Peter

l | t

.\cknowledgements

-ntroduction for students

hroduction for teachers

)iagnostic Tests

:ection A

\brvels

I i: (sheep)

2 r (ship)

3 e (pen)

{ a (man)

5 .r (cup)

6 q: (heart)

i Review

8 o (clock)

9 cr (ball)

i0 u (book)

l1 ur (boot)

12 g: (girl)

13 e (a camera)

14 Review

15 er (male)

16 ar (fine)

17 cr (boy)

18 au (house)

19 au (phone)

20 ra (year)

2L ee (chair)

22 Review

Section B

Consonants

23 P (Pen)

24 b (baby)

25 t (table)

26 d (door)

27 k (key)

28 s (girl)

29 Review

30 s (sun)

3I z (zoo)

32 J (shoe)

33 S (television)

34 tJ (chip)

35 dS (Ianuary)

36 Review

37 f (fan)

38 v (van)

39 w (window)

4o j (Yellow)

4l h (hat)

a2 0 (thin)

43 6 (the feather)

44 Review

45 m (mouth)

46 n (nose

47 4 (ring)

48 I (letter); (bdl)

49 r {rain)

50 Review

Overview

Mask

Key

lv

vii

ix

79

81

85

89

93

97

101

105

t07

110

l14

tt7

t20

t24

L28

l3l

135

139

r43

t47

15I

155

159

r62

165

168

L72

176

180

183

185

186

I

3'7

11

15

19

23

27

29

33

36

39

43

48

52

54

57

60

63

66

70

73

76

tv

In the preparation of this new edition I would like to thank:

Sally Mellersh (formerly of Hammersmith and West London College) for updating andexpanding the lisr of likely errors to accompany the new editions of Ship or Sheep? andTlee or Three?by its inclusion on the website(http: / /www.cambridge.org/elt/elt projectpage.asp?id=2500905).

David McCreath for IT assistance and contribution to my computer literacy. SandraTurner for help with typing.

My editors N6irin Burke, Frances Amrani and Yvonne Harmer, as well as the followingteachers from all over the world who commented during development and gave mesuch practical advice:

Michele Chartrand-Hirsch, France; Ian Chitry UK; David Deterding, Singapore; SylvieDonna, UK; Elizabeth Downey, NewZealand; Lynda Edwards, UK; Laura Hancock, UK;David Hill, Australia; Kip Kelland, Italy; Kathy Keohane, UK;Andrea Paul, Australia;Gordon Francis Robinson, Singapore; Iulietta Ann Schoenmann, UK; Roger Scott, UK

Peter Hobbs and other teachers of International House Sydney, who allowed me toobserve and co-teach their classes; Shdn Iones, for class observation at Blacktor,rrnTAFE College.

I would like to continue to thankAmir Pirouzan, Iean Crocker and Iohn Lipscomb fortheir advice and encouragement during the preparation of the original edition of Shipor Sheep? Nso Philippa Lipscomb and other teachers of the British Council, Teheran,who helped with the first class try-outs.

The publisher has used its best endeavours to ensure that the URLs for externalwebsites referred to in this book are correct and active at the time of going to press.However, the publisher has no responsibility for the websites and can make noguarantee that a site will remain live or that the content is or will remain appropriate.

Illustrations by: Johanna Boccardo, Pat Murray, Felicity House and TonyWilkins

Cover design by Pentacor Book Design

Designed and typeset by Hart Mcleod

o

a

Seven of the 50 units in this book are review units. Each of the otherunits introduces a different English sound, as well as other aspects ofpronunciation (e.g. stress, intonation) which are also important forsuccessful communication in English.You can use this book either working alone or with a class + teacher.You will need:- equipment to listen to the CD, and equipment to record your voice- a small mirror to compare your lip positions with the pictures-Your mask (cut it out from page 185). You will use it at the beginning of

most units (but not Unit l). You can also use it for extra practice ofsounds that are difficult for you.

First, find out which units are most important for you. To do this:- If possible, check your mother tongue in the Lisr of likely errors (see

website: http://r,r"wwcambridge.org/elt/elt_projectpage.asp?id=2500905)and make a printout of that part of the list.

- Do at least one of the Diagnostic Tests (see pages ix-xi). If you areworking alone, do Test A. Test B needs the help of a teacher, nativespeaker or near-native speaker. If you are working with a teacher,he/she will decide whether you do the tests.

Decide whether you want to:- work first on the most important units for you, or- begin at the beginning and work through the book, spending more

time on the most important units for you. You can choose to worksimultaneously on Section A (vowels) and Section B (consonants). Youcan also do the seven review units.

Read, Maktng English sounds before beginning each section (see pagesI-2, 79-80). This introduces some essential vocabulary.Symbols used in the book:means this material is recorded.means the answers are in the Key (see pages 186-224).means this exercise is suitable for a group or pair of students. If you area student working alone, you could try it by using your imagination, e.g.by imagining another student.means'use the mask' (see page vi).means 'visit the website to practise'.Other symbols used:Intonation is shown with arrows:The main word stress is shovrrn in bold, e.g. pronunciation, student.Sentence stress is shown with underlining, e.g. Sentence stress is shournwith underlining, or sometimes with big and small circles:OoOoOoooOo (Sentence stress is shorvrm with underli4ing).

vl

' Phonetic symbols used in this book are the International PhoneticAlphabet (IPA) (the contenrs page shows all the symbols used). you canuse this book without knowing these symbols, but it is useful to learnthem so that you can check the pronunciation of new words in adictionary. The Cambridge Aduanced Learner's Dictionary uses thesesymbols.

. In most units (but not in Unit l), Exercise 2 Minimal palrs gives youpractice in contrasting two sounds in words and sentences. If you don'thave one of the two sounds in your language, practising the pairs ofsounds can sometimes help you to hear - and then produce - theEnglish sound.

' Dialogues are recorded.You can backtrack on the CD to repeat them asmany times as you want. If you don't like backtracking, listen to thedialogue after you have done the dialogue tasks.

The MaskThere are two ways in which you can use the mask (which you cut out frompage I85):I At the beginning of the minimal pair exerclses Here, you are instructed

to use the mask in most units after Unit l. The mask symbol at thebeginning of the exercise indicates 'use the mask'. you can start theminimal pair practice with the mask covering the written words, justIooking at the pictures and listening to the pair sounds (first in wordsand then in sentences). This will help you to focus on really listening tothe sounds first. After you have listened for the first time, you canbacktrack on the CD to listen again and repeat.

2 Extra practice of dfficult sounds You can also use the mask, for exampleat the end of a unit, to enjoy extra practice of sounds that are difficult foryou. Here, your task with the mask is to try to produce the contrastingsounds correctly while trying to remember the words and sentences.(e.g. I Mask on - listen and repeat. 2 Mask off - read aloud. 3 Mask on _remember and say aloud. 4 Mask off- read aloud to check.)

Other ways of having extra practice of difficult soundsI Make playrng cards by photocopying rhe minimal pair charts (e.g. four

copies) and cutting out the pairs. you can then play some of the cardgames described in the review units. If working alone, play pick up pairs,Unit 7, page 27 or Pick up same sounds, Unit 14, page 52.

2 Check on the website(http: / i www.cambridge.org/ elt/ elt_projectpage. asp?id=2500905)to see if there is any extra practice material for this sound.

vil

o

t

Please read the Introduction for Students on pages v-vi.Level This book is written for intermediate students, but previouseditions have also been used bystudents at otherlevels. Tree orThree?iswritten for beginner-elementary level.Class/Student working alone The instructions are written for a studentworking alone, but can be used for classroom teaching as well. See thesymbols in the students' introduction, especially tDiagnostic Tests You can use these if you need to assess students'difftculties. But ifyou already know this for your class, you can choose toskip the tests and decide whether you want the students to workthrough the book or focus only on some units.Students working alone can self-administer Test A with or without yourinput. To administer Test B, students can be asked to record theirindividual performances for your assessment. Or you may prefer to dothis with them so that you can immediately check possible'reading'rather than pronouncing mistakes, by asking them to listen and repeatthe item.List of likely errors This is on the website so that it can be added to. Itcan be found athttp : / /www. cambridge.org / elt/ elt_projectpage.asp?id=2500905.It would be useful for each student to have a printout of the relevantpart of this list.Minimal pairs In this book, these are pairs of words/sentences whichdiffer by only one sound, e.g. BilI bought a sheep.lBill bought a ship.These sometimes help students to hear - and then pronounce - soundsthat are difficult for them. You may want to extend students' classpractice of particular minimal pairs by inventing games or playing thefollowing:- Card games These are described in Exercise t of the review units.

Make more copies if using pairs from only one unit. This book iscopl'right, but permission is granted to make a single copy of thecards described in the review units, for the sole purpose of playing thecard games outlined.

- 'Fingers' For each pair, saywords rapidly at random, e.g. sheep sheepsheep ship ship sheep shrp. Students show with one or two fingers ifthey hear sound I or sound 2. Students practise in pairs and then backto back.

vllt

- 'Mingling' Each student has one of the minimal pair cards. Studentsmingle (move around randomly), not showing their cards butrepeating their word to find the others with the same sound. Theyform a group, which checks correct membership. The first group tocomplete their set of words with the same sound wins. Students swapcards within their group and check pronunciation of new wordsbefore all mingling again to find the person in the other group withthe other half of their minimal pair. Students change cards with thatperson and check each other's pronunciation. Then start the minglinggame from the beginning so both sounds are used.

The mask (See Introduction for Students.) The purpose of the mask istwofold:- to allow students to listen to and practise the minimal pair sounds

first in words and then in sentences without being distracted by thewritten word

- for extra practice of sounds they find difficult.

tx

DTAGNOSTIC TESTSAll students should do Test A.

Test B requires the help of a teacher, native speaker or near-native speakerof English.

The tests are not to give you a mark. They may help you to find out whichsounds and other aspects of English pronunciation could be the mostdifficult for you. You should also check this in the ll'sf of likely errors or'thewebsite:http://ww\M.cambridge.org/elt/elt_projectpage.asp?id=2500905.

TEST A

Section I Sound discriminationaz Do not stop the recording or repeat. In each item you will hear two words.

Sometimes the two words are the same. Sometimes they have one soundthat is different. Listen once only to each item and tick the S (same) columnor the D (different) column. If you are not sure, tick the question mark (?)

column.

EXAMPLE If you hear, 'sheep sheep' tick the S column.

If you hear, 'sheep ship' tick the D column.

If you are not sure, tick the ? column.

S D 2

S D 2 S D ? S D ? S D ?

la 6a 12a 17a

1b 6b r2b 17b

2a 7a l3a l8a

2b 7b 13b 18b

2c 7c I4a l9a

3a 8a r4b 19b

3b Bb l4c 20a

4a 9a r4d 2Ia

4b 9b l5a 22a

5a 10a 15b 22b

5b r0b 16a 23a

5c l la 16b 23b

r1b l6c 24a

x

Section 2 lntonationes Do not stop the recording or repeat. Listen to Lucy talking to Lesley on the

telephone. In some items her voice goes up ( ) at the end. In someitems her voice goes down ( . ). Tick the ' or column for eachitem. If you are not sure, tick the ? column. Listen to the example first.

EXAMPLE a) That's Lesley, i#t ita

b) That's Lesley, isn't it?

Section 3 Word stresse+ Do not stop the recording or repeat. In each item, tick the one word that is

different from the others.

EXAMPLE items column number alone / listen

I nowhere birthday mistake toilet postcard2 guitar eighteen today machine English3 away brother breaKast frightened valley4 comfortable vegetables photograph lemonade minimal5 telephoning supermarket conversation exercises helicopter

2 ?

I 6

2

3 8

4 9

5 l0

xi

IEST B(Note: This test requires the help of a teachel native speaker, or near-native speaker of English.)

Ask the student to read each test item, and record the grading on the result

sheet (page xii).

A student's performance can be recorded, or the student can be asked torepeat an item as many times as necessary to record a result, The reasonsfor mispronunciation are many, and some may be caused by readingdifficulty. To check this, say the mispronounced word correctly and ask thestudent to repeat it. If the student can then say it correctly, add the symbolR to your grading on that item, indicating that tfie student can pronounce

this sound but may have difficulty when reading it.

Suggested syrnbols for grading: / no difficultywith this soundX difficulty with this soundR may have difficulty reading this sound

Shopping l is t1 some cheese (cheap cheese); some tea (Chinese tea)2 titty biscuits; four fish3 ten eggs (big eggs)4 jam; apples and oranges; a cabbage5 ten tomatoes (large tomatoes)6 five kilos ofveal (verygoodveal)

7 some strong string (long string)8 four forks (small forks); spoons; cups; small paper plates

9 some good sugar; milk; coffee; a cake10 pick up Iude's blue shoes at the shoe shop; two kilos of brown rice; a

grapefruit1l nuts; honey; half a dozen hot buns12 one lemon; nine brolrm onions; flowers for the house13 some paper for my mother's letters; collect Grandfather's leather jacket

from the cleaner's14 a girl's shirt and skirt (size thirteen); cold drinks (don't get dry ginger);

some good bread15 eight small cakes and paper plates; some sausages for supper16 some yellow roses for your sister17 white wine (sweet wine); some lce18 beer for Bob (buy it from the pub near here)19 some shampoo for Claire's hair; some pears

20 some tins of New Zealand peas, or frozen beans21 fresh English fish from the fish shop22 atoy for the little boy (a blue or yellow ball)23 something for Mr Smith (it's his birthday on Thursday)24 a small cheap television for the garage

RESULTS SHEET AND FINDINCS from List of likely errorsIn any of the three columns, place a cross against the sound where there may be difficulty.

SOUNDS

/t"[i (ctri r20

3 /e/ (pen)

1014 le,l(man)

1245 /qr/ (heart)

/t/ (table)

6 /v/ (van)

7 /o/ (clock)

1688 /crl (ball) 174

9 /u/ (book)

l0 /ur/ (boot)/r/ (rain)

1l /,ri (cup)

/h/ (hat) 14712 /n/ (nose) 165

/aui (house)13 /e/ (camera)

/d/ (the feather) 15514 lstl (girl)

/d/ (door)

L5 letl(male)/s/ (sun) 107

16 laul(phone)

/w/ (window) 139

1435717 larl (ftne)

l8 /re/ (year)

19 leal(chair)/m/ (mouth) 162

20 lzl (zoo) 1102r /f/ (shoe) 114

/l/ (letter) 17223 /0/ (thin)

(Diagnostic

Test B)Findings fromList

t3111

15

13s

8I

97

176t9

l4a, l4b, I4c

15124 f t l ( television) I l7

Section AVowels

Making English sounds

Use vour voice to make all vowels.

short vowels

(make a short sound)

A/ (ship)

/e/ (pen)

/u/ (book)

/a/ (man)

h/ (cup)

/o/ (clock)

/a/ (camera)

longvowels(make a long sound)

/c:/ (ball)

/u:/ (boot)

/irl (sheep)

/c:/ (heart)

/s/ (girl)

diphthongs(two vowel sounds)

/eu/ (phone)

/rel (year)

lctl(boy)

/aul (house)

/e/ (male)

/arl (fine)

/eel (chair)

$ rur,ur

Spot the different sound.

EXAMPLE lal lel lul leal ltlAnswer: The fourth sound is a diphthong.All the others areshort vowels.

I leul lul lrl lal ltl 2 lcrl lel lrcl latl laul 3 lol li'.| lczl lszl lgzl

Match these words with the pictures below.a the back of the tongueb the lipsc the tip of the tod the front of the

Match the pictures (1-9) in A with the instructions (a-i) in B.A

nguetongue

t--,C

€

I

t_-, I

Open your mouth.Close your mouth.Put your tongue forward.Open your mouth a little. Then open mouth a little more.Put your tongue back.Put your tongue down.Put your tongue up.Put your tongue forward and up. Practise lill: eat, easy, he, she, we.Fut your tongue down and back. Practise /ol/: ask, are, arm, car.

Ba)b)c)d)e)f)

Ih)i)

lul sheep

- Do vou like your tea sweet?

- l-es. Three sugars, please.

Target sound /irl\5 Open your mouth very little to make

the target sound ir. /irl is a long sound.Listen and repeat: /irl.

c

2 Sound / ir l

,6rr.-\d

, " ' ' t ' : '

.1-- t

sheepLook out for that sheep.

cheeksWhat lovely cheeks!

beanThrow out that bean.

Stop it leakinglThis pcel's got vitamin C in it.He's going to leave.

"€

6lIrf,

&,&ffi,s

f l w. '

\t'

&Sound /i:/ words

eo a Listen and repeat the words.

Sound /irl sentencesez b Listen to the sentences.

'r; c Sentence stressNotice that the most important words for the meaning of a sentence arepronounced more LOUDIy and s I o w Iy .The less important words are said more quietly and quidd5lListen to the sentences again and this time look at the underlinedsyllables below. Notice that they are louder and slower.

Look out for that sheep.\Mhat lovely cheeks!Throw out that bean.

leakStop it leaking!

PeelThis peel's got vitamin C in it.

leaveHe's going to leave.

nz d Listen again and repeat the sentences.

