English Pronunciation in Use Advanced (Martin Hewings) (z-library.sk, 1lib.sk, z-lib.sk)

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Contents Acknowledgements About this book Sect ion A Gett i ng started 1 Accents (1 ): Varieties of Engl i sh 2 Accents (2): Engl i sh as an internat ional language 3 Finding out about pronunciat ion (1): dictionaries 4 Finding out about pronunciation (2): onl ine resources 5 Pronunciat ion in slow and fast speech (1) 6 Pronunciat ion in s low and fast speech (2) Sect ion B Pronunciation of words and phrases Conso n a n t c lusters 5 6 8 10 12 14 16 18 7 play, grow, splash Consonant c lusters at the beginning of words 20 8 jump, next, glimpsed Consonant c lusters at the end of words 22 9 abstract, next Friday Consonant c lusters with in and across words 24 Stress in word s a n d phra ses 1 0 , contro 'versial and controVERsial Word stress and prominence 26 1 1 ' comfort and ' comfortable Suffixes and word stress (1) 28 1 2 ac'celerate and ac ,cele ' ration Suffixes and word stress (2) 30 1 3 ex' treme and ex' tremity Suffixes and word stress (3) 32 1 4 dis'organised and , recon' sider Prefixes and word stress (1) 34 1 5 ' subway and ' super ,power Prefixes and word stress (2) 36 1 6 ' news ,paper and , absolute ' zero Stress in compound nouns 38 1 7 ' hair- , raising and , hard- 'working Stress in compound adjectives and 40 in abbreviations 1 8 ,closed-circuit ' television and ' sell-by date Stress in longer compound nouns 42 1 9 ' dream of and ' live for One-stress phrasal verbs 44 2 0 , hang a ' round and , look ' up to Two-stress phrasal verbs 46 Stressed a n d u nstressed syl l a b l es 2 1 some, the, from, ete. Weak forms of function words 48 2 2 Well, YOU do it then! Prominent function words 50 2 3 calcu/u/late and calcu/;)/late Vowels i n unstressed sy l lables i n content words 52 2 4 listen, bottle, politician, etc. Syl labic consonants 54 Foreign word s 2 5 deja vu, angst, tsunami Foreign words in Engl ish 56 Sect ion C Pronunciation i n conversat ion Featu res of fl uent speech 2 6 one�evening, stop�now, go�away, ete. Link ing sounds 58 2 7 I'll get it, These're mine Contracted forms 60 2 8 I'm not sure, Not sure, 'm not sure El l ips is and 'near el l i ps is ' 62 2 9 lasi; night, I haven'i; seen her Leaving out consonant sounds (1): It I 64 3 0 an old car, a bottle o� water Leav ing out consonant sounds (2): IdJ, Jh/, 11/, Jvl 66 3 1 average, novelist, happening Words that lose a sy l lab le 68 English Pronunciation in Use (Advanced)

Orga n is ing i nformation i n conversation 3 2 II we stuck a picturell of an elephant/I Break ing speech into units 70 3 3 II It's BLUElI DARK bluell Prominent words i n speech units (1) 72 34 II I've always been terrified of SPIders!! Prominent words in speech units (2) 74 3 5 II I'll beLIEVE it when I SEE it/I Fixed phrases and idioms i n speech units 76 3 6 she's got an ESSay to write Non-prominence on final 'empty' content words 78 3 7 I can't STAND the stuff Non-prominence on final vague expressions 80 3 8 Just help yourSELF; Throw it to ME Prominence i n reflexive and 82 personal pronouns Intonat ion in tel l i ng. asking a n d a nswering 3 9 I'm quite busy 11 at the moment III Fal l ing and rising tones 84 40 They taste great 11, these biscuits III Tails 86 4 1 Great film 11, wasn't it II? Question tags 88 42 What I don't understand Bill is how it got there 11 Cleft sentences 90 43 Finding out or making sure ? Questions (1) �2 44 Wasn't it terrible II? Are you crazy II? Questions (2) 94 45 'I paid €200,000 for it. ' 'How much Ill? ' Repeat questions 96 4 6 Although I was tired Ill, I couldn't get t o sleep 11 Comparisons a n d contrasts 98 4 7 'You were asleep in the class! ' ' I .WASn't asleep 11.' Contradictions 100 48 You couldn't carry i t upSTAIRS for me BIll? Requests and reservation 102 49 On the whole l1li, i t went very well Attitude words and phrases (1) 104 50 She just forgot, presumably II? Attitude words and phrases (2) 106 5 1 How embarrassing 11:51! Exclamations 108 Intonation i n ma naging co nversation 52 Mhm, Right, I see Keeping conversation going 110 53 On top of that . . . 1!i.'l2J; Anyway . . . 11 Adding information and 112 changing topic Sect ion D Pronunciation i n formal sett i ngs 54 Before she left schooVl she started her own business Dividing prepared 114 speech into units (1) 5 5 One of the paintingsll he left to his sister D iv iding prepared speech 116 i nto units (2) 5 6 Lima - a s I'm sure you know � - is the capital of Peru Pronunciat ion 118 of inserts We expected profits to drop, but they W rose Step-ups - contrasts and 120 new topics 58 The headteacher, Mr W Lee, will be talking to parents Step-downs - adding 122 i n formation and ending topics 5 9 Small, medium, and large Tones in a series of s imi lar i tems 124 60 'Politicians are the same all over . . . ' Level tone in quoting and 126 bu i ld ing suspense Sect ion E Reference El The phonemic alpha bet: Practice E2 Consonant c lusters: Further practice E3 Word stress: further practice E4 Clossary further reading Key Key to phonemic and other symbols English Pronunciation in Use (Advanced) 128 132 136 140 143 144 192

