TP-Q 1

TARGETING PRONUNCIATION – QUIZZES 2019-11

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Chapter 1.1 Part 1: Syllables and Word Stress How many syllables do the following words have? 1. a. 1 b. 2 c. 3 d. 4 2. a. 1 b. 2 c. 3 d. 4 3. a. 1 b. 2 c. 3 d. 4 4. a. 1 b. 2 c. 3 d. 4 Listen to the pronunciation of the following words. Choose the answer which shows which syllable is stressed 5. a. REferee 6. a. SYLlable 7. a. PREcision b. reFEree b. sylLAble b. preCIsion c. referEE c. syllaBLE c. preciSION 8. a. IMmediate 9. a. PERsonify 10. a. BLACKboard b. imMEdiate b. perSONify b. blackboard c. immeDIate c. personIfy d. immediATE d. personiFY 11. a. netWORK 12. a. COMputer screen b. NETwork b. comPUTer screen c. computer SCREEN 13. a. basketBALL b. BASketball c. basKETball

TP-Q 2

Chapter 1.2 Part 2: Important Endings For each question, you will hear sentence (a), sentence (b), or sentence (c). Choose the sentence you hear. 1. (a) I’ve ended my telephone call. (b) I ended my telephone call. (c) I’ll end my telephone call. 2. (a) They looked at the pictures. (b) They’ll look at the pictures. (c) They look at the pictures. 3. (a) That makes Sally mad. (b) That made Sally mad. (c) That’ll make Sally mad. 4. (a) He said he’d order the food. (b) He said he’d ordered the food. (c) He said he’ll order the food. 5. (a) She repeated the list. (b) She’ll repeat the list. (c) She’s repeated the list.

TP-Q 3

Chapter 1.3 Part 3: Reduced Speech and Focus Words Exercise A Write the sentence that you hear. You will hear each sentence twice. 1. __________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. __________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. __________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 4. __________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 5. __________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

TP-Q 4

Exercise B Listen to the dialogue. Which of the words in each line get the most emphasis? 6. John didn’t want to study last night. a. John b. John, want c. John, study d. John, night 7. What did he want to do? 8. Go to a movie. a. What a. Go b. Want b. to c. What, want c. Go, to d. Did, do d. movie 9. Did you want to go to a movie? a. Did b. you c. want, go d. movie 10. Yes, but I needed to study for an exam. a. Yes b. needed c. Yes, study, exam d. Needed, for an 11. Did you pass your exam? 12. Yes, but John didn’t! a. Did a. Yes, John b. pass b. Yes, didn’t c. your c. John d. exam d. Yes

TP-Q 5

Chapter 1.4 Part 4: Vowels Listen to the following sentences. The speaker will say one of the words in parentheses. Write the word you hear. 1. He ____________________ (hits, heats) the sauna every morning. 2. Be careful not to ____________________ (slip, sleep) on the sidewalk. 3. Could you get me some ____________________ (paper, pepper)? 4. She had a bad ____________________ (debt, date). 5. Watch out for that old ____________________ (mitt, mat) on the steps. 6. We must ____________________ (pull, pool) it together. 7. With ____________________ (Luke, luck), he can get it done by morning. 8. He has a small ____________________ (cuff, cough). 9. Could you lend me a ____________________ (buck, book)? 10. John needs to ____________________ (send, sand) the bench. 11. Did you see the ____________________ (men, man) over there? 12. There’s an interesting ____________________ (gull, girl) on the beach. 13. I found this ____________________ (bud, bird) on the ground. 14. Is it ____________________ (far, four)? 15. I have a ____________________ (pen, pain) behind my ear.

TP-Q 6

Chapter 1.5 Part 4: Consonants 1. Describe the ____________________ (ban, van). 2. That is a heavy ____________________ (base, vase). 3. Look out for the ____________________ (curb, curve). 4. It's very ____________________ (thick, sick). 5. The cat has a small ____________________ (mouth, mouse). 6. Did you say ____________________ (bass, bath)? 7. The server spilled hot tea on his ____________________ (tie, thigh). 8. This is Johnny's favorite ____________________ (myth, mitt). 9. It's a lovely ____________________ (pear, fair). 10. He has a good ____________________ (pace, face). 11. Please drive ____________________ (past her, faster). 12. Could you buy me a ____________________ (cone, comb)? 13. Samantha wants to ____________________ (play, pray). 14. The creek ____________________ (flows, froze). 15. The child has a toy ____________________ (locket, rocket).

