raised at the front, or raised at the back:

5. The combination of jaw, lip and tongue positions creates the different vowel sounds of English.

As you study this course, you will learn and use these different mouth positions. You can see videos of all the sounds on the bbc pronunciation website:

http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/

mid-closed (ə) mid-open (e) open (ɑ:)

relaxed (ɜ:) spread sideways (i:) rounded (ɒ)

relaxed (ɜ:) raised at the front (i:) raised at the back (ɔ:)

5




Spelling & Sound - Voicing

TASTER L1.4 - Put your hand in front of your mouth and repeat:

pə bə tə də kə gə

- What do you notice about /pə/ /tə/ and /kə/.

a) EXERCISE - Say the words below and decide if the underlined consonant is voiced or voiceless:

L1.5 - Listen and check your answers.

/s/ or /z/?b) EXERCISE L1.6 - Write down below the words you hear.

1. __________ 2. __________ 3. __________ 4. __________

- Check your answers. - Do they contain voiceless /s/ or voiced /z/? - Does the spelling show you the voicing?

c) EXERCISE Place the words in the box into the correct column below. They are all spelt with <s>

! ! - L1.7 Listen to check your answers.

walked entered present price bake sprout Paul yes was thought those

1. Some sounds do not use the voice, they only use air. These are voiceless.2. All other sounds use the voice. These are voiced. 3. On your IPA chart, the voiceless sounds are grey.

voiceless /s/ voiced /z/

lease plays lose loose was lights it’s peas what’s crease is us please pass as stop he’s who’s chase

6

IPA - Introduction

TASTER Look at the IPA chart. Are there any symbols that you have never seen before?

a) PRACTICE L1.8 Before you do the exercise below, listen to and repeat /ə/ sound.

Name it!

b) EXERCISE Match the categories on the left with words written in IPA on the left. EG. A colour is ‘purple’ /ˈpɜ:pəl/

- L1.9 Listen then repeat the words. Pay attention to the /ə/ sound. - What does / ˈ / show?

1. IPA stands for International Phonetic Alphabet.2. IPA shows us how to pronounce words instead of how to spell them.3. The most common sound in English is /ə/. 4. /ə/ can be spelt with < a > < e > < o > or in written English.

Category IPAIPA

colour

city

man’s name

woman’s name

make of car

fruit

vegetable

animal

famous English man

famous English woman

sport

country

bəˈnɑ:nə

ˈkærəlaɪn

məˈseɪdɪz

ˈkwi:n ɪˈlɪzəbəθ

ˈpɜ:pəl

məˈdrɪd

ˈtɒməs

ˈkærət

ˈpɔ:tʃəgəl

ˈeləfənt,

ˈdeɪvɪd ˈbekəm

kəˈnu:.ɪŋ

7

əSpeech Structure - The Schwa /ə/

PRACTICE L1.11 Listen and repeat the schwa /ə/ sound. Your mouth should be relaxed with the jaw slightly open and the tongue resting in the middle. Your lips should not move when you produce the sound.! !EXERCISE L1.12 Listen and underline the schwa sounds in these words

EG comˈpassion

ˈEngland ˈmother poˈtato ˈbottomless coˈllapse

conˌgratuˈlations ˈdarken parˈticular ˈLondon

EXERCISE L1.13 Listen to the recording as you read the extract. The schwa sound is written.

My mothəәr is coming təә see me təәmorrow aftəәrnoon. She oftəәn comes ovəәr on Satəәrdays becəәse my fathəәr is əәt thəә football. Thəә’s nothing thəәt mum hates more thəәn football.

Norməәlly we have əә chat əәbout whatevəәr we’ve been doing, or if thəә wəәs əәnything good on teləәvision yestəәrday. Təәmorrow əә’m certəәn she’ll ask me əәbout my trip təә Brəәzil. əә’m going there fəәr əә month təә film wild animəәls in thəә jungəәl, like tigəәrs əәnd parrəәts.

- ‘Həәve you checked thəә weathəәr forecast?’ she’ll ask. - ‘Yəә’ve packed yəәr pyjaməәs əәnd yəәr slippəәrs’ will be next. - ‘əәnd you won’t drink əә lot əәf alchəәhol, will you?’

əә probəәbly won’t mentəәn thəәt əә’ll be photəәgraphing səәme əәf thəә most dangəәrəәs animəәls in thəә world. It might make həәr worry........

1. Spoken English is divided into strong and weak forms.2. The weak sound /ə/ is the most common sound in English.3. /ə/ is found in unstressed syllables of words:

L1.10 ˈphotograph phoˈtography comˈputer

/ ˈfəʊtəgrɑ:f / / fəˈtɒgrə& / / kəmˈpju:tə /

4. /ə/ is also found in function words (see next page for full description).

L1.10 There are a couple of people here. | ðər ər ə kʌpəl əv pi:pəl hɪə |

8


Speech Structure - Function Words

TASTER L1.14 i) Listen to the word ‘from’. ii) Listen to the sentence ‘It’s from Keith’. iii) How has the word changed in the sentence?

PRACTICE L1.15 - Repeat the function word as a strong form, then as a weak form within a sentence.

1. A function word only has a grammatical use in the sentence.2. These are normally - pronouns (eg. she, his, they) - auxilliary verbs (eg be, do, have, would, will) - prepositions (eg to, from, for, at) - articles (eg the, a, an) - quantifiers (eg some, any)3. Function words can be said in two ways: strong and weak.

4. Most function words contain the schwa /ə/ sound when they are weak.5. Words that are not function are called Content Words.

Function Word (Strong Form)

Function Word In Sentence (Weak Form)

1 for Is that for John?

2 are Are you ok?

3 have What have you done?

4 as As good as it gets.

5 to Let’s go to the cinema.

6 at She’s at school.

7 can Can I help you?

8 from It’s from Peter.

9 her What’s her name?

10 do Do you need some help?

9


Intonation - Introduction

a) PRACTICE Repeat the words in the box on the right:

1. Using ↘ Falling intonation

2. Using ↘↗ Fall-rising intonation

3. Using ↗ Rising intonation

b) PRACTICE Repeat after the recording.

1. ↘No ↘↗No ↗No 2. ↘Yes ↘↗Yes ↗Yes 3. ↘What ↘↗What ↗What4. ↘How ↘↗How ↗How 5. ↘ Right ↘↗ Right ↗Right 6. ↘ ˈTerrible ↘↗ ˈTerrible ↗ ˈTerrible 7. ↘ Riˈdiculous ↘↗ Riˈdiculous ↗ Riˈdiculous

c) EXERCISE Listen to the words and write the pattern that you hear below:

1. 2. 3. 4. 5. 6. 7.

13

1. Intonation is the movement in pitch of the voice.2. There are three intonation patterns in spoken English:

fall fall-rise rise

↘ ↘↗ ↗3. Intonation tells us the speaker’s attitude to the words they are saying:

L1.16 ↘No (no) ↘↗No (maybe) ↗No (surprise)

no yes what how right terrible ridiculous

L1.17

L1.18

L1.19

L1.20

L1.21

10


End of Unit Checklist 1EXERCISE - Explain and give examples for each term below then check your answers on page 111.

- Cross the boxes X when you have understood each term.

Vowel Sound

Consonant Sound

Tonic Syllable

Voiced / Voiceless

schwa

↘ ↘↗ ↗

12


Consonant Sounds Fricative

Vowel Sounds Long i: u: ɜ: ɔ: ɑ:

Spelling & Sound < r > bird / rib

IPA Crossword

Structure Weak Forms əIntonation Questions ↘↗?

213

Consonant Sounds - Fricative

a) PRACTICE L 2.1 Repeat after the recording.

sound mouth spellings / words L 2.2 position / practice

ffineknife

< f > 1. voiceless / teeth on lipffineknife

force, fight, toffee, safe, fork, life,

1. voiceless / teeth on lipffineknife

force, fight, toffee, safe, fork, life, fəә fəә fəә fəә

əәf əәf əәf əәf

vvanlove

< v > < f > 2. voiced / teeth on lipvvanlove

very, live, vacant, beaver, vanish, rival

2. voiced / teeth on lipvvanlove

very, live, vacant, beaver, vanish, rival vəә vəә vəә vəә

əәv əәv əәv əәv

θthinkbath

< th > 3. voiceless / tongue on teethθthinkbath

thick, thump, three, path, ninth, month

3. voiceless / tongue on teethθthinkbath

thick, thump, three, path, ninth, month θəә θəә θəә θəә

əәθ əәθ əәθ əәθ

ðthesebathe

< th > 4. voiced / tongue on teethðthesebathe

the, bother, their, rather, that

4. voiced / tongue on teethðthesebathe

the, bother, their, rather, that ðəә ðəә ðəә ðəә

əәð əәð əәð əәð

sseenface

< c > < s > 5. voiceless / tongue on alveolar ridges

seenface

side, price, chase, rice, son, parts

5. voiceless / tongue on alveolar ridges

seenface

side, price, chase, rice, son, parts səә səә səә səә

əәs əәs əәs əәs

zzoolose

< s > < z > 6. voiced / tongue on alveolar ridgez

zoolose

maze, daisy, rise, drives, was, zero

6. voiced / tongue on alveolar ridgez

zoolose

maze, daisy, rise, drives, was, zero zəә zəә zəә zəә

əәz əәz əәz əәz

ʃshortmotion

< sh > < t > < c > 7. voiceless / tongue on hard palate with the tip downʃ

shortmotion

fish, fashion, mention, welsh, ocean

7. voiceless / tongue on hard palate with the tip downʃ

shortmotion

fish, fashion, mention, welsh, ocean ʃəә ʃəә ʃəә ʃəә

əәʃ əәʃ əәʃ əәʃ

ʒ-

leisure

< s > < j > 8. voiceless / tongue on hard palate with the tip downʒ

-leisure

leisure, measure, pleasure, closure

8. voiceless / tongue on hard palate with the tip downʒ

-leisure

leisure, measure, pleasure, closure ʒəә ʒəә ʒəә ʒəә

əәʒ əәʒ əәʒ əәʒ

1. A Fricative is made by squeezing air through a part of the mouth.2. There are 8 fricatives in English: Voiceless /f/ /θ/ /s/ /ʃ/ Voiced /v/ /ð/ /z/ /ʒ/

14

b) EXERCISE - Underline the fricative sounds in the following sentences.

1. I think she’s fine though.

2. Shall we measure the volume?

3. Sleep is the mother of invention.

4. The first thing Safi saw was the North

5. Thanks ever so much.

- Check your answers.

c) PRACTICE L 2.3 Repeat the sentences slowly, then at normal speed.

Voiced or Voiceless?

d) EXERCISE - Place the words in the box into the correct collumn.

d) PRACTICE L 2.4 Listen and check your answers. Repeat the words.

1. The spelling < th > can produce voiced /ð/ or voiceless /θ/. EG thousand /θaʊzəәnd/ although /ɔ:lˈðəәʊ/

ðthesebathe

θthinkbath

think these bath bathe though

thought theatre further thorough authorise mother

breath breathe faith Northern North

thanks the clothes cloth thigh feather with fourth there

father worth Southern South

15

Vowel Sounds - Long

a) PRACTICE L 2.5 - Repeat the sounds, phrases and words with the recording.

ɜ:first to work

lips - relaxedjaw - slightly open, tongue - relaxedɜ: < er, ur, ir, wor >

lips - relaxedjaw - slightly open, tongue - relaxedɜ:

prefer, burn, third, word, incurr, stern, heard, burp

lips - relaxedjaw - slightly open, tongue - relaxed

u:groovy blues

lips - roundedjaw - nearly closed,

tongue - tip low, rear highu: < u, oo, o , ou > lips - rounded

jaw - nearly closed, tongue - tip low, rear highu:

glue, choose, lose, group, new, grew, fool, fluke

lips - roundedjaw - nearly closed,

tongue - tip low, rear high

sound phrase / spellings / words position

i:eat some meat

lips - slightly spreadjaw - nearly closed

tongue - tip pushing up at the front of the mouth

i: < e, ee, ea, ie, ei > lips - slightly spreadjaw - nearly closed


i:these, meet/meat, bean, believe, receive, seem, cheap, leap

lips - slightly spreadjaw - nearly closed


ɔ:walk and talk

lips - roundedjaw - nearly fully open

tongue - tip low, rear very high

ɔ: < ar, or, our, oor, au, aw, al > lips - rounded

jaw - nearly fully opentongue - tip low, rear very

highɔ:

warm, torn, four, poor, fault, raw, talk, court

lips - roundedjaw - nearly fully open

tongue - tip low, rear very high

ɑ:half a bar

lips - relaxedjaw - open very wide

tongue - relaxedɑ: < ar, a > lips - relaxed

jaw - open very widetongue - relaxedɑ:

car, glass, calm, dark, pass, bark, charm, smart

lips - relaxedjaw - open very wide

tongue - relaxed

1. There are 5 Long Vowel Sounds in English: i: u: ɜ: ɔ: ɑ:2. In IPA a long sound has two dots after it /:/

3. The actual length of the vowel can change depending on its position. This is

covered in ‘Reduced Vowels’ - Chapter 8

16

Vowel Sounds - Long Exercise

b) EXERCISE - Place the words in the box in the correct column below.

c) PRACTICE L 2.6 - Listen and check your answers. Repeat each word with the correct vowel sound.

i: u: ɜ: ɔ: ɑ:word

word cause please improve heart achieve chew further

calm machine court turkey mark steep booze heard police

restore laugh chalk lose palm raw reduce internal loose

relieve poor dance floor these worm new return shirt

! Notice that the sounds /ɜ:/, /ɔ:/ and /ɑ:/ often contain an < r > in their spelling. We would only say this < r > if the next sound is a vowel ! See ‘Sound & Spelling 3’

17

Spelling & Sound <r>

a) EXERCISE - Cross out the <r> we do not say.

EG Her interest is in Romanian card tricks.

1. Rain water is the most important resource we have.

2. Could mister Roberts come to the airport security desk.

3. Where are you going to get spare parts?

4. Four and a half hours later it was still burning.

5. Let’s go for a walk in the park.

6. That’s rather a fast car, Charles.

b) PRACTICE L 2.8 - Listen and check your answers. Repeat each sentence.

c) EXERCISE L 2.9 - Circle the words below that do not contain a silent <r>.

d) EXERCISE Find the IPA transcription for the following words:

reporter rɪpɔ:tə

alarm _________Portugal _________balloon _________achievement _________happiness _________guardian _________

Where to look.

For IPA transcriptions, use the Cambridge site:http://dictionary.cambridge.org/

For online audio, try howjsay:http://www.howjsay.com/

x

1. We DO NOT SAY an < r > if the next sound is a consonant or nothing: turn, cart, bird, father, water, ‘Bar London’, ‘We’re here’.2. We SAY an <r> if the next sound is a vowel: rabbit, arrive, interest, rice, ‘War and Peace’, ‘Her uncle’, ‘Mother and daughter’.NOTE If a word ends in a silent vowel, we do not pronounce the <r>: there, here, are, were, where

L2.7

18


http://dictionary.cambridge.org

http://dictionary.cambridge.org

http://www.howjsay.com

http://www.howjsay.com

IPA - Crossword

a) EXERCISE - Using IPA, complete the crossword using only long vowel sounds and consonant sounds.

Across1. Half way through the day.3. Another word meaning ʻterribleʼ.6. Manʼs name. ʻ________ and the wolfʼ.7. Planet. We live on it.9. Crops are grown and animals are kept here.10. Visit many different places on one trip.11. You will find it in a gallery.14. A famous English artist.16. A child without parents.17. Verb. You will need to do this to a pencil.18. Sixth month of the year.

Down2. Adjective. Not in the South.4. Adjective. Clear headed, not sleepy.5. Verb. To appear.6. One piece of something.8. We have thousands of these every day. 9. Comparative. If you are too slow, go __________.12. Noun. Something mechanical.13. Verb. To give help and advice.15. Verb. To make money.

19


1. Many function words can be said in 2 different ways: strong & weak. eg ‘for’ = fəә or fɔ:

L 2.10 Who is that present for? /fɔ:/ It’s for John. /fəә/

2. Function words will be strong if their meaning is important in the sentence.

3. Function words will also be strong if they are at the end of the speech unit.

4. Function words are usually weak in all other cases.


weak or strong?

a) EXERCISE - In the following conversations, decide if the underlined function words will be weak or strong.