Acknowledgements I would like to thank Frances Amrani for guiding the project, and Roslyn Henderson and Alyson Maskell for their invaluable suggestions and their attention to detail in editing the material . I also wish to thank the following reviewers for their suggestions in the early stages of writing: Barbara Bradford, Kent, UK lan Chitty, Melbourn, UK David Deterding, Singapore Amanda Lloyd, Cambridge, UK Andrea Paul, Melbourne, Australia Dolores Ramirez Verdugo, Madrid, Spain A number of people have provided inspiration and information, and also specific advice on the pronunciation of non-native English speakers. Thanks in particular to Richard Cauldwell, Frances Hotimsky, Philip King, Gerard O'Grady and Dorota Pacek. I have drawn extensively for information and ideas on a wide variety of teaching materials and reference works, and I acknowledge the part they have played in shaping the book. In particula r, I wish to acknowledge Hahn, L. D. & Dickerson, W. B. ( 1 999) Speechcraft: Workbook for academic discourse. Ann Arbor: University of Michigan Press (Units 40 & 4 1 ) for the analysis of stress adapted for Unit 12. At home, thanks to Ann, Suzanne, and David for their support and willingness to listen. Martin Hewings 2007 The author and publishers are grateful to the following for permission to reproduce copyrighted material in English Pronunciation in Use Advanced. Jones, D. (2006 ) Cambridge English Pronouncing Dictionary, 1 7th edn. Edited by P. Roach, J. Setter and J. Hartman. Cambridge: Cambridge University Press. Cambridge Advanced Learner's Dictionary (2005 ), 2nd edn. Cambridge: Cambridge University Press. Development of this publication has made use of the Cambridge International Corpus (CIC). The CIC is a computerized database of contemporary spoken and written English, which currently stands at 1 billion words. It includes British English, American English and other varieties of English. It also includes the Cambridge Learner Corpus, developed in collaboration with the University of Cambridge ESOL Examinations. Cambridge University Press has built up the CIC to provide evidence about language use that helps to produce better language teaching materials. Audio recording by James Richardson, AVP studios, London. Illustrations by Jo Blake, Mark Draisey, Julian Mosedale and David Shenton. Cover design by Dale Tomlinson. Designed and typeset by Kamae Design, Oxford. English Pronunciation in Use (Advanced) 5

About th i s book English Pronunciation in Use Advanced gives students of English practice in pronunciation to help improve both speaking and listening. Although it has been written so that it can be used for self-study, it will work equally well in a class situation with a teacher. It will be particularly useful for students whose English is adequate for most social, professional or educational purposes, but who want to work further on pronunciation to improve their understanding and ensure that they are easily understood both by native and non-native English speakers. The focus is primarily on improving pronunciation in communication rather than practising individual sounds ' or words. Organ isation There are 60 units in the book. Each unit looks at a different .point of pronunciation. Each unit has two pages. The page on the left has explanations and examples, and the page on the right has exercises. The 60 units are divided into four sections. • Section A introduces accents in different varieties of English, resources for independent study of pronunciation and differences between pronunciation in slow and fast speech. • Section B is about pronunciation in words and phrases, including consonant clusters and stressed and unstressed syllables, and pronunciation of foreign words. • Section C is about pronunciation in conversation, including how intonation contributes to meanmg. • Section D is about pronunciation in formal settings, including professional contexts such as giving business or conference presentations. After the 60 units there is a fifth section, Section E, which contains the following: • Exercises to practise the phonemic alphabet • Further practice of consonant clusters • Further practice of word stress • Glossary • Further reading At the end of the book there is a Key with answers. To accompany the book, there is a set of five CDs, available separately or as part of a pack. A CD-ROM is also available for use on a computer. On the CD-ROM additional practice exercises are provided on all of the units (different from those in the book) . The CD-ROM can be bought separately or as part of a pack. Addit ional equipment needed A CD player is needed to listen to the recorded material that goes with this book. It will also be useful for students to have equipment to record their o wn voices. The symbol . At indicates the CD track number for recorded material, i.e. CD A, track 1 . English Pronunciation in Use Intermediate and English Pronunciation in Use Advanced It is not necessary to have worked on English Pronunciation in Use Intermediate ( see Section E5 Further reading) before using this book. However, to practise pronunciation of particular letters and sounds, it is recommended that students use English Pronunciation in Use Intermediate, where additional practice of stress and intonation can also be found. Both books have the same format of explanations and examples on the left page and exercises on the right page in each unit English Pronunciation in Use (Advanced)

Usi ng the book There is no fixed order in which the units should be worked through. However, it will be useful to do the units in Section A Getting started first to provide some background to later units. In addition, it will be useful to study the basic units on intonation (Units 32-34 on breaking speech into units and highlighting information, and Unit 39 on falling and rising tones) before doing later units which focus on intonation. Phonemic symbols It is not necessary to understand phonemic symbols to use this book. Where phonemic symbols are used, example words are given and/or the words are found on the recording. However, being able to understand phonemic symbols is a useful skill to have in order to make use of the information about pronunciation in dictionaries. The phonemic symbols used in this book are listed on page 1 92 and there are exercises to practise the phonemic alphabet in Section El . Pronunciat ion i n speaki ng and l isten i ng Although the focus of the book is pronunciation in speaking, it also gives the opportunity to practise listening to speech at conversational speed and in a variety of English accents. Where an explanation refers to a feature of pronunciation that is particularly relevant to understanding English, rather than one that students should necessarily try to include in their own speech, this is shown with the sign /1����+��+"'�::;7. Where an explanation is particularly relevant for Ir . L . \ r-0r I,s., OWl,:! J developing advanced f1u���i," thi�i; shown with the sign � Accen ts of Engl ish used i n the recordi ng For a model of pronunciation to copy when speaking, we have used the accent of English sometimes referred to as 'BBC English' . However, in work or travel a wide range of English accents might be heard. To help prepare for this, a number of accents are found on the recording. These include both native-speaker varieties of English (from the United States, Canada, Australia, South Africa, Jamaica, India and various parts of Britain) and non-native speaker varieties of English (from China, Spain, Poland and Japan) . In the Key, information can be found about where speakers come from on the recordings for the exercises. More about BBC English and other varieties of English can be found in Units 1 and 2. Usi ng the further pract ice mater ial After working through Units 7, 8 and 9 on consonant clusters, further practice can be found in Section E2 Consonant clusters. After working through Units 1 1 , 12 and 1 3 on suffixes and word stress, further practice can be found in Section E3 Word Stress. The glossary In Section E4 Glossary, explanations can be found of terms used in this book. Most of these are specific to the subject of pronunciation. Usi ng the recordi ng When working with the recording, a track should be played as often as necessary. When doing an exercise, it may be necessary to press 'pause' after each sentence to give time to think or write an answer. When instructed to repeat single words, there is space on the recording to do so, but to repeat whole sentences the recording will have to be paused each time. In some exercises, special instructions are given on how to use the recording. To help you further improve your pronunciation and understanding of spoken English, it is important to listen to as much English as you can. The internet provides access to a wide range of sources of spoken English, and in Unit 4 you can find suggestions on some that you might find useful. English Pronunciation in Use (Advanced) 7