/D UNIT | /irl sheep

5 Dialoguefl a First practise the sound /ill in some of the words from this unit. Read the\,/

words aloud or visit the website to nractise.

One-syllable words: cheese beef tea eat mealthree cheap please me

Two-syllable words: Peter people Edam eveningEastfield biscuit cheesecake

(The stress is always on the first syllable.)

Two-syllable words: Janine repeat

(The stress is always on the second syllable.)

Note on word stress: bold is used here to show you which part of theword is strongly stressed, i.e. which syllable is pronounced moreLOUDIy and s I o w ly than the other(s). Word stress doesnt usuallychange, except in some longer words with stress near the end. (See 4cand 4d.)

es b Listen to the dialogue, paying attention to the target sound. Then readthe dialogue and fill the gaps (1-10) with the correct words from the box.

cheese Peter eat please tea beefthree me teas beef

In a caf6: 'lt's cheaper to eat at Marguerite's'

CHRISTINA: What would you lrke to eat, t_ ? The cheese sandwiches arethe cheapest.

PETER: Er. . mmm... oh, a 2_sandwich, please, Chr ist ina.

CHRISTINA: Cheese . . . mmm Janine? Would vou l ike a I sandwich or acheese sandwich?

JANINE: A cheese sandwich, +_

PETER: What about you, Christina? Would you like cheese or s_ ?

WAITRESS: Are you all ready to order? What would you like to e_ ?

CHRISTINA: Er, we'l l have one beef sandwich, two cheese sandwiches and, mmm,7 for me.

JANINE: Tea for 8_ too, please.

PETER: Yes, make that three g- , please.

wAlTRESS: (wr(ing down the order) One beef sandwich, two cheese sandwichesand l0 teas.

ee c Listen to the dialogue again to check your answers. Practise reading thedialogue aloud, and record your voice to compare your production ofthe target sound with the recording.

UNIT 1 /ir l sheep 5,

4 Intonation of questions with 'or 'Intonation is the voice going up or dor,vn.

This movement up or dor,rm begins on the most important word in aphrase or sentence.

In questions with'or' the intonation usually goes dor,rrn at the end.rs a Listen and repeat.

Would you like veal or bcgfi

Would you like coffee or tea?

Would you like coffee, tea or milk?a

t b Role playUse the menu to practise a conversation in a group of four or five. Youare in a restaurant. Take turns to be the waiter. Ask each other questions,e.g. Would you like ... or ...?Then one person gives the order to thewaiter, who repeats the order to check it. If possible, also practise usingother menus. If it is an expensive restaurant, the waiter or waitress canbe more formal, sa],'lng Good euening before asking for the order.

EASTFIELI] RESTAIJRANT

MENU

Soup

leek Soup on P€zl souP

Meat

veal on beef

Vegetables

beans oR peas

Sweets

cheesecake on ice cream 0R peaches

Drinks

coffee r-rn tea

Biscuits and Cheese

Edam cheese on Brie

[unr | /i:/ sheep

ero c Word stress - nationalities ending in 'ese'As you listen to the sentences about these nationalities, draw a lineconnecting the country and nationality in the two lists below

Countries Nationalities (Note the stress on the last syllable.)

Iapan Nepalese

Nepal Lebanese

Vietnam Portuguese

rrr d Moving stressThe stress of these 'ese' nationalities changes if the next word is stronglystressed. So we say, This bcef is lapanesebut, It's lqanese bqf.

Listen and respond, like the example.

EXAMPLE Is this bread from Beirut?Response:Yes, it's Lebanese. It's Lebanese bread.

5 Spell ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /i:/.

T

// ship

- \!hat about this fish? Can I eat it?

-Yes. Eat it.

- What about this cheese? Can I eat it?

- No, don't eat it. It's six weeks out of date.

Target sound /r/Arza a First practise the sound /ill

(see page 3). Listen and repeat.lrzub Open your mouth a little more to

make the target sound /r/.Listen and repeat.

Al2c c Listen and repeat both sounds together./irl is long. /r/ is short.

Minimal pairsSound I

li'^lsheeP

Look out for that sheep.

leakStop it leaking!

cheeksWhat lovely cheeks.

i(\

Sound 2ltlshipLook out for that ship.

l ickStop it l icking!

chicksWhat lovely chicks.

Pil lThis pill's got vitamin C in it.

binThrow out that bin.

liveHe's going to live.

l :

@

$x$ \t*

^,- '7

ig " r ' :\1-/

.g'a;4.'\\<€4i

sFT

€1 Wa

Y\-

&

PeelThis peel's got vitamin C in it.

beanThrow out that bean.

leaveHe's going to leave.

8 UNIT 2 / r / ship

Minimal pair wordsAl3a a Listen and repeat the words.arsb b You will hear five words from each minimal pair. For each word, write ,l

for ll l (sound l) or 2 for /r/ (sound 2).

EXAMPLE Pair 1: 1,2,2,2,2

Minimal pair sentencesAl.la c Listen to the minimal pair sentences.nr ru d Listen to six of the sentences and write I for lll (sound l) or 2 for ltl

(sound 2).

e Sentence stress

The most important words in a sentence are strongly stressed. They arepronounced LOUDeT and s I o w e r. Look at these examples from theminimal pair sentences. (In the brackets on the right, the big circles arethe strongly stressed syllables and the small circles are the weaklystressed syllables.)

Pair l: OUT ... SHIP Look OUT for that SHIP! (oOooo)

Pair 2: STOP ... LEAK STOP it LEAKing. (OoOo)

Pair 3: LOVE ... CHICKS \A/hat LOVEIy CHICKS! (oOoO)

Pair 4: PILLS ... C This PILL S got vitamin C in it. (oOooooOoo)

r\l4a Listen to the minimal pair sentences again and underline the stronglystressed words in each sentence (on page 7).

ars f Tick the words a) or b) that you hear in the sentences.

ra)sheep I b)ship t r2 a) bean I b) bin I3 a) cheeks ! b) chicks !4 a) cheap tr b) chip tr5 a) heel I b) hill tr6 a) peel I b)pi l l I

3 Dialogue'i a First practise the sound /r/ in some of the words from the dialogue. Read

the words aloud or visit the website to practise.

One-syllable words: film ill miss kids quick Kim Bill

Two-syllable words: (lst syllable) cricket tickets childrenminutes quickly listen pity

(2nd syllable) begins

Three-syllable words: (Ist syllable) history festival cinemainteresting prize-winning Africa

(2nd syllable) gymnastics olympic excitedbeginning terrific gorilla

(3rd syllable) chimpanzee

UNIT 2 /r/ ship 9

' b Listen to the dialogue, paying attention to the target sound. Then readthe dialogue and fill the gaps (1-8) with the correct three-syllable wordsfrom the list in 3a.

l-n ree i nteresting films

BtLL: Cood evening, Mrs Lee

GINA: ls Kim in?

BILL: ls he coming to the cinema, Mrs Lee? lt 's the Children'sFi lm I

MRS LEE: Kim's i l l .

BILL; Here he is!

c lNA: Hi , Kiml

KIM: Hi , Cinal Hi , Bi l l l

BILL: Kim, we've got these three free tickets to see three z films forchildren!

MRS LEE; Listen, Kim

KIM: Is i t i ?

CtNA: l/ l /e think rt is First there's a short f i lm about soril las and 4_ inAfrica, and .

BILL: then the next f i lm is about the six best Olvmpic scompetit ions, and then

GINA: then it's the big film - Ihe 6_ of Englsh Cricket.

KIM: Cricket!

BILL: l t 'sa7 f i lm.

MRS LEE: l f you're i l l , Kim

GINA: lt would be a pity to miss it.

MRS LEE: Now listen, you kids

BILL: And it begins in fifty minutes.

MRS LEE: KIM!

KIM: Quick! Or we'l l miss the 8_ of the goril la f i lml

.\16 c Listen to the dialogue again to check your answers. Practise reading thedialogue aloud, and record your voice to compare your production ofthe target sound with the recording.

d Perform the dialogue in a group of four and, if possible, record your voices.In your group, first practise speaking with feeling. Mrs Lee is getting moreand more angry. The others are getting more and more excited.

In English, if you get more angry, you usually speak more loudly. if youget more excited, you usually speak more quickly.

lO UNIT 2 / r / ship

4 Numbersarz a Word stress

Stressed syllables are in bold. Listen and repeat.

three thirteen thirty 3 13 30

four fourteen forty 4 14 40

five fif teen fifty 5 t 5 50

six sixteen sixty 6 16 60

seven seventeen seventy 7 17 70

eight eighteen eighty t] I t] B0

nine nineteen ninety 9 l9 90

b Moving stressThe stress in these'teen numbers is different when we are counting.

thirteen, fourteen, fifteen, sixteen, seventeen, etc.

c Other moving stressThe stress in these'teen' numbers is also different when there is a strongstress in the next word.

Tim lives at number fifteen.

Tim Iives at number fifteen Green Street.

Ar8 Practise giving As reply in the conversations you hear, like the example.

ExampleA: The dentist is at seventeen Mill Street.B: Seventy?A: No, not seventy - seventeen.

: d Mini Bingo gamePlay in a group of 3-5. One person calls out the numbers from 4a but ina random order. (Take turns to call the numbers.) The others eachchoose one of the boxes A, B, C or D below. Listen to the numbers and ifa number is in your box, cover it with a small piece of paper. When all thenumbers in your box are covered, you are the wirmer and you shout, BINGO!

l 3 .'t fi{} (i0 ,{ lti ir l 5 l 6 (i0 {i ts

'7 Hl 5{i , . t i} 3{} I .} 7(} L}0 . i { i I ' t f i

t7 {}{} f} 7{} 5 ti# 4{) 7 tt]' t} r}(} 80

Self study student: first make a recording, saylng clearly all the numbersfrom 4a but in a random order. Then listen and play as many boxes asyou can simultaneously.

5 Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /r/.

DcBA

I t

lel pen

- Is this milk fresh?

Target sound /e/.\rea a First practise the sound /r/

(see page 7).arsub Open your mouth alittle more to

make the short target sound /e/.Listen and repeat.

Alec c Listen and repeat both soundstogether: lt l andlel.

Minimal pairs

Where's the

Sound I Sound 2ltl lel

pin penI need a pin. I need a pen.

bin BenThat's my bin. That's my Ben.

tin tenIt's a big tin. lt's a big ten.

PegWhere's the peg?

Prgpig?

chick chequeShe wants a chick. She wants a cheque.

nimal pair words.u$a a Listen and repeat the words..,.rt*b You will hear five words from each minimal pair. For each word, write I

for A/ (sound l) or 2 for /ei (sound 2).

HGMPLE Pair 1: 2,2,1, I ,2

12 UNIT 5 /e/ pen

Minimal pair sentencesAzla c Listen to the minimal pair sentences.,rzrt, d Listen to six of the sentences and write I for ltl (sound D or 2 for lel

(sound 2).

,ulae Sentence stressThe most important words in a sentence are strongly stressed. If theminimal pair sentences were spoken with only one strong stress, whichword would it be? Read the sentences and guess which word it might be.Then listen to the minimal pair sentences again and underline thestrongly stressed word in each sentence (on page 11).

nzz f Tick the words a) or b) that you hear in the sentences.

la)pin I b)pen tr2a) pig I b) peg I3 a) tins I b) tens I4a) sit I b) set I5a) disk I b) desk I6a)pickat I b)peckat I

5 DialogueO a First practise the sound /e/ in some of the words from the dialogue. Read

- the words aloud or visit the website to practise. In words with two ormore syllables, bold is used to show which syllable is strongly stressed.In the brackets, write the number of syllables in each word before youpractise.

EXAMPTES friend (1) terribly (3) Emma (2) expensive (3)jealous( ) help( ) everybody( ) any( ) bench( ) Kevin( )America( ) Mexican( ) Emi ly( ) Ben( )very( ) breadl l Eddie( )

Notice that many words in English have the strong stress on the firstsyllable, but some words have the strong stress on the last syllable.

hello Adele again except yourself lemonade

.\?3 b Listen to the dialogue, paying attention to the target sound. Then readthe dialogue and fill the gaps (l-7) with the correct questions (a-g)

below.

a) Can I get you a drink, Adele?b) Is that better?c) Was it expensive?d) Are you listening to the Red Hot Chili Peppers?e) How did you spend your holiday, Adele?f) Are you a friend of Emma's?g) Have you met my friend Adele yet, Kevin?

funds

UN|T 5 /e/ pen 'ffiS

ADELE: Hi, Emma! Hi, Benl Hello, Emilyl Hello; Eddie! Hi,everybody!

EVERYBODY EXCEPT KEVTN: Hi, Adele!

EMILY: Nice to see you again, Adele. Kevin, this is Adele. Adele,this is Kevin.

ADELE: Hi, Kevin. l- ? lt 's tenibly loud.

KEVTN: Yes .. (turns the music down) z-? (Adelenods her head) t-?

ADELE: Yes.

KEVIN: Emma said she had a friend called Adele.

EDDIE: Help yourself to Mexican food, Adele. lt's on the kitchenbench.

EMILY: And there's French bread on the shelf.

BEN: 4 '?

ADELE: Yes, thanks, Ben. Some lemonade with a bit of ice in it.

EMMA: 5 ?

KEVIN: Yes. l've just met her. She's very friendly.

BEN: 5 ?

ADELE: I went to South America with my best friend Kerrie.

EVERYBODY; Well!

EMMA: We're all jealous

EDDIE:7 ?

ADELE: Not very. But I spent everything. I haven't any moneyleft.

.l,r3 c Listen to the dialogue again to check your answers. Then practisereading the dialogue aloud. Record your voice to compare yourproduction of the target sound with the recording.

4 lntonationIntonation is the voice going ufor dOvwn on the strongest syllable of themost important word in a phrase or sentence.

Intonation statements usually goes dovflr at the end.

Intonation in WH questions (rMho? ltVhat? Why? When? "4rhere?

Hownusually goes domrn at the end.

Intonation inYes/No questions usually goes upat the end.

l f uNIr l lel pen

az+ a Listen and repeat.

Ir14:Iquestion: How did you spend your holiday?

Statement: I went to America.

YeslNo question: Was it expensive?

Statement: Yes. Verv.

No. Not very.

nzs b Word stressPractise the word stress in these place narnes. In many place names thestrong stress is on the first syllable.

Denmark Venice Edinburgh MexicoMecca Melbourne Lebanon

A smaller number of place names have the strong stress on the lastsyllable.

Iapm Mumbai Madrid Beirut NewYork

In longer place names the strong stress is sometimes in the middle ofthe word.

the Riviera the Mediterranean Australia America HelsinkiPhiladelphia

c Now practise the conversation below using the place names in 4b.

A: How did you spend your holiday?B: lwentto. .A: Was it expensive?B: Yes. Very. / Not very.

d Dictionary work: word stress

\,Vhen you meet a new word, you cirn check which syllable is stronglystressed in a good dictionary @.g. Cambridge Aduanced Lectrner'sDictionary). The pronunciation of the word is shown in the InternationalPhonetic Alphabet (IPA), with the symbo| in front of the main strongstress of the word, e.g. electric /rrlektrrk/. Your dictionary will also showthe secondary stress (usually in longer words) with the symbol , , e.g.electricity /l,lekrtrrseti/.

In Ship or Sheep? only the main strong stress in a word is in bold to showyou where the stressed syllable ends, e.g. electric, electricity.

Look up some of these words in a dictionary and mark which syllablehas the main strong stress.

EXAMPLE execpl or exrcept

except exercise expect expeditionexpel experiment expenditure expertexpression extend extra extrovert

5 5p;el i ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /e/.

t5

lllnl man

- Let s have a chat about that cat.

- \tr cat?

- les ... em ... it 's too fat.

- tl-ell, it is a bit fat. But it's ... mm ... a very happy cat.

I -arget sound lrelutla a First practise the sound /e/

(see page ll). Listen and repeat.r:oo $ Qpsn your mouth a little more to

make the target sound /a/.Listen and repeat.

\26c c Listen and repeat both sounds together:le landla ' l .

2 Minimal pairs

€=+

Sound Ilel

xPut the 'x' here.

PenCanlbonowapen?

menLook at the men.

sendl 'm sending the table.

gemIt 's a lovely gem.

breadWe had bread for lunch.

Sound 2lnlaxePut the axe here.

PanCanlbonowapan?

manLook at the man.

sandI'm sanding the table.

iarnIt's a lovely jam.

BradWe had Brad for lunch.

,'-1\*

\

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f:

ffi.UL

&#lt,

,'a*J$.(@[

'-9{6}

16 untr 4 /iei man

Minimal pair wordsA27a a Listen and repeat the words.azzu b You will hear five words from each minimal pair. For each word write l

for /e/ (sound 1) or 2 for lal (sound 2).

EXAMPLE Pair 1: 2,2,1, , I ,2

Minimal pair sentencesA28a c Listen to the minimal pair sentences.ezar d Listen to six of the sentences and write I for lel (sound I or 2 for lel

(sound 2).

A2Ba e Sentence stressListen to the first two minimal pair sentences again and look at thecircles on the left. The big circles are the strongly stressed syllables, andthe small circles are the weakly stressed syllables.

