Pronunciation Tasks Students book A Course for Pre-intermediate Learners (Hewings, Martin) (z-library.sk, 1lib.sk, z-lib.sk)

Pro ciatio Tasks A course for pre-intermediate learners Martin Hewings STUDENT'S BOOK _____ * §

A course for p r e - i n t e r m e d i a t e learners Martin Hewings STUDENT'S BOOK / Cambridge UNIVERSITY PRESS

PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, UK http://www.cup.cam.ac.uk 40 West 20th Street, New York, NY 10011-4211, USA http://www.cup.org 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1993 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1993 Fourth printing 1999 Printed in the United Kingdom at the University Press, Cambridge ISBN 0 521 38611 X Student’s Book ISBN 0 521 38610 1 Teacher’s Book ISBN 0 521 38453 2 Set of 2 cassettes

Contents Acknowledgements v Key to phonetic symbols vi To the student vii Introduction Unit 1 Asking about pronunciation 1 Part 1 Vowels Unit 2 The short vowels /ae/. III and Id 3 Unit 3 The short vowels /d/, /u/ and /a/ 4 Unit 4 III & Id and /ae/ & /a/ 6 Unit 5 The long vowels /ill, fa:/, /a:/, fa:/ and lull 7 Unit 6 /as/ & la:/ and hi & /ill 8 Unit 7 /a/, Id & /u:/ and Id & fa:/ 10 Unit 8 The long vowels /ei/, /ai/, fad and lad 11 Unit 9 fail & fa! and fad & fa:/ 12 Part 2 Consonants Unit 10 Ipl, /b/, Itl, Id/, Ikl and /g/ 14 Unit 11 III & IdJ and Ipl & Ibl 15 Unit 12 Is/, /z/, /{/, /v/, /0/ and /d/ 16 Unit 13 /0/ & /d/ and /v/, /(/ & /b/ 17 Unit 14 /;/, /tj/, /3/ and /d3/ 19 Unit 15 /// & /t J/ and /dr/ & /tr/ 20 Unit 16 /w/, /r/, /j/ and /l/ 21 Unit 17 Iwl & /v/ and /r/ & /l/ 23 Unit 18 /m/, /n/ and /rj/ 24 Part 3 Consonant clusters Unit 19 Consonant letters and consonant sounds 27 Unit 20 Consonant clusters at the beginning of words 28 Unit 21 More on consonant clusters at the beginning of words 30 Unit 22 Consonant clusters at the end of words 31 Unit 23 More on consonant clusters at the end of words 32 Unit 24 Consonant clusters in the middle of words 33 Unit 25 Consonant clusters across words 35 Unit 26 More on consonant clusters across words 36 Part 4 Stress and rhythm Unit 27 Syllables and stress 38 Unit 28 Patterns of stress in words 39 Unit 29 More practice; stress patterns in numbers 40

Unit 30 Finding out about stress patterns 42 Unit 31 Pronouncing unstressed syllables 43 Unit 32 Rhythm 44 Unit 33 More on rhythm 45 Unit 34 Rhythm and moving stress 46 Part 5 Sounds in connected speech Unit 35 Slow speech and connected speech 49 Unit 36 Common words and phrases in connected speech 50 Unit 37 Linking words together: Consonant + Vowel 51 Unit 38 Linking words together: Vowel + Consonant 53 Unit 39 Linking words together: Consonant + Consonant 54 Unit 40 Sounds that link words: /w/ and /]/ (‘y’) 55 Unit 41 Sounds that link words: /r/ 56 Unit 42 Short sounds and sounds that are missed out 57 Part 6 Intonation Unit 43 Prominent words 59 Unit 44 Repeated words and prominence 60 Unit 45 More on prominent and non-prominent words 62 Unit 46 Falling and rising tones 64 Unit 47 Reasons for falling and rising 65 Unit 48 A second rising tone 67 Unit 49 Tonic words 69 Unit 50 Predicting tones 70 Part 7 Sounds and grammar Unit 51 Weak and strong forms; short and long forms 72 Unit 52 Long and short forms of verbs 73 Unit 53 More on the long and short forms of verbs 75 Unit 54 Weak and strong forms of some conjunctions 76 Unit 55 Weak and strong forms of some prepositions 78 Unit 56 The pronunciation of ‘-ed’ endings 79 Unit 57 More on the pronunciation of ‘-ed’ endings 81 Unit 58 The pronunciation of‘-s’endings 83 Part 8 Pronouncing written words Unit 59 Letters and sounds 85 Unit 60 Pronouncing consonant letters ‘c’ and ‘g’ 86 Unit 61 Pronouncing ‘th’ 87 Unit 62 Pronouncing ‘sh’, ‘ch’ and ‘gh’ 88 Unit 63 Pronunciation, spelling and word stress 89 Unit 64 Pronouncing single vowel letters 91 Unit 65 Pronouncing vowel pairs 92 Unit 66 Silent letters 94 Key 96