Accents (1): Varieties of Eng lish Although we commonly talk about 'English pronunciation' ( including in the title of this book), obviously not all speakers of English pronounce it in the same way. Even between countries where English is the first language of the majority of the population there are considerable differences, and we can distinguish between the pronunciation of 'British English', 'American English', 'Australia n English', 'South African English', and so on. �[i�ID�: u- ... � .. .,..?,Across these varieties of English, there may be differences in how vowels and consonants are . 'I';;'���+�;+"'/ pronounced,howwords are stressed, and in intonation. For example, listen and notice differences �or listMi"'q) between standard British English (Br) and American English (US) pronunciation in these sentences , (you will hear British English first): Tha t's better. I 'm p i cki n g u p the ca r next Tuesday . Wha t's you r a dd ress? I wen t o u t beca use I was hot and wa n ted some fresh a i r. I n US It I is 'flapped' so that it sounds l i ke Idl (a nd often transcribed in d ict iona ries as I!f) when it comes between two vowels . • car = Iko:1 i n Br and Iko:rl i n US. I n Br,lrl is pronounced on ly when it is fol lowed by a vowel, whi le i n US it is a lso pronounced before consonants and at the end of a word . • Tuesday = Itju:-I i n Br and Itu:-I i n US. The sou nds Itj /,/nj/, Idj /, etc. a re not used i n US. Some words a re stressed d ifferently in Br and US, inc lud ing a 'ddress (Br) and 'add ress (US). Some speakers of US (and a lso Austra l ia n and New Zea land Eng l ish) use a 'h igh risi ng ' tone for statements where most speakers of Br would use a fa l l i ng tone. A3.' ,.�Within Britain and the US there are also many regional accents. For example, listen and notice { 1t1.tporttl;.t// differences in pronunciation in these sentences, said first by a speaker of 'BBC English' (see Unit 2) and �or liste. ... i ... q) then by a speaker from the city of Birmingham in England (you will hear BBC English first): 8 See you ton i gh t. The second vowel i n 'ton ight' is pronounced Iml i n BBC Eng l ish but 1';)11 (as i n 'boy') i n a B i rm ingham accent. Are those you r b ro the r's? The vowel in 'those' is pronounced I:ml in BBC Eng l ish but more l i ke laul (as i n 'now') i n a B i rm ingham accent. The first vowel in 'brother's' is pronounced IAI (as in 'buf) in BBC Eng l ish but lul (as i n 'wou ld ') in a B i rm ingham accent. She was smoki n g. The last sound i n -ing words is IIJI i n BBC Eng l ish, but IIJgl i n a B i rm ingham accent, i .e. the -g is pronounced. Section E5 Further reading gives suggestions on where you can find more information about pronunciation in national and regional varieties of English. English Pronunciation in Use (Advanced)

Section A Getting started Exercises 1 . 1 Listen . You w i l l hear speakers from Br ita i n , the USA, Canada , Austra l i a a nd South Afr ica ta l ki ng about A4 what they enjoy do ing i n the i r spa re t ime. Wh ich of these accents a re you most fa m i l i a r w ith? Is there one you fi nd easi er to understa nd than the others? 1 . 2 Here i s a text read a loud fi rst by a B rit ish Eng l ish speaker a n d then a n Amer ican Eng l ish speaker. AS Listen as many t imes as you need and note d i fferences i n pronunciat ion that you observe, focusi ng on the u nder l i ned words. A few a re done for you . ( I t is not necessa ry to use phonemic symbols i n th i s exercise, but a l ist ca n be found on page 1 92 if you want to refer to it.) the fi rst vowel is more 'open' i n US the fi rst vowel is d i fferent - 10:1 ( l i ke 'ca r') i n B r and lrel ( l i ke 'hat') i n US I was reading in a magazine the other day about how common esi is now. Some e research as found that over fur:t.¥ percent of the population is ovelWeight. Most people in the survey said the d her drive than walk. and that it's better to spend leisure time at home than outside. That's understandable in the winter, I guess, but el everyone can build some exercise into their daily schedule? sa id ' nyoo' (/nju:/l in Br and ' noo' (/nu:/l i n US the fi rst vowel is d i fferent - 1::>:1 ( l i ke 'or') in Br and lul ( l i ke 'put') in US; a l so the 'r ' is p ronounced in US 1.3 You w i l l hear fou r more peop le ta l k i ng about what they enjoy do ing i n the i r spa re t ime. They a re from northern Eng l and , Scotl a nd , Wa les and Northern I re l and . Listen as many t imes as you need and write br ief notes about what they say. northern England: .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scotland: Wales: ... . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Northern Ireland: .......................................................................................... ............................................................................................................................................ .. Now read the transcri pts i n the Key. Are there part icu l a r featu res of the i r p ronu nc iat ion that you had prob lems u nderstand i ng? I n what ways is the i r p ronu nc iat ion d i fferent from BBC Eng l ish - that is, Br it ish Eng l ish spoken without a reg iona l accent (see U n it 2)? Follow up: Record yourse lf read ing one of the extracts i n exercise 1.1. (These are written down in the Key.) Compare your read ing and the version on the record ing . What are the ma in d ifferences in pronunciation that you notice? English Pronunciation in Use (Advanced) 9