OoOO Put the'x' here./Put the axe here.ooOooO Can I borrow a pcq?/Can I borrow a pA!!?

\28a Listen to the rest of the sentences and underline the sentence stress (the

strongly stressed syllables in the most important words in the sentence).

OooO Look at the men./Look at the man.oOooOo I'm sending the table./I'm sanding the table.ooOoO It's a lovely gem./It's a lovely jam.

ooOoO We had bread for lunch./We had Brad for lunch.

rzs f Tick the words a) or b) that you hear in the sentences.

la)pen I b)pan I2a)men tr b)man I3a)end I b)and I4 a) feta tr b) fatter ISa)pet tr b)pat tr6a) bed I b) bad tr

3 Dialoguei=, a First practise the sound /re/ in some of the words from the dialogue.\-

Read the words aloud or visit the website to practise.

I Allen salad habit travel Ianet absent sandwich contractscancelled

2 animals Africa antelope Annabelle Anthony passengersanchovy

3 alligator advertising

\tVhich of the list of words (1, 2, 3) above have the word stress patternsbelow? The big circles are the strongly stressed syllables and the smallcircles are the weakly stressed syllables.

a) Ooo b) Oooo c) Oo

UNIT 4 /ie/ rnan t?:

Match the sentences (1-3) below with the sentence stress patterns (a-c).

The big circles are the strongly stressed words and the small circles are

the weakly stressed words.

I He hasn't done the backup. a) ooOooO2 Aaron doesnt have to come back. b) oOoooOo3 The computer has crashed. c) OooooooO

b Aaron's recorded messagesro Listen to the recorded messages, pa)'lng attention to the target sound.

Now listen again and complete the sentences below. Each missing wordhas the sound /e/. Number I has been done as an example.

I Aaron works atlhe Ajox Trovel Agency.2 Hes on holiday in _ .3 His boss is Mrs4 Aaron left an and on his desk.5 He - to contact Anthony about the of -

he on6 Aaron has a _ habit of being _ from work.

7 Aaron booked a _to San with three - : an

anteater, an _ , and an8 The computer has and Aaron hadn't done the - up

for the programmes. Mrs Allen is very _ .

9 The best advertising have been because of Aaron's

badl0 Aaron doesnt to come to the - agency

because he's been

A3l Listen to the complete sentences and check your answers then practise

reading the sentences aloud. Record your voice to compare your

production of the target sound with the recording.

j Sentence stress: the rhythm of EnglishA3z a Practise first with the names Annabelle and lanet. Notice how the

important words are strongly stressed - we say them LOUDeT and

s I o w er. Listen and repeat.

Question: How do you shorten Annabelle and Ianet?Answer: Ann and lan.

Listen to seven possible answers to the next question (see page 18).

AtJ3 Notice that when we add more weakly stressed words or syllables to

these sentences, we still say them in about the same length of time. We

do this by saying all the weakly stressed words more +dddyand quietlv:

Question: \Mho works with Aaron?Answers:I OO Ann,Ian.2 OoO Ann and lan.3 Oooo0o Annabelle and Tanet.

tB uNtT 4 lnl man

4 oOooooOo There's Annabelle and there's Ianet.5 ooOoooooOo Well there's Annabelle and then there's Tanet.6 oooOoooooooOo Well first there's Annabelle and then there's

also Ianet.7 oooooOooooooooooo Well first of all there's Annabelle and then you

know there's also lanet.

(Note that although sometimes native speakers of English do speak likethis with a lot of weakly stressed words, at other times they may usemore strongly stressed words, e.g. 'Well, first of all there's Annabelle andthen you know there's also lanet.' Both are correct. Both have the samerhythm of strong and weak stress.)

as+ b Listen to the seven answers in 4a again and try to say them all in thesame length of time. Try a few times. First practise putting your energyinto the strongly stressed words. Next practise saying the weakly stressedwords with less energy, so that you say them more quietly. Then practisesaying the weakly stressed words more and more quickly. Record yourvoice and compare this with the recording.

c Match the questions (f -3) with the pairs of answers (a-c) below. (In thebrackets, the big circles are the strongly stressed syllables and the smallcircles are the weakly stressed svllables.)

Questions:I \fhat kind of animals did Aaron book on the San Salvador flight?2 rffhat were two of the mistakes Aaron made before he went on holiday?3 \Mho else works at the tlavel agency?

Answers:a) Anthony, Mrs Allen. (Ooo, ooOo)

Well, there's Anthony, and then there's Mrs Allen. (ooOoo, oooooOo)b) An anteater, an antelope, and an alligator. (oOoo, oOoo, oooooo)

He booked an anteater, as well as an antelope, and also an alligator.(oooOoo, ooooOoo, ooooOooo)

c) The l1t4p, the backup, (oO, oOo)He lost the map, and he didn't do the backup. (oooO, ooooooOo)

Practise reading the questions and answers aloud. Try to say the pairs ofanswers in the same length of time.

Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /re/.

l,tl cup

t9

- I m hungry. Howmuch money's in the hat? J\- \ rhing.

- \ - thing? I'm hungry too.

- Oh shutup!Everybody's hungry.

I Target sound tnt\35a a First practise the sound /re/

(see page I5). Listen and repeat.r.rit b Put your tongue back a little to make

the short target sound /,r/.Listen and repeat.

rssc c Listen and repeat both sounds:la l andrnr.

2 Minimal pairsSound I

lnlcaP

Where's my cap?

hatThere's a hat in the garden.

trackSee the tracks on the road.

Sound 2

cuPWhere's my cup?

hutThere's a hut in the garden.

truckSee the trucks on the road.

&

.€

n <?-

@

ffiLf"

,^-V

ban bunThere's a ban on it. There's a bun on it.

bag bugShe's got a bag. She's got a bug.

ankle uncleMy ankle was injured. My uncle was injured.

dffi

20 UNIT 5 /n/ cr,rp

Minimal pair wordses6a a Listen and repeat the words.aroub You will hear five words from each minimal pair. For each word write I

for lal (sound I) or 2 for /n/ (sound 2).

EXAMPLE Pair l : 2,1,2, I , I

Minimal pair sentencesA3za c Listen to the minimal pair sentences.

, eszr d Listen to six of the sentences and write I for lnl (sound I) or 2 for lnl(sound 2).

ffi7a e Sentence stressListen to the pairs of sentences again and match them with the sentencestress patterns below. The big circles are the strong syllables and thesmall circles are the weak syllables.

EXAMPLE ooO (Pair 1) Where's my cap? / \Mhere's my cup?

a) oooO b) ooOoo c) oooooO d) ooOooOo e) oOooOoNotice that if we put too many strong stresses in a sentence, we maysound angry especially if the intonation keeps going down. Practise thesentences below.

OOO lVhere's my cup?

OOooOo IVIy uncle was !4jured.

eee f Tick the words a) or b) that you hear in the sentences.

1a)cap I b)cup tr2a)har f b) hut I3a)bas tr b)bug tr4a)mad tr b)mud tr5a)hang I b)hung I6a) ran tr b) run I

5 DialogueQ-a First practise the sound i,r/ in some of the words from the dialogue.

Listen and repeat.

lunch just much one love cousin doesn't funny rubbishenough untrue shutup unhappy understand unattractiveworry lovely honey brother other nothing companywonderful month does

esg b Listen to the dialogue, paying attention to the target sound. Then readthe dialogue and fill the gaps (l-10) with the correct words from the box.They are all words llke loue spelled with o but pronounced l,rl .

worry lovely honey brother other nothing companywonderful month does

UNIT 5 /,r/ cup Sl

-i-e doesn't love him

JASMINE: Honey, why are you so sad?

(Duncon soys t_ )

JASMINE: 2_, why are you so unhappy? I don't understand.

DUNCAN: You don't love me, Jasmrne.

JASMINE: But Duncan, I love you very much!

DUNCAN: That's untrue, Jasmine. You love my cousin.

JASMINE: Just in?

DUNCAN: No, his 3-.

JASMINE: Dud|ey?

DUNCAN: No. Stop being funny, Jasmine. Not that one. The + brother.Hunter. You think he's s and I'm unattractive.

JASMINE: Duncan! That's utter rubbish!

DUNCAN: And Hunter loves you too.

JASMINE: No he doesn' t

DUNCAN: Yes he e

JASMINE: Duncan, just once last 7_ | had lunch with Hunter. You mustn't8_ . I like your 9_ much better than Hunter's.Hunter's

DUNCAN: Oh, just shut up, Jasmine!

JASMINE: But honey, I think you're ro

DUNCAN: Oh, shut up, Jasmine.

JASMINE: Now that's enough! You're just jealous, Duncan. You shut up!

$e c Listen to the dialogue again to check your answers. Then practisereading the dialogue aloud. Record your voice to compare yourproduction of the target sound with the recording.

4 Stress and intonationStress and intonation are used to show feelings in English. In the dialoguein 3b, you may have noticed that Iasmine's stress and intonation changedat the end when she got angrywith Duncan.

22 uNtr 5 /,,r/ cuo

n+o a Study the sentences below and then listen to the recording.

Emotions N (neutral) A (angry)

I No, he doesn't. ooOo OOOo

2 Yes, he does. ooO OOO

3 Now that's enough. oooO OOoO

4 I don't understand. ooooO OOOoO

5 Oh just shut up. oooO OOOO

A4r Listen to the sentences and write A for angry or ^|y' for neutra-.

I2345

Complete this statement.

If someone speaks with a lot of _ly stressed words, with theintonation going - all the time, they can sound very angry.

,\rz b Intonation in a l ist

The intonation goes up on the last strongly stressed word in each

phrase, and then dor,rm at the end. Listen and repeat.

He bought a cup and some nuts.

He bought a cup, some nuts and some honey.

He bought a cup, some nuts, some honey and a brush.

c Game'My uncle (motheri brother/cousin) went to London'

Practise this game with a group of five people. Choose any words fromthe list below.

EXAMPLEA: My uncle went to London and he spent a lot of money. He bought a

bus comoanv.B: My uncle went to London and he spent a lot of money. He bought a

bus company and a toy duck.

Each player remembers what the others have said and then addssomething to the list.

Practise saying these phrases before you start.

an onion field some sacks of nutsa bus company a toy ducka brush

a cupa cuddly monkeysome honey a lovelv butterflvsome comfortable gloves a bun shop a hundred buttonssome sunglasses

5 Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /,r/. Make a list of all the words inthis unit that are pronounced ltt lbttt spelt with the letter o,hke loue. Addother words to this list when you see them.

llsul heart

- \[arvellous cars, arenit they?

- \\ onderful .. . fantastic ... so fast . ..- They are ... they are ...

I Target sound /or/\43a a First practise the sound /re/

(see page 15). Listen and repeat.r lsu b Put your tongue further back and

down to make the longer targetsound /ori. Listen and repeat.

\.r3c c Listen and repeat both sounds together./e/ is short. /or/ is long.

2 Minimal pairs A .t i

za-- : ., \>-o: \\ \

' , ' l nimal pair words\+4a a Listen and repeat the words.l++u b You will hear five words from each minimal pair. For each word write l

for lal (sound I) or 2 for lstl (sound 2).


....t2

&a--d,

( r , '

i (i )_ 5

Sound I Sound 2le,l lstl

caP carPWhat a lovely cap! What a lovely carpl

hatHe touched his hat.

heartHe touched his heart

cat cartIt's a farm cat. lt's a farm cart.

ban barnThere's a ban on it. There's a barn on it.

pack parkl ' l l pack the car. l ' l l park the car.

24 uNlT 6 /o:l heart

Minimal pair sentencesA4sa c Listen to the minimal pair sentences.n+su d Listen to five of the sentences and write I for lal (sound D or 2 f.or ls'^l

(sound 2).

.q,45a e sentence stressIn English sentences, the important words have a strongly stressedsyllable that is LOUDeT and s I o w er. The unstressed syllables arecluieter and quid<er This gives English its rhythm.

Listen to the minimal pair sentences again and underline the sentencestress (on page 23).

E)(AMPLE lVhat a lovely carp!

Minimal pairs BSound I Sound 2

l,tl lstlcuP calP

What a beautiful cup! What a beautiful car^l

come calm'Come down,' she said. 'Calm down,' she said.

Minimal pair wordsrlr,e a Listen and repeat the words.rrer b You will hear five words from each minimal pair. For each word write I

for /e/ (sound 1) or 2 for lal (sound 2).

HGMPLE Pair I: 1, 2, 1, 2, 2

Minimal pair sentences\4ia c Listen to the minimal pair sentences.rrzu d Listen to five of the sentences and write I for /n/ (sound t) or 2 for ls'^l

(sound 2).

\t:e e sentence stressListen to the minimal pair sentences again and underline the sentencestress (above).

EXAMPLE lVhat's in that bun?

/@

$ffi

nu, .A'aR

€;qs

ENT

@ffi

hutThere's a problem with

my hut.

bunWhat's in that bun?

cut cartHe covered his cut. He covered his cart.

heartThere's a problem withmy heart.

barnWhat's in that barn?

UNIT 6 /r:r/ heart 25

f tick the words a), b) or c) that you hear in the sentences.

la)hat I b)hut tr c)heart I2a) cat I b) cut tr c) cart I3a) cap tr b) cup tr c) carp I4a) bun tr b) barn I5 a) come tr b) calm I6 a) Patty's ! bl parties !

3 ) ia loguefi a First practise the sound /o:/ in some of the names in the dialogue. Readb

the names aloud or visit the website to practise. Remember that whenwe say both the first and last names, the last name has the strongeststress.

It's Tara. It's Tara Darling.

Bart lackson Margaret Markus Marsh Alana

The sound /qr/ is also in some of the words in your instructions.example answer the target sound the mask the last name

,, b Listen to the dialogue, paying attention to the target sound. Then readthe dialogue and fill the gaps (1-5) with the correct adjectives from thebox.

marvellous attractive fantastic fabulous smart

:: 3 party

(Morgoret ond Alono ore ot the bor. People ore loughing in the gorden.)

ALANA: What a l_ party this isl I 'm having so much fun, Margaret.

MARCARET: Where's your glass, Alana?

ALANA: Here you are. Thanks. That's enough.

MARTIN: Alana! Margaret! Come into the garden. Tara Darling and MarkusMarsh are dancing on the grass.

MARGARET: In the darl<?

MARTIN: They're dancing under the stars

ALANA: z I And Bart Jackson is playing his gurtar.

MARCARET: Just look at Tara! She can't dance but she looks very 3-.

MARTIN: Look at Markus. What a + dancer!

ALANA: What an s couple they arel Let's take a photograph of them

26

4

UNIT 6 /qr/ heart

n+s c Listen to the dialogue to check your answers. Then practise reading thedialogue aloud. Record your voice to compare your production of thetarget sound with the recording.

Intonation in exclamationsWe often show the feeling of surprise in an exclamation where theintonation goes a long way up and then down.

eso a Listen and repeat.

lVhat a fast car!

What a funny dancer!

What a marvellous phetograph!

What a fantastic guital!

b Use these words to make exclamations about the pictures.

dark dirty fast marvellous smart unusual funny fantastic

Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /ql/.

glass

27

REVIEW

l : :d game: Pick up pairs

t Photocopy and cut out cards from all minimal pairs in units 1-6.

Shuffle the cards and deal them face down all over the table.

- :ST

Turn over any two cards and read their sentences aloud. If they areminimal pairs, you keep them and you continue playtng.

If these two cards aren't minimal pairs, turn them face down again and thenext person plays.

Collect as many pairs as you can in a time limit, e.g. ten minutes.

You can use a dictionary if you wish, but you dont need to understandevery word to do this test.

rsr 1 For each line (1,2,3,4, 5), f irst l isten to the whole l ine. Then circle theone word that is said twice. Note that meaning is not important in thisexercise. The purpose is to review the sounds by hearing them in

contrast. Some of the words are rarely used in everyday English, and thisis shown by an asterisk *.

ti'^t tU tCJ"l/8,/tet

I bean bin Ben ban bun barn

2 beal bit bet bat but Bart

3 bead bid bed budbad bard*

4 peak pick peck pack Puck* park

5 peaty* pity petty Patty putty party

Score

2 Circle the words with

I cup

the same vowel sound as 1-3.

done sad

doesn't does

match comb

copy come hot

us yes

2 heartt(I i/

jump half

am arm cut

home are

aren't can

carry

can't

28 uNtT 7 Review

3 sheepli'^l

slip people

bread piece any

these stick shop

she this need

Score

3 Intonation jumble

Match the correct intonation pattern items a-f with the conversationitems t-6. Number I has been done.I 'I'm going to make some jelly.' -----r,\ a) (a list)2 'Would you like lemon or cherry?' \ b) Sreslno question)3 'Cherry.' "- c) (statement)4 'Can I help?' d) (short statementr5 'I need a spoon, a bowl, some jelly e) (exclamation)

crystals and some hot water.'6 '\A/hat a lovelv colour!'

f) (question with'or')

Score

4 Word stressUnderline the main stressed syllable in these words. (Score half a markper item.)

advertising understand Lebanon lemonade sandwichexpensive sunglasses fantastic photograph guitar

Score

Total score

Additional review task using dialogues from Units t-6

Unit l23456Target sound litl ltl lel lal l,rl latl

sheep ship pen man cup heart

From the above table, choose any target sounds that you had difficultywith.