Eg: A Are you going out tonight? B I don’t think so, how about you?1. areA The police are looking for a clue.B Are they?

2. fromA Who is this card from?B It’s from Elizabeth.

3. toA I’d like to go out tonight, how about you?B I don’t want to. I’d rather stay in.

4. yourA Have you seen your mail, John?B It’s your mail, not mine.

5. theA Have you been to the new restaurant on Broad Street?B No, but apparently it is the place to go.

6. thatA Could you pass me that bag?B Do you think that it’s big enough?

b) PRACTICE L 2.11 - Listen and check your answers. Practice the conversations.

weak strongweak strong







20


Intonation - Information Questions

New Information Questions 1. Information questions begin with a question word: who, how, why, where, when etc.

2. The normal pattern for new information questions is ↘ falling:

L2.15 Who is that ↘present for? Where are you ↘from?

3. The Tonic Syllable is normally the last content word.

Repeat Information Questions.

4. Repeat information questions use ↗ rising or ↘↗fall-rising intonation.

5. The tonic syllable is the question word:

L2.16 ↗Who is that present for? ↘↗Where are you from?

a) PRACTICE L2.17 Repeat after the recording.

1. ↘Where? 2. ↘How? 3. ↘Why? 4. ↘Who? 5. ↘When?

6. Where ↘are you? 7. How ↘was it? 8. Why ↘haven’t they?

9. Who are you ↘going with? 10. When did the ↘police arrive?

b) PRACTICE L2.18 Repeat after the recording.

1. ↗Where? 2. ↗How? 3. ↗Why? 4. ↗Who? 5. ↗When?

6. ↗Where are you? 7. ↗How was it? 8. ↗Why haven’t they?

9. ↗Who are you going with? 10. ↗When did the police arrive?

22


1. A Sarah isn’t speaking to me.

B What did you say to her? A I told her not to marry Jim.

2. A I’m having dinner with Queen Elizabeth.

B Who are you having dinner with? A My friend Liz. We call her ‘Queen’ because she’s so posh.

3. A I’ll meet you at 8 outside the cinema.

B OK. What time does the film start?

A At 8:30 I think.

4. A I’ve booked a holiday in Seville.

B Where? A Seville. I think they call it ‘Sevilla’ in Spanish.

c) EXERCISE L2.19 - Listen to the questions. Underline the ‘Tonic Syllable’ and write the intonation pattern ↗ or ↘.

EG (Falling) Where are we going? ↘

(Rising) Where are we going? ↗

1. How long have you been here? ____

2. Whose car is that? ____

3. What’s the teacher like? ____

4. How many more apples do we need? _____

5. How much? ____ 6. Who’s cooking tonight? ____

7. Why are you wearing a tie? ____

8. Where have you put the yoghurt? ____

9. Why are they here? ____

d) EXERCISE L2.20 - In the conversations, decide if the question (B) is a new (↘) or repeat (↗) question. Listen and check your answers.

↘ ↗

↘ ↗

↘ ↗

↘ ↗

↘ ↗

5. A We’re going to Liskard next week.

B How long are you going for? A Just a week.

23


Fricative Consonant

Long Vowel Sound

Repeat Information Question

Silent < r >

weak form

new information question

24

Consonant Sounds Plosive

Vowel Sounds Short ɪ ʊ e ʌ æ ɒ

Spelling & Sound < ed > wanted

IPA Transcripiton I

Structure Function Words ə ɪ i uIntonation Yes / No Questions ↘↗?

325

Consonant Sounds - Plosive



p 1. voiceless / lips touching

p port, lip, pace, pike, step, prize, grasp

1. voiceless / lips touching

p port, lip, pace, pike, step, prize, grasp pə pə pə pə

əp əp əp əp

b 2. voiced / lips touching

b big, cab, ball, orb, harbour, bath, tub, baby

2. voiced / lips touching

b big, cab, ball, orb, harbour, bath, tub, baby

bə bə bə bəəb əb əb əb

t< t, ed > 3. voiceless / tongue on

alveolar ridget tan, fit, take, time, light, rat, soft, trick

3. voiceless / tongue on alveolar ridget tan, fit, take, time,

light, rat, soft, trick tə tə tə təət ət ət ət

d< d > 4. voiced / tongue on alveolar

ridged dice, lead, day, laid, down, road, deck, odd,

4. voiced / tongue on alveolar ridged dice, lead, day, laid,

down, road, deck, odd, də də də dəəd əd əd əd

k< c, k, q > 5. voiceless / rear of tongue on

velark cat, lake, cake, rack, bank, car, queen, quality

5. voiceless / rear of tongue on velark cat, lake, cake, rack,

bank, car, queen, quality

kə kə kə kəək ək ək ək

g< g > 6. voiced / rear of tongue on

velarg guy, bag, ground, game, dog, rag, gasp,

6. voiced / rear of tongue on velarg guy, bag, ground,

game, dog, rag, gasp, gə gə gə gəəg əg əg əg

1. A Plosive is made by totally blocking air then releasing it in an explosion.

2. There are 6 plosives in English: Voiceless /p/ /t/ /k/ Voiced /b/ /d/ /g/

26

Plosive Voice ExercisePRACTICE L3.3 - Repeat after the recording:

Plosive Poem - Penelope PepperPRACTICE L3.4 - Practice the poem paying attention to the sounds, stress and intonation:

Penelope Pepper spoke politely.

But Bill Bones beleived she might’ve been,

Taught to talk t-t-too quickly!

He tried to explain,

“What is the point” he said.

In ‘Thank you’ and ‘Please’

If the people you talk to,

Can’t hear you with ease?

Voice Exercise Phrase

1. pi: pɪ pə pɔ:

2. ti: tɪ tə tɔ:

3. ki: kɪ kə kɔ:

4. bi: bɪ bə bɔ:

5. di: dɪ də dɔ:

6. gi: gɪ gə gɔ:

pass the map

take the lift

call them back

buy a hub

don’t be sad

get a bag

27


Vowel Sounds - Short

a) PRACTICE L 3.5 - Repeat the sounds, phrases and words with the recording.

ewhen was it sent

lips - relaxedjaw - slightly open,

tongue - pushing up at the front.

e < e, ea > lips - relaxed

jaw - slightly open, tongue - pushing up at the

front.e

sent, went, beg, head, read, never, rest, check, melt

lips - relaxedjaw - slightly open,

tongue - pushing up at the front.

ʊlook at a book

lips - relaxedjaw - nearly closed,

tongue - tip low, rear highʊ < u, oo, o , ou > lips - relaxed

jaw - nearly closed, tongue - tip low, rear highʊ

pull, good, wolf, should, took, could, wool, push,


tongue - tip low, rear high

sound phrase / spellings / words position

ɪsilly as Tim


tongue - tip pushing up slightly (less than /i:/)

ɪ < i, y > lips - relaxed

jaw - nearly closed, tongue - tip pushing up slightly (less than /i:/)

ɪthing, witch, sit, risk, bid, ship, gym, sting


tongue - tip pushing up slightly (less than /i:/)

ʌrun in the sun

lips - relaxedjaw - relaxed and open

tongue - relaxedʌ < u, o, ou, oo > lips - relaxed

jaw - relaxed and open tongue - relaxedʌ

fun, love, enough, blood, suck, sum, rough, gun

lips - relaxedjaw - relaxed and open

tongue - relaxed

æcat on the mat

lips - spread sidewaysjaw - open very wide

tongue - tip is low, rear is very high

æ < a > lips - spread sidewaysjaw - open very wide


æman, bag, sad, thanks, have, cap, drank, chap

lips - spread sidewaysjaw - open very wide


1. There are 6 Strong Short sounds in English: ɪ ʊ e ʌ æ ɒ

2. We will see short weak sounds ( ə ɪ i u ) in ‘Speech Structure’.

ɒwatching the clock

lips - roundedjaw - open very wide


ɒ < o, a, ou, au > lips - rounded

jaw - open very widetongue - tip is low, rear is

very highɒ

lost, watch, Australia, cough, want, top, shock, boss

lips - roundedjaw - open very wide


28

b) EXERCISE - Place the words in the box in the correct column below.

c) PRACTICE L 3.6 - Listen and check your answers. Repeat each word with the correct vowel sound.

ɪ ʊ e ʌ æ ɒsad

sad love injure fan butcher head Fred match son chocolate wool none when tick hunt watch chicken summer let look list bread Harry put rob pin enough what could plastic send woman West Australia sun solve pad box should sit rabbit link

! Notice that the sound /ɪ/ can also be found in weak syllables, eg cottage. This is covered in ‘Speech Structure’. !

29


Spelling & Sound - < ed >

TASTER - What is the difference in the < ed > ending in these words:

shipped dragged lifted

a) EXERCISE - Put the words into their correct column.

b) PRACTICE L3.8 - Listen to check your answers. Repeat the words.

c) PRACTICE L3.9 - Repeat the rhythms and phrases.

1. < ed > endings can be pronounced in three different ways: /t/ /d/ /ɪd/ EG stopped /t/ played /d/ wanted /ɪd/2. RULE - If the root word (eg stop) ends in a voiceless sound, the ending will

be voiceless /t/.3. RULE - If the root word (eg play) ends in a voiced sound, the ending will be

voiced /d/.4. RULE - If the root word (eg want) ends in a /t/ or /d/, the ending will be /ɪd/

finished fined wasted pleaded raked faced prized hinted

clocked fostered shopped liked printed fried plotted murdered rocked strayed lasted interested bored

Rhythm Phrase Phonetics

| . X . X . | I picked an apple | aɪ pɪkt ən æpᵊl |

| . X . . X . | I wanted an apple. | aɪ wɒntɪd ən æpᵊl |

| X X . X | John stopped the car. | dʒɒn stɒpt ðə ka: |

| X X . . X | John started the car. | dʒɒn sta:tɪd ðə ka: |

voiceless /t/ voiced /d/ exception /ɪd/

stopped played wanted

L3.7

30

IPA - Long & Short Vowels

a) EXERCISE - Write a word for each picture in IPA. Use each long and short vowel once.

EXERCISE L3.10 - Listen to the conversation & write the missing vowel sounds in IPA using only long and short vowel sounds:

1. A Wh___t have you d___ne with the c___? B I’ve l___ft it in the g___rage.

2. A Is this y___ dog? B No. I only k___p cats.

3. A Why are you ironing your sh___t? B I h___ve to go to w___k.

4. A Would you like a b___k to r___d? B As l___ng as it’s g___d!

5. A Can you ch___se the c___lour for the w___lls? B I think the bl___ or the p___ple.

ɪ ʊ e ʌ æ ɒ i: u: ɜ: ɔ: ɑ: x

tu:

ɒ

31


Structure - Weak Vowels

a) PRACTICE L3.12 - Repeat the rhythm exercise with the recording.

b) PRACTICE L3.13 - Repeat the exercise replacing ‘to the’ with the words below: in a was a and the should have are a can be and a in the

c) PRACTICE L3.14 - Repeat the phrases:

Phrase a car for John an island and then your brother from Keith am I?

IPA ə ˈka: fə ˈdʒɒn ən ˈaɪlənd ən ˈðen jə ˈbrʌðə frəm ˈki:θ əm ˈaɪ

Phrase to the bar and a bit would you say in the car there are three

IPA tə ðə ˈba: ən ə ˈbɪt wəd ju ˈseɪ ɪn ðə ˈka: ðər ə θri:

Phrase it’s for his bike she’s in the cellar there are a few are you in love?

IPA ɪts fər ɪz ˈbaik ʃiz ɪn ðə ˈselə ðər ə rə ˈfju: ə ju ɪn ˈlʌv

1. There are 4 weak vowel sounds in English:

2. Function words that contain /ə/ when they are weak:

3. Function words that contain /ɪ/ when they are weak:

4. Function words that contain /i/ when they are weak:

5. Function words that contain /u/ when they are weak:

*only before a vowel.

ə ɪ i uthe a an and but that your them us at for from have of to as there can could shall should would must do does am are was were some

it in with is been him his

me she he we be the*

you to* do*

1 to the 2 to the 3 to the 4

L3.11

32


Structure - Weak Vowel Joining

a) PRACTICE L3.15 - tə or tu? Say the word < to > before each of the words below:

b) PRACTICE L3.16 - ðə or ði? Say the word < the > before each of the words below:

c) EXERCISE L3.17 - Listen to the sentences & fill in the weak forms in IPA.

- ONLY use ə, ɪ, i, u and consonant sounds.

1. The words ‘the’ is pronounced /ðəә/ before a consonant, /ði/ before a vowel.

2. The word ‘to’ is pronounced /təә/ before a consonant, /tu/ before a vowel.

EG _______ car _______ bike _______ _______ stolen.

1. What _______ _______ doing?

2. _______ John _______ Mary finished?

3. _______ _______ want _______ _______ go there?

4. I’m going _______ _______ concert tonight.

5. _______ ready _______ _______ couple _______ minutes.

6. Where _______ _______ put _______ keys?

7. _______ wanted _______ _______ employ her.

8. _______ _______ going _______ _______ park _______ lunch.

9. How many chocolates _______ _______ eaten?

10. _______ _______ _______ awful lecture.

həә əәn əәv bɪn

go eat see enjoy avoid laugh make Scotland England rain employ understand

car aeroplane line only hour park other orange pear Scottish English

to

the

33

Intonation - Yes/No Questions

TASTER L3.18 - Listen to the question said in three different ways:

1. Were you at ↘home last night?

2. Were you at ↘↗home last night?

3. Were you at ↗home last night?

- Which one sounds (i) surprised (ii) friendly (iii) serious?

a) PRACTICE L3.19 - Repeat the questions with the recording using ↗ rising intonation.

1. Are you ↗OK? 2. Does he ↗know? 3. Have they ↗seen it?

4. Would it ↗fit in there? 5. Do you think we should ↗go to it?

6. Have they sent the ↗report yet? 7. Did you do anything ↗exciting?

8. Has ↗Peter been to see you? 9. Is ↗that the best you can do?

b) PRACTICE L3.20 - Repeat the questions with the recording using ↘↗ fall-rising.

1. Are you ↘↗OK? 2. Does he ↘↗know? 3. Have they ↘↗seen it?

4. Would it ↘↗fit in there? 5. Do you think we should ↘↗go to it?

6. Have they sent the ↘↗report yet? 7. Did you do anything ↘↗exciting?

8. Has ↘↗Peter been to see you? 9. Is ↘↗that the best you can do?

c) PRACTICE L3.21 - Repeat the questions with the recording using ↘ falling intonation.

1. Are you ↘OK? 2. Does he ↘know? 3. Have they ↘seen it?

4. Would it ↘fit in there? 5. Do you think we should ↘go to it?

6. Have they sent the ↘report yet? 7. Did you do anything ↘exciting?

8. Has ↘Peter been to see you? 9. Is ↘that the best you can do?

1. Yes/No questions can use ↘falling, ↘↗fall-rising or ↗rising intonation.

2. Fall-rising is friendly and may show the speaker knows the answer.3. Rising can be friendly or show surprise. The speaker may know the answer.4. Falling intonation has a more serious feeling, the speaker does not know the

answer

34


d) EXERCISE L3.22 - Listen to the questions and circle the intonation pattern.

e) EXERCISE - Match A + B to make a question, then find the reply in column in C.

c) PRACTICE L3.23 - Listen to check your answers. Practice the conversations.

d) EXERCISE L3.24 - Listen to the questions & underline the tonic syllable.

EG Can you put the oven on?

1. Have you seen that program? 2. Was it worth the effort? 3. Won’t it be cold tomorrow?

4. Is Jenny coming? 5. Could you help me with it? 6. Are Londoners welcoming?

EG Did Arsenal win today?