TP-Q 7

===== ===== ===== ===== ===== ===== ===== ===== ===== Chapter 2.1 Part 1: Recognizing Focus Words In Chapter 2, you learned that there is one strongly stressed word in each thought group. Because of the strong stress, the word is easier to hear than other stressed words. Listen to the following sentences, which are broken up into thought groups. Write the focus word for each thought group. Sentence 1. A large black cat crossed the road chasing a mouse into the back yard. 1. A large black cat ____________________ 2. crossed the road ____________________ 3. chasing a mouse ____________________ 4. into the back yard. ____________________ Sentence 2. Squeaking loudly, the frightened mouse ran through the hole in the fence while the cat jumped over it. 5. Squeaking loudly, ____________________ 6. the frightened mouse ____________________ 7. ran through a hole ____________________ 8. in the fence ____________________ 9. while the cat ____________________ 10. jumped over it. ____________________

TP-Q 8

Repeat Play the audio again, repeating each thought group after the speaker. Keep practicing until you feel comfortable saying the whole sentence. Activity 2: New information-old information In Chapter 2, you learned that the focus word emphasizes important new information. Predict Look at the dialogue. Predict the focus words and write them on the lines. There is one focus word in each thought group or short sentence. Dialogue: A: Have you seen my hat? 11. ____________________ B: Which hat? 12. ____________________ A: My red hat. 13. ____________________ B: You have two red hats. 14. ____________________ A: I want my red felt hat. 15. ____________________ B: Did you look in the closet? 16. ____________________ A: It's not in the bedroom closet. 17. ____________________ B: Try the hall closet. 18. ____________________ A: I found it! 19. ____________________

TP-Q 9

Listen Now listen to the dialogue and check your predictions. Change anything that you think is incorrect. Part 1 Listen to the phrases. Choose the phrase or sentence that you hear. 20. a. his large fee 21. a. a short play b. his large feet b. a short plane 22. a. apartment A 23. a. a new foe b. apartment eight b. a new phone 24. a. His toe is red. 25. a. a burr in his hand b. His tote is red. b. a bird in his hand 26. a. buy an orange 27. a. moo loudly b. bite an orange b. move loudly 28. a. a white lie 29. a. climb over b. a white line b. climbed over Chapter 2.2 Part 2: Recognizing Focus Words Part 2 Listen to the following sentences. Which word do you hear? 1. Can you see their __________ on the board? a. feet b. fee 2. We saw a __________ near the airport. a. play b. plane

TP-Q 10

3. Sharon lives in Apartment __________. a. A b. eight 4. He has a new __________. 5. That is a big red __________. a. phone a. tote b. foe b. toe 6. Joe has a ________ in his hand. 7. Would you like to ________ the cookie? a. bird a. bite b. burr b. buy 8. I can hear the cows ________ in the grass. a. moo b. move 9. It's just a small white __________. 10. We ________ over the rocks. a. lie a. climb b. line b. climbed

TP-Q 11

===== ===== ===== ===== ===== ===== ===== ===== ===== Chapter 3.1 Activity 1: Word Stress Listen to the speaker say the sentences below. Based on the word stress pattern the speaker uses, choose the correct answer to fill in the blank. 1. Sally is part of the ____________________ (comedy, committee). 2. Peter turns ____________________ (thirteen, thirty) today! 3. Please give this note to ____________________ (Daniel, Danielle). 4. The man lost the ____________________ (apple, appeal). 5. Bob got a ____________________ (message, massage) after work. 6. ____________________ (his story, history) is fascinating. 7. That strange animal doesn't have ____________________ (any, a knee). 8. The women do their ____________________ (Arabic, aerobic) exercises every evening. Repeat Listen to the sentences again. Repeat after the speaker. Keep practicing until you feel comfortable with the word stress. Chapter 3.2 Activity 2: Look-alikes As you learned in Chapter 3, some two-syllable nouns and verbs are spelled alike but pronounced differently. In such cases, the nouns are stressed on the first syllable, while the verbs are stressed on the second syllable.

TP-Q 12

Listen Listen to the speaker say the words listed below. Based on the word stress pattern the speaker uses, choose the correct part of speech. This will prepare you for Activity 4, in which you will hear the words in context. 1. a. noun b. verb 2. a. noun b. verb 3. a. noun b. verb 4. a. noun b. verb 5. a. noun b. verb 6. a. noun b. verb 7. a. noun b. verb 8. a. noun b. verb 9. a. noun b. verb 10. a. noun b. verb Chapter 3.3 Activity 3: More Look-alikes Predict Before you listen to the words and sentences, read them and predict where the stress would be – first or second syllable. After predicting, listen. Where is the stress in the word in bold? 1. We hope to make a lot of progress in this class. a. The stress is on the first syllable. b. The stress on in the second syllable. 2. The outraged fans hurled insults at the referee. a. The stress is on the first syllable. b. The stress on in the second syllable. 3. Many states produce rice, corn, and beans. a. The stress is on the first syllable. b. The stress on in the second syllable.

TP-Q 13

4. The police don't have a suspect for the crime. a. The stress is on the first syllable. b. The stress on in the second syllable. 5. The jury will probably convict him for arson. a. The stress is on the first syllable. b. The stress on in the second syllable. 6. The government will increase our taxes next year. a. The stress is on the first syllable. b. The stress on in the second syllable. 7. Theo wants to conduct the Boston Pops. a. The stress is on the first syllable. b. The stress on in the second syllable. 8. Oranges are a common export from Florida. a. The stress is on the first syllable. b. The stress on in the second syllable. 9. Pronunciation students often record their voices. a. The stress is on the first syllable. b. The stress on in the second syllable. 10. What is that strange object in the sky? a. The stress is on the first syllable. b. The stress on in the second syllable.