I Listen again to the dialogue in that unit, listening for the target sound.2 Circle the target sound in any words in the dialogue.3 Listen to the dialogue again and check your answers.4 Check your answers in the key.5 Listen to the dialogue again, listening for the target sound.6 Practise reading the dialogue aloud, and record your voice to compare

your production of the target sound with the recording.

You can also use this review task as a quick self-test, by doing steps 2 and4 only.

29

Irar clock

- \\hat's wrong?

- ['ve got a reallybad backache.

- I'm sorry to hear that.

I Target sound /o/, ., a First practise the sound /a/

(see page l5). Listen and repeat.,.::b b Put your tongue slightly back and

bring your lips slightly forward to makethe target sound /o/. Listen and repeat.

i-2! c Listen and repeat both sounds together:lel andror.

2 14inimal pairs n:Sound I

lalhat

It's hat weather.

catHe's got a white cat.

faxLook for the fax.

(

. "e l , ( f \(s-*d?;:t)c--a''

&

qs-rue&S&-

sack sockPut it in a sack. Put it in a sock.

Sound 2lolhotIt's hot weather.

cotHe's got a white cot.

foxLook for the fox.

toPTurn that top slowly.

taPTurn that tap slowly.

backs boxI can see their backs. I can see their box.

lO unr 8 /o/ clock

Minimal pair wordsAs3a a Listen and repeat the words.eseu b You will hear five words from each minimal pair. For each word, write l

for lal (sound I) or 2 for /o/ (sound 2).

H(AMPLE: Pair I : 2,2,1,2,1

Minimal pair sentencesAs4a c Listen to the minimal pair sentences.

es,ru d Listen to six of the sentences and write I for la,l (sound l) or 2 for lol(sound 2).

A54a e sentence stressThe most important words for the meaning of a sentence are spokenwith a strong stress. Listen to the minimal pair sentences again andmatch them with the sentence stress patterns below. The big circles arethe strong syllables and the small circles are the weak syllables.

EXAMPLE oOOo (Pair 1) It's hat weather./It's hot weather.

a) OooO b) oooOO c) ooOoO d) OoOOo e) OoooO

nss f Tick the words a) or b) that you hear in the sentences

Ia)cat I b)cot I2 a) sack t] b) sock tr3a)tap I b) top t r4a)Pat t r b)pot I5a) baddie E b) body I6 a) black I b) block I

5 Dialoguefl a First practise the sound /o/ in some of the words from the dialogue. Readv

the words aloud or visit the website to practise.soft hot long strong popular horrible wants what wrongsocks job got often sorry washing Mrs Bloggs

nso b Listen to the dialogue, paying attention to the target sound. Then readthe dialogue and fill the gaps (l-6) with the correct adjectives from thebox.

soft hot long strong popular horrible

UNIT 8 lol clock If;

-. aCvertisement for 'Onwash'

VOICE A: What's wrong with you, Mrs Bloggs?

MRS BLOGCS: What's wrong with me? | want a holiday from this r_ job ofwashing socks!

VOICE B: Buy a bottle of 'Onwashi Mrs Bloggs!

VOICE C: 'Onwash' is so z and r

vOICE D: You don't want lots of + water with 'Onwash'.

VoICE A: lt 's not a s _ job with 'Onwash'.

VOICE B: Use'Onwash' often.

VOICE C: You won't be sorry when you've got 'Onwash'.

VOICE D: Everybody wants 'Onwash'.

EVERYBODY: 'Onwash' is so 6 !

{56 c Listen to the dialogue again to check your answers. Then practisereading the dialogue aloud. Record your voice to compare yourproduction of the target sound with the recording.

4 Intonation in suggestions and commandsIntonation is the voice going qi or dOrim. Sometimes this shows whetherthe speaker is more polite and friendly or less friendly.

esz a Listen.

Intonation goes up in a Intonation goes dornin in asuggestion, and this sounds command, and this sounds lesspolite and friendly: friendly:

Have a holiday, Mrs Bloggs. Have afu4iday, Mrs Bloggs.

Stop wdshing, MrWong. Stop washing, MrWong.

Don't dfop that pol!, Ms Morris. Dont drep that pe!, Ms Morris.

Put it on the box, Miss Iohnson. Put it on the box, Miss |ohnson.

S ur.rre /o/ clock

)tsr ass b lntonation dictationListen to the intonation in the sentences below. Decide if they aresuggestions (which are polite and friendly as the intonation is going uflor commands (which are less friendly as the intonation is going tfotryn).Draw an ilrowup or dorrm in the space before the strongly stressedword. Number I has been done.

I Put these socks in the top-\ dfalger, Iohn. commond2 Put it on top of the box.3 Make the coffee hot, MrsWong.4 Dor/t wash these socks in the washing machine,

Robin.5 Don't go to the wrong Ofrce.6 Go to the shops, Oscar.7 Dont go to the wrong doctor, Bronwen.

AFB c Listen again and then practise the sentences. Record yourvoice tocompare your production of the intonation with the recording.

5 Spelling'>r Lookback over this unit at words with the target sound, and write what

you noticed about how to spell the sound /o/.

5t

a lc'^l ball

- D.rrr n .rlways goes for a jog in the morning.

- Don? Iogging? In the morning?

- \o, not Don! His daughter-in-law, Dawn. She's very sporty.

-arget sound icl l, a First practise the sound /o/

(see page 29). Listen and repeat.b The back ofyour tongue goes up a

little more to make the long targetsound /c:/. Listen and repeat.

c Listen and repeat both sounds together./o/ is short. /c:/ is long.

' .1 in imal pairs

;€5F.- This cod was in th

He wa

--4/I_t i I l t 'sasmal l

H-z!rt foxLook for the fox.

-tA spot\-/' I don't like tnese spots.

r , ' r imal pair words. a Listen and repeat the words.,' b You will hear five words from each minimal pair. For each word write

for /oi (sound 1) or 2 for lc;l (sound 2).

EXAMPLE Pair 1: I ,1,2,2,1

D

Ji-

Sound 2

Dawnls your name Dawn?

cordThis cord was in the sea.

shortHe was short.

PortIt's a small port.

forksLook for the forks.

sPortI don't like these sports.

*-Z--

=jy4:="a

t{ unlr 9 lctlball

Minimal pair sentenceseora c Listen to the minimal pair sentences.aaru d Listen to six of the sentences and write I for lol (sound I) or 2 for lctl

(sound 2).

A6ra e sentence stressListen to the minimal pair sentences again and underline the sentencestress (on page 33). Notice that the strongly stressed words are LOUDeTand s I o w er. The weakly stressed words are quieter and quidcu.

eoz f Tick the words a) or b) that you hear in the sentences.

I a) spots I b) sports f2 a) pots I b) ports I3 a) cod I b) cord I4a) shot I b) short f5 a) Rod I b) roared tr6 a) what a ! b)water f

5 Dialogue

$ a First practise the sound /crl in some of the words from rhe dialogue.Read the words aloud or visit the website to practise.Laura morning walking towards airport awful alwaysreporter report sports York fault (/fcrlt/ or /folt/)

A football match

a footballer has fallen over a forward

aoe b Listen to the dialogue, paying particular attention to the target sound.

Sports report from Radio Station 4ANNOUNCER: This morning the Roarers football team arrived back from yorr.

Laura Short is our sports reporter, and she was at the airport.

LAURA sHoRT: cood morning, l isteners. This is Laura short. All the footballers arewalking towards me. Here's Ceorge Ball, the goalkeeper. Coodmorning, Ceorge.

cEORcE BALL: Cood morning. Are you a reporter?

UNIT 9 /cr/ ball 55

LAURA sHoRT: Yes. Ceorse. l 'm Laura Short from Radio Station 4. Tell us aboutthe football match with York

cEoRcE BALL: Well, it was awful. We lost And the score was forty-four, four. Butit wasn't mv fault. Laura

LAURA SHORT: Whose fault was it, Ceorge?

CEORCE BALL: The forwards.

LAURA SHORT: The forwards?

cEORcE BALL: Yes. The forwards. They were always fall ing over or losing the ball!

c Practise reading the dialogue aloud. Record your voice to compare yourproduction of the target sound with the recording.

4 'r tonation

Intonation is the voice going up or dornrn. We can show a feeling of

surprise with an intonation that goes a long way up.

-.r a Listen to the speakers expressing surprise.

A: Mr Short always plays football in the morning.

B: In the rnorning?

C: Mr Short?

D: Football?

e: fways?

In this conversation B, C, D and E are all surprised by what A says. B issurprised that he plays in the morning. C is surprised that Mr Short plays.D is surprised that he plays footbal/. E is surprised that he always pIays.

roi b Listen and then express surprise about the part of the sentence in italics,like the example.

EXAMPLE I sawVictoriaat the qilport.

Response: At the airport?

I I've put the ball in the drawer.2 lt's too warm ro go walking.3 Georgia was looking gorgeous this morning.4 Morgan has boughtprty-ftue fotks,5 I'm going tobuy a horse.6 You ought to get up at fuurin the morning.7 I saw Orlando when I was in New York.8lt'syoutfault.

s Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /crl.

56

il lu t book

-We should put all these books in that boxnow, shouldn't

-Yes, we should.

I Target sound /u/,\6ro a First practise the sound /o/

(see page 29). Listen and rePeat.

{6br, b The back of your tongue goes forward

and up a little more to make the target .-:)sound /o/.

'(-")

\bh( c Listen and repeat both ofthese short

sounds: lol and lul .

2 Minimal pairs

r*hl.

fffi r,, rock y K you up.

.A rock rookThe wind blew around the rock. The wind blew around the

Minimal pair words{i:4 a Listen and repeat the words.\,; bb You will hear five words from each minimal pair. For each word write l

for /o/ (sound 1) or 2 for lal (sound 2).

EXAMPLE Pair l : 2,2,1,2, I

Minimal pair sentencesr,.', 6 lislsn to the minimal pair sentences.

r,-r, d Listen to five of the sentences and write I for /o/ (sound l) or 2 for lul

(sound 2).

e

UNIT l0 /u/ book SI

Sentence stressAny word in a sentence can become the most important word, and havethe strongest stress to give the sentence a special meaning. Listen to theminimal pair sentences again and write the word which has thestrongest stress in each pair in the table. Then read the specialmeanings.

Strongest stress Special meaningPair I IN Not just anywhere, e.g. near or beside it.Pair 2 Evervbodv else has a different answer.Pair 3 Nobody else would do that,Pair 4 But not under it or above it.Pair 5 Don't trust anvbodv else.

, r f Tick the words a) or b) that you hear in the sentences:

I a) cock tr b) cook I2 a) lock I b) look tr3 a) god I b) good I4a)cod I b)could I

f ia logue$Ia Eirst practise the sound /u/ in some of the words from this unit. Read the

words aloud or visit the website to practise.

good book foot cook look took should could would fullsugar football bookshelf cookery shouldn't couldn't wouldn't

.'i b Listen to the dialogue, paying attention to the target sound.

I :st book

MR CooK: Could you tell me where you've put my book, Bronwen?

MRS COOK: lsn't it on the bookshelf?

MR CooK: No, The bookshelf is full of your cookery books.

A4RS COOK: Then you should look in the bedroom, shouldn't you?

MR CooK: l 've looked. You took that book and put it somewhere, didn't you?

MRS COOK: The living room?

MR COOK: No. l 've looked. l 'm going to put all my books in a box and lock it!

MRS CoOK: Look, John! lt 's on the floor next to your foot

MR COOI(: Ah! Cood!

Practise reading the dialogue aloud. Record your voice to compare yourproduction of the target sound with the recording.

ffi urrr to /u/ book

4 Intonation: down tagsE)(AMPLE We should put all these books in that box now, sheuldnt we?

The intonation in most question tags is going down. This means that thespeaker expects agreement. So doum tags are used a lot in conversations tocreate agreement and rapport between the speakers.

azz a Listen and repeat.

shauld you? shquldnt you? cerld you? eoraldn't you? wo{rld he?

weldnt he?

He couldnt cook, cotrld he? She could play foatball, eogldn't she?

You wouldn't look. wauld vou? Thev would like suear. worldnt thev?

il .rzs b Practise in pairs. Listen and respond, like the example.**-:,= r E)(AMPLE She couldnt cook.

A: She couldn't ewk, eErld she?

B: No, she co*rldnt.I We couldnt cook a cake without sugar.2 Good footballers shouldn't eat too much pudding.3 You should look at some good cookery books.4 You wouldnt'put your foot in it'*.

(*idiom meaning say or do the vwong thing)5 They wouldnt'cook the books'*.

(*idiom meaning change the accounts to steal money)

5 Spell ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /u/.

59

- : 'get sound /ur/-- a First practise the sound /u/

(see page 36). Listen and repeat.

-- b Put your tongue up and back a littlemore to make the long targetsound /ur/. Listen and repeat.

-. c Listenandrepeatboth sounds together./u/ is short. /ur/ is long.

I ' " 'n imal pairs

lut l boot

- , :n full of good food.

- >uch beautiful puddings!

- 3ur too much sugar ...

- . hrad a huge serving of chocolate mousse with stewed fruit.

- "" trad the blueberry souffld andthe rhubarb strudel.

- .' "ir€6 very foolish. I had servings of gooseberry fool.

- -'!hat a fool you are!(Note:pol has two meanings: I a stupid person; 2 mousse, souffl6, strudeland fool are desserts)

'd..

u4

ffi' t6

d*lr i*;=l'/'

i%i

(- ' - \PUILt€_*_

rhf>!l

4v

Sound I Sound 2lul lu'^l

look LukeLook, a new moon! Luke, a new moon!

could cooedThe bird could. The bird cooed.

would wooed'He would, Jul ie, He wooed Jul ieat the full mooni at the full moon.

(Note: proolhas two meanings: I evidence that something is true;

2 foolproof - made so that it can't be damaged, even by a fool)

PullThe sign said 'Pull'.

fullThis isn't really full proof.

PoolThe sign said 'Pool'.

foolThis isn't really foolproof.

40 uNlr | | /u lr boor

Minimal pair words8'rr d List€fl and repeat the words.t rr' b You will hear five words from each minimal pair. For each word write I

for /u/ (sound 1) or 2 for lw,l (sound 2).

EXAMPLE Pair l : 2,2, ) . ,2, I

Minimal pair sentencesIilr c Listen to the minimal pair sentences.tut, d Listen to five of the sentences and write I for /u/ (sound l) or 2 for lu;l

(sound 2).sr e Listen to the strong and weak stresses in: oOoooo a foolproof compllter.

Then listen and underline the strong stresses in:OooO waterproof boots oOoOo a wind-proof jacketOooOo childproof containers oOooO an ovenproof dishoOooO a waterproof coat oOooO a bullet-proof vest.

rk, f Tick the words a) or b) that you hear in the sentences.

r a) look I b) Luke tr2 a) full I b) fool

3 a) pull I b) pool

-

4 a) fullish tr b) foolish !5 a) would E b) wooed I

5 Dialoguefl a First practise the sound /ur/ in some of the words and phrases from the\-

dialogue. Read the words aloud or visit the website to practise.

who school soup threw unit rudeness rudest studentcontinue computer chewing gum excuse me good afternoonit was you!

n; b Listen to the dialogue, paying attention to the target sound. Then readthe dialogue and guess which words are strongly stressed. The numberin brackets tells you how many strong stresses there are in that line. Thefirst line has been done.

sz c Listen to the dialogue again and underline the strong stresses. Checkyour answers.

UNIT ll /ur/ boot ffi

-re two rudest students in the school

MlSs LUKE: (l) Cood afterngen girls.

GIRLS: (2) Cood afternoon, Miss Luke.

MISS LUKE: (a) This afternoon we're going to learn how to cook soup.

(5) Turn on your computers and look at unit twenty-two.

LUCY: (2) Excuse me, Miss Luke.

MISS LUKE: (l) Yes, Lucy?

LUCY; (2) There's some chewing gum on your shoe.

MISS LUKE: (5) Who threw their chewing gum on the floor? Was it you, Lucy?

LUCY: (2) No, Miss Luke. lt was Susan.

MISS LUKE: ( l ) Who?

LUCY: (2) Susan Duke.

SUSAN: (3) lt wasn't me, stupid. lt was Julie.

JULIE: (1) l t was you!

SUSAN: (8) lt wasn't me! My mouth's full of chewing gum. Loo( Miss Luke!

JULiE: ( ) Stop pull ing my hair, Susan. lt was youl

SUSAN: ( l ) YOU!

JULIE: (1) YOU!

MISS LUKE: (11) Excuse me! lf you two continue with this rudeness, you can stayafter school instead of going to the pool.

{ Sentence stressna a Listen to this conversation. Notice how the strongly stressed words are

LOUDer, and the weakly stressed words are said very quiddy.A: Excuse me.B: Yes?A: Could you tell me where I can get some (1) shoelaces?B: Yes. There's a shop next to the (2) supermarket that sells vsry good

(l) shoelaces. l 'm going there too.

b use the words below to make more conversations like the one in 4a. Trvto say the unstressed syllables quickly.Ishoelacesherbal shampootoothpastetoolsfootball bootstunachewing gumfresh fruit juice

2supermarketswimmingpoolcomputer shopnewspaper standschool

5 Spell ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /u:/.

/*3

lst^l girl

- {l my co- rkers have started ... er ... walking

:o rr-ork ... er ... very early in the morning.