1. Have you been here long?

2. Were the fire brigade there?

3. Do you want to go home?

4. Would Mary be interested in coming?

5. Can you play the piano?

6. Aren’t they ready yet?

7. Do I have to do all the exercises?

8. Will this cable work with an i-pod?

9. Can’t anyone help you with the packing?

10. Shall we rent a car for the weekend?

↘ ↘↗ ↗

↘ ↘↗ ↗

↘ ↘↗ ↗

↘ ↘↗ ↗

↘ ↘↗ ↗

↘ ↘↗ ↗

↘ ↘↗ ↗

↘ ↘↗ ↗

↘ ↘↗ ↗

↘ ↘↗ ↗

↘ ↘↗ ↗

A B C

wə ju driving home? Yes, would you like my ↗notes?

dɪd ju seen her recently? Yes please. Did ↘↗you make them?

də ju like another one? Havenʼt you ↘↗heard? Sheʼs left.

həv ju in class yesterday? No. Did ↘↗United win?

ə ju see the match last night? Yes. Would you like a ↗lift?

wəd ju speak English? A little. Can I ↗help you?

35


End of Unit Checklist 3

EXERCISE - Explain and give examples for each term below then check your answers on page 112.

4 weak vowels

< ed > endings

tu/tə, ðə/ði

Short Vowel Sounds

plosive

yes/no question intonation

36

Consonant Sounds Nasal

Vowel Sounds Diphthong

Spelling & Sound < s > plays

IPA Countries & Capitals

Structure Joining ʳ ʲ ʷ Intonation Question Tags ↗is he?

437

Consonant Sounds - Nasals

TASTER L4.0 - Mr. Schwa has a cold. What is he trying to say? Why can’t he say it?



m< m > 1. voiced / lips touching

m must, hammer, them, mum, money, maze, memory, mile, lime, Monday

1. voiced / lips touching

m must, hammer, them, mum, money, maze, memory, mile, lime, Monday

mə mə mə məəm əm əm əm

n< n > 2. voiced / tongue on alveolar

ridgen night, honour, plane, knee, plain, soon, never, now, chain, nice, sinner, need

2. voiced / tongue on alveolar ridgen night, honour, plane,

knee, plain, soon, never, now, chain, nice, sinner, need

nə nə nə nəən ən ən ən

ŋ< nk, ng > 3. voiced / rear of tongue on

velarŋ singer, flying, think, hung, bring, singing, England, fling, wrong

3. voiced / rear of tongue on velarŋ singer, flying, think,

hung, bring, singing, England, fling, wrong

ŋə ŋə ŋə ŋəɪŋ ɪŋ ɪŋ ɪŋ

“ You couldn’t lend me ten pounds, could you?”

“ I haved got ady buddy od be!”

1. A nasal sound is made partly through the nose.

2. There are three nasal sounds in English: m n ŋ

38

b) PRACTICE L 4.3 Nasal warm up - repeat after the recording.

1. mə nə2. ɪm ɪn ɪŋ

3. ɪmə ɪnə ɪŋə4. kɪmə kɪnə kɪŋə5. sɪmə sɪnə sɪŋə6. dɪmə dɪnə dɪŋə

c) PRACTICE L 4.4 Poem - say the poem focussing particularly on nasals, rhythm and intonation.

March in England

Is coming again

There maybe rain and snowOr rain and more rainSome sun may shineAnd see me smiling But then again......I don’t really think so.

March in England has gone again But next Spring’ll be lovely, We’ll keep on hoping, then.

39


Vowel Sounds - Introduction to Diphthongs

TASTER L 4.5 Listen to the diphthongs. How are they different from short and long vowels?

a) PRACTICE L 4.6 Repeat the diphthongs and words.

1. A diphthong is a vowel sound that contains two mouth positions.2. There are 7 diphthongs in English - eɪ ɔɪ aɪ əʊ aʊ ɪə eə3. There are 2 additional regional diphthongs - ʊə ɒʊ4. The first sound in a diphthong is stronger than the second.

NOTE - This chapter introduces the diphthongs. You will practice them individually in later chapters.

diphthong production words

eɪ e + ɪ = eɪday, made, they, paid, patient, eight, great, stay

ɔɪ ɔ + ɪ = ɔɪtoy, ploy, annoy, choice, avoid

aɪ a + ɪ = aɪwhy, fried, buy, light, fine, quite, like, my

əʊ ə + ʊ = əʊno, nose, boat, old, flow, mould, sew, go, chose, stone,

aʊ a + ʊ = aʊhow, cow, plough, round, bow, tower, foul

ɪə ɪ + ə = ɪənear, beer, hear/here, billion, stadium, shield, gear, cheer,

eə e + ə = eəcare, bear, there, chair, wear, hair/hare, flare

40


b) PRACTICE L 4.7 Repeat the sentences. Each one focusses on a diphthong.

Which way to the train station? /eɪ/Why don’t we try to climb it? /aɪ/

The boy enjoyed playing with the toy. /ɔɪ/

Don’t go so slowly, Joe. /əʊ/

There are such crowded towns in the South. /aʊ/

A million? That’s nearly the real deal. /ɪə/

Where’s the rare bear, in there? /eə/

b) EXERCISE - Make a word for each space using ONLY the consonant and diphthong. A grey square indicates no possible word.

d) PRACTICE L 4.8 - Listen and check your answers. Repeat they words.

eɪ ɔɪ aɪ əʊ aʊ ɪə eə

b bay boy buy

g

dʒ

r

h

t

s

41


Spelling & Sound - < s >

TASTER - What is the difference in the < s > ending in these words:

stops plays finishes

a) EXERCISE - Put the words into their correct column.

b) PRACTICE L4.10 - Listen to check your answers. Repeat the words.

c) PRACTICE L4.11 - Repeat the rhythms and phrases.

1. < s > endings can be pronounced in three different ways: /s/ /z/ /ɪz/ EG it’s /s/ he’s /z/ Josh’s /ɪz/2. RULE - If the root word (eg it) ends in a voiceless sound, the ending will be

voiceless /t/.3. RULE - If the root word (eg he) ends in a voiced sound, the ending will be

voiced /d/.4. RULE - If the root word (eg Josh) ends in a /s/ /z/ /ʃ/ /ʒ/ /tʃ/ or /dʒ/, the

ending will be /ɪz/

things watches thinks Mark’s Joe’s Liz’s employer’s boss’s servants Iraq’s England’s Greece’s how’s whose’s what’s bus’s cart’s taxi’s ants horses lions

voiceless /s/ voiced /z/ exception /ɪz/

stops plays finishes

L4.9

Rhythm Phrase Phonetics

| . X . X | The trains are late! | ðə treɪnz ə leɪt |

| . X . . X | The buses are late! | ðə bʌsɪz ə leɪt |

| X X . X . | Tim wished he hadn’t. | tɪm wɪʃt i hædᵊnt |

| X X . . X . | Tim wishes he hadn’t | tɪm wɪʃɪz i hædᵊnt |

42

IPA - Countries & Capitals

a) EXERCISE - Match the capital cities with their numbers on the map.

b) PRACTICE L4.12 Listen and check your answers. Repeat the country names.

c) EXERCISE L4.13 Listen to the country names and write an IPA transcription:

ˈwɔ:sɔ: ______beɪˈdʒɪŋ ______məˈdrɪd ______sʌ.ul ______dʒəˈhænəzˌbɜ:g ______brəˈzɪlɪə ______

helˈsɪŋki ______ˈedɪmbʌrə ______ˈbrʌsəlz ______kəˈbʊl ______nju: ˈdelɪ ______ˈæθənz ______

ˈæŋkərə ______ˈwɒʃɪŋtən ______ˌnaɪˈrəʊbi ______ˈtrɪpəli ______ˈri.æd ______ˈli:mə ______

Bolivia _____________ France _____________Wales _____________

Russia _____________Japan _____________Finland _____________

1

2

3

45

6

7 891011

1213

1415 1617

18

bəˈlɪvɪə

43


Structure - Joining

TASTER L4.15 - Listen to the conversation. What happens where you see this ?

a) PRACTICE L4.16 - Repeat the joiners followed by a phrase. Ensure the words are joined.

A Have you got any oranges? B I’m afraid not. There are some clementines, though. A Where are they? I can’t see any. B Go over there, to your right. Can you see them?

1. In spoken English we join words together.

Consonant Joining

2. If the next word begins with a vowel, and the previous word ends in a consonant, we join the consonant to the vowel:

got any Iʼm afraid this old English engine. Notice the consonant moving into the next word.

Vowel Joining

3. If the next word begins with a vowel and the previous word ends with a vowel,

we add a /j/ /w/ or /r/ sound to join the words:

# see $ any go ʷ over where ʳ are they4. If the first word ends in i, eɪ, ɔɪ or aɪ, the joiner will be j.

5. If the first word ends in u, u:, əәʊ or aʊ the joiner will be w.

6. If the first word ends in ə, ɜ:, ɔ:, ɑ:, ɪə, or eə, the joiner will be r.

7. The joiner is often included in the spelling of the word:

# there /ðeə/ how /haʊ/ why /waɪ/ 8. Some words do not contain the joiner in their spelling:

sigh (joins with /j/) go (joins with /w/) idea (joins with /r/)

9. Words spelt ‘aw’ join with /r/:

law ʳ and order saw ʳ a film 10. Some speakers, particularly older and upper class, consider joining words with /r/ incorrect. It is now, however, widely practiced and is regularly heard on the BBC.

1 j i - be a good boy eɪ - pay a lot ɔɪ - enjoy a film aɪ - buy a CD

2 w u - are you in u: - chew a bone əәʊ - no answer aʊ - how is she?

3 r əә - brother and sister ɜ: - incurr a charge ɔ: - pour a drink ɑ: - far away ɪəә - hear a song eəә - care about

44


b) EXERCISE Write < > wherever two words are joined in the following sentences.

eg My interest is in Physics.

c) PRACTICE L4.17 - Listen and check your answers. - Repeat the sentences slowly then at normal speed.

d) EXERCISE - Each sentence in the grid contains a /w/, /j/ or /r/ joiner. Write them into the boxes

e) PRACTICE L4.18 - Listen and check your answers.

1. It's now or never.

2. It was so interesting!

3. You'll pay a lot for a new bike.

4. It's a toy in a box.

5. Change gear in a moment.

6. Where are you going?

7. He tore into the meat.

8. There's a bar on the first floor

9. Is it a car over there?

10. I might refer another student to you.

11. I like tea in the afternoon.

12. He flew into that joke!

I saw an eagle. He isn’t here. How awful. High above the trees.

Why aren’t you here?

Poor e"ort. Go away Come to India next year.

A pair of shoes.

Wild boar are dangerous.

I prefer orange.

War and peace.

It’s really interesting!

Her arm is in a sling.

She understood you.

True or false? Near or far? I dare anyone to go.

Law and order Blue or green?

The only problem.

I’ll wear it tonight.

Be a good boy Grow up! Employ another writer.

wjr

45

Intonation - Question Tags

TASTER L4.19 - What is the difference in meaning between the following:

‘It’s a bit cold, ↘isn’t it?’‘It’s a bit cold, ↗isn’t it?’‘It’s a bit cold, ↗is it?’

L4.20

a) PRACTICE L4.21 - Repeat the tags after the recording. Each tag is said firstly with ↗ rising then ↘ falling intonation.

1. are you 2. did they 3. has she 4. were they 5. will he 6. shall I 7. won’t they 8. can’t he 9. wouldn’t it 10. couldn’t you.

1. A question tag is added to a statement to create a question:

It’s a bit cold, ↘isn’t it? So they’ve won, ↗have they?

2. Standard Question Tags can use ↘ falling or ↗ rising intonation:

↘ falling intonation means ‘I know that my statement is correct’. ↗ rising intonation means ‘I am not sure, please reply’.

That car’s a bit expensive, ↘isn’t it? That car’s a bit expensive, ↗isn’t it?

3. Imperative Question Tags use ↗ rising intonation.

Answer the phone, ↗will you?

Pass me the wine, ↗could you?

4. Positive + Positive Question Tags use ↗ rising intonation. The meaning can be sarcastic:

You’re twenty one, ↗are you? (I do not believe it)

You think you’re clever, ↗do you? (I do not.)

5. Suggestions use ↗ rising intonation:

Let’s go to the cinema, ↗shall we? Let’s buy that car then, ↗shall we?

- Reply tag questions use ↗ rising intonation.

A I’m leaving. A I’ve finished. B ↗Are you? B ↗Have you?

46


1. Been here long, have you?

2. The police turned up last night, didn’t they?3. So you want to go home, do you?

4. You can’t play the piano, can you?5. But they’re not ready yet, are they?

6. Pick up a newspaper for me, would you?7. You won’t forget to call, will you?8. This cable is suitable for an i-pod, isn’t it?

9. Let’s raise a toast to the new president, shall we?10. This ring is worth 2,000, is it?

b) EXERCISE L4.22 - Listen to the sentences. Circle the intonation pattern you hear.

EG That was such a good film, wasn’t it?

c) PRACTICE L4.22 - Check your answers and repeat the sentences.

d) EXERCISE L4.23 - Listen to the recording and reply with a tag using ↗ rising intonation.

EG ‘John’s going out with Sue’. ___________

1. ________________ 2. ________________ 3. ________________

4. ________________ 5. ________________ 6. ________________

7. ________________ 8. ________________ 9. ________________

e) EXERCISE - Explain the intonation used in each question tag in the conversation.

A Beautiful day, isn’t it?

B Not bad.

A It hasn’t been this warm for months, has it?

B No. Let’s go out then, shall we?

A We could do. Where do you want to go?

B I don’t know. Pass me the paper, will you? I think ‘News at 1’ is on.

A Is it? But you aren’t going to watch telly, are you?

B Well......

A The first sight of the sun in months and you’d stay in, would you?

B Alright, alright. I’ll get my coat.

↘ ↗

↘ ↗ ↘ ↗

↘ ↗ ↘ ↗ ↘ ↗

↘ ↗

↘ ↗ ↘ ↗

↘ ↗

↘ ↗

Is he?

47


/j/ /r/ /w/ joiners

nasal consonants

joining

Diphthong Vowels

< s > endings

Question Tags

48

Consonant Sounds Glottal

Vowel Sounds Diphthongs ending /ʊ/

Spelling & Sound have hæv hæf həv əv

IPA Transcription II c k q y

Structure Contractions ʻ Intonation Tone Units | . - . ↘ |

549


Consonants - Glottal Sounds

a) PRACTICE L5.1 - Repeat after the recording. Aim for a clean sound, with no fricative noise in the mouth.

b) PRACTICE L5.3 - Repeat the sentences with a clean /h/ sound.

How much was your haircut?

Whose house is that? It’s hideous!

Do we have to go to Holland for our holidays?

Harry and Heather haven’t had a baby, have they?

1. The glottis is at the bottom of the throat (see diagram).

2. There are two glottal sounds in English: /h/ and /ʔ/3. /h/ is a voiceless fricative. It can only appear at the beginning of a syllable.

4. /ʔ/ is a voiceless plosive that can replace /t/ at the end of a syllable.

5. /h/ is often silent in spoken English.

sound spelling words L5.2 voice ex.

h< h > < wh > hell, hop, hat, hitch, half,

heat, horse, hoop, home, house, hair, herewho, whose, whom, wholesome.

hə həhɪ hɪhi hi

ha: ha:hɜ: hɜ:

həʊ həʊhaʊ haʊ

ʔ< t > See Spelling & Sound 5 əʔ əʔ

ɪʔ ɪʔɒʔ ɒʔ

50

Consonants - Silent < h >

a) PRACTICE L5.5 - Repeat the function words and sentences, focussing on silent < h >

b) EXERCISE L5.6 - Cross out the < h > sounds we do not say, then listen to check:

EG: You’re exhausted. What have you been doing?

1. Has he honoured the payment?

2. I’ve had enough of her new hairstyle.

3. Honestly, has she finished her homework?

4. Harry asked if he could have shepherd’s pie tonight.

5. It’s hours since he last had anything to eat.

6. Both his computer and his bike were taken by thieves.

1. /h/ is always silent in the following words:

honour, hour, honest, heir, exhausted, shepherd, exhilirate, exhibit, vehicle, vehement,

2. /h/ is often silent in function words if they are not at the beginning of the sentence/unit/.

How’s her job going? What have you done.

3. /h/ is never silent in ‘have’ when it is a content word. I’ll have a shower. Do we have to go?

Function Word Function Word with /h/ Function Word - Silent < h >

1 he He’s ok. Where’s he gone.