Accents (2): Eng lish as an international language In this book ... . . . you w i l l use British In particu lar, you w i l l use the va riety that has come to be known as 'BBC Eng l ish as a model Eng l ish: BBC Eng l ish is the pronunciation used by speakers such as newsreaders for pronunciation. and announcers on te levision and rad io, inc lud ing the World Service. Some of these speakers have reg iona l accents from the Un ited Kingdom, such as Scottish, Welsh or Northern I r ish accents, but the accent you w i l l hea r in this book is typica l of those with an Eng l ish accent. This accent is taken as the 'model ' because it is a widely broadcast and respected va riety, and for most people is easi ly understood. . . . you w i l l hea r a Recorded materia l used ma in ly for l isten ing i ncl udes speakers with d ifferent wide va riety of Eng l ish accents. Some have Eng l ish as the ir first language (e.g. from Austra l i a Eng l ish accents. and the Un ited States), wh i l e others have Eng l ish as a second or fore ign language (e.g. from Japan and Pola nd) . This w i l l he lp prepa re you to understand d ifferent pronunciations of Eng l ish. I nformation about where speakers come from is g iven i n the Key. ��;l�l::�$!fml� The use of English has spread far beyond those countries where it is used as a first language. In some (I�por�?u\-r countries, such as India, Malawi, the Philippines and Singapore, English is an important second language �or lis-re.tl.inq for many speakers, and has often become the language used in official contexts such as courts, ��---.-�-". parliament and higher education. More recently, many other countries, such as Brazil, China, Thailand and Russia, have recognised the importance of English as an international language of communication, and encouraged its teaching in schools and colleges. In each country, the English spoken is influenced by other languages widely used there, and each variety is different in features of its grammar, vocabulary and pronunciation. The widespread use of English as an international language means that much of the interaction in English that now goes on around the world is between· speakers who don't have English as a first language. For example, when German and Spanish politicians meet to discuss policies of the European Union, their chosen language of communication might well be English. The same might apply when Saudi Arabian and Japanese people meet to do business. il1);!J:",��-�at_. --;:7 The consequence of this is that there is an enormous variety of accents of English in addition to those of / lt1Apor-r?ln-r v./ 'British English', 'American English', 'Australian English' and so on, and you may be more likely to speak to �or Iis-!-e.ninq) people with 'Indian English', 'Singaporean English' or 'Russian English' pronunciation. "-'"'''' ""'''''�'M�_''_' '��/ It would be impossible, however, to learn to 'switch' your pronunciation each time you w"ere talking to a speaker with a variety of English different from your own - to use an Australian English pronunciation with an Australian, or Chinese English pronunciation with a Chinese person. Consequently, it is useful to 'model' your pronunciation on one variety - but also recognise that this is just one of many equally acceptable varieties. 1 0 English Pronunciation in Use (Advanced)

Section A Getting started Exercises 2.1 You w i l l hear spea kers w i t h i n ternat iona l accents of Eng l ish from five cou ntr ies ta l k i ng about the i r A7 fa m i l ies. Where do you th i n k they a re from? Listen and write the name of the cou ntry i n the space. Speaker 1 is from .. . . . . Speaker 2 is from Speaker 3 is from Speaker 4 is from Speaker 5 is from .. . . . . . . . . . . Poland India Now check you r answers i n the Key. Which of these accents do you fi nd easi est to u ndersta nd and wh ich most d i fficu lt? Ca n you say why? Wh ich of these Eng l ish accents is c losest to you r own? 2.2 Listen . You w i l : hear the sa me text read th ree ti mes: fi rst by a spea ker of BBC Eng l ish, second by a AS spea ker of Jama ica n Eng l ish, and th i rd by a Po l ish spea ker of Eng l ish . They a re ta l k i ng about movi ng i n to a new house and some of the th ings they have had to buy. Here a re some notes on how the pronunciat ion i n pa rt of the read i ng by the speaker of Jama ican Eng l ish is d i fferent from that i n the read i ng by the spea ker of BBC Eng l ish . the fi rst vowel is close to 101 (as in ' hot'); h:1 i n BBC Eng l ish . Also, 'I' is not pronou nced the vowel is c lose to li:1 and sounds l i ke 'p l eets'; lell in BBC Eng l ish the vowel is c lose to lu:1 (as in 'too'); I�ul in BBC Eng l ish the vowe l is close to II�/, and sou nds l i ke 'cheers'; le�1 i n BBC Eng l ish Now do the sa me for th is part of the text read by the Po l ish spea ker of Eng l ish . L:.:��e � a � d'-J. had cutlery and cups and saucers, and my br r gave me some new I es and I had to get quite a lot of furniture, too. I didn't need a new bed, but I bought a nice old wooden table and some c s for sitting room .... ... I had to do quite a lot of decorating. I've wallpapered the bedroom and painted the bathroom so fgr, but there's still quite a lot to do. But I'm in no hurry and I'm really enjoying it. It's great having my own place at last. 2 .3 Are there a ny accents of Eng l ish that a re of part icu l a r i nterest or im porta nce to you ? Practise l isten i ng t o peop le with these accents as m u c h as possi b le . I f you have access t o the i n ternet, you cou l d reg u l a rly l i sten to Eng l ish l ang uage broadcasts where you w i l l hear these accents. For exa mp le, for New Zea l and accents, try http ://www. rad ionz.co.nz/; for Swed ish accents of Eng l ish, Rad io Stockho l m has a weekly Eng l ish news broadcast (at http ://www.sr.se/rs/red/ i nd_eng .htm l ) where many of the spea kers a re Swed ish. (For more i nformat ion, see Un i t 4.) Follow up: Record you rse lf reading the text in exercise 2.2. Practise a few times before recording. Then write out the text again, and make notes on it, high lighting differences between you r pronunciation and that of the speaker of BBC Eng lish. (Alternatively, you cou ld get a friend or teacher to make notes for you.) English Pronunciation in Use (Advanced) I I