- 'lh. -{nd do yoz walk to rk?

' - : 'get sound /sr/* a First practise the sound /crl

(see page 33). Listen and repeat.

'-r-t' b Put your tongue forward and up alittle more to make the target sound/sll. Listen and repeat.

.-c c Listen and repeat both oftheselong sounds together: lctl and lstl .

: ' , i in imal pairs A ' :

#ft

Sound I Sound 2lctl lsl

four furShe's got four. She's got fur.

torn turnIt's a torn sign. lt's a turn sign.

uvarm wolmI wouldn't like warm soup. I wouldn't like worm soup.

walker workelHe's a fast walker. He's a fast worker.

mal pair words

"rua a Listen and repeat the words.

rrrrr b You will hear five words from each minimal pair. For each word write I

for lcll (sound L') or 2 for lstl (sound 2).

EXAMPLE Pair l : 1,2, I ,1,2

, " f " t \V' -51

rt *a--_-

si fenq*9

3i<

g

,+*t

#,ru

44 UN|T 12 l':;l girl

Minimal pair sentencestrr ra C Listen to the minimal pair sentences.nr ru d Listen to four of the sentences and write 1 for lctl (sound l) or 2 for lstl

(sound 2).

Blla e sentence stressListen to the minimal pair sentences again and underline the sentencestress (on page 43).

EXAMPLE I wouldn't like warm soup.


lel ls'^lten turn

The sign says ten. The sign says turn.

Ben burnLook at it, Ben. Look at it burn.

bed birdIt's a colourful bed. lt's a colourful bird.

west wolstIt 's the west wind. lt 's the worst wind.

Minimal pair wordsErrd a Listen and repeat the words.Hl;l b You will hear five words from each minimal pair. For each word write l

for /e/ (sound l) or 2 for lsl (sound 2).

EXAMPLE Pair I : 2,2,2,I , I

Minimal pair sentencesBlJa c Listen to the minimal pair sentences.nreu d Listen to four of the sentences and write I for /e/ (sound 1) or 2 for ls.^l

(sound 2).

Bt.ra e Sentence stressListen to the minimal pair sentences again and underline the sentencestress (above).

EXAMPLE It's the west wind.

6)fA

h

,HwL/rvil

t

Y.' ,4

LR

UN|T 12 lstl g,ir l 45

'Q et

- 'nal pairs C : i

u.bt l

Sound I Sound 2I 't l l3ll

fun fernFabulous fun! Fabulous fern!

bun burnLook at that bun. Look at that burn.

w'6\ti

-qJl

GH

5-

#,Si.[t

bud birdThat's a tiny little bud. That's a tiny little bird.

-O ll girl$ There's a gull on the b :h. ih.,.', a girl on the beach.

- nal pair wordsa Listen and repeat the words.b You will hear five words from each minimal pair. For each word write I

for /,r/ (sound l) or 2 for ls.^l (sound 2).

EXAMPLE Pair 1: 1,2,1,2, I

- "ral

pair sentencesc Listen to the minimal pair sentences.d Listen to four of the sentences and write I for /n/ (sound l) or 2 for lll

(sound 2).

e Sentence stressListen to the minimal pair sentences again and underline the sentencestress (above).

EXAMPLE Fabulous fun!

f Tick the words a) or b) that you hear in the sentences:

t a)bed I b) bud I c) bird I2 a) Ben's tl b) buns f c) burns tr3 a)ward tr b) word I4 a) walk I b) work I5 a) short tr b) shirt I6a)or I b)er I

i I a logueo'' a First practise the sound /srl in words from the dialogue below. Read the


were weren't nurse worst world shirts hurts thirstvThursday dirty Sir Herbert Colonel Burton

b Listen to the dialogue, paying attention to the rarget sound.

$. UN|T l2 lstl girl

The worst nurse

SIR HERBERT: NUTSe!

COLONEL BURTON: Nurse! l 'm thirstyl

SIR HERBERT: Nurse! My head hurts!

COLONEL BURTON: Nurse Sherman always wears such dirty shirts.

SIR HERBERT: He never arrives at work early.

COLONEL BURTON: He and er ... Nurse Turner weren't at work on Thursdav,were thev?

SIR HERBERT: No, they weren't.

COLONEL BURTON: Nurse Sherman is the worst nurse in the ward. isn't he. SirHerbert?

SIR HERBERT: No, he isn't, Colonel Burton. He's the worst nurse in theworld!


4 lntonation: up or down tagsBls a The intonation of question tags is usually going down. This means the

speaker expects agreement. Down tags are used a lot to createagreement and rapport between the speakers.

EXAMPLE A: We were at work early, werent we?B:Yes, we were.

Sometimes the intonation goes up. This means the speaker is not sure ifthe information is correct and is asking the listener to check it. Before anup tag there is often a slight pause..

EXAMPLE A: The nurses were at work on Thursday, werent they?B: Yes, thev were.

UNIT 12 /sr/ girl S

. r b Up or down?Listen and mark intonation arrows on the tagsSlexpects agreement) orI (not sure). Number I has been done.

I They werent walking to work, rqdre they? not sure

2 Those dirfy shirts were Nurse Tqlner's, werent they?

3 The wards werert't dtW, were they?

4 They werent speaking Gelman, were they?

5 Those nurses were thirsw, weren't thev?

6 The Colonel and Sir Herbert were the worst patients in the ward,

wererlt they?

c Practise reading the questions above with the same intonation. Recordyour voice to compare your production of the intonation with therecording.

5 SpellingLook back over this unit at words with the target sound and write what younoticed about how to spell the sound /srl.

lel acamera

48

- Remember to telephone your sister the day after tomorrowfor her birthday.

- And dont forget to send a letter to your brother.

- Shall I send you a letter?

- Of course. But dont forget to telephone as soon as you arrive.

I Target sound /a/B20a a First practise the sound /sl/

(see page 43). Listen and repeat.szou b Make the same sound but very very

short to make the target sound /e/.Listen and repeat.

Bzoc c Listen and repeat both sounds together:/srl is long. /e/ is very short.

3 e pair ef binoculas

4 e photegraph efhemother end fathe

5 a book eboutSouth americe

Cover the words on the left and practise questions and answers.

EXAMPLE A: \Mhat's in picture two?

B: e glass ef wate

2 lel in unstressed words and svllables

epil rllt"ggggrc

a photograph ofhermother and father

a book aboutSouth America

Bzra a Listen and repeat. The spelling has been changed in the words on theright to show you when to use the sound /e/.

*@ I e photegraph efBarbere

a glass of water 2 e glass af wate

(.-) --'------..t;1

r@

Telling the timeListen and repeat.

Look at the clock.\Mhat's the time?

It's six o'clock.

It's a quarter to seven.

Now practise these.

EXAMPLE A: \ /hat's the time?

B: It's e quarte te twelve.

UNIT 15 /e/ a carnera 4!f

Look et the clock.\Mhat's the time?

It's six a'clock.

It's e quarte ta seven.

oo

t,

3 ;eading

ooeoooo@aloud

Q a Read this story aloud or visit the website to practise. The spelling has

been changed to showyou when to make the sound /e/. Record yourvoice to listen to your production of the target sound.

Barbere spent Sateday aftenoon Iooking et e beautifal book ebout Southemerice.

'I want te go te South emerice,' she said te heself.The next morning, when Barbere woke up it wes six e'clock, end he

brothes end sistes we still esleep. Barbere looked et them, end thenclosed her eyes egain.

Then she quietly got out af bed end started te pack he suitcase.She took same comfeteble clothes out ef tha cupbed. She packed e

pair ef binocules end he siste's camera. She packed e photegraph efhaself end one ef he mothar and fathe.

'I musn't feget te have same breaKest,' she said ta haself. Bet then shelooked et the clock. It wes e quarte to seven.

'I'll jest drink e glass ef wate,' she said.'e glass ef wate,' she said.'Wate,' she said, end opened her eyes.She wes still in he bed, and he brothes end sistes we laughing et he.'Tell es what you we dreaming ebout,' they said te he.Bat Barbere didn't answe. She wes thinking ebout he wondeful

iourney te South americe.

f unrr tt lat acamera

szz b Weak formsListen to the example of the weak form and the strong form of uras.

H(AMPLE

Wes she dreaming?This is the sound /a/. This is the weak form of uas.

Yes, she was.This is a different sound. This is the strong form of uras

Then listen and repeat.Wes she thinking about South America? Yes, she was.Wa her brothers and sisters asleep? Yes, they were.De they like reading? Yes, they do.Heve you read about SouthAmerica? Yes, I have.Das your friend like reading? Yes, he does.e we working hard? Yes, we are.Has your friend been to South America? Yes, he has.Can you swim? Yes, I can.

nzs c Tick the words a) or b) that you hear in the sentences.

la)has f b)hes I2a) can I b) cen I3a)was I b)was I4a)does I b)das I5a)am I b)em I6 a) them tr b) them I

,U,NIT l5 /e/ a camera ffi

- - 3rOgU€a Read this dialogue and circle the sound lal.The first line has been done

for you.

' l t r :COlf l$

A: t'm going 6thd libr&y.

B: Can you buy something for me at the newsagent's?

A: But the newsagent's is a mile from the library.

B: No. Not that newsagent's. Not the one that's next to the fish and chip shop.

I mean the one that's near the butche/s.

A: Oh, yes. Well, what do you want?

B: Some chocolates and a tin of sweets and an address boor.

ir:r b Listen and check your answers, then practise reading the dialoguealoud. Record your voice to compare your production of the targetsound with the recording.

t Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /a/.

52

TI REVIEW

Cardgame: Pick up same sounds

TEST

Photocopy and cut out cards from all minimal pairs in Units B-13.


Turn over any two cards and read their sentences aloud. If they are thesame vowel sound you keep them and you continue playing.

If those two cards aren't the same vowel sound, turn them face down againand the next person plays.

Collect as many same sound pairs as you can in a time limit, e.g. tenminutes.

You can use a dictionary if you wish, but you don't have to understandevery word to do this test.

nz-, I Foreachl ine ( I ,2,3,4), f i rst l is tentothewholel ine.Thencirc letheone

word - or part of a word - that is said twice. Note that meaning is notimportant in this exercise. The purpose is to review the sounds byhearing them in contrast. Some of the words are rarely used in everydayEnglish, and this is shown by an asterisk*. Incomplete words have therest of the word written in brackets, e.g. foll(ow).

lvl/uttDt

I Poll(y) Paul pull pool Pearl

2 foll(ow) fall fooltull furl*3 cod cord could cooed curd*

4 wad ward would wooed* word

Score

2 Circle the words with the same vowel sound as 1-4.

I birdt3'^/

bed wererude burn

early board shirtworst shot

2 ball,

torn watergirl all glass

four logtalk nurse

3 boot/u" l

4 bookhv,l

UNIT 14 Review 55

full boxcook who

lock threwwould looktool good

Iookshoe two

couldthough

mornrngsuper do

clock

score f -l-z-ol3 Listen to the sentences and mark which kind of question tag is being

used:

agreement (expected) unsure (so checking the information)

I You can buy bootlaces at the shoeshop, can't you?2 That carpet shop sells cushions too, doesnt it?3 Sue bought her flute at the music shop, didn't she?4 You'd like a new cookerv book, wouldn't Vou?5 The bookshop's next to the newsagent's, isn't it?6 You do want your birthday presents to be a surprise,

don't you?

score | 7b]Total score [- ]

:- : ional review task using dialogues from Units 8-12

Unit I I 10 l l L2 13Target sound lol lc;l htl lutl l'rtl lal

clock ball book boot girl a camera

From the above table, choose anytarget sounds that you had difficultywith.

1 Listen again to the dialogue in that unit, Iistening for the target sound. Ifyou have chosen the target sound /e/, listen for that sound in any of thedialogues from Units 8-12.

2 Circle the target sound in any words in the dialogue.3 Listen to the dialogue again and check your answers.4 Check your answers in the key.5 Listen to the dialogue again, Iistening for the target sound.6 Read the dialogue aloud, and record your voice to compare your

production of the target sound with the CD.

You can also use this review task as a quick self-test, by doing steps 2and 4 only.

54

letl male

- I'm afraid I've made a mistake on this form.

Is your name spelt C-K?

My occupation. I'm not a wine taster. I'm a food tester.

Target sound /erlB2za a First practise the sound /e/ (see

page I 1). Then practise the shortsound /r/ (see page 7). Listen andrepeat.

szzu b Ioin the two sounds: /eeer/.B27c c Listen and repeat the target sound /erl.

The second part of the sound is shorter.

2 Minimal pairsSound I Sound 2

lel lerl,

I .4<fur

e-

PenWhat an awful penl

shedThe dog's in the shed.

edgeIt's a difficult edge.

wetJust wet.

ParnWhat an awful pain!

shadeThe dog's in the shade.

a8eIt's a difficult age.

waitJust wait.

ome&

,^@

ffit\

'*7. Itest tasteTest this food. Taste this food.

FAtpIl r Il t000u

al pairB28a tl

nzsr b

PePPer PaPelThat's too much pepper. That's too much paper.

wordsListen and repeat the words.You will hear five words from each minimal pair. For each word, writefor /e/ (sound 1) or 2 for letl (sound 2).

EXAMPLE Pair l : 1, I ,2,2,1

\--->

F#\

Minim

UN|r t5 /er/ male 55

: latr sentences. c Listen to the minimal pair sentences.

- d Listen to six of the sentences and write I for lel (sound l) or 2 for letl(sound 2).

e Sentence stressFirst read the minimal pair sentences and try to guess which words will

be stressed. Notice which words are nouns, adjectives or main verbs.These are often important, and the most important words for themeaning of a sentence are stressed.

Then listen to the sentences again and underline the sentence stress (on

page 54).

EXAMPLE VVhat an aryful pcn! / \iVhat an awful paiu!

f Tick the words a) or b) that you hear in the sentences,

1a) pen tr b) pain I2 a) shed tr b) shade I3 a) pepper ! b) paper tr4 a)ler tr b) late tr5 a) letter I b) later tr6a) get I b) gate I

I - : loguea First practise the target sound /erl in some words from the dialogue.


made late changed may say train waiting eightGrey timetable April station ages Baker eighteenafraid mistake today

b Listen to the dialogue, paying attention to the target sound.

- ' - : ra i lway stat ion

(Mr Crey is woiting ot the roilwoy stotion for o troin.)

MR CREY: This train's late! l 've been waiting here for ages.

PoRTER: Which train?

MR CREY: The 8. l8 to Baker Street.

PORTER: The 8. l8? l 'm afraid you've made a mistake, sir.

MR GREY: A mistake? My timetable says: Baker Street train - B. lB

PoRTER: Oh no. The Baker Street train leaves at B.OB.

MR GREY: At 8.08?

PoRTER: They changed the timetable at the end of April. lt's the first of Maytoday

MR cREY: Changed it? May I see the new timetable? What does it say?

55 UNIT l5 /er l male

PORTER: lt says: Baker Street train - 8.08.

MR GREY: Oh no, you're right. The train isn't late. I am.


4 lntonationB3z a In a conversation we can show surprise by repeating the other person's

words with the intonation going up. Listen.

EXAMPLES

A: I'm afraid you've made a mistake, sir. B: A mistake?

A: They changed the timetable. B: Changed it?

osr b Write B's part in the conversation below by repeating the part in italics.Note that number 7 needs a different word in the answer. Drawintonation arrows following the example in l. Check your answers byIistening to the recording and then practise the intonation. Record yourvoice to compare your production of the intonation with the recording.

1 A: It 's theeighth of May. B: rhe eighth?2 A: Yes. It's Mrs Grey's birthday today. B:3 A: Yes. She's eighty-eight. B:4 A: Yes. And she's going away for a holiday B:5 A: That's right. And she's going by plane. B:6 A: Yes. She wants to go to Spain. B:7 A: That's right. \,Vhy don't you go with her? B:

s Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about spelling the sound /erl.

57

r I l l r .

, lar l tme

- er ... Hr! ... Are you all r iglrt? ... er ... ' \ '

, t ,uld vou like a ride in mv cart?

- \ ., rhanks. I'm fine. I'm just flring mv kite

.*:d enjoying the sunshine.

- )h ... er ... alright! Have a nice time!

I Target sound iarla First practise the long sound /oll (see

page 23). Then practise the shortsound /r/ (see page 7). Listen and repeat.

b lo in the two sounds: /orqro:r / .c Listen and repeat the target sound /arl.

The second part ofthe sound is shorter.I

Minimal

:o (z

)tj"-.'-r\, a./r

_

-(s

Gfue*iV:

ParrsSeund E Sound 2

iUi 'a l l

bar buyThat was a good bar. That was a good buy.

bark bikeWhat a noisy bark. What a noisy bike.