2 her Her car’s over there? What’s her name?

3 him Him? They want him to help.

4 have Have you finished? What have you done?

5 had Had they seen it? It had already gone.

6 has Has Jane been in? The bus has broken down.

7 his His sister’s gone Where’s his sister gone?

x x

L5.4

51

Vowel Sounds - Diphthongs Ending /ʊ/

TASTER - L5.7 Say the word for ‘no’ in your mother tongue / accent. Is it different from the recording? How?

a) PRACTICE L5.8 - Repeat after the recording.

b) PRACTICE L5.9 - Say the following consonant sounds followed by /əәʊ/ then preceded by /əәʊ/.

b, t, g, f, ð, s, ʃ, m, n, l

L5.10 - Repeat the exercise with /aʊ/

c) PRACTICE L5.11 - Compare monothong /ɒ/ with diphthong /əʊ/

d) PRACTICE L5.12 - Compare monothong /æ/ with diphthong /aʊ/

1. There are two diphthongs ending in ʊ in English: /əʊ/ and /aʊ/.2. It is important to make a full, rounded movement of the mouth.

sound spelling / words production

əʊrow the boat 1. Start in a neutral position

with the tongue relaxed, the jaw slightly open, the lips

relaxed. 2. Move the lips into a forward

and rounded position, the jaw closing.

əʊ < o, o_e, oa, ou >

1. Start in a neutral position with the tongue relaxed, the

jaw slightly open, the lips relaxed.

2. Move the lips into a forward and rounded position, the

jaw closing.

əʊopponent boat toe doughnut cone ghost though soak zone shown joke rope woke yolk nose lonely moment

1. Start in a neutral position with the tongue relaxed, the

jaw slightly open, the lips relaxed.

2. Move the lips into a forward and rounded position, the

jaw closing.

ɒ rob not robot block cop Ros

əʊ robe note row boat bloke cope rose

aʊaround the town 1. Start with the jaw open, the

lips slightly spread, the tongue tip low, similar to /æ/.

2. Move the lips into a forward and rounded position, the jaw

closing.

aʊ < o, ow, ou >

1. Start with the jaw open, the lips slightly spread, the

tongue tip low, similar to /æ/.2. Move the lips into a forward


aʊpowder bow town doubt cow gown thousand south shout round wound now lousy mouse

1. Start with the jaw open, the lips slightly spread, the

tongue tip low, similar to /æ/.2. Move the lips into a forward


æ band alas tan lad pat hand

aʊ bound a louse town loud pout hound

52

L5.13

e) PRACTICE L5.14 - Practice the sentences below.

f) EXERCISE L5.15 - Listen to the recording & reply with one of the sentences above.

EG - A ‘Excuse me, do you know where the station is?’ B ‘No idea.’

g) EXERCISE L5.16 - Listen to the poem and place the words on the right into the gaps.

1. Diphthongs ending in /ʊ/ and followed by a vowel, will join with /w/:

səʊ ʷɔ:fəl nəʊ ʷ aɪdi.ə ə rəʊ ʷ əv haʊzɪz

1. | ˈəʊ ˈrɪəli | haʊ ʷ ˈɪntrəstɪŋ ‖

2. | gəʊ ʷ əˈweɪ ‖

3. | lets nɒt ˈraʊ ʷ əʊvə ˈmʌni ‖

4. | ɪts ˈnaʊ ʷ ɔ: ˈnevə ‖

5. | ˈwɒt ə ˈʃəʊ ʷ ɒf ‖

6. | ˈgrəʊ ʷ ɪt ˈlɒŋ ‖

7. | ˈnəʊ ʷ aɪˈdi.ə ‖

Snow Plough.

You can’t get __________ the __________,Can’t __________ __________ the __________.__________ you __________?At this __________ I’m __________,__________ a __________,Away from __________,What do I really need __________?A __________ __________

snəʊ x3plaʊgəʊməʊmənt nəʊwɪðaʊtnaʊraʊndəʊvəələʊnhəʊmdəʊntsaʊnd

53


Spelling & Sound - Have

a) EXERCISE L5.18 i) Read and listen to the conversation below.

A Have you seen the time? B It’s not eight yet, is it?A It’s a quarter past. We’ll be late if you don’t hurry up!B Do we have to go? A If you didn’t want to go out, you should have told me earlier. B Fair enough. I’ll have a shower and then we’ll go. A Alright, but be quick! B I’ll be as quick as I can.

ii) Write the IPA for the word ‘have’ in each sentence below.

- The word ‘have’ has 4 pronunciations in English:

/əv/ /həv/ /hæv/ /hæf/1. When have is a function word it is normally weak, and said with /ə/:

Have you been here long? 2. When have is a function word and not at the beginning of the sentence, it is often said with silent < h >:

What have you done?3. When have is a content word it is always pronounced /hæv/:

I’ll have a black coffee with one sugar.5. When have is the modal verb ‘have to’ meaning obligation, it is pronounced

/hæf tə/: Do we have to go to Holland for our holidays?

6. When have is negative, it is always strong /hævənt/: Why haven’t they?

sentence pronunciation

Have you seen the time? həv

Do we have to go?

you should have told me earlier

I’ll have a shower and then we’ll go

L5.17

54

IPA - Transcribing Words

TASTER - Say the words below. How would you spell them in English?

ˈkwaɪt ˈeksreɪ ˈjeləʊ ˈkɔ:n

a) EXERCISE - Study the chart below showing IPA transcriptions for the letters c, q, x & y.

b) EXERCISE - Use your dictionary or the internet to find an IPA transcription for the words below.

1. Some letters in the English alphabet do not appear in IPA:

< c > < q > < x > < y >

2. The phoneme /j/ exists, but it is pronounced differently:

joke = /dʒəәʊk/ yolk = /jəәʊk/

Letter IPA ExamplesExamples

c /s/ /k//ʃ/

race cart spacious

/reɪs//kɑ:t//speɪʃəs/

q /kw//kj/

queen queue

/kwi:n//kyu:/

x /ks//gz/

explain example

/ˈɪkspleɪn//ɪgˈzɑ:mpᵊl/

y /j/ yes /jes/

1. crease ___________

2. facial ___________

3. quarter ___________

4. x-ray ___________

5. lace ___________

6. quit ___________

7. exam ___________

8. yolk ___________

9. cab ___________

10. quite ___________

11. extend ___________

12. yell ___________

13. face ___________

14. quick ___________

15. exist ___________

16. cry ___________

/kri:s/

55

Structure - Contractions

TASTER L5.19 - Listen to and read the conversation.

- What differences do you notice between what is spoken and what is written?

A You have finished all the yoghurts.

B It was not me. I do not eat yoghurt.

A Do you not? Who was it, then?

B Joe might have taken them.

A You are right. He is always eating other people’s food.

1. Some verbs shorten in connected speech:

I’m (I am) You’d (you would / had)2. A contraction is weak, it cannot appear at the end of a sentence/unit:

She isn’t going, but he is. (not he’s)

3. The following contractions are possible in spoken English:

contractioncontraction pronunciation example

ʻd had / would /d/ after a vowel/əd/ after a consonant

Iʼd, youʼditʼd, whenʼd

ʻll will /l/ after a vowel/əl/ after a consonant

Iʼll, sheʼllthatʼll, Johnʼll

ʻve have /v/ after a vowel/əv/ after a consonant

theyʼve, Iʼvewhatʼve, peopleʼve

ʻs is / has see ʻSound & Spelling < s >ʼ whatʼs, itʼsbagʼs, heʼs

ʻre are - after a vowel theyʼre, weʼre

nʼt not nt wouldnʼt, donʼt

4. Double contractions are also possible:

not have (wouldn’t’ve) will have (she’ll’ve)

would have (I’d’ve)5. We do not normally write contractions in formal English.

L5.20

56

a) PRACTICE L5.21 - Say the sentences, then listen to the recording and repeat.

I’ll go.We’ve finished.We’re losing.

What’ve you done?I wouldn’t like that.He can’t, can he?

You shouldn’t’ve done that.I’d’ve bought two.It isn’t in the shed.

There aren’t any left. John’ll eat it.

We’ll’ve finished by Monday.

b) EXERCISE - Underline the possible contractions in these conversations.

b) PRACTICE L5.22 - Listen to check your answers. Practice the conversations.

A Are you going away this year?

B We are thinking of going to Poland.

A Why have you chosen to go there?

B Cracow is a beautiful place, and my husband has cousins there.

A John and Jane are coming over tonight.B You could have told me a bit earlier.A I did not know until this afternoon. Anyway, they will be here at 7.B At seven? That is in half an hour. What are we going to eat?

A I cannot see the road properly.

B It might have been a good idea to bring a torch.A There is one in the car, but it is too late to go back now.

B You are probably right.

57


b) EXERCISE L5.25 - Listen to the sentences, underline the ‘Tonic Syllable’ and circle the intonation pattern.

EG I haven’t seen you before.

c) EXERCISE L5.26 - You will hear each sentence in three different ways. Match them with their tone diagrams.

A Are you going out tonight?

B What are they doing in there?

C I was going to buy a television.

D I should be there by six.

1. I was hungry afterwards.

2. If it’s alright with you. 3. What are you doing there?

4. I know you are.

5. It wasn’t the pronunciation.

6. Why don’t you?

7. Turn left at the station. 8. You said you would.

9. I hoped you’d be here.

10.I hoped you’d be here.

↘ ↘↗ ↗

↘ ↘↗ ↗↘ ↘↗ ↗↘ ↘↗ ↗↘ ↘↗ ↗↘ ↘↗ ↗

↘ ↘↗ ↗↘ ↘↗ ↗↘ ↘↗ ↗↘ ↘↗ ↗↘ ↘↗ ↗

o

| . . - . ↘ . ↗ | | . ↘ . . . . ↗ | | . . - . . . ↘↗ |

1

| - . . ↘ . . . |

| ↘ . . . . . ↗ | | - . . . . . ↘ |

| . . ↘ . . . . . . . . ↗ | | . . - . . . . . . ↘ . | | . . - . . ↘ . . . . . |

| . - . . . ↗ | | . . . - . ↘ | | . ↘ . . . ↗ |

59




4 pronunciations of ‘have’

c, q, x, y

‘

əʊ & aʊ

|↘ˈtəʊn ju:nɪts|

Glottal Consonants

60


Consonant Sounds Approximants

Vowel Sounds Diphthongs ending /ɪ/

Spelling & Sound < t > t tʃ ʔ

IPA The Alphabet a b c d e f g h i j k l m n o p q r s t u v w x y z

Structure Prominence ˈ Intonation The Fall-Rise ↘↗

661

Consonant Sounds - Approximants

a) PRACTICE L6.1 - Repeat the words.

Production Notes /r/. To produce an /r/, the tongue tip should start near the alveolar ridge, but not touching it. The tongue tip then moves down and into the position of the following vowel. At no point should the tongue touch the mouth

b) PRACTICE L6.2 - Voice Exercise - Repeat regularly until you have a smooth sound.

1. ri: ru: rɔ: rɑ: reɪ raɪ rəʊ raʊ rɪə reə 2. pri: pru: prɔ: prɑ:

3. Repeat with: tr, kr, br, dr, gr, fr, vr, θr, sr, ʃr,

c) PRACTICE L6.3 - Repeat the words.

Production Notes /j/. To produce a /j/, the tongue should be curved with the tip down at the front, the sides of the tongue can touch the teeth. The air is pushed along the hard palate, then the tongue moves into the position for the next vowel.

d) PRACTICE L6.4 - Voice Exercise - Repeat regularly until you have a smooth sound.

ji: ju: jɜ: jɔ: jəʊ jɪə

1. An Approximant is a vowel-like consonant.2. There are three approximants in English: /r/, /j/ and /w/.3. Approximants can only appear at the beginning of syllables in RP.

sound spelling / words diagram

r< r >

r read rid rest rat run grass rule rook raw rock ray Roy rye row row rear rare

sound spellings / words diagram

j< y > 

j yeast yiddish yes piano yearn yummy you your yacht year pure queue

62

e) PRACTICE L6.5 - Repeat the words.

Production Notes /w/ - the lips should be rounded and pushing forward. The tongue tip is slightly curled down and the air is pushed through the space between the lips. Make sure your teeth do not touch the lip.

f) PRACTICE L6.6 - Voice Exercise - Repeat regularly until you have a smooth sound.

wi: wɜ: wɔ: weɪ waɪ wəʊ waʊ wɪə weə

g) EXERCISE - Underline the approximants in this extract.

It was a cold winter’s Tuesday in West London. The sky looked quite yellow, and the trees were swaying in the wind. It looked like it might snow, but Rob wasn’t really worried about the weather. His only concern was writing the report which was to be released from the Ministry of Defence the following day. ‘Britain In Crisis’ was the title, and Rob was going to brief the Prime Minister on the exact details in a few hours.

h) PRACTICE L6.7 - Repeat the extract after the recording.

sound spellings / words diagram

w< w > < qu >

w week wit well wack werenʼt won would wall what wait white quote weird where

1. Approximants are found in spoken English between vowel sounds.

go_ʷaway be_ʲa good boy fair_ʳenough2. See Chapter 4 for the rules of joining

63

Vowel Sounds - Diphthongs Ending /ɪ/


1. There are three diphthongs ending in ɪ in English: /eɪ/, /ɔɪ/ and /aɪ/.

sound phrase / spelling / words production

eɪPave the way 1. Start in a slightly open /e/

position with the tongue tip behind the lower teeth.

2. Move towards the /ɪ/ position, closing the jaw.

eɪ < ay, a_e, ey, ai, a, ei, ea >

1. Start in a slightly open /e/ position with the tongue tip

behind the lower teeth. 2. Move towards the /ɪ/ position,

closing the jaw.eɪ May stay make way steak

train day break afraid Spain change Jake station raise place cake ray same

1. Start in a slightly open /e/ position with the tongue tip

behind the lower teeth. 2. Move towards the /ɪ/ position,

closing the jaw.

aɪWhy be shy 1. Start with the jaw open, the

lips relaxed, the tongue relaxed similar to /ɑ:/.


aɪ < y, ie, uy, i, i_e >

1. Start with the jaw open, the lips relaxed, the tongue relaxed similar to /ɑ:/.


aɪ fine time high might pie die Riegate pike cry type right sigh chive Mike fight arrive crisis bright white I fly nice

1. Start with the jaw open, the lips relaxed, the tongue relaxed similar to /ɑ:/.


ɔɪRoyal soil 1. Start with the jaw open, the

lips rounded in the /ɔ:/ position, the tongue tip low.


ɔɪ < oy, oi >

1. Start with the jaw open, the lips rounded in the /ɔ:/

position, the tongue tip low.2. Move towards the /ɪ/ position,

closing the jaw.ɔɪ boy toy soil joy foil

annoy appoint Roy employ loiter choice enjoy Freud

1. Start with the jaw open, the lips rounded in the /ɔ:/

position, the tongue tip low.2. Move towards the /ɪ/ position,

closing the jaw.

64

b) PRACTICE L6.9 - Compare monothong /e/ with diphthong /eɪ/:

c) PRACTICE L6.10 - Compare monothong /æ/ with diphthong /ɑɪ/:

d) PRACTICE L6.11 - Say the following consonant sounds followed by /eɪ/ then preceded by /eɪ/.

p, t, d, k, v, ð, s, z, dʒ, m

L6.12 - Repeat the exercise with /aɪ/.

Joining Diphthongs Ending /ɪ/

e) PRACTICE L6.14 - Read and repeat the phrases.

f) EXERCISE L6.15 - Listen to the recording and reply with a sentence from c).

EG ‘I’m going to the shops for some apples‘ “Buy a couple for me”

1. Diphthongs ending in /ɪ/ and followed by a vowel, will join with /j/:

peɪ ʲ ə lɒt ɪndʒɔɪ ʲ ə fɪlm baɪ ʲ ə ˈsi:ˈdi:

e red bet wedding

hell shed wren

eɪ raid bait wading hail shade rain

æ band fan sad pram Mac hand

aɪ bind fine side prime Mike hind

1. | tu: | ə bɔɪ ʲ ən ə gɜ:l ‖

2. | maɪ ʲ æŋkl hɜ:ts ‖

3. | waɪ ʲ ɑ:n tʃu gəʊɪŋ ‖

4. | baɪ ʲ ə kʌpl fə mi: ‖

5. | meɪ ʲ aɪ hæv wʌn ‖

6. | traɪ ʲ ə bɪt hɑ:də ‖

L6.13

65


Spelling & Sound - /t/ and /ʔ/

a) EXERCISE - Write the phonetic transcription for each < t > in the sentences below. Follow the rules in the box above, sometimes 2 answers are possible.