TP-Q 14

===== ===== ===== ===== ===== ===== ===== ===== ===== Chapter 4.1 Activity 1: Assigning Stress In Chapter 4, you learned that adding certain prefixes and suffixes to base words results in predictable stress patterns. Knowing these patterns can help you pronounce new or unfamiliar words correctly. Predict Look at the words in bold and choose the syllable that is stressed. Even if you don't know the meaning of the word, use the prefixes and suffixes to help you predict the correct stress. 1. He is a member of the graduate association. a. association b. association c. association d. association e. association 2. That river is a tributary of the Mississippi. a. tributary b. tributary c. tributary d. tributary 3. His father is an electrician. a. electrician b. electrician c. electrician d. electrician 4. The referee made a bad call. a. referee b. referee c. referee 5. Susan is a volunteer at Children's Hospital. a. volunteer b. volunteer c. volunteer Listen Now listen to the sentences. Pay close attention to the word stress of the words in bold. Did you choose the correct syllable? Change anything that you think is incorrect. Check your answers. Repeat Play the audio again. Listen and repeat until the word stress feels comfortable and natural for you.

TP-Q 15

Chapter 4.2 Activity 2: More Words, More Stress Predict Look at the words in bold and choose the syllable that is stressed. Even if you don't know the meaning of the word, use the prefixes and suffixes to help you predict the correct stress 1. Orthography is the study of spelling. a. orthography b. orthography c. orthography d. orthography 2. The apartment has a tiny kitchenette. a. kitchenette b. kitchenette c. kitchenette 3. The textbook that you want is currently unavailable. a. unavailable b. unavailable c. unavailable d. unavailable e. unavailable 4. Colombian coffee is very popular. a. Colombian b. Colombian c. Colombian d. Colombian 5. That course covers ethnicity and culture. a. ethnicity b. ethnicity c. ethnicity d. ethnicity Listen Now listen to the sentences. Pay close attention to the words in bold. Did you choose the correct syllable? Change anything that you think is incorrect. Check your answers. Repeat Play the audio again. Listen and repeat the sentences until the word stress feels comfortable and natural for you.

TP-Q 16

Chapter 4.3 Activity 3: Two-word Combinations In Chapter 4, you learned that descriptive phrases and compound nouns have different stress patterns. Look at the bold words in each of the sentences. For each combination, decide if the words make up a descriptive phrase or a compound noun. Review your textbook before you begin. 1. He bought a gold watch. a. compound noun b. descriptive phrase 2. The air conditioner isn't working. a. compound noun b. descriptive phrase 3. The swimming pool certainly looks inviting! a. compound noun b. descriptive phrase 4. I'm going to get a cold soda. Do you want one? a. compound noun b. descriptive phrase 5. Sift a teaspoon of baking soda into the batter. a. compound noun b. descriptive phrase 6. We'll eat some hot dogs at the ball game. a. compound noun b. descriptive phrase 7. Anne is such a busy bee. She works very hard. a. compound noun b. descriptive phrase 8. Peter won the spelling bee at school. a. compound noun b. descriptive phrase 9. In professional baseball, they only use wooden bats. a. compound noun b. descriptive phrase 10. The baseball bat flew into the grandstand. a. compound noun b. descriptive phrase Listen Now listen to the sentences. Did you choose the correct pattern?

TP-Q 17

Additional Listening Challenge Listen to the above sentences again. Can you find the additional compound nouns that are NOT in bold? Hint: There are four additional compound nouns. 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________

TP-Q 18

===== ===== ===== ===== ===== ===== ===== ===== ===== Chapter 5.1 Activity 1: Identifying Stress Levels In Chapter 5, you learned that there are three levels of stress in English sentences: strong stress, normal stress, and unstress. Predict Before you listen, read the sentences and try to predict which words will get normal stress and which will be the focus word. Also, predict which words will be unstressed. 1. I went to the bookstore on Monday. Which words get normal stress? a. went b. bookstore c. Monday d. Both a and b e. Both a and c 2. I went to the bookstore on Monday. Which word is the focus word? a. went b. bookstore c. Monday d. Both a and b e. Both a and c 3. I went to the bookstore on Monday. List one word that is unstressed. a. I b. to c. the d. on e. Any of these 4. Peter broke his watch. Which word is the focus word? a. Peter b. watch c. broke d. Both a and b e. Both a and c 5. Peter broke his watch. Which word is unstressed? a. Peter b. broke c. his d. watch e. None of the above 6. Peter broke his watch. Which words get normal stress? a. Peter b. his c. broke d. Both a and b e. Both a and c