Finding out about pronunciation (1): dictionaries Dictionaries Many dictionaries represent pronunciation using the symbols of the International Phonetic Alphabet ( IPA), or a similar system. From this you can find out about the sounds that make up a word and how it is stressed. For example, the Cambridge Advanced Learner's Dictionary (CALD) gives the pronunciations of 'lemon', 'lemonade' and 'lemon sole' (a type of fish) as shown here. It is useful to spend some time learning the IPA symbols so that you can make use of pronunciations shown in dictionaries. A full list of phonemic symbols used in this book, and in many dictionaries, is given on page 1 92. Section El also includes some exercises to help you learn the symbols. Talking dictionaries and CD-ROMs I' lem.;:ml The word has 2 syllables with stress on the first syllable. l, lem.;) 'neld/ The word has 3 syllables with primary (main) stress on the third syllable and secondary stress on the first. , lemon ' sole Since this is a compound, no separate IPA pronunciation is shown, as this is given at 'lemon' and 'sole' . In this compound, primary stress is on the second part and secondary stress is on the first syllable of the first part. If you don't have time to learn phonemic symbols, 'talking dictionaries' are available which will read aloud words and definitions to you. In addition, some dictionaries come with a CD-ROM on which you can hear words spoken. For example, CALD has a CD-ROM, including the entry for 'kimono' shown here. Clicking on 'UK -4),' gives the British English pronunciation, and on 'US "'1' ' gives the American English pronunciation. If your computer has a microphone, you can also practise your pronunciation by clicking on the microphone IP icon. Pronunciation dictionaries a long loose piece of outer clothing with very wide sleeves, traditionally worn by the Japanese it.£,,·,14""'+ kin UK04): US"'}i JP /kin! plural noun OLD-FASHIONED family and relatives i .. "j"Ujii",L- Pronunciation dictionaries usually include more words than general dictionaries and so can be particularly useful for finding out how to pronounce place names, family names, brand names and technical terms. They also give more information about variation in pronunciation. For example, compare the information about the pronunciation of 'kimono' from CALD given in B with this entry from the Cambridge English Pronouncing Dictionary, 17th edition (CEPD) . Both CALD and CEPD give British and American English pronunciations. CEPD shows also that in American English the last vowel is usually pronounced 1;)1 but can also be pronounced lou/. It also shows that the plural '-s' is pronounced Izl. English Pronunciation in Use (Advanced)

3 . 1 Section A Getting started Exercises Use a d i ct ionary with I PA to he l p you match the words with the i r pron unciat ions. EXAMPLE a b 1 a stock b stalk 2 a here b hair 3 a stand b stunned 4 a tour b tower 5 a turn b ton 6 a learn b line flier :->< i Iflaug/ flower ii Iflmg/ /st:):ki 7 a sand 11 /stnki b send /ing/ 8 a far 11 /beg/ b fear /stAnd! 9 a leak 11 /strend! b lake /taug/ 10 a vOICe 11 /tUg/ b vICe /t3:n! 1 1 a geese 11 /tAn! b guess /lmn! 12 a oil 11 /l3:n! b owl /srend! 13 a bear /beg/ 11 /send! b buyer 11 /bmg/ /fo:/ 14 a should /Jud! 11 /fIg/ b showed 11 /Jgud! /leIkl 15 a chin /tJm/ 11 /li:ki b chain 11 /tJem/ /V:)IS/ 16 a full /fu:V 11 /vms/ b fool 11 /fuV /ges/ 17 a order /gudg/ 11 /gi :s/ b odour 11 h:dg/ hIV 18 a pond /paund! 11 /auV b pound 11 /pnnd! 3 . 2 Under l i ne the syl l ab le i n these words a n d com pou nds wh ich you th i n k has ma i n stress. Check you r answers i n a d i ctiona ry. (For more practi ce, see exercise 1O.1.) EXAMPLE relllidiate 1 tortuous 2 methylated spirits 3 flabbergasted 4 symbiosis 5 subterranean 6 decompression chamber 7 pistachio 8 glitterati 9 debutante 10 repetitive strain injury 1 1 rotisserie 12 idiolect 'A9 Which of these a re you not sure how to pronounce? Use the pronu nc iat ion g iven i n you r d i ctionary to try to work out how to say them. You can hea r the words pronounced on the record i ng . 3.3 For this exercise you need to use a d i ctionary CD-ROM, such as the one that comes with CAW. Write down a l ist of sou nds you fi nd d i fficu l t to pronounce, and then use the d ict ionary CD-ROM to fi nd words w i th th is sound and practise them . Here is a n examp le of what you m ight do . AIO If you have prob lems pronounc ing the consonant c luster Isk/, fi rst th i n k about how it m ight be spelt . The most com mon way is 'sc: In the 'Sea rch ' box type 'sc*'. Th is w i l l g ive you a l l the words beg i n n i ng w i th th i s l etter comb inat ion, as you ca n see here. Then l isten, repeat, and, if you have a m icrophone, record you rse lf. Then do the sa me with '*sc*', wh ich w i l l g ive you a l l the words with th is l etter comb i nat ion within the word. (Note that 'sc*' a nd '*sc*' a re not a lways pronounced Isk/.) scabies scobrous scads scaffold scaffolding scalawClg scald scald, at scald scalding, at scald SCOle(MEASURE) sCllIle(S/Zf) sCo!lIle(1'II.JSIC) scole (SKIN) scoly , at scale (Sl(lN) 1 [cl a rough surface made of dried blood whIch forms O�E skin while It IS heahnQ Compare � +""4H"- 2 [U) a plant or anImal d,sease which causes rough areas 4*4',1111,,,,,.+ scabby UI<04f US"; !19 /sk<eb.il adjective a scabby knee scabby potatoes 8"'N'''44''''·'* scaliness, '''"''"'''''''111 . scale (COVfRING) scab (WORKER) UK04;-us04,"19 /Sk�b/ noun [Cl INFORMI scaliness, at an Insulting word for a person who continues working while c scale (COVERING) organIzation are on strike scaly. at scale (COVERING) scale (WAN TWH) 'Wiii,;M"W* scale (CUM8J scales scallion scallop scabbard UK-4::- US";'- JP Follow up: What do you th i n k are the most common pronunciations in British Eng l ish of the fol lowing fam i ly names (Beauchamp, McFadzean) , British p lace names (Mousehole, Towcester), and techn ica l terms (isog loss, ozokerite)? If you a re not sure, use a pronunciation d ictionary, such as CEPD, to fi nd out. Some of the pronunciations may surprise you ! You can hear the words pronounced on the record ing . English Pronunciation in Use (Advanced) 13