EG: What have you got? ____ ____

1. What are you doing? ____

2. Is that your only dog? ____

3. One last thing. ____

4. She liked his haircut. ____ ____5. Most Europeans speak some English. ____

6. East England. ____

7. West Scotland. ____ ____

8. They laughed about it later. ____ ____ ____ ____

9. Don’t worry if it’s late. ____ ____ ____10. Josh stopped playing the piano. ____

11. White water rafting. ____ ____ ____

12. Can you light this up? ____

b) PRACTICE L6.17 - Listen and check your answers. Practice the sentences.

The letter < t > can be pronounced as /t/, /ʔ/, /tʃ/ or become silent in connected speech:

1. If the next sound is an approximant, /t/ often becomes /ʔ/. tha t was that wall Scotland2. If the next sound is a consonant, /t/ often becomes silent or /ʔ/. football postman Wiltshire

3. If the next sound is /j/. t can become /tʃ/. tha t year4. If the next sound is a vowel or nothing, we say t.

What are we going to eat? that exit

RULE: RULE:

t + consonant = ʔ or t

t + vowel = t

t + approximant (r, j, w, l) = ʔ

t + j = tʃ or ʔ

t t

L6.16

66

IPA - The Alphabet

TASTER L6.18 - Listen to the alphabet song.

a) EXERCISE - Fill in the chart below with the letters from the alphabet.

- Check your answers before continuing.

b) EXERCISE L6.19 - Listen to the spellings and write down the words. Check your answers.

EG ___________________ 1. ___________________ 2. ___________________

3. ___________________ 4. ___________________ 5. ___________________

c) EXERCISE - Write the phonetic transcriptions for two of the words from exercise 1 including joiners, then check your answers.

EG Finsbury = | ef aɪ ʲ en es bi: ju: ʷ ɑ: waɪ ‖_________________ = ___________________________________________________________________________________ = __________________________________________________________________

- Follow-up: Spell your name and address out making sure you join the letters.

a b c d e f g h i j k l m n o p q r s t u v w x y z

/eɪ/ ʲ /i:/ ʲ /e/ /aɪ/ ʲ /əʊ/ ʷ /u:/ ʷ /ɑ:/ ʳ

a bc

1. The letter < a > is pronounced /eɪ/ when we say it. is /bi:/.

2. When we spell something in speech, we join up the letters: J o e l o n d o n dʒeɪ ʲ əʊ ʷ i: el ˡ əʊ ʷ en di: ʲ əʊ ʷ en3. These follow the same rules as joiners between words (see ‘joining’).

finsbury

67

Structure - Prominence & Stress

TASTER L6.20 - Listen to the conversation. - Why doesn’t person B stress ‘coffee’ or ‘sugar’?

a) EXERCISE L6.21 - Mark the stress in these conversations with / ˈ /.1.

A I’d like a vodka and tonic.B A gin and tonic for me.

2. A Would you like some milk in your tea?B I’m allergic to milk.

3.A Is that letter for Joe?B No, it’s from Joe.

4. A What are you putting in that apple tart?B It’s a pear tart.

A I’ll ˈhave a ˈblack ˈcoffee with ˈone ˈsugar.

B For ˈme a ˈwhite coffee, ˈno sugar.

1. We stress new information.2. Stress is marked with / ˈ / before the stressed syllable.3. The last stressed word in the unit is the tonic syllable.4. If there are more than two strong words next to each other, we would stress the first

and last:

A ˈcouple of thousand ˈkilometres (we don’t stress ‘thousand’)

ˈThree billion ˈpounds (we don’t stress ‘billion’)Synonyms5. If we use a synonym, it is not considered ‘new’ information, so we do not stress it:

A Do you like ˈoysters?

B I like ˈall seafood. (seafood is broader than oysters.)

6. If the synonym is more precise, it is considered ‘new’, so we do stress it: A Do you like ˈseafood?

B Well, I like ˈmussels. (mussels are more precise than seafood.)

L6.21

68


b) PRACTICE L6.22 - Repeat column A followed by column B paying attention to the change in stress.

c) EXERCISE L6.23 - Listen to the recording and reply with a sentence from B.

d) EXERCISE L6.24 - Underline the tonic syllable for person B in the conversations:

Example 1.A Would you like to come to Paris?B Great, I’ve never been to France before.

Example 2.A Where shall we go in Germany?B How about Berlin?

1. A Is that your Ford Fiesta?B I don’t drive a car.

2. A Do you like jazz?B Well, I like John Coltrane.

3. A I’m going to make a dessert.B Why don’t you make apple tart?

4. A Do you own a car?B Yes, a VW Golf.

5. A Have you heard the Yeah Yeah Yeah’s latest?B I never listen to rock music.

6.A Would you like some apple tart?B I can’t stand fruit.

A) X X B) X . X

ˈfive ˈpounds ˈfive pounds ˈfifty

ˈthree and a ˈhalf ˈthree and a half ˈhours

ˈfive ˈthousand ˈfive thousand ˈmiles

ˈtwenty deˈgrees ˈtwenty degrees ˈcelcius

ˈtwo ˈdozen ˈtwo dozen ˈeggs

ˈthree ˈpints ˈthree pints of ˈmilk

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Intonation - The Fall-Rise

TASTER L6.25 - Listen to the sentences above. How does the stress and intonation change the meaning?

a) PRACTICE L6.27 - Say each name firstly with the ↘↗ fall-rise, then with ↘ falling

intonation.

Charles Mary Anthony Joe Sarah Jennifer James Caroline

I’d like to go to ↘Iceland

I’d ↘↗like to go to Iceland

1. The Fall-rise is a very typically English intonation pattern and is commonly used to show imply, repeat and correct.

Implicational Fall-Rise

2. The fall-rise shows that there is an implied meaning to the words:

You could come on ↘↗Monday. (Implies it might not be the best day.)

You could come on ↘Monday. (A simple fact.)

I ↘↗like jazz. (But not all types).

I ↘like jazz. (A simple fact.)

Repetion

3. The fall-rise (or the rise) is used to repeat information:

A I’m going on Saturday. B On ↘↗ Saturday?

A I’m the only person who eats meat. B The ↘↗only person?

A I’m going to the hairdressers. B ↘↗Where are you going?

Correcting

4. The fall-rise can be used to correct information in a polite way.

A They’re coming on ↘Thursday. B No, On ↘↗Friday.

A He was 88 when he died. B Eighty ↘↗nine.

L6.26

70


b) PRACTICE L6.28 - Implicational Fall-Rise. Repeat each statement:

1. I’ve decided on the ↘↗starter

2. The ↘↗flights are booked

3. He was only ↘↗joking

4. They’ll only be here two ↘↗nights

5. It wasn’t ↘↗that bad

6. This is not for me to ↘↗say

c) EXERCISE L6.29 - Think of a suitable implication for each statement above.

EG 1. I’ve decided on the starter, but I don’t know what to have for mains.

d) EXERCISE L6.30 - Listen to the recording and correct the information you hear, with the information below:

1.No, It’s 2 ‘o’ clock.2. No, the A5.3. No, the A5.4. No, John Barry.5. No, John Barry.6. No, you are.7. No, you are.

e) EXERCISE L6.31 - Listen to and read the conversation.

A | Are we going ↘↗out tonight? |

B | Well I’d ↘↗like to | but I have to finish this ↘essay. |

A | How much longer do you ↘need? |

B | I’d say about two ↘ hours. |

A | Two ↘↗hours! | I can’t wait ↘↗that long. |

B | I’ll do the best I ↘can! |

Find: i) 2 examples of an implicational fall-rise. ii) 1 example of a yes/no question with a fall-rise. iii) one example of repetition with a fall-rise. iv) Which other tones are used? Why?

71




Approximant Consonants

abcdefg

prominence

↘↗

eɪ aɪ ɔɪʔ

72


Consonant Sounds Lateral Approximant

Vowel Sounds Diphthongs ending /ə/

Spelling & Sound are ə ɑ: ɑ:nt

IPA Syllabic Consonants i:vn / i:vᵊn

Structure Compound Stress ˈgrandmother

Intonation Contrast ↘↗

773


Consonant Sound - Lateral Approximant /l/

PRACTICE L7.1 - Repeat after the recording.

Production Notes: The tip of the tongue touches the alveolar ridge.

PRACTICE L7.2 - Repeat after the recording.

Production Notes: The tip of the tongue gently touches the teeth or the alveolar ridge. The lips DO NOT MOVE.

1. There are two < l > sounds in RP English: /l/ & /ɫ/.2. /l/ is found at the beginning of a syllable.

lot lazy pilot

3. /ɫ/ or ‘dark l’ is found at the end of a syllable.

fall called pale

Sound Spelling / words Mouth Position

l< l >

l lit left London lad lost leave lose learn lawn laughter late light lawyer loan allow clear Claire

ɫ< l >

ɫ pill Iʼll full cull pal eel pool hurl fall gnarl theyʼll smile boil role towel

74

PRACTICE L7.3 - Repeat the voice exercise making sure that your lips do not move for /ɫ/.

1. li lu: lɜ: lɔ: lɑ: leɪ laɪ ləʊ lɪə leə2. əɫ ɪɫ u:ɫ ɜ:ɫ ɔ:ɫ aɪɫ eɪɫ aʊɫ

PRACTICE L7.4 - Practice the poem

London Railway LinesNearly aɫ the peopɫe in London

Have caɫed for less liesAbout delays on their raiɫway lines

Russeɫ Square and Notting Hiɫ GateAre beautifuɫ places but not to wait

For a signaɫ faiɫure in Ealing Broadway

The Piccadily line is oɫd and blueThe Circɫe line is late, what’s new?

From Kiɫburn Park to Wembley or London ZooThe Jubilee line wiɫ delay you

So allow me to make a suggestion,To traveɫ from Hounslow to Wimbɫedon

Or Arsenaɫ to WaterlooBetween Goɫder’s Green and Maida Vaɫe

Try to avoid London Raiɫ.

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Vowel Sounds - Diphthongs Ending /ə/


b) PRACTICE L7.6 - Repeat after the recording.

c) PRACTICE L7.7 - Compare monothong /i:/ with diphthong /ɪə/

d) PRACTICE L7.8 - Compare diphthong /ɪə/ with diphthong /eə/

1. There are two diphthongs ending in ə in RP English: /ɪə/, /eə/.

2. There is another diphthong /ʊə/, which is common in Northern English

accents and among older speakers, but it has widely been replaced by /ɔ:/ in modern RP.

sound phrase / spelling / words production

ɪəNearly here 1. Start with the jaw nearly

closed, the tongue raised slightly at the front in the /ɪ/

position.2. Move towards the relaxed /ə/

position.

ɪə < ea, eer, ere, io, ia, ie, eo >

1. Start with the jaw nearly closed, the tongue raised

slightly at the front in the /ɪ/ position.

2. Move towards the relaxed /ə/ position.

ɪə dear clear appear area idea deer career steer here familiar billion billiards valiant sillier twentieth barrier theory

1. Start with the jaw nearly closed, the tongue raised

slightly at the front in the /ɪ/ position.


eəWhereʼs the bear 1. Start with the jaw slightly

open, the tongue tip behind the bottom front teeth in the

/e/ position.2. Move towards the neutral /ə/

position.

eə < ar, air, ear, ae >

1. Start with the jaw slightly open, the tongue tip behind the bottom front teeth in the


position.

eə care rare flare barely stair fair hair despair pear tear bear there where swear aeroplane aerial

1. Start with the jaw slightly open, the tongue tip behind the bottom front teeth in the


position.

i: read seed feed he’s fees seas

ɪə reared seared feared hears fears seers

ɪə sheer fear beer dear peer steer

eə share fare bear dare pear stare

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e) PRACTICE L7.9 - Listen to the /ʊə/ diphthong.

f) PRACTICE L7.10 - Compare the diphthong /ʊə/ with its common replacement monothong /ɔ:/

g) PRACTICE L7.11 - Place the diphthong /eə/ after the following consonants. L7.12 - Repeat the exercise with /ɪə/.

p, b, t, d, k, g, f, ð, z, ʃ, tʃ, m

Joining Diphthongs Ending /ə/

h) PRACTICE L7.14 - Say the phrases, they all contain an /r/ joiner.

1. Diphthongs ending in /ə/ and followed by a vowel, will join with /r/:

feə ʳ ɪnʌf peə ʳ əv ʃu:z dɪə ʳ emɪli

ʊə< ure, oor, our, ua, ue > 1. Start with the jaw nearly

closed, the tongue tip low, the lips rounded in the /ʊ/

position.2. Move towards the relaxed /ə/

position.

ʊə pure cure sure poor gradual usual fuel

1. Start with the jaw nearly closed, the tongue tip low, the

lips rounded in the /ʊ/ position.


ʊə pjʊə kjʊə ʃʊə pʊə mʊə

ɔ: pjɔ: kjɔ: ʃɔ: pɔ: mɔ:

1. | ˈweə ʳ ə ju ˈgəʊ.ɪŋ ‖ 2. | stɪə ʳ ɪntə ðə kɔ:nə ‖ 3. | ɪz ðæt jer aɪdɪə ʳ əv ə dʒəʊk ‖ 4. | peə ʳ ɔ: ʳ æpl ‖ 5. | ɪts heə ʳ əv ðə dɒg ‖ 6. | hɪə ʳ ən ðeə ‖

L7.13

77

Spelling & Sound - ‘Are’

TASTER L7.15 - Listen to the conversation, paying attention to the highlighted words.

A ə you coming out tonight?

B No, I’m working. Where ə you going?

A wɪr all thinking of having a meal out.

B jər always eating out!A Well, we all have our pleasures in life, don’t we?

B Yes, but some ə more expensive than others, ɑ:nt they?

a) EXERCISE L7.17 - Write the pronunciation of ‘are’ from the box next to each sentence.

EG Are you OK? _____

1. Oh yes, and there are three carriages coming through. _____

2. There are a couple of people here. _____

3. Are you driving home? _____

4. Aren’t they ready yet? _____

5. But they’re not ready yet, are they? _____

6. Where are you going? _____

7. Why aren’t you here? _____

8. I know you are. _____

9. Are you in love?

1. The verb ‘to be’ is the most commonly mispronounced word in English.2. ‘To be’ is normally weak, even if it is a content word: Where are you going? Funciton/weak Some are more expensive..... Content/weak3. ‘Are’ is normally pronounced /ə/. Are you coming.....4. If the next sound is a vowel, ‘are’ will join with an /r/. We’re_all......5. ‘Are’ can disappear after the words ‘they’, ‘we’ and ‘you’: You’re_always.....6. The strong form of ‘are’ is /ɑ:/ How are you?7. The negative form is always strong /ɑ:nt/ Aren’t they?8. In three word questions, ‘are’ is normally strong: Where are they?