TP-Q 19

7. The baby is hungry. Which word is the focus word? a. hungry b. baby c. is d. All of the above e. None of the above 8. The baby is hungry. Which words get normal stress? a. The b. hungry c. baby d. Both b and c e. Both a and c 9. The baby is hungry. Which words are unstressed? a. The b. baby c. is d. Both a and c e. Both b and c 10. Class ends in five minutes. Which word is the focus word? a. Class b. ends c. in d. five e. minutes 11. Class ends in five minutes. Which words get normal stress? a. class b. ends c. five d. All of the above e. None of the above 12. Class ends in five minutes. Which word is unstressed? a. class b. ends c. in d. five e. minutes 13. Yesterday we went shopping. Which word is the focus word? a. yesterday b. we c. went d. shopping e. None of the above 14. Yesterday we went shopping. Which words get normal stress? a. yesterday b. went c. shopping d. Both a and b e. Both a and c 15. Yesterday we went shopping. Which word is unstressed? a. we b. went c. shopping d. Both a and c e. None of the above

TP-Q 20

Listen Listen to the audio clip while looking at the answers you selected above. Correct any mistakes you think you made. Chapter 5.2 Listen Select which word or words are stressed in each sentence. 1. Cats chase mice. a. cats b. chase c. mice d. all of the above e. none of the above 2. The cats chase the mice. a. The, cats b. chase, mice c. cats, chase, mice d. all of the above e. none of the above 3. The cats will chase the mice. a. The, cats b. cats, will c. cats, will, chase d. cats, chase, mice e. cats, chase, the, mice 4. The cats will have chased the mice. a. cats b. cats, chased, mice c. cats, will have d. cats, have, chased e. cats, have, mice Repeat Listen again, but this time, repeat after the speaker. Keep clapping your hands with the beat. Chapter 5.3 Activity 3: Stress Pattern Recognition In Chapter 5, you saw elephants and mice used to represent stressed and unstressed words. In this activity, listen to the sentence and then try to figure out which pattern of elephants and mice fits the stress pattern of the sentences.

TP-Q 21

Predict Before listening, try to predict the correct answers. Listen Listen to the sentences while looking at the answers you chose. Correct any mistakes you think you made. 1. a. Pattern A:

b. Pattern B:

c. Pattern C:

d. Pattern D:

e. Pattern E:

TP-Q 22

2. a. Pattern A:

b. Pattern B:

c. Pattern C:

d. Pattern D:

e. Pattern E:

TP-Q 23

3. a. Pattern A:

b. Pattern B:

c. Pattern C:

d. Pattern D:

e. Pattern E:

TP-Q 24

4. a. Pattern A:

b. Pattern B:

c. Pattern C:

d. Pattern D:

e. Pattern E:

TP-Q 25

5. a. Pattern A:

b. Pattern B:

c. Pattern C:

d. Pattern D:

e. Pattern E:

TP-Q 26

Chapter 5.4 Activity 4: Extra Write new sentences to match each of the five stress patterns in Activity 3. Question 1

_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

Question 2

_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

TP-Q 27

Question 3

_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

Question 4

_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

Question 5

_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________

TP-Q 28

===== ===== ===== ===== ===== ===== ===== ===== ===== Chapter 6.1 Activity 1: Can and Can't As you learned in Chapter 6, the difference between can and can't can be confusing even for native speakers. One key is to lengthen the vowel and raise the pitch for can't, making it a stressed word. The other key is to lower the pitch and reduce the vowel for can, making it an unstressed word. Predict Before you listen, look at the following sentences. Review the chart on p. 80 to help you predict which words are stressed and which words are not. For each sentence below, choose all of the words that would be stressed. 1. She can speak French. a. She, can b. can, speak c. speak, French 2. Paul can't go to the store. a. go, store b. Paul, to, the, store c. Paul, can't, go, store 3. The students can't open the classroom door. a. the, students, can't, door b. students, can't, open, classroom, door c. open, the, classroom, door 4. The teacher can play the piano. a. teacher, play, piano b. teacher, can, play c. play, the, piano 5. The cat can't climb trees. a. cat, can't, climb b. cat, climb, the, trees c. cat, can't, climb, trees 6. Anna can't take chemistry this semester. a. can't, take, chemistry, this b. Anna, can't, take, chemistry, semester c. Anna, take, chemistry, semester 7. Meet us at the mall at seven. a. Meet, us, mall b. us, mall, at c. Meet, mall, seven 8. I can borrow my uncle's car. a. I, borrow, car b. can, borrow, uncle's c. borrow, uncle's, car

TP-Q 29

9. Can you join us for dinner tonight? a. you, us, dinner b. us, for, dinner c. join, dinner, tonight 10. Can't he come to the movies on Friday? a. can't, he, come, movies b. can't, come, movies, Friday c. to, movies, on, Friday Listen Listen to the sentences as you look at your predictions. Change any answers that you think are incorrect. Repeat Chapter 6.2

Activity 2: Syllables and Schwa Listen Listen to the sentences. Circle the sentence that you hear. 1. a. Their sport is very important to him. b. Their support is very important to him. 2. a. It's cute. 3. a. He just appeared in the window. b. It's acute. b. He just peered in the window. 4. a. Sam was rested. 5. a. Peter watches every cent. b. Sam was arrested. b. Peter watches every ascent. 6. a. Do you have an idea? 7. a. That's Pete's. 8. a. The bag belongs to Lee. b. Do you have an I.D.? b. That's pizza. b. The bag belongs to Leah. Repeat Listen to the sentences again, repeating after the speaker. Keep practicing until you feel comfortable pronouncing the schwa syllables.