Pa pieHe loves his Pa. He loves his pie

eyeIt's got two R's. lt's 8oi tvvo eyes.

cart kiteIt 's a cart. lt 's a kite.

heart heightCheck the heart. Check the height.

,fi,q\A,

*'fl

-, tK(Y..r-.r,q|--!:^J@Vv

&/,\5

/<>-(t,c)..*T{-

?l*i

2

-{

.5S uNtT 16 /arl fine

Minimal pair wordssss a Listen and repeat the words.eso b You will hear five words from each minimal pair. For each word write I

for la,^l (sound I) or 2 for latl (sound 2).

EXAMPLE Pair l : 2,2, I , I ,7

Minimal pair sentencesB37a c Listen to the minimal pair sentences.sszu d Listen to six of the sentences and write I for latl (sound l) or 2 for larl

(sound 2).

B3za e SentenCe streSSListen to the minimal pair sentences again and underline the sentencestress (on page 57). Strongly stressed words are LOUDeT and s I o w er.Weakly stressed words are quieter and qufu*er

EXAMPLE That was a good buy.

nsa f Tick the words a) or b) that you hear in the sentences.

I a) cart I b) kite I2 a) darning! b) dining I3a)star t r b)sW tr4 a) laugh tr b) hfe I5 a) hard tr b) hide tr6 a) Pa I b)pie tr

Heidi, Carol ine and Nigel

(Heidi ond Coroline ore both typing )

HEtDt: (Stops typing. She's smiling.) Hi, Nigel.

NTCEL: Hi, Heidi. Hi, Caroline. You're looking l_ , Caroline

(Silence from Coroline. She keeps typing )

NTGEL: Would you like some 2_ coffee, Caroline?

5 Dialogue

* a First practise the target sound /a/ in words from the dialogue. Read thewords aloud or visit the website to practise.

hi right ride smile five nine drive Miles Heidi RileyNigel Caroline bike nice type iced mobile climbingspider Friday library tonight

ssg b Listen to the dialogue, paying attention to the target sound. Then readthe dialogue and fill the gaps l-f 0 with the correcr words from the box.

bike nice type iced mobile climbing spider Fridaylibrary tonight

CAROLINE:

N IGEL:

CAROLINE:

N IGEL:

CAROLINE:

N IGEL:

CAROLINE:

NICEL:

HEIDI:

CAROLINE:

HEIDI:

UNIT l6 /ari fine 51I

(Keeps on typing.) No thanks, Nigel l'm busy typing. I have 99 pagesto 5_ by Friday.

Never mind. Do you like motor riding, Caroline?

Sometimes. (Mobile phone rings.) ... My s_ ! . Hello ...(Sni les.) . . . Hi , Ri ley!Mmmm! . . . (Loughs.) . l 'd l ikethat. .Mmmm ... at f ive ... at the .. it 's 19 High Street . byebyel (Coroline puts owoy her mobile ond storts Vping )

Would you like to come riding with me 7_ , Caroline?

Not tonight, Nigel. l'm going for a drive with Riley. (Smiles to herselfond keeps Aping )

What about 8 ?

Friday? l'm going s_ with Miles.

All r ight then. Bye.

Caroline, Nigel's put something behind your computer.

ls it something nice, Heidi?

No. lt 's a lo

c Listen to the dialogue to check your answers. Then practise reading thedialogue aloud. Record your voice to compare your production of thetarget sound with the recording.

, ' . l rd stressa Listen and repeat.

flyrng ice skating sky diving driving horse riding wine tastingkite flying climbing cycling

i b Use the words above to practise this conversation.

A: I think is quite exciting. Do you like it?

B: Yes. Would you like to come with me on Friday?

R: l 'd really l ike to But l 'm busy on Friday. Would some other time be all r ight?

! re l l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /all.

50

lctl boy

- I put all this oil in the rice?

-Yes, all the oil, and then let it boil.

Target sound /crlnrrr a First practise the sound /crl (see page 33).

Then practise the short sound /r/(see page 7). Listen and repeat.

rrrrt' b Ioin the two sounds: lctc'.c..r|.nr r, c Listen and repeat the target sound /cll.



l t t l

al lIt's all there.

ballIt's a ball on his head.

cotnLook at that golden corn.

J:.

r <-:=>

#ri3t

@MffiRoy

Hear the

EVAnn

.{i{+-.

rU' 'V

s-toal

Hear the engine roar. engine, Roy.

Minimal pair wordsIr.'r a Listen and repeat the words. Then listen and repeat.nr:t' b You will hear five words from each minimal pair. For each word, write

for ltl (sound L) or 2 for lctl (sound 2).

EXAMPLE Pair l : 1,2, I ,2,2

Minimal pair sentencesB{ ra c Listen to the minimal pair sentences.u.r *, d Listen to five of the sentences and write I for lctl (sound l) or 2 for ltl

(sound 2).

Sound 2I t t l

oilIt's oil there.

boilIt 's a boil on his head.

coinLook at that golden coin.

tore toyThe paper tore. The paper toy.

UNIT 17 hrl bov '6*t

. .e SentencestressListen to the minimal pair sentences again and notice that the mostimportant words for the speaker's meaning are LOUDer. The lessimportant words for the meaning are r4i.iir:t*r. Underline the mostimportant words in the sentences (on page 60).

EXAMPLE Hear the engine, Roy.

. f Tick the words a) or b) that you hear in the sentences.

I a) corn f b)coin Iz a) bawling I b) boiling !3a)al l t r b)oi l I4a)aw I b)oi t r5 a) bore tr b) boy tr6a) all tr b)oil tr

3 ogueI a First practise the target sound /crl in words from the dialogue. Read the\-


boy toy noise voice spoilt pointing destroyed employedappointment annoying disappointing

lntonation in namesThe main stress is on the last name.

Joyce Royal Roy Coyne Rolls Royce

b Listen to the dialogue, paying attention to the target sound.

Royal's Rolls Royce(Joyce Royol tokes her noisy Rolls Royce to the mechonic employed ot thegoroge, o young boy nomed Roy Coyne. Roy loves Rolls Royces)

ROY COYNE: What a terrible noise, Mrs Royall

JOYCE ROYAL: lsn't it annoying, Roy? It 's out of oil.

ROY CoYNE: A Rol ls Royce!Outof o i l? . And lookl(point ing). . . Thewate/sboil ingl Perhaps you've spoilt the motor. Or even destroyed it. Howdisappointing! lt's such a beautiful Rolls Roycel (oising hisvoicd AND A ROLLS ROYCE ISN'T A TOY!

JGYCE ROYAL: How disappointing! l ' l l be late for my appointment.

ffi unr fl lctlboy


4 Word stresssao a Guess the main stressed syllable in each word in this list. (They all

contain the same sound.) Then listen and check your answers.

annoying unemployment oyster employer appointmentenjoy poisonous destroyer ointment moist embroidery toiletdisappointed join

b Dictionary work: secondary stressln Ship or Sheep? the main stress in a word is shonm in bold,e.g. employment.

When you meet a newword, you can check the word stress in a gooddictionary @.g. Cambridge Learner's Dictionary). Most dictionaries usethe symbolr in front of the main stressed syllable, and the symbol , toshow any secondary stress (usually in longer words),e.g. /'nnrmrplcrment/.

Choose four of the longest words in the list in 4a and use your dictionaryto check ifthere is any secondary stress.

5 Spell ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /crl.

Nlaui house

' ; r'our cow?

:r":er no\r'I'm taking it to Roy Coyne. It's running

: :r't ask aboutyour car! I said how's your cow?

- Know, your br cow!

' ' :et sound /aul- a First practise the sound lel (see

page 23). Then practise the sound /u/(see page 36). Listen and repeat.

-- b Ioin the two sounds: lna,r;al.- c Listen and repeat the target sound /aul.


' ^ imal pairsSound I Sound 2

la;l laolcar cow

It's the best car. lt's the best

It was a longbowIt was a

brow

arch ouchArch!' he said loudlv. 'Ouch!' he said

-a l pair words:a 3 Listen and repeat the words.,, b You will hear five words from each minimal pair. For each word write I

for latl (sound l) or 2 for laul (sound 2).

EXAMPLE Pair 1: 2, l ,1,2,2

barDar. long bow.

There's beautiful

braHer bra was wrinkled. Her brow was wrinkled

grass glousegrass here. There's beautiful

ffi urrrr 18 /aul house

Minimal pair sentencess"rga c Listen to the minimal pair sentences.nlsb d Listen to five of the sentences and write I for lat l (sound l) or 2 for laul

(sound 2).

B4sae Sentence stressFirst read the minimal pair sentences and notice which words areadjectives or adverbs. These are often important for the meaning of asentence (as well as nouns and main verbs). Then listen to the sentencesagain and underline the sentence stress (on page 63).

EXAMPLE It's the best car.

aso f Tick the words a) or b) that you hear in the sentences.

la)car I b)cow I2 a) grass I b) grouse I3a)bra tr b)brow I4a)ha

5a)ah

6a) tarn I b) tourn tr

! Dialogue

I b)how trI b)ow! I

O a First practise the sound laul inwords from the dialogue. Read the wordsaloud or visit the website to practise.

ow! now how shouting house mouse couch loudly towndor.tm frovrm brovrm round found lounge ground somehowmountain around pronounce upside down

asr b CorrectionThere are six items to change in the dialogue. Read the dialogue andlisten to the recording at the same time. Make the words the same as therecording,

mouse in the house

MR BROWN:

MRS BROWN:

MR BROWN:

MRS BROWN:

MR BROWN:

MRS BROWN:

MR BROWN:

(shouting loudly) l'YE FOUND A MOUSE!

Ow! You're shouting too loudly. Sit down and don't frown.

(sitting down) l've found a mouse in the house.

A town mouse?

Yes. A l itt le round mouse. lt 's running around in the lounge.

On the ground?

Yes. lt's under the couch now.

UNIT l8 /ailr house 55

MRS BROWN: Well, get it out.

MR BR0WN: How?

MRS BROWN: Turn the couch upside down. Cet it out somehow We don't want amouse in our house. Ours is the cleanest house in the townl

c Practise reading the corrected dialogue. Record your voice to compareyour production of the target sound with the recording.

Stress in phrasal verbsir;: a EXAMPLE f Sit dor,r,n.

Listen and repeat.I He's sitting dolrm.2 He's lying down.3 He's standing up.

4 He's turning round.5 He's shouting out.6 He's running around.

4 Turn it down.5 Work it out.

b Match these oictures with the correct sentences in 4a.

d Match these pictures with the correct sentences in 4c.

Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /aul.

a)

,.| \ e)

e)

a( ( ( :

B;.r C EXAMPLE 2 Get it out.

Listen and repeat.I Put it dornm.2 Take it out.3 Throw it out.

66

l leur'phone

- Are you going to go to the boat sh

- Mmm ... don't know ... Maybe I'll go with Bert.

- Does Bert have a boat?

-No.

-oh.

1 Target sound /eu/Bs4a a First practise the sound /sr/ (see

page 43). Then practise the sound /u/(see page 36). Listen and repeat.

ss+n b Join the two sounds: /slsrsru/.Bs4c c Listen and repeat the target sound /au/.

The second oart of the sound is shorter.

3: -'--:: -_::---

u z-:-

fern phoneIt 's a green fern. lt 's a green phone.

Bert boatThat's my Bert. That's my boat.

work wokeI work early. I woke early.

flirt floatHe likes flirting. He likes floating

Minimal pair wordsBssa a Listen and repeat the words.essu b You will hear five words from each minimal pair. For each word write I

for lc'^l (sound I) or 2 for leul (sound 2).

E)(AMPLE Pair 1: 2, I , I ,2,7

#m

Sound I Sound 2ls'^l laul

burn boneIt 's a large burn. lt 's a large bone.

UNIT 19 laal ohone 67

- 3 Pair sentences- -- c Listen to the minimal pair sentences.' d Listen to five of the sentences and write I for lcrl (sound l) or 2 for leul

(sound 2).

e Sentence stressListen to the minimal pair sentences again and notice the strong stresson the pair words.

EXAMPLE oooO/oooO It's a green fern.i It's a green phone.

Notice how all the other words in the sentence are said more quiddyandquietly. Underline the sentence stress in the sentences (on page 66).

-a l pairs B

iaw JoeIt's my jaw lt's my Joe.

ball bowlCive me the ball. Cive me the bowl.

- .a l pair words'- a Listen and repeat the words..: b You will hear five words from each minimal pair. For each word vwite I

for lcll (sound l) or 2 for laul (sound 2).

HGMPLE Pair 1: 2,2, I ,L,2

-a l pair sentences''ra c Listen to the minimal pair sentences.-qt, d Listen to five of the sentences and write I for /crl (sound I) or 2 for leul

(sound 2).

ffirqn"6

ller&:,-!Ejj

@

w

I

*

- lf t

t / I\ --t

-f}\-ii

e/tS,

t/, \ltl lf

Sound Il ; , I

caughtCino's caught.

noughtIt's a nought.

boughtWe had a bought picnic.

Sound 2leulcoatCino's coat.

noteIt's a note.

boatWe had a boat picnic.

ffi ur.rrr t9 /eu/ phone

Bssa e Sentence stressListen to the minimal pair sentences again and underline the sentencestress (on page 67).

EXAMPLE Gino's caught., 860 f Tick the words a), b) or c) that you hear in the sentences.

I a) fern I b) phone I2a)or I b)oh I3 a) ball I b) bowl I4a)burn I b)bone tr5 a) walk I b) work tr c) woke f

5 Dialogueu Eitrt practise the target sound laul inwords from the dialogue. Read the


oh go no know Ioe sno\/ throw coat woke nose closeddont Iones only window over going snowball jokingOctober hello

ser b Listen to the dialogue, paylng attention to the target sound.

Snow in October

(Joe Jones is sleeping, but Joonno woke up a few minutes ogo.)

JoANNA: JoelJoelJOEI Hel lo, wake up, Joe!

toE: (groons) Oh! What is it, Joanna?

JOANNA: Look out of the window.

JoE: No. My eyes are closed, and l 'm going to go to sleep again.

JOANNA: Oh! Don't go to sleep, Joe. Look at the snow!

JoE: Snow? But it's only October. I know there's no snow

JOANNA: Come over to the window, Joe.

JoE: You're joking, Joanna, There's no snow.

JOANNA: OK. l ' l l put my coat on and go out and make a snowball and throw it atyour nose, Joe Jones!


UNIT l9 iaoi phone 69

I RhymingNotice that laal may sound different when followed by the letter'l'.

a Listen and repeat.

old hole bowl cold hold stole sold told gold

In the list above five words rhyme vlr.th old, and two words rhyme withho le.'Nhich words are they?

EXAMPLE 'gold' rhyrnes with'old'.

b Rhyming crosswordThe clues are words which rhyme with the answer but do not have thesame meaning.

CluesAcross:I only2 don't3 know

-1 Joe5 billow

Spell ing

Down:I slow2 Iohn3 snow4no5 hello

Look back over this unit at words with the target sound, and write whatr-ou noticed about how to spell the sound /eu/.

70

I rlel vear

- There's a bee in your beer.

- I cart't hear.

- I said ht'rtJs to you, my dt ar.

- Cht'ers, dt'ar! I've been ht aring that joke about

a bee in my bt't-'r for nearly sixty-three y(rars.

t Target sound irolRrira a First practise the sound /r/ (see

page 7). Then practise the sound /e/(see page 48). Listen and repeat.

Irii.]l' b Join the two sounds: /tIta/.rr,,,. c Listen and repeat the target sound /lel.

2 Minimal pairs

J-

Sound I Sound 2t : , , I i r

E ealThat E's too big. That ear's too big.

beeIt's a small bee.

teaThis tea tastes salty.

beerIt's a small beer.

tearThis tear tastes salty.

Pea PrelIt's an old pea. lt's an old pier.

bead beardHe has a black bead. He has a black beard.

Minimal pair wordsrp.l, a Listen and repeat the words.n,i4r, b You will hear five words from each minimal pair. For each word, write l

for lill (sound l) or 2 for lrcl (sound 2).

EXAMPLE Pair 1: 2, l ,1,2,2

UNIT 20 irel vear 7I

' rr - -ndl pair sentences.. c Listen to the minimal pair sentences.' d Listen to five of the sentences and write I for /i:/ (sound l) or 2 for lrcl

(sound 2).

.--. e Sentence stressFirst imagine how the minimal pair sentences will be spoken if the onlystress is on the pair word.

EXAMPLE He has a black beard.

Imagine this word being said more LOUDIy and s I o w ly, and all theother words more quiddyand quietl1,. Then listen to the sentences againand underline the sentence stress (on page 70).


I a) bee tr b) beer tr2a)tea I b) tear I3 a) bead tr b) beard I4 a) pea I b) pier tr5 a) E's I b) ears tr6a) Dee I b) dear tr

5 Dialogue

-n a First practise the target sound /re/ in some words from the dialogue.

w Read the words aloud or visit the website to practise.

dear Lear here nearly bearded idea Austria windierdisappear atmosphere beer clear year hear cheers beardmountaineer beer

t r: b Listen to the dialogue, paying attention to the target sound. Then readthe dialogue and fitl the gaps f -B with the correct words from the boxbelow.

beer clear year hear cheers beard mountaineer beer

A bearded mountaineer(Mr ond Mrs Leor ore on holrdoy in Austrio.)