It lnl 1, ........... _"".., 1::'<'@.J F ind ing out about pronunciation (2): online resources There are many sites on the internet where you can listen to accents of English from around the world, find examples of particular styles of speech, or find out how words are pronounced. This unit gives just a few examples which you could explore. Some countries broadcast radio online. If you listen to news reports, for example, you are likely to hear the 'standard' pronunciation from that country. Try, for instance: http://www.bbc.co .uk/radio/ from the BBC (British Broadcasting Corporation) http://www.abc.net.au/streamingl from the ABC (Australian Broadcasting Corporation) http ://www.rte . ie/from RTE (Radio Teleffs Eireann) in Ireland http://www.rsi .sglengl ish from Radio Singapore The website http ://www.pengu inradio.comlgives links to many radio stations from around the world that broadcast online. On some of these radio station websites, transcripts of certain recordings are available. These might help you to understand broadcasts. Type 'transcript' into the site search box and follow links. You can listen to examples of British regional accents either at the BBC's http://www. bbc.co .uk/voices/ or the British Library's http://www.b l .uk/col lections/sound-archive/accents.html A number of sites allow you to listen to samples of particular styles of speech. For example: at http://www.h istoryplace.com/speeches/ you can hear some famous political speeches; at http://www. lsa . umich.edu/el i/micase/audio/ you can hear speech in a variety of academic contexts ( lectures, seminars, meetings, student presentations, etc . ) from the Michigan Corpus of Academic Spoken English (MICASE) . Some online dictionaries show the pronunciation of words using the International Phonetic Alphabet ( IPA) or some other system. These include the Cambridge Advanced Learner's Dictionary and the Cambridge Dictionary of American English at http ://dictionary.cambridge.orgl The Miriam-Webster On line Dictionary also allows you to hear words pronounced in North American English, at http ://www.m-w.coml. If you have a specialist area of interest or study, you may be able to find websites to help you pronounce terminology. For example: http://www.sa ltspring.comlcapewest/pron. htm gives rules on how to pronounce Biological Latin, including taxonomic names of plants and animals; http ://www.dinosauria .comldmllnames/aeto .htm has sound files with the pronunciation of the names of dinosaurs; http ://www.genome.gov/page.cfm?pageID=10002096 is a 'talking glossary' of terms from the field of Genetics. Terms are explained and you will also hear how they are pronounced. Finally, if you have read J. K. Rowling's Harry Potter books and are unsure how to pronounce names and the made-up words you find, you can hear how to pronounce them (in North American English) at http://www.scholastic.comlharrypotter/reference/. 1 4 English Pronunciation in Use (Advanced)

Section A Getting started Exercises These exercises depend on you having i nternet access. It may be that you have to down load free softwa re to l isten to some of the materi a l . 4. 1 Visit the websites of two Eng l ish- l anguage i n ternet rad i o stat ions from d i fferent cou ntr ies. You cou l d take two of t he fou r g iven i n A or l ook for others. (The website h ttp://www.pe n gu i n ra d i o .com/ca n he lp you fi nd them.) Fi nd one recent news story that you a re fa m i l i a r with that is reported on both stat ions and listen ca refu l ly to the broadcast on the fi rst rad io stat ion . Write down a few of the key words you hear. Now l i sten in deta i l to the story on the second rad i o stat ion and notice whether these key words a re pronounced i n the sa me or a d i fferent way. What d i fferences do you notice? 4.2 Go to h ttp://www.bbc. co . u k/vo i ces/. Fo l l ow l i n ks to 'Vo ices Record i ngs'. Here you ca n l isten to voices from many parts of the U K. Choose one of the record ings by cl ick i ng on a dot on the map, and then do the fo l low ing : 1 Click on the name of one of the speakers under 'More clips from this interview' . 2 Read 'About the interviewee'. 3 Read the transcript. Check in a dictionary any words you don't understand. 4 Listen to the recording and follow the transcript. S Some clips have a section on 'More about the speech in this clip' . Read this, focusing in particular on information about pronunciation. Some dialect words, which you may not find in the dictionary, are explained here. 6 Do the same with any other 'More clips from this interview' . 7 Go back and listen to the 'Voice clip(s ) ' . These don't have transcripts. How much of them do you understand? Do you notice features of pronunciation you observed and read about earlier? 8 Do the same with accents from other parts of the UK by clicking on other dots on the map. 4.3 Go to h ttp://d i cti o n a ry. ca m b ri d ge .o rg/ and l ook u p the fo l l owing words i n the Cambridge Advanced Learner's Dictionary: belligerent vitamin charade wrath continuum felafel precinct sepIa Is the usua l B r it ish and Amer ican pronu nciat ion the sa me or d i fferent for each ? Try to work out from the phonemic symbols how each is p ronounced. (See Sect ion El for advice, if necessa ry.) If you want to hear how these words a re pronounced i n North Amer ican Eng l ish , go to h ttp://www.m-w. com/. Notice that where more than one pronu nc iat ion is g iven, the most common one comes fi rst. 4.4 Go to h ttp://www. genome .gov/pa ge .cfm ?pa ge I D=l0002096 and look up the fol lowing words : centromere monosomy nucleotide Listen to the expla nat ions and fi nd out how they a re pronounced. Say the words after the record i ng . Follow up: Use your search eng ine (such as Goog/e) to try to find one other website that g ives i nformation about the pronunciation of terms i n a spec ia l ist area. Use the search words 'pronunciation gu ide [specia l ist area]'. English Pronunciation in Use (Advanced) 1 5

Pronunciation in slow and fast speech ( 1 ) /;rln different contexts we change the speed at which. we speak. '/ " We a re l i kely to speak more . . . when we a re ca refu l ly exp la in ing to someone what we want slowly, for example, . . . them to do , when we a re ta lk ing to a l a rge aud ience, or when we a re ta lk ing about an u nfam i l ia r or d ifficu lt topic . We a re l i kely to speak more . . . i n conversation, when we a re ta lk ing to friends or re latives, or qu ickly, for example, . . . when we a re ta lk ing about rout ine or fam i l i a r topics. In Units 5 and 6 we will introduce some of the changes in pronunciation that take place in fast speech when compared with slow, careful speech. These include linking sounds, leaving out sounds and changing sounds. These changes are looked at in more detail in Units 26 to 3 1 . 4Speech is broken up into units. often with a pause between them. Within these speech units, words are 7 linked together smoothly. (For more on speech units, see Unit 32.) In fast speech in particular, these units may be quite long and the words spoken quickly. Compare the units (marked with 1I below] inthese examples of slow and fast speech: Slow speech : A nurse is exp la in ing how to make a s l ing: 1/ th i s goes under the a rm l/ and then over the shou lderl/ a l l the t imel/ make su re you support the a rm l/ ta l k to the pat ientl/ and fi nd out what posit ion l/ is most comfortable fo r them l/ Fast speech : Th ree friends are in a Ch inese restaurant: A: 1/ is anyone havi ng a sta rter or notl/ o r a re we go i ng stra i g h t t o the ma i n cou rsel/ B: 1/ I 'm go i ng to go st ra i ght to the ma i n cou rse l/ C : 1/ yeah l/ B: 1/ but I m i ght have an extra port ion of someth i ngl/ you never know// A: 1/ do they do n i ce sweets herel/ C: 1/ I t h i n k i t's j ust Iycheesl/ A: 1/ what's Iycheesl/ B: 1/ they' re the fu nny l i tt le wh i te onesl/ a ren 't theyl/ C: 1/ that's ri ght l/ I 'm not terrib ly keen on theml/ listen again to some of the long units from the restaurant conversation. Notice how the words are run together: 1/ or a re we go i ng stra i ght to the ma i n cou rsel/ 1/ but I m i ght have an ext ra port ion of someth i ngl/ ;7'Because words within units are run together, it can sometimes be difficult to understand them. However, one or more word in each unit is emphasised and may be said more clearly than others (see also Units 33 and 34). It is important to focus on these, as they usually carry the most important information in the unit. listen to these speech units from the restaurant conversation and notice how the words with syllables in large capital letters are emphasised: I/I 'm go i ng to go STRAIG HT to the MAI N cou rsel/ 1/ I t h i n k i t's just lyCHEESI/ 1/ they' re the FUNny l i tt le WHITE onesl/ 1/ that's R IGHTI/ English Pronunciation in Use (Advanced)