Acknowledgements I would like to thank: Jeanne McCarten, Lindsay White and Alison Silver, who so professionally and patiently guided the book through its various stages. Anne Colwell, Nick Newton and Nicholas Otway for their design work. The many people who commented on the material and the principles on which it is based. In particular, Michael McCarthy, David Brazil and Richard Cauldwell. Ann Hewings, Louise Ravelli, Thelma Smith and Peter Hickman who helped make recordings for earlier forms of the material. The teachers and institutions who worked with the pilot edition, for their many helpful comments. George Taylor for the illustrations.

Key to phonetic symbols Vowels Consonants Symbol Examples Symbol Examples /a:/ arm part Ibl bed about /ae/ apple black Id do side Isal eyes drive HI lill sa[e /au/ out now iQl good big Id end pen IhJ hat behind lei/ eiqht day 1)1 yes you led air wear Ikl cat week hi it sit hi lose allow Ihl eat see /ml me lamp lid ear near Id no any Id opposite stop /p/ put stop fad open phone Id run around fail always more Is/ soon us fail boy join Id talk last Id would stood M very live fail you choose /w/ win swim fad sure tourist Izl goo loves fail early bird /JV ship push l\l up luck l^l measure usu fa! ago doctor /<3/ sing hoping /tJ7 cheap catch Id/ thin bath. Id th.en other /d3 / pune age VI

To the student Who is the book for? Pronunciation Tasks is for pre-intermediate level students who want to improve their English pronunciation. Many of the tasks will also be useful for higher level students. It has been written for students working in class with a teacher, although many of the tasks are suitable for students working on their own with a cassette recorder. How is the book organised? The book is divided into an Introduction and eight parts. Each part focuses on a particular aspect of English pronunciation, and is divided into eight or nine units. It is not necessary to work from Unit 1 to Unit 66. Choose units or parts that will help with the pronunciation problems you have. The cassettes The cassettes contain all the recordings necessary for the listening and repetition activities in the book. The symbol EH shows that there is a recording for a task on the cassette. The symbol ◄◄ EH means you should rewind the cassette and repeat the recording for the previous task. VII

Introduction Unit 1 Asking about pronunciation Here are some ways of asking how to pronounce words correctly. Asking about the pronunciation of written words HP 1 Listen to these conversations. HD 2 Work in pairs. Ask about the pronunciation of these words. (If you need to check the pronunciations of the words listen to the recording.) medicine commercial chocolate information vegetables Asking if your pronunciation is correct 3 Listen to these conversations. S’When \ uas in Britain, I visite<i\ f 3 Phcc called... 14uV,k iHs \pronounced ‘Edinburg’ Is that right?/ ^ fWhen X was in 8ritain,I visited a place called... I think it's pronounced ‘Leicester’. Is that \KoW you Say it in England ? 1 don’t know. that’5 right. 1

Introduction pTj| 4 Work in pairs. Use the phrases in the conversations to ask about the pronunciation of these places in Britain. (If you need to check the pronunciations of the words listen to the recording.) Leicester Edinburgh Portsmouth Norwich Stratford Brighton Carlisle Worcester 1 Asking which pronunciation is correct pH 5 Listen to these conversations. 6 Are there any words which you are not sure how to pronounce? Ask your teacher about them in the same way. 2