MR LEAR: Let's have a t _ here, dear.

MRS LEAR: What a good idea! They have very good beer here. We came here last2

MR LEAR: The atmosphere here rs very 3_ .

MRS LEAR: But it 's windier than last year.

MR LEAR: (speoking to the woiter) Two beers, please.

MRS LEAR: Look, dear! Look at that 4_ drinking beer.

72 uNfT 2o lrcl vear

MR LEAR: His s is in his beer.

MRS LEAR: His beard has nearly disappeared into his 6_ I

MR LEAR: Shl He might 7_

WATTER: (binging the beer) Here you are, sir. Two beers.

MR LEAR: Thank you. (drinking his bee) Cheersl

ftIRS LEAR: 8 | Here's to the bearded mountaineerl

' 867 c Listen to the dialogue and check your answers. Then practise readingthe dialogue aloud. Record your voice to compare your production ofthe target sound with the recording.

4 The letter'r ' - pronounced or si lent?When there is no vowel following it, /r/ is silent. This'rule' only applies tosome speakers of English, e.g. in south-east England, South Africa,Australia. But many native speakers always pronounce lrl, e.g. in south-west England, Scotland, America. So you may choose to omit this exerciseif you are learning a variety of English where /r/ is always pronounced.

868 a Listen and repeat.

'r'not pronounced 'r'pronounced (before a vowel)Here they are. Here_are_all the books.Here's the beer. The beer_is here_on the table.

aos b Read these sentences and decide which words have 'r' oronounced.Then listen and check.

I can hear Mr Lear. He can hear us too.Mr Lear calls her'dear'. Dear old Mrs Lear is here in the kitchen.He's a mountaineer. A mountaineer always spends some time each

year in the mountains.

5 Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /rel.

7T

leel chair

trtr,rihr--. s rhe rredding? Here?...

.": ir('rrrnrr hdr? ... And ... Oh, my dear, I wouldn't dare!

- r - i=: sound ieelFirst practise /e/ (see page ll).Then practise /e/ (see page 48).Listen and repeat.

Ioin the two sounds: leeeel .Listen and repeat the target sound /eel.

J

a

i r i - ra l pairs

F:"

a@

How do you

tear tearThat's a tear. That's a rear.

Cheers! chairs'Three cheers!' he said. 'Three chairs!' he said.

pair wordsa Listen and repeat the words.b You will hear five words from each minimal pair. For each word, write I

for lrcl (sound l) or 2 for leel (sound 2),

EXAMPLE Pair 1: 2,2,1, I ,2

€

w

, . ' \swi:€

Lfr

Sound I Sound 2ltol lealeal air

The ear isn't good. The air isn't good.

beer bearIt's a sweet beer. lt's a sweet bear.

PrerThat's an old pier.

hearspell 'hea/?

PealThat's an old pear.

hairHow do you spell 'hai/?

(-

ta,

74. uxr 2l /ea/ chair

Minimal pair sentencesB:2a c Listen to the minimal pair sentences.n;zu d Listen to six of the sentences and write I for lrcl (sound l) or 2 for leel

(sound 2).

e;za e sentence stressListen to the minimal pair sentences again and underline the sentencestress (on page 73).

EXAMPLE How do you spell'hear'?

szs f Tick the words a) or b) that you hear in the sentences.

I a) cheers E b) chairs trZa)beer I b) bear I3 a) pier tr b) pear I4 a) here I b) hair tr5 a) dear I b) Dare I6 a) clear I b) claire !

5 Dialoguefl a First practise the target sound leel inwords from the dialogue. Read thewords aloud or visit the website to practise.

where there they're pair hair chair Claire square Mary

upstairs dovrrnstairs every"where

sz+ b Listen to the dialogue, paying particular attention to the target sound.

A pair of hairclipsMARY: l've lost two small hairclips, Claire. They're a pair,

CLAIRE: Have you looked carefully everywhere?

MARY: Yes. They're nowhere here. They iust aren't anywhere!

CLAIRE: Have you looked uPstairs?

MARY: (geftrng impotient) Upstairsl Downstairsl Everywhere! They iust aren'tthere!

CLAIRE: Hm! Are they square, Mary?

MARY: Yes. Why ?

CLAIRE: Well, you're wearing one of them in your hairl

MARY: Ohl Then where's the other one?

CLAIRE: lt 's over there under that chair.

MARY: Hm!

c Practise reading the dialogue aloud. Record your voice to compare your


UNIT2l /ee/ chair ?$i

. - - : ietter 'r' - pronounced or silent?\Vhen there is no vowel following it, /r/ is silent. This'rule' only applies tosome speakers of English, e.g. in south-east England, South Africa,.\ustralia. But many native speakers always pronounce lrl , e.g. in south-rvest England, Scotland, America. So you may choose to omit this exerciseif you are learning a variety of English where /r/ is always pronounced.

a Listen and repeat.

'r' not pronounced 'r'pronounced (before a vowel)Claire Claire_and Marya pair a pair_of shoesa square chair a square_envelope

b Read these sentences and decide which words have 'r' nronounced.Then listen and check.

It's there. There it is.They're here. They're under a table.I've looked everywhere for them. I've looked everywhere in the house.

: j : : , l ingLook back over this unit at words with the target sound, and write whatvou noticed about how to spell the sound /eel.

76

REVIEW

Card game: Pairs snap**, Photocopy and cut out cards from all minimal pairs in Units 15-21.

ari; Shuffle the cards and deal them face dovrrn to make a pile of cards in frontof each player.

Take turns to quickly turn your top card face up and put it on top of a ner.tpile in the middle of the table. \,Vhen you see two cards together that are aminimal pair, quickly say'Snapl' and put your hand on the pile. Then youcan add all those cards to your pile.

Collect as many cards as you can in a time limit, e.g. ten minutes.

TESTYou can use a dictionary if you wish, but you don't have to understandevery word to do this test.

B;z I For each line (1, 2, 3,4, 5), first listen to the whole line, then circle theone word, or part of a word, that is said twice. Note that meaning is notimportant in this exercise. The purpose is to review the sounds byhearing them in contrast. Some of the words are rarely used in everydar'English, and this is shornrr with an asterisk *. Incomplete words have therest of the word written in brackets, e.g. Woy (Woy).

IAUI/ )v/auletl

boyI bay

2 hay

oh!OwlI

why

buy bow (v) bow (n) beer bear

high Hoy!* how here hair

aIr

Ho!

3A

4 weigh

5 thy*^

--,--SCOre I / 5

I paperteu

Woy(Woy*) Wow!

oy!*welr

tie toy Tao* toe tier

2 Circle the words with the same vowel sound as 1-5.2 shine

ta l ledge barge

page voyagepercentage

weight frightpain poppies

pepper

machinesing noiseshy spoiltfrightened

stars darnsigh shorn

3 houselaul

UNIT 22 Review 7'f

4 noseteu/

horse how'shose harms

grass owl alltour found

goose

classannoys home

soup mouse snowserve gnaws

though through

5 pearIeel

pea beerpier their

they're starepain closedagain ears

Score

Pronounced/silent 'r 'Show where the letter'r' is pronounced. (Score I for each correct line.)

EXAMPLE Are Amber and Roger architects?

I We're looking for a builder or an architect, Adler and Anderson.2 \iVhere are their offices?3 They're over there, arent they?4 Are you an engineer or an architect, Mr Adler?5 I'm a structural engineer and this is Blair Anderson, our architect.

Score

Word stressUnderline the stressed syllable in these words or phrases. (Score half amark per item.)

timetable today cycling horse riding appointment snowballatmosphere nowhere work it out turn it dor,rm

Score

Total score I oi

ffi utrr 22 Review

Rdditional review task using dialogues from Units 15-21

Unit 15 16 17 l8 l9 20 2lTarget sound let/ larl lttl laul laul lrcl leel

male fine boy house phone year chair

From the above table, choose any target sounds you had difficulty with.

I Listen again to the dialogue in that unit, listening for the target sound.2 Circle the target sound in any words in the dialogue.5 Listen to the dialogue again and checkyour answers.4 Checkyour answers in the key.5 Listen to the dialogue again, listening for the target sound.6 Practise reading the dialogue aloud, and record your voice to compare

your production of the target sound with the recording.

You can also use this review task as a quick self-test, by doing steps 2 and 4only.

wtionBC-onsonants.artg English sounds

Use your voice for someconsonant sounds:bl ldl lgllvllzl lwl lrl lU lmlnl lql $ing) ldsl (jari /j/ (yes)

/ (vision) 16l (the feather)

I lpl _

z ltl

3 lzl

4M

VOICE NOVOICEThese are'voiced'. These are'unvoiced'.

I Are these consonants voiced or unvoiced?Write (v.) or (unv.).

6 lfl

8 t6tI tgt

5lgl-

Match these words with the numbers in the pictures.

a) the nose b) the back of the tongue c) the top teethd) the top lip e) the roof of the mouth f) the sides of the tongueg) th" throat h) the front of the tongue i) the tip of the tonguej) the side teeth k) the bottom teeth l) the bottom lip

Dont use your voice for someconsonant sounds:lpl ltl lW ltl ls/ lil (shoe)/tfl (cherry) /e/ (thin)

DT 5 Match the pictures (l-A inAwith the words (a€ in B.

How are English consonant sounds made?

Touchyour side teeth with thesides ofyour tongue.

U e) Touchthefrontoftheroofofyourmouthwith the front of your

tongue.

g) Push air forward in your mouth.

B

a) Close your lips.

,b) Openyourlips

c) Close your lips hard.

fricadvesstops or plosives

affricates apprc:dmants lateral

8l

lpl pen

,* '-- me. Please couldyou help me?

o,'n, :an I help you? ... Oh, ... you want

" - arcel up there?

- ur it on top of that pile of newspapers,

."i;te ... Thankyou.

- : '<et sound /p/ Ia Listen to the sound /p/. This is an

unvoiced sound. \-

b To make the louder sound /p/ at the h ,beginning of a word, first close yourlips hard. Then push air forward in

vour mouth. **Then quickly open yourlips to release the air suddenly.** Don'tuse your voice. Listen and repeat: /p/.

c Notice that sometimes /p/ is quieter because the air isn't releasedsuddenly. Listen.

up top help helps help me.

Omit from *x to x* above to make this quieter sound.

- - : -nd pllpl

Pinr+,- ^ , , -^F, ,1 ̂ i -r IS a u5eTur Prn.

PenPen, pleasel

PealLook at the yellow pear!

caPr+r^

-^ ^ l - l - -^r t > or I uru LoP.

PUPWhat a lively pup!

PoPPyDo you like Poppy?

8il unn 2! tpt pen

BTsa a In the words on page 81, notice that the target sound is quieter in capand at the end of pup. Listen and repeat the words.

szsr b Listen to the sentences.

szgr c sentence stressThe most important words for the speaker's meaning are stronglystressed. This means that they are pronounced a little more LOUDIy ands I o w Iy than the other words in the sentence. Practise listening forthese important words. They are underlined here.

It's a useful piu.Look at the yellow pcar.What a livelv oun!

Pen, please.It's an old cap.Do you like Poppy?

ezgr d Listen again and repeat the sentences.

I Dialogue$ a First practise the target sound /p/ in words from the dialogue. Read thewords aloud or visit the website to practise.

The sound /p/ is louder before a vowel, and fairly loud before'l' or'r'.

One-syllable words: pot pie piece spoon plate plane please

Two-syllable words: pencil Peter pepper pocket Poppypostcard pulling Paris airport stupid practise plasticpeople apple(The strong stress is always on the first syllable in these words.)

TWo-syllablewords: surprised perhaps(The strong stress is always on the second syllable in these words.)

Three-syllablewords: passenger newspaper potato impatientpepper pot.

Note on word stress: Word stress doesn't usually cfrange. Bold is used toshow you which part of the word is strongly stressed, i.e. which syllableis always pronounced more LOUDIy and s I o w I y than the other(s).

Note on sentence stress: Sentence stress changes with the speaker'smeaning. Underlining is used here to show you which words in thesentence are being strongly stressed, i.e. which words are pronouncedmore LOUDIy and s I o w I y than the others:

It's a pieee of potato plc on a p.lastic plate. Peter is surpdsed.

The sound /p/ is often quieter at the end of a word.

an envelope with a stamp Help! a plpe

\.Vhat happens to the quiet sound if the next word begins with a vowel?

a cup_of tea Help_us!

UNIT 25 lpr pen 8iI

The sound /p/ is usually quiet and sometimes almost silent before aconsonant. Listen and repeat.

empty upstairs dropped help mehelpful perhaps Mr Tupman stop shoutingstop talking stop pulling

b Listen to the dialogue, paying attention to the target sound. Notice thatit is sometimes louder or quieter. Then read the dialogue and fill thegaps (1-6) and (a-f) with the correct words from the boxes. Numbers Iand a) have been done as examples.

Words 1-6 have a louder /p/ sound:

past pocket passports policeman pepper potato

Words a-f have a ouieter /p/ sound:

upstairs stop envelope cup dropped help

: : *-s, Please(Mr ond Mrs Tupmon ore ot the oirport. They hove just got off the plone from Poris)

OFFICIAL: Passports, please!

MR TUPMAN: Poppy! Poppy! I think l've lost the t possporfs !

MRS TUPMAN: How stupid of you, Peterl Didn't you put them inyour z- ?

MR TUPMAN: (emptying his pockets) Here's a pen ... a pencil . my pipe . . apostcard ... an a) envelope with a stamp . a pin

MRS TUPMAN: Oh, b)_ taking things out of your pockets. Perhaps you putthem in the plastic bag

MR TUPMAN: (emptying the plostic bog) llere's a newspaper an apple . . apear. . a plast icc)_ . aspoon.. somepaperplates.:;::." i,url''"' o. - u ou'ooon ;i'"

MRS TUPMANi,Oh, stop pull ing things out of the plastic bag, Peter. These peopleare gettrng lmpatrent.

MR TUPMAN: Well, d)_ me, Poppy.

MRS TUPMAN: (to officiol) We've lost our passports. Perhaps we e)_ themon the plane.

OFFICIAL: Then let the other passengers 5- , please.

MR TUPMAN: Poppy, why don't you help? You aren't being very helpful. Put thethings in the plastic bag.

OFFICIAL: Your name. please?

MR TUPMAN: Tuoman.

oFFtCtAL: Please go 0_ with this 6_ , Mr Tupman.

&[ utr 2t lpl pen

nao c Listen to the dialogue again to check your answers. Then practisereading the dialogue aloud. Record your voice to compare yourproduction of the target sound with the recording.

4 Stress and intonationcar a Stress

Listen and underline the stressed syllables. The first one in each columnhas been done as an example. Check your answers, then listen andrepear.apiua pen

a pearsome soap a carpet a pranoa plpe a puppy an expensive present for Poppya spoon an apple

sez b Intonation '

Intonation usually goes down on the last strongly stressed word in a

sentence. In a list, the intonation goes up with each item but down onthe last item. Listen and repeat.

He bought a pen.

He bought a pelt and a pencil.

He bought a pen and a pcacil and a piu.

c Practise this game in a group of four or five. You must remember whatthe others have said and then add something to the list.

EXAMPLE A: Peter went to Paris and he bought a pipe.B: Peter went to Paris and he bought a pipe and a picture.C: Peter went to Paris and he bought a pipe, a picture and a

plano.

a pe[cil a paper pla@a postcard a pepper pota picture a plastic spider

5 Spell ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /p/.

85

ll lbt baby

fe those people backpackers? ... They've

.- l packs on their backs.- rt they aren't ... trauelling. They've just been

.:.opping and they're waiting for a bus or a cab.- S'-, does that mean they aren't backpackers?

- ner're just ... er ... people with backpacks.- \ lm.

1 Target sound /bi- . a First practise the unvoiced sound /p/

(see page 8l). Listen and repeat.,, b Use your voice to make the target

I

sound /b/. Listen and repeat.- r c Listen and repeat both sounds

together. /p/ is unvoiced. lbl is voiced.:o d Notice that sometimes /b/ is quieter

because the air isnt released suddenlv.Listen.

job jobs cab cabs verb verbs


tptPin

It 's a useful pin.

Pen BenPen, please! Ben, please!

-{1-\

Sound 2tbtbinIt 's a useful

bearLook at the yellow bear.

t

vot ce

n"@\ ; . :- . .1-,

-:'

"ffi@6€ffiffiffi

bin

PealLook at the yellow pear.

caP GabIt 's an old can. lt 's an old cab.

PUP PubWhat a lively pup! What a lively pub!

Poppy BobbyDo you like Poppy? Do you like Bobby?

tu

& unrr 24 /b; babv

Minimal pair wordsBs4a a Listen and repeat the words. Notice that the target sound is quieter in

cab and pub.nslt b You will hear five words from each minimal pair. For each word, write I

for /p/ (sound 1) or 2 for lbl (sound 2).

EXAMPLE Pair l : 2,2,L,2,

Minimal pair sentencesBssa c Listen to the minimal pair sentences.nasr d Listen to six of the sentences and write 1 for lpl (sound I) or 2 for bl

(sound 2).