L7.16

ə x 5 ɑ:nt x 2 ər x 1 ɑ: x 2 ə

78


IPA - Syllabic Consonants

a) EXERCISE - Write or find transcriptions for the following words in two ways: (i) with / / (ii) with / ᵊ /:

(i) (ii)

1. cattle ______________ ______________

2. probable ______________ ______________

3. little ______________ ______________

4. fiddle ______________ ______________

5. medal ______________ ______________

6. parcel ______________ ______________

7. flatten ______________ ______________

8. often ______________ ______________

9. sudden ______________ ______________

10. inflation ______________ ______________

11. passion ______________ ______________

12. seven ______________ ______________


1. Some unstressed syllables can be pronounced without using a vowel. This is

called a syllabic consonant:

eg hospital / hɒspɪtl / action / ækʃn /%2. It is possible to say a vowel in the space, but uncommon:

eg hospital / hɒspɪtəl / 3. In IPA we mark a syllabic consonant with a line under the syllable / /

eg bɒtl i:vn krɪtɪsɪzm 4. Another way of representing this is a small elevated schwa / ᵊ / eg bɒtᵊl i:vᵊn krɪtɪsɪzᵊm5. Syllabic Consonants are most commonly found before /l/ or /n/ in

unstressed syllables: eg hæsl netl pɔɪzn mɪʃn 5. The suffix < ism > contains the syllabic consonant /ɪzm/

eg buddhism /bʊdɪzm/ classicism /klæsɪsɪzm/

ˈkætl ˈkætᵊl

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Structure - Compounds

My grandmother came to see me at the weekend. When she came through the front door, she said ‘where’s my favourite grandson then’. I was in the sitting room with my laptop, reading an online newspaper, but I jumped up and gave her a hug. I asked her if she had seen the e-mail I sent her. ‘E-mail!’ she replied, ‘What on earth is an e-mail?’. I calmly started to explain, but this gave me a headache, so I stopped and made our usual mid-morning filter coffee. We sat at the kitchen table and I had another go.‘Your e-mail address is “Jane Smith at hotmail dot com”’ I said. ‘But I live on Baker Street’ she replied. How on earth will it find me?’. I was about to explain that the internet had replaced the postman, but I thought better of it.

TASTER L7.18 - Listen to the story. Underline the remaining compounds.

a) PRACTICE L7.20 - First Element Stress Say the compounds in the box.

b) EXERCISE - Underline any compounds in the questions below.

1. Does anybody have a screwdriver? 2. Shall we go to the supermarket?3. Are you a bricklayer? 4. Where are my car keys? 5. What’s your brother-in-law’s surname? 6. Do you accept credit cards?7. Are those plants alright in the greenhouse? 8. Where’s my T-shirt?9. Can I ask you something? 10. Will you come to my birthday party?

c) PRACTICE L7.21 - Listen to and repeat the questions paying attention to the stress.

Facebook background boardroom cupboard shipyard grapefruit childhood airline timetable cornflakes shopping bag lamp shade

bed linen railway network basketball website alarm clock stepping stone Hotmail mother-in-law

1. A compound is a combination of two or more words that create a singular meaning:

ˈfootball ˈfirefighter ˈbus ticket ˈsomething

2. Normally a compound will have first element stress (as in the examples above).

3. Some compounds have double stress (see next page):

ˈtown ˈhall ˈChristmas ˈeve ˈcentral ˈheating

L7.19

80


d) EXERCISE L7.23 - Say your own name, & your address. Pay attention to the correct stress in the compounds.

EG ʻMy name is ˌJoe ˈHudson, I live on ˌMilton ˈRoad in ˈHighgate, ˌNorth ˈLondon.ʼ

e) PRACTICE L7.24 - Say the list of Underground Stations in London. Pay attention to stress if the name has ‘street’, we do not stress it.

A Goodge Street / Canada Water / Mile End / Burnt Oak / Oxford CircusB Kingʼs Cross / Warren Street / Clapham Junction / Kensal Rise / Liverpool StreetC Piccadily Circus / Queenʼs Park / Stepney Green / Regentʼs Park / Kensington High StreetD Gloucester Road / Leicester Square / Tottenham Court Road / Bond Street / Marble ArchE Mornington Crescent / Elephant & Castle / Kentish Town / Baker Street / Crystal Palace

f) EXERCISE - Using the rules, decide if the compounds in the box are first element, or double-stressed.

L7.25 Listen to check your answers.

The following types of compound have double stress:

1. Names of people or places:

ˈHyde ˈPark ˈSaudi ˈArabia ˈCaptain ˈBeefheart

NOT if the second element is ‘street’: ˈOxford Street ˈChurch Street

2. Compounds with a place or time in the first element:

ˈTown ˈHall ˈkitchen ˈtable ˈsummer ˈholiday ˈChristmas ˈeve

3. Compounds with a material or ingredient in the first element:

ˈmango ˈsmoothie ˈsuede ˈshoes ˈchocolate ˈtart ˈmeat ˈpie

NOT if the compound is ‘cake’ or ‘juice’: ˈcarrot cake ˈfruit juice

fire brigade country garden tuna sandwich summer solstice policeman winter olympics Christmas Day Boxing Day John Humphreys Regent Street

garden shed steering wheel apple juice egg salad chocolate cake apple tart

train station newspapers armchair Hackney Road

L7.22

81


Intonation - Contrast

TASTER L7.26 - What is the difference between the meaning of the two sentences?

We didn’t move to Spain because it’s ↘hot.

We didn’t move to Spain because it’s ↘↗hot.

New & Old Information

1. New information is shown using falling intonation. I thought it would ↘rain today (rain is new information)2. Old information is shown with rising, or fall-rising intonation. I ↘↗thought it would rain today. (rain is old information)

Lists

3. We normally use rising or fall-rising intonation when we list things.4. The last item in the list is said with falling intonation.

Things to do: take the ↘↗rubbish out,

clean the ↗car

pick up some ↘food.

Subordinate Clauses (If, when, as soon as etc.)

5. A subordinate clause begins with an adverb such as ‘when’, ‘if’, ‘as soon as’, ‘before’: «subordinate clause» | «main clause» | When you arrive at the ↗airport | give me a ↘ring.

6. A subordinate clause does not make sense alone, it needs a main clause: «subordinate clause» | «main clause» | if ↘↗I were you | I’d take a ↘map |

7. Subordinate clauses use rising ↗ or fall-rising ↘↗ intonation.

8. Main clauses use falling intonation:

As soon as we’ve eaten ↗lunch | we can go ↘out.

L7.27

82


a) EXERCISE L7.28 New & Old - You will hear each statement in two different ways. Match each statement with its meaning: EG I thought you’d be here! - It’s lovely to see you. ☐ - Where on earth are you? ☐

1. I hoped the dinner would be ready - it looks delicious. ☐ - Can you hurry it up a little bit? ☐2. John told us he’d be early - so where is he? ☐ - and here he is. ☐

b) PRACTICE L7.29 Lists - Practise the following conversations. ! 1.

A Are you going to the shops?B Yes, do you need anything?A Well, we need milk, eggs, salad and tomatoes.B Right, anything else? Aren’t you making a lasagne tonight?A Oh yes, I’ll need a some cheese and flour for the sauce.

! ! !! ! ! 2.

A Which countries have you visited in Europe?B Spain, France, Sweden and the UK of course.

c) EXERCISE L7.30 Subordinate Clauses - Write the intonation pattern you hear in the box after each unit. The tonic syllables are underlined.

When you arrive at Gatwick airport ☐ take the Southern train ☐ to London Victoria ☐ It will take about half an hour ☐ if you take the fast train ☐ If you canʼt afford the train ☐ there is a coach ☐ but it takes an hour and a half ☐ At Victoria station ☐ youʼll see a statue of Queen Mary ☐ My sister will be waiting for you ☐ underneath it ☐

3. I thought you were coming by car! - why have you got that helmet on? ☐ - that’s why I openned the garage door. ☐4. We should get a smoke alarm fitted - I just haven’t had time to sort it out ☐ - it’s the law. ☐

AB

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/l/ & /ɫ/

ɪə eə

compounds

if....↗ | then....↘

arel ᵊl

84


Consonant Sounds Affricates

Vowel Sounds Reduced Vowels lu:s / lu:z / lu:zə

Spelling & Sound suffixes -ment

IPA Transcription III

Structure Stress Shift 16 60

Intonation Review ↘↗

885


Affricate Consonant Sounds

a) PRACTICE L8.0 Repeat after the recording.

1. An affricate is a plosive immediately followed by a fricative.2. There are two affricates in English IPA:

voiceless /tʃ/ and voiced /dʒ/ 3. /tʃ/ can replace /t + j/." " Tuesday = /tju:zdeɪ/ OR /tʃu:zdeɪ/4. /dʒ/ can replace /d+j/." " Did you? = /dɪd ju/ OR /dɪdʒu/5. ‘do you’ is often contracted to /dʒu/ in connected speech.

" " Do you like jazz? /dʒu laɪk dʒæz/

IPA mouth spellings / words position / practice

tʃchickenwatch

Position 1

Position 2

< ch > < ti > < tu > alveolar gliding to hard

palatetʃchickenwatch

Position 1

Position 2

check chuck chat chop chalk chart chase child choke cheer chair itch wretch such watch Gucci lurch porch arch nature broach couch suggestion

alveolar gliding to hard palatetʃ

chickenwatch

Position 1

Position 2

check chuck chat chop chalk chart chase child choke cheer chair itch wretch such watch Gucci lurch porch arch nature broach couch suggestion tʃ tʃ tʃ tʃ

tʃ tʃ tʃ tʃ tʃ tʃ tʃ

dʒjoke

ledge

Position 1

Position 2

< j > < g > < dg > < dj > alveolar gliding to hard palatedʒ

jokeledge

Position 1

Position 2

ridge judge gadget lodge siege Goodge surge gorge barge page hijack shortage Joe jazz Johannesberg jockey gymn

alveolar gliding to hard palatedʒ

jokeledge

Position 1

Position 2

ridge judge gadget lodge siege Goodge surge gorge barge page hijack shortage Joe jazz Johannesberg jockey gymn dʒ dʒ dʒ dʒ

dʒ dʒ dʒ dʒ dʒ dʒ dʒ

L8.1

86

b) EXERCISE L8.2 Listen to the conversations and underline the affricate sounds:

1.A Did you watch the match on Tuesday?B I can’t imagine how Manchester City won!

2.A Where did you go on holiday last year?B To Germany in March and then China in June.

3.A I have a question. Are you a bachelor or are you married?B I’m a bachelor, why do you ask?

c) PRACTICE L8.2 Repeat the conversations.

Affricate or Fricative?

d) EXERCISE - Place the words in the box into the correct column below.

e) EXERCISE L8.3 Listen to check your answers.

shirt chalk Japan leisure achieve machine joke joy butcher measure match sharp chocolate age short chose pleasure patient gradual station cheer closure injure

ʃ ʒ tʃ dʒ

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Reduced Vowels

TASTER L8.4 The vowel sound in each word is /u:/. In which word is the vowel longest?

lose loser loose

a) PRACTICE L8.5 Listen and repeat the words paying attention to the vowel length.

full / reduced + voiceless cons full / reduced + weak form

i: pea / piece fee / feet knee / neat leave / leave it cheese / cheesy

u: queue / cute shoe / shoot boo / boot chew / chewing lose / loser

ɜ: heard / hurt turn / Turk nerd / nurse dirt / dirty turn / Turner

ɔ: pour / port shore / short four / fought talk / talking store / story

ɑ: bar / bark star / start hard / heart hard / harder laugh / laughing

eɪ play / plate ray / rate laid / late play / player drain / draining

ɔɪ not possible annoy / annoying employ / employment

aɪ why / white hide / height fly / flight hide / hiding height / heighten

əʊ grow / gross no / note throw / throat go / going toast / toaster

aʊ how / house down / doubt bow / bout pout / power drown / drowning

ɪə peer / pierce feared / Fiat near / nearly steer / steering

eə not possible bare / barely tear / tearing

1. The length of an English vowel will shorten if the next sound is a weak form or a voiceless consonant:

full vowel reduced vowel before a weak form

reduced vowel before a voiceless consonant

lose /lu:z/ loser /lu:zə/ loose /lu:s/

play /pleɪ/ place /pleɪs/ player /pleɪ.ə/

2. This change is most noticeable in long monothong and diphthong vowels

88


b) EXERCISE - Write f (full) or r (reduced) under each strong vowel sound (X).

1. I’m going to the shops for a loaf of bread | . X . . . X | . . X . X | r r r f 2. Can you buy some more oranges | and pick up a bottle of wine? | . . X . X X . . | | . X . . X . . X |

3. Yes. Do we need anything else? | X | . . X . . . X |

4. No. I don’t think so. Oh, maybe a couple of pints of milk. | X | . X X X | X | X . . X . . X . X |

5. Fine. See you later then. | X | X . X . . |

c) PRACTICE L8.6 Listen and practice the conversation.

d) EXERCISE L8.7 Write the words and decide if the main vowel is full (f) or reduced (r).

1.________________ _________

2. ________________ _________

3. ________________ _________

4. ________________ _________

5. ________________ _________

6. ________________ _________

7. ________________ _________

8. ________________ _________

9. ________________ _________

10. ________________ _________

laugh r

89


Spelling & Sound - Suffixes

a) EXERCISE - Mark the stress in the words with / ˈ /.

fanˈtastic beautiful African Congolese evaluation summarize mountain mountaineer partially partiality profitable employee statuesque pronunciation bottomless fanatic fundamentalist

b) PRACTICE L8.9 Check your answers and repeat with correct stress.

c) EXERCISE - Write the adjective for each country name and mark the stress.

China _______________

Spain _______________

Columbia _______________

Iran _______________

Sweden _______________

Turkey _______________


1. A suffix is added to a word (root):

ˈpower / ˈpowerful ˈmanager / manaˈgerial

2. Many suffixes do not normally change the stress of the word. These include: -ment -less -ful -ish -ism -ist -ive -ize -y

ˈlife / ˈlifeless proˈfession / proˈfessional inˈvest / inˈvestment

3. Some suffixes change the stress of the word to the syllable before the suffix. These include: -al -ic -ion -ive -ious -ulous -eous -orous -ity

inˈvestigate / inˌvestiˈgation ˈhistory / hisˈtorical ˈmystery / mysˈterious 4. Some suffixes are the main stress in a word. These include: -ade -ese -ette -esque -eer -ee

ˈPortugal / ˌPortuˈguese ˈpicture / pictuˈresque ˈballad / ballaˈdeer

5. For every rule, there are exceptions. It is advisable to check the stress of words in a dictionary and learn them as you do.

Serbia _______________

Taiwan _______________

Australia _______________

Chile _______________

Finland _______________

Malta _______________

Chiˈnese

L8.8

90


IPA - Transcriptions

wi ˈwent tə ðə ˈzu: ɒn fraɪdeɪ ‖ ɪʔ wəz ˈreɪnɪŋ | bət wi ˈsɔ: məʊst əv ði ˈænɪməlz ‖ maɪ ˈdɔ:tə ˈrɪəli laɪkt ðə ˈtaɪgəz | ʃid nevə ˈsi:n wʌn bɪˈfɔ: ‖ wɪə ˈθɪŋkɪŋ əv gəʊ.ɪŋ ɒn səˈfɑ:ri next jɪə | ˈsəʊ ðəʔ wi kən si: ðə ˈkæts | ɪn ðeə ˈnætʃərəl ɪnˈvaɪrənmənt ‖

TASTER L8.10 - Listen and read the transcription above. - Which information is not shown in the transcription?

a) EXERCISE L8.11 - Write a transcription of the recording.


1. Broad IPA transcriptions show the pronunciation and stress of speech.2. The following symbols are used in transcriptions:

3. Joining and intonation are not shown in broad transcriptions.4. Tone and mouth positioning are not shown in broad transcriptions, but can be

shown in phonetics transcriptions using the full IPA alphabet.

symbol meaning

| pause / end of unit

‖ long pause / end of unit

ˈ stressed syllable

. syllable boundary

ˌ syllabic consonant

1. aɪd 2.3.4.

91


Structure - Shifting Stress

“Don’t let the handle go!”

TASTER L8.12 Listen to the recording. Where is the stress placed in each sentence?

a) PRACTICE L8.14 i) Say A then B ii) Say A+C then B+C. Focus on the stress shift in B+C.