Part 1 Vowels Unit 2 The short vowels /ae/, hi and /e/ 1^1 1 Repeat these words and notice the vowel sound /ae/ in each. back hat map plan match Underline the vowels pronounced /ae/ in this conversation. A: Where were you standing? B: Outside my flat. A: Where was the man? B: He ran out of the bank. A: Was he carrying anything? B: A black bag. A: Thank you, madam. Listen and check your answers. 0—* 4 Listen again. Repeat the conversation a line at a time. Then work in pairs and say the conversation together. 1^1 5 Follow the same steps for these words and conversations. 0—* a The sound /i/ b The sound /e/ pick still if with swim press tell red best help A: This one? A: And can you get some eggs? B: A bit big. B: How many? A: Let’s give her this one, then. A: Ten, please. B: Still too big. B: Anything else? A: Will this fit? A: Some bread. Do you need B: Yes, I think so. She’s any money? quite thin. B: No, I’ll pay by cheque. S 6 Repeat the words in the box. a camera a television a handbag a swimming costume a tennis racket a fishing rod some cash a chess set a tent your address book a blanket a credit card a stamp a hat a sweater some matches a map some string 3

Vowels Part 1 7 Work in pairs. Discuss with your partner the three most useful things to have when ... 1 ... you are lost in a city. 2 ... you are on holiday. 3 ... your car breaks down. 4 ... you are lost in a forest. Choose words from the box in 6. 8 Report your answers to the rest of the class. Unit 3 The short vowels /d/, /u/ and /a/ 1 Match the words in each group that contain the same vowel sound. One is done for you. watch •\ • good just • • push blood • • book looks • • stopped got • • lunch not • • long shut • • stuck pull • • cough cook • • cut g§! 2 Repeat the words and check your answers. 0-* 3 Now complete these conversations using the pairs of matching words. 0-* One is done for you. 1 A: What time is it? B: Sorry, my watch.has stopped. 4 3 A: What time’s the bus? B: . now.

Part 1 Vowels 6 A: Is that.? B: Yes, I.my finger. 7 A: Is Tom here? B: No, he’s.gone for. 8 A: What are you reading? B: It’s . 9 A: I can’t open the door. B: .it, don’t.it! |E°=°3| 4 Listen and check your answers. When you have done this, listen again and repeat the conversations a line at a time. O-* 5 Work in pairs and say the conversations together. 6 Work in pairs. Think of two things that these adjectives can describe. Some examples for the first are given. O-* 1 common a..co.m.m.o.n..problem., a..c.o.mmo.n..nam.e 2 good , 3 comfortable 4 horrible . . 5 funny , 7 Report your answers to the rest of the class. 5

Vowels Part 1 Unit 4 hi & /e/ and /ae/ & /a/ Focus on Id and Id 1 Repeat the words in box A, then the words in box B. A B bill tin bell ten fill will fell well lift spill left spell lit till let tell 2 Work in pairs. Say a word from one of the boxes. Your partner will tell you if it comes from A or B. g§°j) 3 Listen to these sentences. Do they include words from box A or box B? 0-* The first one is done for you. 1 A... 2. 3. 4. 5. 6. 7. 8. "" Focus on /ae/ and I/d |[°E°]| 4 The words in these phrases contain the sounds /ae/ or /a/. (Ignore the words ‘a’ and ‘an’.) They have the following patterns: An angry customer. = /ae/ + ltd Come back! - ltd + /ae/ A lovely summer. = ltd + ltd A happy man. = /ae/ + /ae/ Listen to the phrases and write them in this table. /ae/ + ltd ltd + /ae/ ltd + ltd /ae/ + /ae/ |t°E°ll 5 Listen again. Repeat the phrases and check your answers. O-jt 6