Section A Getting started Exercises 5. 1 I n wh ich th ree of these s ituat ions is s low speech more l i kely? 1 A lecturer is giving details of timetable changes to a group of university students. 2 Two friends are discussing what they might do at the weekend. 3 You are giving directions to a stranger who has asked how to get to a local hospital. 4 A witness in a trial is explaining to a jury what she saw when a robbery was taking place. S A hairdresser and a customer are talking about their recent summer holidays. 6 Members of a family are having dinner and talking about what they have been doing during the day. 5 . 2 Here a re some l o n g speech u n its taken from fast speech. Listen t o each j ust once and try t o wr ite ,A) 3 down what you hea r. EXAMPLE Wha t .. gr.� .. !.jQ?l .. dQl�q.'±Qru:Qr:r.Q!!i .. g.QQ?l± .. hg!£.p'g$.:t. twelve? 1 I .. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... . . . . . . . . . . . . . . . . . . . . . . . . . . .. not . 2 She .. . . . . . . . . . . . 3 They ... . . . . . . . before. _ well. 4 As .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... late. S We .. . . . . . . hours. I f you had d ifficu lt ies, l isten aga in as many t imes as you need, and then check you r answers in the Key. 5 . 3 Fi rst, l isten t o a n extract from a busi ness meeti ng . Then repeat s i x s i ng le speech u n its taken from the A14 d iscuss ion . I f poss ib le, repeat them without look ing at the u n its wr itten out below. Try to run the words in the u n it smooth ly together. 1 II so why did you go for Jensensll 2 II and we've done business with them beforell 3 II and they've still got a pretty good reputation/I 4 II that the product isn't up to scratch/I S II they've been pretty poor/I 6 II shall I contact the lawyers about it/I 5.4 Listen to these speech u n its taken from the sa me conversat ion . Under l i ne the one word, o r someti mes two words, that a re emphasised i n these u n its. EXAMPLE II to � the machinesll 1 II but that was years agoll 2 II but the management hasn't changed at a Wl 3 II to be honest/I 4 II we ought to be looking for a different supplier/I S II we'll leave that to you/I Now check you r answers i n the Key and then say the speech u n its a loud . Try to run the words i n the un it smooth ly together and emphasise the under l i ned words. Follow up: Record yourse lf read ing a l l parts of the business meeting extract used in exercises 5.3 and 5.4 (or act it out in a g roup of three) . Try to d ivide it i nto speech u n its as in the record ing , mak ing sure you run the words i n the u n its smoothly together. In the Key you w i l l fi nd the extract with the speech u n its marked. English Pronunciation in Use (Advanced) 1 7

Pronunciation in slow and fast speech (2) 41n fast speech , sounds that are found in words spoken slowly maybe missed out Listen and notice how / the highlighted sounds are missed out in this conversation extract: Idl is missed out the two It I sounds merge into one I t occu rred to me that Terry hadn ' t been in tou ch fo r a ges, so I though t I o ught to phone h im . Wel l , j ust then the re was a rin g on the front door and the re he was. Ihl is m issed out It I is missed out It I is missed out Ihl is missed out For more details, see Units 8, 9, 29 and 30. A'As well as sounds, syllables or whole words that we would expect to hear in slow speech may be reduced / or missed out in fast speech. listen and notice how the highlighted parts are reduced or missed out in this conversation: 'it's' is reduced to Isl 'are' is missed out ( 'I' is missed out � Come on , it's time to go . What a re you l ookin g fo r? B: I don 't su ose ou 've seen my glasses? A: Have you lost them a ga in? B : You'd bette r carry on . I can ' t go without my glasses. 'I' is missed out For more getails, see Units 27-30. the vowel/'dl is missed out and the word is said with one syllable 4Sounds in words may also change in fast speech compared with how they are said in slow speech or how 7 they are represented in dictionaries. listen and notice how the sound /t/ changes in the highlighted parts of this conversation: 1nl is missed out and It I is said like Ipl before Iml A: I want you to pa int my kitchen . B : What co lou r? A: A I i h=-t -=g=re-=-en=- . ---------J B: R ight. For more details, see Units 26 and 29. It I is said as a 'glottal stop' (a sound made by stopping the flow of air by closing the vocal cords) It is not essential to make these changes in your own speech in order to be understood, although they can help your speech sound more natural and fluent. English Pronunciation in Use (Advanced)