TP-Q 30

Chapter 6.3 Activity 3: Clear Vowels Review the fifteen clear vowels on page 108. Listen and track the vowel sounds as the speaker says the words.

Listen Listen to the speaker pronounce the following phrases. Review the vowel chart above to see the numbers for each clear vowel sound. Write the number of the clear vowel sound used in the underlined words. Be sure to write the number, not the word. For example, write 7, instead of seven. 1. the cat's hat 2. three trees in the breeze 3. his thin pins 4. the boy's toy 5. the cook's books 6. a purple turtle 7. the cost of the loss 8. a great day 9. try my rice 10. Bette's wet pet 11. the rusty and dusty bus 12. my father's job 13. Joe's toe glows 14. glue Sue's shoes 15. how now brown cow Repeat Listen again, repeating each phrase after the speaker.

TP-Q 31

Chapter 6.4

Activity 4: Mouth Matching Look at the mouth positions. Position 1: Position 2: Position 3:

Listen to the phrases. (The words are not written for you.) Which mouth position matches the vowel sound that you hear? 1. a. 1 b. 2 c. 3 2. a. 1 b. 2 c. 3 3. a. 1 b. 2 c. 3

TP-Q 32

===== ===== ===== ===== ===== ===== ===== ===== ===== Chapter 7.1 Activity 1: Melody and Meaning Listen In Chapter 7, you learned that intonation can carry a lot of meaning, even in nonverbal responses. Listen to the dialogue. If you like, you may make notes about the intonation patterns that you hear. Try to repeat the intonation the speakers use. Practice Now listen to Person A's part of the dialogue. Respond as Person B, trying to use melody to convey the same meaning as in the dialogue you heard above. Keep practicing until the melody feels comfortable and natural for you. Chapter 7.2 Activity 2: Meaningful Pauses In Chapter 7, you learned that pauses are important for conveying meaning. Listen to the speaker say the sentences. The focus words and the pauses change the meaning of the sentences. Choose the sentence that you hear. 1. a. My friend is Mike Stevenson. b. My friend is Mike, Steven's son. 2. a. I'd like a sandwich, potato salad, and some pie. b. I'd like a sandwich, potato, salad, and some pie. 3. a. He bought fifty five-dollar tickets. b. He bought fifty-five-dollar tickets. 4. a. "That policeman," said the reporter, "saved the child. b. That policeman said, "The reporter saved the child." 5. a. The carpenter used thirty two-foot boards. b. The carpenter used thirty-two-foot boards.

TP-Q 33

6. a. We had chicken, soup, and crackers for dinner. b. We had chicken soup and crackers for dinner. 7. a. "Julie," said her mother, "has the flu." b. Julie said her mother has the flu. 8. a. Blend the ice, cream, and peaches together. b. Blend the ice cream and peaches together. Repeat Listen to the speaker say both sentences. Repeat. Keep practicing until the sentences feel comfortable and natural to you. Chapter 7.3 Activity 3: Rising and Falling Pitch Rising and falling pitch are used in a variety of contexts. Listen to the following sentences. They are not written out for you. Use the pitch changes to help you choose the logical answer. 1. A logical response is: a. Yes, I asked what time it was. (Echo question) b. It's 7 p.m. (Regular question) 2. This is a(n): a. Unfinished sentence b. Finished sentence 3. How many things did Peter eat? a. two things b. three things 4. The speaker sounds: a. hesitant b. confident 5. The speaker: a. echoes what was heard b. makes a regular statement

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===== ===== ===== ===== ===== ===== ===== ===== ===== Chapter 8.3 Activity 3: Sounds Confusing! As you know, there are a number of consonant pairs that are difficult for learners to distinguish. You can review several of these in Chapter 8. Listen to the following sentences, and then write the word that you hear. You will find the words in the box below. Each word will only be used once, but not all words will be used.

pace face fair pear sum sun thanks tanks cloud crowd berry ferry mouse mouth lap laugh put push lake rake

1. I hope you enjoyed the ____________________. 2. The government sent ____________________. 3. The ____________________ is quite low. 4. That is a very large ____________________. 5. Do you see the ____________________? 6. Did you catch the ____________________? 7. Melanie has a small ____________________. 8. How do you spell ____________________? 9. Could you ____________________ the book over here? 10. He has a very relaxed ____________________.