Part 1 Vowels 6 Use some of the phrases to complete these conversations. 0-* 7 Work in pairs and say the conversations together. Unit 5 The long vowels /i:/# fa:/, /a:/, fa:/ and fa:/ 1 Find four words in the box below that contain the same vowel sound as in: 1 clean /i:/ . 2 bird /3:/ 3 car /a] 4 four h'J 5 food /u:/ and write them in the spaces. improve heart prefer law visa piece laugh early banana water me fruit June free Thursday word abroad half bought blue 1^1 2 Repeat the words and check your answers. 0-* 7

Vowels Part 1 3 Choose words from the boxes on the right and write them in the spaces. The word you choose should have the same (underlined) vowel sound as the vowel (circled) in the line. One is done for you. 1 A: Have you s.e.en.my n@ce? B: Is she the in the skirt.? 2 A: Do you like my.bocks? B: I pref0the.ones. 3 A: When did you l@se your B: L@st. 4 A: What did he do when he s^w)the B: He st@ted to. 5 A: It’s his holiday on the , isn’t it? B: Yes. I’ve b^ugl^t him a.TV. 6 A: Where did your.leave the c@? B: It’s parked in the. Listen and check your answers. 0-* When you have done this, listen again and repeat the conversations a line at a time. Work in pairs and say the conversations together. Unit 6 /ae/ & /a:/ and /i/ & /i:/ skirt seen gMden heard blue green purple red March suitcase Thursday guitar scream laugh report magazine portable fourth new third daughter father car park street Focus on Ixl and /a:/ |[°EJ| 1 Some words are pronounced differently in different parts of England. For example, the words in the box are normally pronounced with /a:/ (as in dark and park) by people from the south east of the country (area A on the map), but with /as/ (as in cat and sat) by people from the north (area B on the map). 0-* 8

Part 1 Vowels bathroom glasses dance ask last answer passport fast after past path afternoon Listen to these sentences and focus on the words that are given in the box. Do you think the speakers come from area A or B on the map? 1 Where’s the bathroom, please? 2 I can’t find my glasses. 3 Would you like to dance? 4 Ask him where he comes from? 5 I was there last week. 6 Can you answer the telephone, please? 7 Don’t forget your passport. 8 You’re driving too fast. 9 I’ll do it after the football match. 10 It’s five past eight. 11 There’s a path down the garden. 12 She’s arriving this afternoon. Focus on /i/ and Id S 2 Repeat the words in the box. India river sweets Swedish street fourteen knee builder British teacher milk city chicken Christmas a million finger Egypt Easter tea stream 3 Work in pairs. From the words in the box find two ... 0-jt 1 ... things to eat 2 ... numbers 3 ... things containing water 4 ... jobs 5 ... parts of the body 6 ... places where people live 7 ... holiday times 8 ... countries 9 ... nationalities 10 ... things to drink 4 Report your answers to the rest of the class like this: ‘sweets and chicken’ ‘fourteen and a million’ Discuss any differences. 9

Vowels Part 1 Unit 7 /a/, /u/ & /u:/ and /d/ & /o:/ " Focus on /a/, /u/ and /u:/ 1 All the words in the box include the letter ‘u\ How is it pronounced? Write the words in the table. include customer full /a/ Id /us/ supermarket June gun e.g. sun e.g. would e.g. two pull Sunday flu put push number pH 2 Repeat the words and check your answers. 0-* 3 Work in pairs. Arrange these sentences into five two-line conversations. One is done for you. a) 6.. & .2. b).... & .... c) .... & .... d).... & .... e) .... & .... 1 Where shall I put your luggage? 2 But I bought a new tube on Tuesday. 3 It’s too hot. It’s a lovely sunny day. 4 My uncle. Would you like me to introduce you 5 It’s from a really good cook book. 6 There isn’t much toothpaste left. 7 In the boot. There’s just a suitcase. 8 I think I’ll put on my woollen jumper. 9 Who’s that in the blue suit? 10 That onion soup was wonderful. gH 4 Repeat the conversations a line at a time and check your answers. Then work in pairs and say the conversations together. 0-* 5 Underline all the /a/, /u/ and /u:/ sounds in the sentences. How many of each can you find? 0—* 10