Section A Getting started Exercises 6 . 1 Listen to these sentences as many t imes as you need. Fi rst you w i l l hea r them sa id s lowly and A19 ca refu l ly and then at a more normal speed for conversat ion . I nd i cate the d i fferences you hea r i n the 'conversat ion ' vers ions. EXAMPLE a 'we-ak' +ornt It I ;s rn.;sse-J It I ;s rn.isse-J uj;)IJ I'I.O-+- Iju:1> Oll-+- Oll-+- ylu couldn'!giVe me a !if(could y'ou? IV:;: prol'l.olll'l.ce-J �I ... Ij l <''1') is prol'l.olll'l.ce-J like- Ibl Id31 (as il'l. Jarn.') 1 Has he been to see you smce Saturday? 2 I asked her for the best tickets they'd got left. 3 Do you mind movmg along a bit? Now check you r answers i n the Key. Do you mind moving along a bit? 6.2 Listen to these conversat ions as many t imes as you need and fi l l in the spaces. How is the AlO pronu nc iat ion of each m issi ng word d ifferent from its s low form? doesn't 'n' is said like 'rn' /, \ .dp..��� . . ± . . . . . . . take . . . . . . . . . . . . . .9.�? . . . . . . . . . . . bit of interest. He 1 A: Rick B: That . .. . . . . . . . . . . . terrible. Why .. . . . . jealous . . . . . . . . . . . . . . .. do that? A: Maybe . . . . . . . she's . . . . . 2 A: . . . . . . . . . . . . . . . . know .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. coming? B: Everyone .. . . . . . . . . . Cathy. A: What time ... they be here ? B: . . . . . S I X . . . . so well. 3 A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . coming out . . . . . . . . . . . . . a walk ? B: Okay. A: .. . . . . . . . . hat . . . . . . . . . . . . . . gloves, too. Now check you r answers in the Key. . . . . . . . . . : . . . . . my coat . Follow up: Record yourself sayi ng the sentences in exercise 6.1. First say them slowly and carefu l ly, and then at norma l speed. Then compare what you sa id with what you heard in the record ing . English Pronunciation in Use (Advanced) 1 9 u

p l ay, g row, sp l ash Consonant clusters at the beginning of words A2fc Combinations of consonant sounds (consonant clusters) can be difficult to pronounce for some learners. English words can start with a vowel, or one, two or three consonant sounds. Compare: am ram cram scram Here are the possible two-consonant clusters at the start of English words: /p/ /t/ /k/ /hi /d/ /9/ /m/ /n/ /f/ /v/ +/1/ p lay x class b l a ck x gla ss x x fly x +/r/ pray tri p crime b rown d rop grow x x fry x +/w/ x tw i n s q ueen x dwe l l x x x x x +/j / p u re tu be q ueue beau ty d u e x m usi c news few v iew In addition, the following two-consonant clusters are possible with Is/: slow sphere III sWim /f/ Iwl snow 1nl Ipl spot smile Imf It! star /kI sky All Here are the possible three-consonant clusters at the start of English words: /sp/ /st/ /sk/ +/11 sp lash x x +/r/ spray s traw screa m +/w/ x x squea k +/j / x stew skewer & Note: Some consonant c lusters ma rked x i n A and B a re used i n a few uncommon words, for example· schwa (the name of the sound /;,f) and people's names. In order to be understood clearly you should - • avoid changing a consonant in a cluster to a different consonant. For example: saying 'present' for 'pleasant' or saying 'queue' for 'crew' • avoid leaving out one of the consonant sounds. For example: saying 'poblem' for 'problem' or saying 'foo' for 'few' • avoid adding an extra vowel between consonants. For example: saying 'tewin' for 'twin' or saying 'faree' for 'free' • avoid adding an extra vowel at the beginning of the word. For example: saying 'estop' for 'stop' or saying 'escream' for 'scream' /8/ /f/ /h/ x x x th ree s h ri n k x x x x x x h u ge Is it faree? You can find more practice of consonant clusters at the beginning of words in Section E2. English Pronunciation in Use (Advanced)

Section B Pronunciation of words and phrases Exercises 7 . 1 You w i l l hear some short defi n it ions. After each defi n it ion , p ress 'pause' , t ick (.r) the word you th i n k A2� is be i ng defi ned and say it a loud . When you p ress 'p lay' aga i n you w i l l hea r the correct answer. Repeat it and then conti nue i n the sa me way. EXAMPLE 'to cook in hot oil' fly I fir 1 string I sting 2 clean I queen 3 strain I stain 4 Spain I sprain S slum I sum 6 pain I plain 7 slip I sip 8 kick I quick 9 scare I square 10 grass I glass 7 . 2 You w i l l hear some words. After each word , p ress 'pause' a n d u nder l i ne the correct defi n it ion . When Al4 you press 'p l ay' aga i n you w i l l hear the correct answer. 7 . 3 Al5 EXAMPLE 'stray' to not leave I to move away from the intended route 1 to produce a continuous light I to increase in size 2 to shake with fear I a sweet food 3 to move through water I attractively thin 4 dried stalks of wheat I another word for shop S watery liquid in your mouth I to divide into two 6 activity done for enjoyment I to give money for something 7 a border around a picture I burning gas 8 not mixed I not rich Listen and unde r l i ne the sentence you hea r. EXAMPLE The band isn't very popular. I The brand isn't very popular. 1 Just across the road. I Just cross the road. 2 The cat was following its tail . I The cat was following its trail. 3 Before that I had tried a motorbike. I Before that I had to ride a motorbike. 4 It's Michael's twin. I It's Michael's to win. S He fell into a deeper sleep. I He fell into a deep sleep. 6 I thought it was a terrible slight ( = insult ) . I I thought it was a terrible sight. 7 Just blow your nose. I Just below your nose. 8 This one is a pear. I This one is spare. Now check you r answers in the Key. Then l i sten aga i n and repeat the sentences. 7 . 4 Try bu i l d i n g words by a d d i n g consonant sounds. Sta rt with a vowel sou nd , and then a d d one consonant sound at a t ime before o r after the vowel , i n a ny order, to bu i ld new words. (Note : ( i) a consonant sound may consist of more than one letter; ( i il don 't add a ny new vowel sounds.) Then say a loud the words you have wr itten . For exa m pl e : lel/: ache � lake � flake � flakes (2 consonants before the vowel and 2 after) lall: rye � rife � rifle � trifle � trifles (2 before and 3 after) li:/: sea � seem � scheme � scream � screamed (3 before and 2 after) Now try with other vowels. You m i ght fi nd it he l pfu l to use a d i ctiona ry. (Note : There is a l i st of vowels on page 1 92.) Follow up: Are there any consonant c lusters at the beg i nn i ng of words that you have specia l problems with? Col l ect a l i st of words that sta rt with these, record you rself saying them, and l isten . Repeat this often. See Un it 3, exercise 3 for an idea on how to col l ect words sta rting with a particu la r consonant c luster. English Pronunciation in Use (Advanced) 2 1