1. Some words and phrases can be stressed in two ways, this is called stress shift.2. This commonly occurs in numbers, abbreviations, phrasal verbs, and certain

verb/noun combinations.-teen Numbers3. Numbers ending -teen normally place stress on -teen. thirˈteen, fourˈteen, fifˈteen, sixteen, seventeen, eighteen, nineteen.4. If the next syllable is stressed, the stress in the -teen number moves: ˈfourteen ˈworkers5. Numbers ending -ty always place stress on the first syllable. ˈthirty, ˈforty, ˈfifty, ˈsixty, ˈseventy, ˈeighty, ˈninetyAbbreviations6. Abbreviations place secondary stress on the first letter and primary stress on the

last letter: PˈC EˈU AGˈM BBˈC PTˈO RˈP7. If the next syllable is stressed, we stress the first syllable of the abbreviation: Are you an ˈEU ˈcitizen? Phrasal Verbs8. We normally place the stress on the particle. Are we going ˈout tonight?9. If there is a strong object, it will take the stress from the particle: Didn’t you take up ˈdancing last year.Verb/noun combinations.10. Some words are stressed on the first syllable when they are a noun and the

second syllable when they are a verb or adjective: The Sahara ˈdesert. (noun) This party’s deˈserted. (verb)

A B

thirty thirteen

forty forteen

fifty fifteen

sixty sixteen

seventy seventeeneighty eighteenninety ninteen

C

past

workers

miles

pounds

years olddegrees

policemen

L8.13

“Can you let go of me?”

92


b) PRACTICE L8.15 Abbreviations - Repeat the abbreviations stressing the last letter.

c) PRACTICE L8.16 Abbreviations - Say the conversations paying attention to stress (ˈ).

A What kind of ˈsandwich do you want? B A BLˈT.A Are you an ˈEU ˈcitizen? B Yes, I’m from the UˈK.A ˈ Where did you get that ˈlaptop? B From ˈPC ˈWorld.A What’s your ETˈA. B ˈFifteen hundred GMˈTA ˈThat was a bit OTˈT, ˈwasn’t it? B Bring it ˈup at the AGˈM then.

c) PRACTICE L8.17 Phrasal Verbs - Say the sentences, stress the particle.

I’ll help you ˈout with that.

I woke ˈup really early this morning

Shall I throw this aˈway? d) PRACTICE L8.18 Phrasal Verbs - Say the sentences, stress the object.

Have you really ˈgiven up ˈsmoking?

Don’t ˈlet the ˈhandle go.

d) EXERCISE L8.19 Noun/Verb Words - Listen and mark the stress in the underlined word in each sentence. 1. and a) have been done for you.

1. I’m working on a new ˈproject. 2. What was he convicted of?3. How shall we finance the deal?4. We need to proceed quickly5. Exports have been low recently.6. It’s a new world record.7. That tyre looks a bit suspect.8. The transport system in London.9. England’s win was a major upset.10. Sales have decreased sharply.

a) Proˈjections are low this year.b)The convict has escaped.c) Finances are low at the moment.d)The proceeds will go to charity.e)Scotland exports woolly clothes.f) I’ve been recording a new album.g)You are suspected of burglary.h)Can you transport this case?i) I’m very upset about that.j) There’s been a decrease in sales.

PˈC EˈU AGˈM ETˈA PˈR IˈT BBˈC UˈK GDˈP PTˈO RSVˈP RˈP HˈR GMˈT OTˈT

Don’t give ˈup.I slept ˈin

Can you take this ˈout?

ˈFinish your ˈdinner off.

Can you ˈwake ˈmum up?

93



ˈexport / exˈport

reduced vowel

| wɒt ə ju du.ɪŋ ‖

suffix stress

↘ ↘↗ ↗

Affricate

96


Category IPAIPA

colour

city

man’s name

woman’s name

make of car

fruit

vegetable

animal

famous English man

famous English woman

sport

country

bəˈnɑ:nə

ˈkærəlaɪn

məˈseɪdɪz

ˈkwi:n ɪˈlɪzəbəθ

ˈpɜ:pəl

məˈdrɪd

ˈtɒməs

ˈkærətˈpɔ:tʃəgəl

ˈeləfənt,

ˈdeɪvɪd ˈbekəm

kəˈnu:.ɪŋ

CHAPTER 1

Consonant Sounds - Mouth Diagrams

b) EXERCISE - 1/c 2/f 3/a 4/g 5/e 6/b 7/d

Vowl Sounds - Introduction

b) EXERCISE L1.3 - 1.L 2.S 3.D 4.S 5.D 6.L 7.L 8.L 9.D 10.S 11.D 12.S 13.S 14.D 15.L (Can be S when weak) 16. S 17. D 18. L 19. L 20. S

Spelling & Sound - Voicing

TASTER L1.4 - ‘pəә təә kəә’ all produce more air than ‘bəә dəә gəә’.

a) EXERCISE L1.5 - walked = voiceless /t/ entered = voiced /d/ present = voiced /z/ price = voiceless /s/ bake = voiced /b/ sprout = voiced /b/ Paul = voiceless /p/ yes = voiceless /s/ was = voiced /z/ thought = voiceless /θ/ those = voiced /ð/

b) EXERCISE L1.6 - 1. plays 2. place 3. lights 4. freeze - plays & freeze contain voiced /z/, place & lights contain voiceless /s/ - The spelling < s > does not show us the voicing.

c) EXERCISE L1.7 - Voiceless - lease, loose, lights, it’s, what’s, crease, us, pass, stop, chase Voiced - plays, lose, was, peas, is, please, as, he’s, who’s,

IPA - Introductionb) EXERCISE - L1.9 NAME IT!

ANSWER KEY97

Speech Structure - Schwa

EXERCISE L1.12 - England, mother, potato, bottomless, congratulations, darken, particular, London

Intonation - Introduction

EXERCISE L1.21 - 1. ↘↗ 2. ↘ 3. ↗ 4. ↘ 5. ↗ 6. ↘↗ 7. ↘↗

CHAPTER 2


b) EXERCISE1. I think she’s fine though.

2. Shall we measure the volume?

3. Sleep is the mother of invention.

4. The first thing Safi saw was the North

5. Thanks ever so much.

d) EXERCISE L2.4

Vowel Sounds - Long

b) EXERCISE L2.6

ANSWER KEY

θ ð

think bath thought theatre thorough authorise breath faith North thanks cloth thigh fourth worth South

these bathe though further mother breathe Northern the clothes feather with there father Southern

i: u: ɜ: ɔ: ɑ:

please achieve machine steep police relieve these

improve chew booze lose reduce loose new

word further turkey heard internal worm shirt

cause court restore chalk raw poor floor

heart calm mark laugh palm dance

98


Spelling & Sound < r >

a) EXERCISE L2.8EG Her interest is in Romanian card tricks.

1. Rain water is the most important resource we have.2. Could mister Roberts come to the airport security desk.3. Where are you going to get spare parts?4. Four and a half hours later it was still burning.5. Let’s go for a walk in the park.6. That’s rather a fast car, Charles.

c) EXERCISE L2.9 ! bath sharp court/caught learn door! ! ! park peace/piece worse move car! ! ! leave short water hard need! ! ! burger internal appalling law bought

d) EXERCISE! alarm /əˈlɑ:m/ Portugal /ˈpɔ:tʃəgəl/ balloon /bəˈlu:n/ achievement /əˈtʃi:vmənt/! happiness /ˈhæpɪnəs/ guardian /ˈgɑ:di.ən/! NOTE - Some dictionaries may have slightly different transcriptions.

IPA - Crossword

a) EXERCISEAcross - 1. nu:n 3. ɔ:fəl 6. pi:tə 7. ɜ:θ 9. fɑ:m 10. tɔ: 11. ɑ:t 14. tɜ:nə 16. ɔ:fən 17. ʃɑ:pən 18. dʒu:nDown - 2. nɔ:ðən 4. əlɜ:t 5. si:m 6. pɑ:t 8. θɔ:t 9. fɑ:stə 12. məʃi:n 13. səpɔ:t 15. ɜ:n


a) EXERCISE1. A weak B strong! 2. A strong B weak! ! 3. A weak B strong4. A weak B strong! 5. A weak B strong! ! 6. A strong B weak

Structure - Weak Forms

a) EXERCISE L2.13

ANSWER KEY

ə i or ɪ

father machine annoy shepherd compose occur rubber London England

walking risky employ market Spanish funny running money enough shopping between

99

Intonation - Information Questions Tonic Syllable in brackets.

c) EXERCISE L2.191. ↘ (been) 2. ↗ (whose) 3. ↘ (teacher) 4. ↘ (apples) 5. ↗ (how)

6. ↗ (whose) 7. ↘ (tie) 8. ↗ (where) 9. ↘ (they)

d) EXERCISE L2.201.↘ (say) 2. ↗ (who) 3. ↘ (film) 4. ↗ (where) 5. ↘ (going)

CHAPTER 3

Vowel Sounds - Short

b) EXERCISE L3.6

Spelling & Sound <ed>

TASTER - /ʃɪpt/ /drægd/ /lɪftɪd/

a) EXERCISE L3.8

IPA - Long & Short Vowels

a) EXERCISEtu: pɪg +:t fɔ: hænd bɜ:d bel sʌn klɒk kɑ: bʊk

b) EXERCISE1. A) ɒ ʌ ɑ: B) e æ 2. A) ɔ: B) i: 3. A) ɜ: B) æ ɜ: 4. A) ʊ i: B) ɒ ʊ 5. A) u: B) u: ɜ:

ANSWER KEY

ɪ ʊ e ʌ æ ɒ

injure tick chicken list pin sit link

butcher wool look put could woman should

head Fred when let bread send West

love son none hunt summer enough sun

sad fan match Harry plastic pad rabbit

chocolate watch rob what Australia solve box

/t/ /d/ /ɪd/

stopped finished raked faced clocked shopped liked rocked

played fined prized fostered fried murdered strayed bored

wanted wasted pleaded hinted printed plotted lasted interested

100

Structure - Weak Vowel Joining

c) EXERCISE L3.17

1. ə ju 2. həv ən 3. də ju əs tə 4. tu ə 5. ɪts ɪn ə əv 6. dɪd ju ðə 7. ʃi ɪm tu 8. ə wi tə ðə fə 9. əv ju 10. ɪt wəz ən

Intonation - Yes/No Questions

TASTER - 1. Serious 2. Friendly 3. Surprised

d) EXERCISE L3.221.↗ 2. ↘ 3. ↘↗ 4. ↘↗ 5. ↘↗ 6. ↗ 7. ↘↗ 8. ↘ 9. ↘↗ 10. ↘

e) EXERCISE L3.23 Use sound file to check answers.

d) EXERCISE L3.241. seen (↘↗) 2. effort (↘↗) 3. cold (↘) 4. Is (↘↗) 5. help (↘↗) 6. welcoming (↘↗)

CHAPTER 4

Consonant Sounds - Nasals

TASTER L4.0 - “I havenʼt got any money on me!” He cannot say the nasal sounds /n/ or ! ! /m/

Vowel Sounds - Diphthong

b) EXERCISE L4.8

ANSWER KEY

eɪ ɔɪ aɪ əʊ aʊ ɪə eə

b bay boy buy bow bow beer bear

g gay guy go gear

dʒ Jay joy Joe jeer

r ray rye row row rear rare

h here high/hi how hear/here hair/hare

t toy tie/Thai toe/tow tear tear

s say soy sigh sew/so sear

101


Spelling & Sound <s>

TASTER - /stɒps/ /pleɪz/ /fɪnɪʃɪz/

a) EXERCISE L4.10

IPA - Countries & Capitals

a) EXERCISE

c) EXERCISE frɑ:ns weɪlz ˈrʌʃə dʒəˈpæn ˈfɪnlənd

Structure - Joining

c) EXERCISE L4.17

d) EXERCISE L4.18

I saw an eagle. (r) He isnʼt there. (j) How awful. (w) High above the trees (j) Why arenʼt you here? (j) Poor effort. (r) Go away. (w) Come to India next year. (w) A pair of shoes. (r) Wild boar are dangerous. (r) I prefer orange. (r) War and peace. (r) Itʼs really interesting. (j) Her arm is in a sling. (r) She understood you. (j) True or false. (w) Near or far. (r) I dare anyone to go. (r) Law and order. (r)

ANSWER KEY

/s/ /z/ /ɪz/

stops thinks marks servants Iraqʼs whatʼs carts ants

things Joeʼs employerʼs Englands howʼs taxis lions plays

finishes watches Lizʼs bossʼs Greeceʼs whoseʼe busʼs horses

ˈwɔ:sɔ: ___10___beɪˈdʒɪŋ ___7___məˈdrɪd ___14___sʌ.ul ___8___dʒəˈhænəzˌbɜ:g ___2___brəˈzɪlɪə ___18___

helˈsɪŋki ___11___ˈedɪmbʌrə ___13___ˈbrʌsəlz ___12___kəˈbʊl ___5___nju: ˈdelɪ ___6___ˈæθənz ___16___

ˈæŋkərə ___9___ˈwɒʃɪŋtən ___15___ˌnaɪˈrəʊbi ___3___ˈtrɪpəli ___17___ˈri.æd ___4___ˈli:mə ___1___

1. It's now !or never.

2. It was so interesting!

3. You'll pay a lot for a new bike.

4. It's a toy in a box.

5. Change gear in a moment.

6. Where are you going?

7. He tore into the meat.

8. There's a bar on the first floor

9. Is it a car over there?

10. I might refer another student to you.11. I like tea in the afternoon.

12. He flew into that joke!

102

Blue or green. (w) The only problem. (j) Iʼll wear it tonight. (r) Be a good boy. (j) Grow up. (w) Employ another writer. (j)

Intonation - Question Tags.

TASTER - Itʼs a bit cold, ↘isnʼt it? Speaker knows it is cold.! Itʼs a bit cold, ↗isnʼt it? Speaker is uncertain of the answer.! Itʼs a bit cold, ↗is it? Speaker possibly being sarcastic.

b) EXERCISE L4.22

1.↗ 2. ↘ 3. ↗ 4. ↗ 5. ↘ 6. ↗ 7. ↘ 8. ↗ 9. ↗ 10. ↗

d) EXERCISE L4.23 - Use recording to check.

e) EXERCISE L4.24

A Beautiful day, ↘isn’t it? speaker knows answer

B Not bad.

A It hasn’t been this warm for months, ↘has it? speaker knows answer

B No. Let’s go out then, ↗shall we? suggestion

A We could do. Where do you want to go?

imperativeB I don’t know. Pass me the paper, ↗will you? I think ‘News at 1’ is on.

reply tag speaker needs an answerA ↗Is it? But you aren’t going to watch telly, ↗are you?

B Well...... positive / positive

A The first sight of the sun in months and you’d stay in, ↗would you?

B Alright, alright. I’ll get my coat.

CHAPTER 5

Consonants - Silent <h>

b) EXERCISE L5.6

1. Has he honoured the payment?2. I’ve had enough of her new hairstyle.3. Honestly, has she finished her homework?4. Harry asked if he could have shepherd’s pie tonight.5. It’s hours since he last had anything to eat.6. Both his computer and his bike were taken by thieves.

ANSWER KEY103

Diphthongs Ending /ʊ/

f) EXERCISE L5.15 - Use recording for answers.

g) EXERCISE L5.16

Spelling & Sound - Have

a) EXERCISE

IPA - Transcribing Words

TASTER - quite, x-ray, yellow, corn.

b) EXERCISE 1. kri:s 2. ˈfeɪʃəәl 3. ˈkwɔ:təә 4. ˈeksreɪ 5. leɪs 6. kwɪt 7. ɪgˈzæm 8. jəәʊk 9. kæb 10. kwaɪt 11. ɪksˈtend 12. yel 13. feɪs 14. kwɪk 15. ɪgzɪst 16. kraɪ

Structure - Contractions

TASTER L5.19- The recording contains contractions, the written conversation does not.- ‘you’ve’, ‘don’t’, ‘don’t’, ‘might’ve’, ‘you’re’, ‘he’s’.

ANSWER KEY

Snow Plough.

You can’t get raʊnd the snəәʊ,Can’t gəәʊ əәʊvəә the snəәʊ.dəәʊnt you nəәʊ?At this məәʊməәnt I’m əәləәʊn,wɪðaʊt a saʊnd,Away from həәʊm,What do I really need naʊ?A snəәʊ plaʊ.

sentence pronunciation

Have you seen the time? həv

Do we have to go? hæf

you should have told me earlier əv

I’ll have a shower and then we’ll go hæv

104


b) EXERCISE L5.22

A Are you going away this year?B We are thinking of going to Poland.

A Why have you chosen to go there?

B Cracow is a beautiful place, and my husband has cousins there

A I cannot see the road properly.

B It might have been a good idea to bring a torch.

A There is one in the car, but it is too late to go back now.

B You are probably right.

A John and Jane are coming over tonight.