TP-Q 35

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Chapter 9.1 Activity 1: Past Tense Endings In Chapter 9, you learned that some words gain an extra syllable when an ending is added, and some do not. Predict Review the rule for “ed” in Chapter 9. Then look at the following underlined verbs. Does adding the past tense ending also add an extra syllable or is the “e” silent? 1. Rain all night 2. Stay eleven days a. extra syllable a. extra syllable b. silent “e” b. silent “e” 3. Paint another picture 4. Paste all the coupons a. extra syllable a. extra syllable b. silent “e” b. silent “e” 5. Dream about a trip 6. Exercise at the gym a. extra syllable a. extra syllable b. silent “e” b. silent “e” 7. Look at the web site 8. End after a long silence a. extra syllable a. extra syllable b. silent “e” b. silent “e” 9. Wash his car 10. Watch a lot of TV a. extra syllable a. extra syllable b. silent “e” b. silent “e” 11. Show her the way 12. Blend all the ingredients a. extra syllable a. extra syllable b. silent “e” b. silent “e”

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13. Blame him for the mix-up 14. Rent an apartment a. extra syllable a. extra syllable b. silent “e” b. silent “e” 15. Bag all the groceries a. extra syllable b. silent “e” Chapter 9.2 Activity 2: More Past Tense Practice Improve Your Monitoring Listen to the sentences. Sometimes the speaker says the missing verb incorrectly or omits the "ed". Choose the missing word that the speaker uses in the sentence. 1. It ____ all night long. a. rain b. rained 2. Amy ______ at home while her brothers went to the ball game. a. stay b. stayed 3. We _______ the kitchen yellow. a. paint b. painted 4. He ______ a picture in the album. a. paste b. pasted 5. We ______ about going to Paris. a. dream b. dreamed 6. I ________ at the gym. a. exercise b. exercised 7. Sam and _____ I at sculptures at the museum. a. look b. looked 8. The book ____ after ten chapters a. end b. ended 9. We all ______ the dishes after supper. a. wash b. washed 10. I ______ a movie after doing my homework. a. watch b. watched

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11. We ______ our friends how to do a new dance step. a. show b. showed 12. I ______ a can of red and yellow paint. a. blend b. blended 13. Peter ______ everything on Bob. a. blame b. blamed 14. We _____ our apartment from my aunt. a. rent b. rented 15. The clerk ______ our groceries. a. bag b. bagged Practice "ed." Say each sentence correctly using the past tense. Monitor for "ed" endings linked to the next word. Keep practicing until you feel comfortable. Chapter 9.4 Activity 4: -S Endings In Chapter 9, you learned that sometimes an -s ending is pronounced /s/, sometimes it is pronounced /z/, and sometimes it is pronounced Predict Look at the underlined words in the sentence. How do you think the –s ending is pronounced? 1. The Petersons have five cats. a. /s/ b. /z/ c. /Iz/ 2. My grandmother cultivates roses. a. /s/ b. /z/ c. /Iz/ 3. Watch out for those bees! a. /s/ b. /z/ c. /Iz/ 4. That machine buzzes loudly. a. /s/ b. /z/ c. /Iz/ 5. Can you hear the cries of the baby bird? a. /s/ b. /z/ c. /Iz/ 6. Taxes are due on April 15. a. /s/ b. /z/ c. /Iz/ 7. Beware--that dog bites! a. /s/ b. /z/ c. /Iz/ 8. Why do you want four televisions? a. /s/ b. /z/ c. /Iz/

TP-Q 38

9. The kangaroo jumps around the enclosure. a. /s/ b. /z/ c. /Iz/ 10. He watches the sports channel every evening. a. /s/ b. /z/ c. /Iz/ Listen Now listen to the sentences and check your predictions. Change anything you think is incorrect. Repeat Listen again, repeating after the speaker. Keep practicing until the sentences and word endings feel comfortable and natural to you.

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===== ===== ===== ===== ===== ===== ===== ===== ===== Chapter 10.1 Activity 1: Voicing and Vowel Length In Chapter 10, you learned about the importance of vowel length before voiced and voiceless consonants. Review the chapter before you begin. Predict Look at words below. Do you think that the vowel sounds should be long or short? (Hint: Look at the final consonant in each pair. Remember, vowel sounds are longer before voiced consonants and shorter before voiceless consonants.) 1. rude a. short sound b. long sound 2. bad a. short sound b. long sound 3. ring a. short sound b. long sound 4. bag a. short sound b. long sound 5. ice a. short sound b. long sound 6. cart a. short sound b. long sound 7. bead a. short sound b. long sound 8. leave a. short sound b. long sound 9. knees a. short sound b. long sound 10. wade a. short sound b. long sound Listen Listen to the words in sentences. Is the underlined vowel long or short? 11. A potato is a root vegetable. a. long b. short 12. Is that a bat flying around? a. long b. short 13. Sam gave June a diamond ring. a. long b. short 14. The book is in the back. a. long b. short 15. She has blue eyes. a. long b. short 16. John sent Pam a card on her birthday. a. long b. short 17. I like the bead on your necklace. a. long b. short 18. I found a lovely red leaf on the ground. a. long b. short 19. Esther bruised her knees when she fell. a. long b. short 20. You can wait here. a. long b. short

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Repeat Practice saying the sentences after the speaker. Chapter 10.2 Activity 2: Numbers 1. On his birthday Peter will turn ____________________. 2. Sara lives in apartment ____________________. 3. Is your address ____________________ North Bond? 4. There should be ____________________ chairs in the classroom. 5. Please send this to ____________________ Peterson Avenue. 6. My grandfather was born in ____________________. 7. The population of my city is ____________________. 8. Meet me in room ____________________ after lunch. 9. You owe me $____________________. 10. The building has ____________________ floors. 11. Can you think of anything important that happened in ____________________. 12. The down payment on the house was $____________________. Repeat Play the audio again, repeating the sentences after the speaker. Keep practicing until you feel comfortable.