B You could have told me a bit earlier.

A I did not know until this afternoon. Anyway, they will be here at 7.

B At seven? That is in half an hour. What are we going to eat?

Intonation - Tone Units

b) EXERCISE L5.25

1. ↘↗ hungry 2. ↘↗ you 3. ↘ doing 4. ↘ know 5. ↘↗ pronunciation

6. ↗ why 7. ↘↗ left 8. ↘ would 9. ↘ here 10. ↘↗ hoped

c) EXERCISE L5.26

A) 3, 1, 2 B) 2, 3, 1 C) 1, 3, 2 D) 2, 1, 3

CHAPTER 4

Consonant Sounds - Approximants

g) EXERCISE L6.7

It was a cold winter’s Tuesday in West London. The sky looked quite yellow, and the trees were swaying in the wind. It looked like it might snow, but Rob wasn’t really worried about the weather. His only concern was writing the report which was to be released from the Ministry of Defence the following day. ‘Britain In Crisis’ was the title, and Rob was going to brief the Prime Minister on the exact details in a few hours.

ANSWER KEY105


Joining - Diphthongs Ending /ɪ/

f) EXERCISE L6.14 - Use recording to check answers.

Spelling & Sound - /t/ and /?/

1. t 2. tʃ or ʔ 3. t 4. t t 5. tʃ 6. t 7. t ʔ 8. t t ʔ 9. ʔ ʔ t 10. t 11. ʔ t t 12. ʔ

IPA - The Alphabet

a) EXERCISE

b) EXERCISE

1. magdelaine 2. summerfield 3. hiccough 4. reentered 5. lillingstone

c) EXERCISE

magdelaine = | em eɪ dʒi: di: ʲ i: ʲ el eɪ ʲ aɪ ʲ en i: | summerfield = | es ju: ʷ em em i: ʲ ɑ: ʳ ef aɪ ʲ i: ʲ el di: | hiccough = | eɪtʃ aɪ si: si: ʲ əәʊ ju: dʒi: ʲ eɪtʃ | reentered = | ɑ: ʳ i: ʲ i: ʲ en ti: ʲ i: ʲ ɑ: ʳ i: d |lillingstone = | el aɪ ʲ el el aɪ ʲ en dʒi: ʲ es ti: ʲ əәʊ ʷ en i: |

Structure - Prominence & Stress

TASTER L6.20 - Person B does not stress ‘coffee’ or ‘sugar’ because both of these words have already been used in the conversation. They are not new information.

a) EXERCISE L6.211. A vodka/tonic B gin/me 2. A milk B allergic 3. A Joe B From 4. A putting/apple/tart B pear

ANSWER KEY

/eɪ/ ʲ /i:/ ʲ /e/ /aɪ/ ʲ /əʊ/ ʷ /u:/ ʷ /ɑ:/ ʳ

ahjk

bcdegptv

flmnsxz

iy

o Quw

r

106


c) EXERCISE L6.23 - Use recording for answers.

d) EXERCISE L6.24

1. drive 2. Coltrane 3. tart 4. Golf 5. never 6. stand

Intonation - The Fall-Rise

TASTER L6.25 I’d like to go to ↘Iceland. = FactI’d ↘↗like to go to Iceland. = Implication, we expect the speaker will not go.

c) EXERCISE L6.29 - Use the recroding for answers.

d) EXERCISE L6.30 - Use the recording for answers.

e) EXERCISE L6.31 -

A | Are we going ↘↗out tonight? |

B | Well I’d ↘↗like to |

| but I have to finish this ↘essay. | A | How much longer do you ↘need? |

B | I’d say about two ↘ hours. |

A | Two ↘↗hours! |

| I can’t wait ↘↗that long. |

B | I’ll do the best I ↘can! |

CHAPTER 7

Spelling & Sound - ‘Are’

a) EXERCISE L7.16 1. əә 2. əәr 3. əә 4. ɑ:nt 5. ɑ: 6. əә 7. ɑ:nt 8. ɑ: 9. əә

IPA - Syllabic Consonants

a) EXERCISE 2. ˈprɒbəbl / ˈprɒbəbᵊl 3. ˈlɪtl / ˈlɪtᵊl 4. ˈfɪdl / ˈfɪdᵊl 5. ˈmedl / medᵊl 6. pɑ:sl / ˈpɑ:sᵊl 7. ˈflætn / ˈflætᵊn 8. ˈɒfn / ˈɒfᵊn 9. sʌdn / sʌdᵊn 10. ɪnˈfleɪʃn / ɪnˈfleɪʃᵊn 11. pæʃn / pæʃᵊn 12. sevn / sevᵊn

ANSWER KEY

Yes/No Question

Implicational Fall-rise

New InformationNew Information QuestionNew Information

Repeat Information

Implicational Fall-rise

New Information

107


Structure - Compounds

TASTER L7.17

‘E-mail!’ she replied, ‘What on earth is an e-mail?’. I calmly started to explain, but this gave me a headache, so I stopped and made our usual mid-morning filter coffee. We sat at the kitchen table and I had another go.‘Your e-mail address is “Jane Smith at hotmail dot com”’ I said. ‘But I live on Baker Street’ she replied. How on earth will it find me?’. I was about to explain that the internet had replaced the postman, but I thought better of it.

b) EXERCISE 1. Does anybody have a screwdriver?! ! 2. Shall we go to the supermarket?3. Are you a bricklayer?! ! ! ! 4. Where are my car keys?!5. Whatʼs your brother-in-lawʼs surname?!! 6. Do you accept credit cards?7. Are those plants alright in the greenhouse?! 8. Whereʼs my T-shirt?9. Can I ask you something.!! ! 10. Will you come to my birthday party?

f) EXERCISE

Intonation - Contrast

TASTER L7.26We didn’t move to Spain because it’s ↘hot. = The reason we did not move to spain was the fact that Spain is hot.We didn’t move to Spain because it’s ↘↗hot. = We moved to Spain, but the reason was not the hot weather.

a) EXERCISE L7.281. B/A 2. B/A 3. A/B 4. A/B

c) EXERCISE L7.30When you arrive at Gatwick airport ☐ take the Southern train ☐ to London Victoria ☐ It will take about half an hour ☐ if you take the fast train ☐ If you canʼt afford the train ☐ there is a coach ☐ but it takes an hour and a half ☐ At Victoria station ☐ youʼll see a statue of Queen Mary ☐ My sister will be waiting for you ☐ underneath it ☐

ANSWER KEY

First Element Stress Double Stress

fire brigade, policeman, Boxing Day, Regent Street, steering wheel, apple juice, chocolate cake, train station, newspapers, armchair

country garden, tuna sandwich, summer solstice, winter olympics, Christmas Day, John Humphreys, garden shed, egg salad, apple tart, Hackney Road

↘↘↗ ↘↗

↘↗ ↘↗

↘ ↘↘↗ ↘

↘↗ ↘

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CHAPTER 8

Consonant Sounds - Affricates

b) EXERCISE L8.21.A Did you watch the match on Tuesday?B I can’t imagine how Manchester City won!2.A Where did you go on holiday last year?B To Germany in March and then China in June. 3.A I have a question. Are you a bachelor or are you married?B I’m a bachelor, why do you ask?

e) EXERCISE L8.3 - Use recording to check answers.

Reduced Vowels

TASTER L8.4 - ‘lose’ contains the longest vowel sound.

b) EXERCISE L8.61. I’m going to the shops for a loaf of bread | . X . . . X | . . X . X | r f r f 2. Can you buy some more oranges | and pick up a bottle of wine? | . . X . X X . . | | . X . . X . . X | r f r r r f 3. Yes. Do we need anything else? | X | . . X . . . X | r! ! r! ! !f4. No. I don’t think so. Oh, maybe a couple of pints of milk. | X | . X X X | X | X . . X . . X . X | f f f f f r r r f 5. Fine. See you later then. | X | X . X . . | f r r

d) EXERCISE L8.72. side f 3. moment r 4. worn f 5. machine f 6. lose f 7. round f 8. father r 9. where/wear f 10. bird f

ANSWER KEY109


Spelling & Sound - Suffixes

a) PRACTICE L8.9

fanˈtastic ˈbeautiful ˈAfrican Congoˈlese evaluˈation ˈsummarize ˈmountain mountaiˈneer ˈpartially partiˈality ˈprofitable emploˈyee statuˈesque pronunciˈation ˈbottomless faˈnatic fundaˈmentalist

b) EXERCISE Chiˈnese ˈSpanish Coˈlumbian Iˈranian ˈSwedish ˈTurkish ˈSerbian Taiwaˈnese Ausˈtralian ˈChilean ˈFinnish Malˈtese

IPA - Transcription

TASTER - Intonation and joining are not shown.

1. | aɪd laɪk əә ˈtɪkɪt təә ˈlʌndəәn pli:z |2. | wəәd ju laɪk əә ˈsɪŋgᵊl | ɔ:r əә rɪˈtɜ:n |3. | aɪɫ bi ˈkʌmɪŋ bæk ɒn ˈtju:zdeɪ | ɪn ði ˈi:vnɪŋ | 4. | ðæts ˈθɜ:ti ˈpaʊnz ðen sɜ: |

Structure - Shifting Stress

TASTER L8.13 Don’t let the ˈhandle go. Stress is on ‘handle’. Can you let ˈgo of me? Stress is on ‘go’.

d) EXERCISE L8.202. conˈvicted b) ˈconvict 3. fiˈnance c) ˈfinances4. proˈceed d) ˈproceeds5. ˈExports e) exˈports6. ˈrecord f) reˈcording7. ˈsuspect g) susˈpected8. ˈtransport h) transˈport9. ˈupset i) upˈset10. deˈcreased j) ˈdecrease

Intonation Review

a) EXERCISE Use recording L8.22 to check.

d) EXERCISE L8.23

1. Yes/no friendly 2. New information 3. New information 4. Yes/no friendly 5. New information 6. New information 7. Wh Question - New Information 8. New Information 9. Implicational fall-rise 10. Yes/no friendly 11. New information 12. Wh question - new information 13. Wh Question - New Information 14. New information 15. Implicational fall-rise 16. Yes/no friendly 17. Implicational fall-rise 18. New information 19. New information 20. New information 21. Yes/no friendly 22. New information

ANSWER KEY110


End Of Unit Checklist Answers

End Of Unit Checklist 1

Vowel Sound - A voiced sound made by shaping the flow of air in the mouth. There are three types of vowel sound in English: short, long and diphthong.

Consonant Sound - A sound made by blocking the flow of air in the mouth. There are different types of consonant sound in English: plosives and fricatives for example.

Tonic Syllable - The most important syllable in a unit/sentence of speech. The intonation pattern starts here and ends at the end of the unit/sentence.

Voiced/Voiceless - Voiced sounds use vibration in the voice box whereas voiceless sounds only use air. Compare /z/ (voiced) with /s/ (voiceless).

Schwa /əә/ - The most common vowel sound in English. It is neutral and appears in unstressed syllables of words and sentences. The schwas in this sentence are in bold.

↘ ↘↗ ↗ - The three intonation patterns in English: fall, fall-rise, rise.


Fricative Consonant - Made by aqueezing the air through a tight gap in the mouth. There are 8 fricatives in English: /f/ /v/ /θ/ /ð/ /s/ /z/ /ʃ/ /ʒ/

Long Vowel Sound - There are five long vowels in English: /i:/ /u:/ /ɜ:/ /ɔ:/ /ɑ:/

Silent < r > - In spoken English < r > is only pronounce before a vowel sound. It will be silent before a consonant or if there is no following sound.

Weak Form - Spoken English is made up of strong and weak forms. Weak forms appear in unstressed syllables and are most commonly /əә/ or /ɪ/. The weak forms in this sentence are in bold.

New Information Question - A question which begins with a wh- word (or how) and where the speaker does not know the answer. These use ↘ falling intonation.

Repeat Information Question - A question which begins with a wh- word (or how) and where the speaker already knows the answer. These use ↗ rising or ↘↗ fall-rising intonation.

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Plosive Consonant - Made by completely blocking the air flow in the mouth then suddenly releasing it like an explosion. There are six plosives in English: /p/ /b/ /t/ /d/ /k/ /g/.

Short Vowel Sounds - The six strong short vowels of English are /ɪ/ /ʊ/ /e/ /ʌ/ /æ/ /ɒ/.

< ed > endings - An < ed > ending can be pronounced /t/, /d/ or /ɪd/. This depends on the last sound of the root word.

4 Weak Vowels - /əә/ /ɪ/ /i/ /u/ These are found in unstressed syllables of words and sentences.

tu/təә, ðəә/ði - The words ‘to’ and ‘the’ change before a vowel.

Yes/No Question Intonation - Yes/no questions can use ↘ falling ↘↗ fall-rising or ↗

rising intonation, this will change the feeling and attitude of the question. The most common pattern in British English is ↘↗fall-rising.


Nasal Consonants - Made partly through the nose. There are three nasals in English - /n/, /m/ and /ŋ/

Diphthong Vowels - A combination of two vowel sounds.

< s > endings - An < s > ending can be pronounced /s/, /z/ or /ɪz/. This depends on the last sound of the root word.

Joining - When the next word begins with a vowel, we join it to the previous word.

/j/ /r/ /w/ joiners - When the next word begins with a vowel and the previous word ends with a vowel, we join the two words with a /j/, /r/, or /w/. This depends on the first word.

Question Tags - Standard tags use ↘ falling or ↗ rising intonation. Imperatives,

positive/positive and suggestions all use rising intonation.

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Glottal Consonants - There are 2 glottal consonant sounds in British English - /h/ & /ʔ/.

/əәʊ/ & /aʊ/ - Two diphthongs ending in /ʊ/. EG ‘no’, ‘now’.

c, q, x, y - Letters in the alphabet that do not appear in the English IPA alphabet.

‘ - Contractions occur when certain auxiliary verbs (be, do, have, would, will) shorten in speech.

| ↘ˈtəәʊn ju:nɪts | - We speak in tone units, every unit has a tonic syllable and an intonation pattern.


Approximant Consonant Sound - Vowel like consonants that do not involve any contact of the tongue or teeth in the mouth.

eɪ aɪ ɔɪ - Three diphthong vowels ending /ɪ/. EG ‘bay’, ‘buy’, ‘boy’.

Prominence - Strong stress placed on words that contain important information in the conversation. In phonetics, prominence is marked /ˈ/ before the syllable. The last prominent word in any unit is the ‘Tonic Syllable’.

abcdefg - The alphabet. Many letters are joined when we spell them aloud.

↘↗ - The fall-rise has many uses in British English: implication, repetition, correction,

yes/no questions.

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/l/ & /ɫ/ - The two < l > sounds. /l/ appears at the beginning of a syllable (eg. lost), /ɫ/ appears at the end (eg. ball).

ɪəә eəә - Two diphthongs ending /əә/. EG ‘beer’, ‘bear’. There is a third diphthong /ʊəә/ which is not common in neutral accents, EG ‘boar’.

l ᵊl - Syllabic consonants - there is no vowel, but there clearly is a syllable.

Compounds - A combination of two words which have a singular meaning. Most are stressed on the first word (eg. ˈfootball) but others are double stressed (eg. ˈkitchen ˈsink).

are - Can be pronounced in many different ways. It is normally weak (əә) and joins with /r/ if the next sound is a vowel.

if....↗ | then....↘ - Contrast intonation, it uses rising intonation on the subordinate clause

and falling intonation on the main clause.


Affricate - A consonant sound made up of a plosive directly followed by a fricative. There are two of these in English: /tʃ/ and /dʒ/.

Reduced Vowel - A vowel sound will become shorter if followed by a weak form or a voiceless consonant.

Suffix Stress - A suffix is added to a word to change it’s form. Some suffixes (eg. -ment) do not change the stress of the word, others (eg. -al) do change the stress of the word.

| ˈwɒt əә ju ˈdu.ɪnŋ ǁ‖ - A phonemic transcription of the sentence ‘What are you doing?’. Phonemic transcriptions show sounds and stress, but do not show details such as mouth position and tone.

ˈexport / exˈport - Shifting stress changes the word from a noun to a verb.

↘ ↘↗ ↗ - The three intonation patterns of spoken English.

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an english accent

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