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Chapter 10.3 Activity 3: Final Sounds and Grammar You will hear one of the sentences in each pair. Listen for the linked final sounds. Choose the sentence that you hear. 1. a. They'll repair the windows. b. They repaired the windows. 2. a. She'll clear away the dishes. b. She cleared away the dishes. 3. a. He'll order all the pizzas. b. He ordered all the pizzas. 4. a. I'll compare the prices. b. I compared the prices. 5. a. She'll pour the batter in the pan. b. She poured the batter in the pan. 6. a. They'll share their lunch with us. b. They shared their lunch with us. 7. a. He'll care about the children. b. He cared about the children. 8. a. They'll rehearse all evening. b. They rehearsed all evening.

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===== ===== ===== ===== ===== ===== ===== ===== ===== Chapter 11.1 Activity 1: Common Reductions In Chapter 11, you learned more about how common function words are reduced. Being able to hear and understand these reductions is important for your listening comprehension. Review the chapter before you begin. Predict Before listening to the sentences, predict what word or words you might hear. Listen Listen to the sentences, and type the missing answer in the box. 1. Please give ____________________ the envelope. 2. Should we do this now ____________________ later? 3. Is ____________________ coming to the movies? 4. What ____________________ think about this poster? 5. Peter ____________________ speak four languages. 6. Would you like some bacon ____________________ eggs? 7. Suzy ____________________ left earlier. 8. I told ____________________ that we would be late. 9. She ____________________ going with us. 10. The child wanted milk ____________________ cookies.

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Repeat Practice saying the sentences after the speaker. Keep practicing until the sentences and reductions feel comfortable and natural for you. Chapter 11.2 Activity 2: More Listening Listen Listen to the sentences. Write what you hear. Remember the following when typing your answer: 1) Do not use contractions; 2) Use a capital letter at the beginning of the sentence; and 3) Use the proper punctuation mark at the end of the sentence. 1. __________________________________________________________________ ____________________________________________________________________ 2. __________________________________________________________________ ____________________________________________________________________ 3. __________________________________________________________________ ____________________________________________________________________ 4. __________________________________________________________________ ____________________________________________________________________ 5. __________________________________________________________________ ____________________________________________________________________ 6. __________________________________________________________________ ____________________________________________________________________

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7. __________________________________________________________________ ____________________________________________________________________ 8. __________________________________________________________________ ____________________________________________________________________ 9. __________________________________________________________________ ____________________________________________________________________ 10. _________________________________________________________________ ____________________________________________________________________ Repeat Practice saying the sentences after the speaker. Keep practicing until the sentences and reductions feel comfortable and natural for you. Chapter 11.3 Activity 3: Dialogue Dialogue 1 You and the speaker, Emily, will have a "conversation." Listen to what the Emily says and write it. Then write a logical response. 1. Emily: ______________________________________________________________ ____________________________________________________________________ You: _______________________________________________________________ ____________________________________________________________________

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2. Emily: ______________________________________________________________ ____________________________________________________________________ You: _______________________________________________________________ ____________________________________________________________________ 3. Emily: ______________________________________________________________ ____________________________________________________________________ You: _______________________________________________________________ ____________________________________________________________________ 4. Emily: ______________________________________________________________ ____________________________________________________________________ You: _______________________________________________________________ ____________________________________________________________________ 5. Emily: ______________________________________________________________ ____________________________________________________________________ You: _______________________________________________________________ ____________________________________________________________________

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6. Emily: ______________________________________________________________ ____________________________________________________________________ You: _______________________________________________________________ ____________________________________________________________________ 7. Emily: ______________________________________________________________ ____________________________________________________________________ You: _______________________________________________________________ ____________________________________________________________________ 8. Emily: ______________________________________________________________ ____________________________________________________________________ You: _______________________________________________________________ ____________________________________________________________________

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===== ===== ===== ===== ===== ===== ===== ===== ===== Chapter 12.1 In Chapter 12, you worked with PSAs--public service announcements--to practice your listening and pronunciation skills. General Directions for all PSAs: • Listen, chunk, hum, and then track. • Listen several times for content. • Chunk the thought groups. Add slashes where you hear pauses. (Note: You may wish to print out the transcript.) • Hum the speech melody. • Track the speech. Repeat each word along with the speaker. If you miss words at first, just hum along. Tracking becomes easier with each repetition In addition to the following activities, your teacher may ask you to print out the transcript for each PSA, add the slashes for pauses, and underline the focus words. Activity 1: Listen to the following PSA about sleep deprivation. Pay close attention to the thought-group signals and pauses used by the narrator, Calvin Jackson, in the first part of the PSA. • Add slashes where you hear pauses. • Put parenthesis around the focus words in each thought group. Track the speakers until you can speak along with them. Sleep deprivation and its link to accidents now appears to be a problem of far-greater magnitude than previously believed. Dr. James Tyler of the National Heart, Lung, and Blood Institute's National Center on Sleep Disorders Research says: We know that about 25-percent of the population has reported falling asleep at the wheel of a car, so this is a significant problem. The Department of Transportation estimates that about 100,000 accidents per year and 1,500 fatalities per year are related to falling asleep while driving. And, we know that patients that have sleep apnea* are about seven times greater at risk of having multiple accidents than those that do not have sleep apnea. Opening the car window or turning the radio up won't keep the driver alert behind the wheel. A sleep-deprived driver should either let someone else drive, or pull off to the side of the road. This is Calvin Jackson, the

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National Institute of Health, Bethesda, Maryland.*Sleep Apnea: a sleep disorder

related to snoring that causes a person to stop breathing momentarily. Activity 2 Part 1: Focus on the numbers and answer the following questions. 1. When does National Tire Safety Week begin? a. April 7th b. April 27th c. May 3rd 2. What is the percept of people that wash their cars each month? a. 17% b. 7% c. 14% 3. What is the percentage of people that check their tire pressure each month? a. 40% b. 4% c. 14% Part 2: Identifying Thought Groups and Focus Words The narrator, Joe Bolenthy, uses clear focus stress. • Listen to the PSA again. Add slashes where you hear pauses. • Put parenthesis around the focus words in each thought group. America's drivers believe that tires are an important factor in vehicle safety, second only to brakes, according to a new survey by the Rubber Manufacturers Association. Yet many drivers either are performing only little to no maintenance or are making critical mistakes when caring for their tires. The survey is just one way RMA is celebrating National Tire Safety Week, April 27th to May 3rd. Kim Webber is director of government affairs for RMA. Our survey says that more than 70% of people wash their cars every month, but only 14% of drivers properly check their tire pressure. The tire industry believes that safe car is more important than a clean car. That's why we're reminding drivers to take 5 minutes each month to check the air pressure in the tires. And don't forget the spare. Tire manufacturers are educating motorists to be tire smart and learn simple care and maintenance that will help maximize their safety. For more information and additional tips on how to take care of your tires, visit the RMA website at rma.org. This is Joe Bolenthy reporting.

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Activity 3: Additional PSAs for Pronunciation and Listening Practice Here are three more public service announcements that you can use for practice. Follow the general directions, given in Section 12.1. 1. Hey there this is Shelly Wright. Kids have a lot on their plates these days. It can be hard to stop as parents to stop and think about how something like learning music now can help them in the future. Music helps kids because it's a performing art and children need to learn how to perform well to succeed in society. Getting an 85 on a math test—well that's pretty good, but hitting 85 percent of the right notes during a concert isn't good enough for most music students or their teachers. A special kind of practice and preparation goes into the discipline of performing music, and it helps kids perform better in all areas of their lives. A PSA brought to you by MENC, the National Association for Music Education, Gibson Guitar, Baldwin piano and this station. March is music education month. Music--part of a sound education. 2. Summertime means more outdoor activities, and that means more exposure to ultraviolet rays that can damage your eyes. Everyone's at risk, including children. Your skin becomes sunburned when it's exposed too long to sun. But did you know that your eyes can get sunburned too? Dr. Wayne Biser of the American Academy of

Opthalmology, the Eye MD Association, explains: It's called photokeratitis, and

the signs are red eye, excessive tearing and irritation. The condition is temporary and rarely causes permanent damage, but repeated sun exposure over the years can result in retina damage and cataracts. So what's the best eye protection in the sun? Sunglasses and a wide-brimmed hat are the best for protecting eyes while soaking up sunshine. The American Academy of Ophthalmology recommends sunglasses that block 99 to 100 percent of both UVA and UVB rays. And don't forget sunglasses for the children. To learn more, visit http://www.aao.org. I'm Bob Tibo for the Consumer Radio Network.

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3. A landmark report released Thursday calls for fundamental changes to how decisions are made and who makes them concerning the world's natural resources. The report, World Resources 2002-2004 Decisions for the Earth: Balance, Voice, and Power, stresses that these changes are urgently needed in order to arrest the growing deterioration of the world's environment. World Resources Institute president, Jonathan Lash: Despite 10 years of resounding declarations and international environmental agreements, environmental problems are still getting worse in much of the world. The best way to change those trends is to inform people, empower them, and get them engaged. The report calls for the inclusion of the public in the decision-making process, strengthening the current loose international system of environmental governance, and better disclosure from businesses. It warns that non-governmental organizations should adhere to the same standards of accountability and transparency they are asking from governments and businesses. This is Joe Bolenthy reporting.