B85a e sentence stressListen and underline the strongly stressed words in the minimal pairsentences (on page 85).'Notice that when an important word has morethan one syllable, Ike yellow, the sentence stress is only on the strongsyllable.

EXAMPLE It's a useful bin.

nae f Tick the words a) or b) that you hear in the sentences.

ra)pin t r b)bin Iz a) Poppy E b) Bobby tr3a)pup I b)pub I4a)pig I b)big I5 a) pack tr b) back6a)peach tr b)beach

-3 Dialogue

6 a First practise the target sound /b/ in words from the dialogue. Read thewords aloud or visit the website to practise.

/b/ is LOUD before a vowel and fairly loud before'l' and'r'.

One-syllable words: big but been book birds blue blackblouse

Two-syllable words: better busy cabbie Ruby brother buttonsbirthday (first syllable stressed)

Two-syllable words: about (second syllable stressed)

Three-syllablewords: somebody beautiful Barbara butterfliesterribly remember

/b/ is often quiet before a consonant or at the end of a word.

a cab Bob pub a proverb Bob's job.

Is it louder when the next word begins with a vowel?

the cab_over there the pub_on the corner the job_is interesting

saz b Listen to the dialogue, paying attention to the target sound. Notice thatit is sometimes louder or quieter.

UNIT 24 hi babv 87

-itcl,"r* Birthday

B0B: Hi , Barbara!

BARBARA: Hi, Bob. lt 's my birthday today

aoB Oh, yes! Your birthday! . er Happy birthday, Barbara!

SARBAI{A: Thanks, Bob. Somebody gave me this blouse for my birthday

BoB: What a beautiful blouse! lt 's pot . , mm . er blue butterfl ies on it.

BARBARA: And big black buttons.

BoB: Did er mm Ruby buy it for you?

BARBARA: Yes. And my brother gave me a book about birds.

BOs: I didn't remember your birthday, Barbara. l 'm terribly sorry. l 've been sobusy with my new job. I left my old job. The one in the pub. Cuesswhat? l 'm driving a cab.

BARBARA: A cabbiel Congratulations! Don't worry about the birthday present, BobBut, remember that proverb: 'Better late than never'.

c Find five words in the dialogue where the sound /b/ is quieter.d Practise reading the dialogue aloud. Record your voice to compare your


Word stresstrus a In compound nouns, the stress is on the first word. Listen and repeat.

I a shelf2 a brush3 a card4 a ball5 abag6 aman

a bookshelfa hairbrusha postcarda footballa handbaga policeman

a paintbrusha birthday carda ping pong balla shopping baga postman

sss b Talk about these pictures. Follow the example. Listen and respond.

EXAMPLE lt's a bookshelf.

:o3 ball1 bag 2 ball 4 bag

€8,, unr 24 tbtbaby

I0 man

Stop soundsThe sounds lpl , lbl, ltl, ldl, lkl , lgl are 'stop sounds'. If they come at theend of a word, stop - don't add another sound.Match these compound words.

EXAMPLE shopkeeper (Remember to stress the first word.)

Look back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /b/.

shop ----.---r._ ballpet \ keeperhip boardblood shopblack pocketbeach bank

Now listen and check your answers.

bookbusbathbackbasepepper

mintrobeshopballstoppack

5 Spel l ing

89

Itl table

- Lrcuse me. Could you tell me the time, please? fr,%t'

-'tes. It's exactly nty minutes to ten.

- [hankyou.

I Target sound ltl,' a To make the target sound /t/, first put

your tongue behind your top teeth.Then push air forward inside your r.mouth. **Then quickly move the tipof your tongue away from your teeth

^r._+-to release the air suddenly.** Don't use i'your voice. Listen and repeat: /t/.

, , :r' b Notice that sometimes /t/ is quieter '---because the air isn't released suddenly. Listen.

what forget doesn't breakfast minute minutes it's exactly

Omit from *x to xx above to make this quieter sound.

2 Sound /t /

sentYou sent the emails?

cartls hers the red cart?

writeCan he write well?

Does this train

trunkls there a trunk here?

Itltoo

You too?

4-,-..Bffi.

a'6-T;lfo66llli

.+ry""4r

.r'lNffiN

Etru-:ll=="

trainsmel l?

r@

!10 unr25 rt , tablc

Be2e a In the words on page 89, notice that the target sound is quieter in thewords sent, cart and write. Listen and repeat the words.

ngzr b Listen to the sentences.

nszb c Sentence stressListen to the YeslNo questions again and repeat. Notice how the voice

begins to go u.t' on the most important word for the speaker's meaning.This word is spoken with a very strong stress.

You t& ? lktu sent the emails? Is hers the red cart?

Can he wlite well? Does this train srHell? Is there a trtnk here?

5 Dialogue

C. ni.rt practise the target sound /t/ in words from the dialogue. Read thewords aloud or visit the website to oractise.

/t/ is LOUD before a vowel.

One-syllable words: two to top ten tell tins Thai time

TWo-syllable words: counter upstairs

Three-syllablewords:customer telephone tomatoes

Four/five-syllable words: photographer cafeteria

Notice how two /t/ sounds join together.

I want_to take the lift_to the top. The telephone is next_to the cafeteria.

/t/ is often quiet at the end of a word.

hat coat skirt shirt first want what get got rightcricket bat opposite supermarket

'What happens if the next word begins with a vowel?

I want_a hat_and a coat_and a skirt_and a ...

Practise a quiet ltl here before a consonant.

hats coats skirts shirts eighth what's restaurantscricket bats

Sometimes there will be loud and quiet /t/ in the same word. Decide ifthese are loud (L) or quiet (Q).

EXAMPLE assistant (L Q)

travelagent( ) twenty-two( ) tonight( ) student( )important() departmentstore( ) tomatoes( ) to i let

Now look at the words in the box below and decide whether the targetsound is loud (L) or quiet (Q).

EXAMPLE to (L), skirts (Q)

to ( ) skirts ( ) basement ( ) telephone ( ) cricketbat ( )exact ly() cafeter ia() tomatoes() f ru i t ( ) te l l ( ) top(Thai() t ime() next()

)

Check your answers in the key before doing the next exercise.

UNn 25 ' t r tablc 9I

b Read the dialogue below and guess the missing words with the sound /t/Number 1 and a) have been done as examples. l-7 have a louder ltl; a-ghave a quieter /t/. Check your answers by looking in the box of words onpage 90, and then by l istening to the dialogue.

* n 3eDartment store

CUSTOMER l : lwant l to buyaskir t .

ASSISTANT: a)Skirts are upstairs on the next f loor.

CUSTfJT\IER ?: Where can I get some 2 food?

A55lSTAN'I: The cafeteria is on the first floor

{U5r0tu'lf;R :: Where's the b) juice, please

ASS|STAI,JT: The c)_ counter on your left

CUSTOMER +: Tins of I

ASSISTAT{T: Try the supermarket in the d)_

CUSTOMER s: Could you 4- me where the erm travel agent's is?

ASS|STANT: Yes lt's right next to the e)_ on the third floor

CUSTOMIR 6: I want to buy a f)_ How do I get to the the umsports equlPmentT

ASSISTANT: Take the l ift to the soorts deoartment. lt 's on the s floor

CUSTOMER l: Where's the o _ , please?

ASSISTANT: lt 's on the next f loor opposite the photographe/s.

CUSTOMER e: What 's the z _, p lease?

ASSISTANT: lt's g)_ twenty-hruo mrnutes to ten.


rr..!r a Read the information and listen to the examples on the recording.

ln YeslNo questions, intonation usually begins to go up on the mostimportant word for the speaker's meaning.

EXAMPLE Could you tell me the time, please?

In I4lH questions, intonation usually begins to go down on the mostimportant word for the speaker's meaning.

EXAMPLES tthat's the time, please?

How do I get to the sports equipment?

\4lhere's the toilet, please?

92 UNIT 25 /t i table

Notice that intonation in I4lH questions can change when we are talkingabout old information. The first time we ask somebody's name, we ask:

I'Vhat's your name?This is new information. But if we then forget the

name and ask again, we ask: tMhat's your name? because we are asking

about old information that has already been given. Intonation goes upto show that this is something we have already shared.

sgs b Listen to customers at the information desk in a department store. Someof them are asking for new information. Some of them want to check oldinformation they have already received just now or in the past.

I \.A/here's the fruit juice? (asking for new information)

2 Where's the fruit juice? (checking old information)

3 \,Vhat's on the next floor? (asking for new information)

4 How do I get to the restaurant? (asking for new informationl

5 How do I get to the restaurant? (checking old information)

6 Which floor are computers on? (checking old information)

Be6 c Listen to more customers at the information desk and decide if they. areasking for new information or checking old information. Numbers I and2have been done as examples.

Inew2old3

5_ 6 7

d Role playPractise with a group of 4-5 people. Take turns to be the assistant at theinformation desk in a department store. The others ask questions. Youcan sometimes choose to check the information (either straightaway orlater) by asking the same question again with a different intonation.

First practise the word stress in these words you may use.

restaurant telephone travelagent's supermarketsports department toilet cafeteria photographer's fruit juicecomputers notebooks printers photocopiers cricket batsfootball boots hot water bottles blankets heaters

4

B

5 Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /t/.

95

N r dl door

,. r'ou want to go out to a restaurant for ,f,

::ner tonight?

"- . It's too cold and dark. And I'm too tiretl.

I rather stay at home and read a good book.

' -arget sound /d1a First practise the sound /t/ (see page r

89). Listen and repeat.b Use your voice to make the target

sound /d/. Listen and repeat. --.- .- *-

c Listen and repeat both sounds together. '\ \

/t/ is unvoiced. /d/ is voiced., d Notice that sometimes /d/ is quieter

because the air isn't released suddenly. Listen.

good food goodbye friend child bird birds

- Minimal pairs$ound 2lclldoYou do?

sent sendsent the emails? You send the emails?

2

I

Sound IIt l

tooYou too?

cattls the red cart hers?

writeCan he write well?

trainDoes this train smel l?

trunkthere a trunk outside?

caldls the red card hers?

rideCan he ride well?

drainDoes this drain smel l?

drunkIs there a drunk outside?

94 ul.|r 25 tli dr;or'

Minimal pair wordsCra d Listen and repeat the words. Notice that the target sound is quieter in

the words send, card, ride.ceu b You will hear five words from each minimal pair. For each word, write 1

for /t/ (sound l) or 2 for ldl (sound 2).

EXAMPLE Pair l : 2, I ,2,1,2

Minimal pair sentencesc+a c Listen to the minimal pair sentences.c+u d Listen to six of the sentences and write I for lt l (sound l) or 2 for ldl

(sound 2)

c4a e Sentence stressListen to the minimal pair sentences again and underline the sentencestress (on page 93).

EXAMPLE You send the emails?

( 5 f Tick the words a) or b) that you hear in the sentences.

I a) wriring ! b) riding tr2a) cart t] b) card I3 a) bat t] b) bad I4 a) senr tr b) send I5 a) sight f b) side tr6a) try tr b) dry I

, Dialogue

C u firtt practise the target sound /d/ in some words from the dialogue.Read the words aloud or visit the website to practise.

/d/ is LOUD before a vowel.

/d/ is often quiet at the end of a word or before a consonant.

stayed repaired It rained. bad cold They played cards.

What happens when /d/ at the end of a word is followed by a vowel?

They stayed_at home. They repaired_it today. It rained_all day.

I had_a bad cold. They played_a game of cards.

UNIT 26 ictl cloor ffi

Practise these words with a louder /d/ at the beginning and a quieter /d/at the end.

did decide decided damaged David Donald

Look at the words in the box below and decide whether the sound /d/ isloud (L) or quiet (Q).

EXAMPLE bad (Q) Daisy (L)

nobody( ) darling ( ) bad ( )date ( ) played ( ) dancing ( )phoned ( ) tried ( ) todayl ;

cards() Daisy( )l is tened() don' t ( )

rained ( )


b Read the dialogue below and guess the missing words with the sounddl.l-7 have a louder ldl. a-ghave a quieter /d/. Number I and a) have

been done as examples. Check your answers by looking in the box ofrvords above, and then by listening to the dialogue.

i .r -eged telephone l ine

DAISY: Hello fhis is 22882228.

DAVID: Hello, lDoisy . This is David

DAISY: Oh, hi , z_.

DAVID: What did you do yesterday, Daisy? You forgot our 3-, drdn't you?

DAISY: Well, i ta)roined all day, David and .. I had a b)- cold, so Ier derided to stav at home.

Did you? .. I c)- twenty times and + answered.

Oh, the telephone line was damaged. They repaired it s

Well Daisy!!

What, David?

Oh! ... e_ worry about it! ... What did er Donald doyesterday? Did he and Diane go 7 ?

DATSY: No, they didn't yesterday. They just stayed at home and d)-e)- .

DAVID: And what did you do? Did you play cards too?

DAISY: No . Jordan and I 0_ to the radio anddid you do yesterday, David?

DAVID:

DAISY:

DAVID:

DAISY:

DAVID:

er . studied. What

DAVID: l 've just told you, Daisy ... I s)- to phone you hruenty times!

4

96 UUr 25 /d/ door

Verbs ending in edVerbs endingin ed are pronounced:

ldl after a vowel orvoiced consonant

c; a Listen and repeat.

playedcleanedsnowedclosedfilledstayed

* crb ed endings: /d/, /t/, /d/

Talk about these pictures. Work with a partner or Iistento the recording. Follow the ex

EXAMPLE stayed awake/snor

A: He stayed awake, didnt he1B: No, he didn't. He snored.

cried a lotlaughed a lot

Itl after an unvoicedconsonant

brushedlaughedpushedwatcheddancedwalked

/rd/ after the sounc.Itl or ldl

waitedpaintedshoutedwantedIandeddeparted

emptied his gla-filled it

pulled his carpushed it

rained all darsnowed

combed his hairbrushed it

closed a dooropened it

<+'\ .a_!E*_

4>r-g_S

'P-+-t tL. : r

departed at noonlanded

walked awaywaited a long time

whispered itshouted it

painted a roomcleaned it

washed theTVwatched it

danced all nightplayed cards

5 Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /d/.

97

lkl key

-.a\-e a couple more of your caramel cookies,

* :

--e vou can. ... And some of my chocolate cake?

- :rrrs. I like cake. But I'm allergic to chocolate.

, - ^ .+ sound ikla To make the target sound /k/

first touch the back ofthe roof

of your mouth with the backofyour tongue. Then push airforward behind your tongue.

'*Then quickly move your

tongue away to release the air

suddenly.** Don'L use your voice.

Listen and repeat: /k/.b Notice that sometimes /k/ is quieter because the air isnt released

suddenly. Listen.

make music look book like likes

Omit from xx to *x above to make this quieter sound.

: - " td k/lkt

coatIt 's a hairy coat.

cullHe's got a lovely curl.

classIt's a brilliant class.

backShe's got a strong back.

clowingIt's crowing.

wB

w,&

UNIT 27 rk, kev

croa a In the words on page 97, notice that the target sound is quieter in theword, back. Listen and repeat the words.

cl0b b Listen to the sentences.

i::.*-: croa c Sentence stressFirst try to guess some of the answers to these questions about thesentences:

Are they all questions or statements?

Does the intonation go up or dovun?lVhich sentences have an adjective + noun?

\Mhich is the most important word for the speaker's meaning?

Then listen to the sentences again and underline the sentence stress (otpage 97).

EXAMPLE Its a hairy c'oat.

cl0a d Listen and repeat the sentences.

5 Dialogue

Q a First practise the target sound /k/ in words from the dialogue, plus some

others. Read the words aloud or visit the website to practise.

/k/ is LOUD before a vowel.

Kate cup sky school course coffee cuckoo Karen OKAmerican excuse me

/k/ is also quite LOUD before'l ' and'r'.

cream cry crowd Christmas across class clean clearclimb include

/k/ is often quiet at the end of a word.

look walk ask quick black book work milk Mrs Clarkplastic electric

. \A/hat happens when the next word begins with a vowel? Do the twowords join together? Is the /k/ louder or quieter?

Iook look_up walk walk_along

ask ask_anybody work work_out

book book_out Mrs Clark Is Mrs Clark_in?

Notice what happens when a quiet /k/ at the end of a word is followed b'a louder /k/ at the beginning of the next word. Make the two soundsdifferent. There can be a slight pause between the two sounds.

black black cup quick quick question

electric electric clock plastic plastic container

like like cooking book book case

speak speak clearly walk walk quickly

UN|T 27 if<l frey

i k/ is quieter before most consonants (except' l ' and'r'). Choose thecorrect heading from this box for each list of consonant clusters (1-5)below.

next

exciting

picked

walked

quiet

Kwok

question

clock cricket

class cream

clever scream

quickly microwave

chocolate incredible

exnensive worked

excuse me asked quality

forks electric quite

In which two lists l-5 does /k/ sound louder?

Practise saying the clusters.Look at the words in the box below and decide whether the target soundis loud (L) or quiet (Q).

EXAMPLB like (Q) coffee (L)

milk() cuckoo(/) l ike() next() Kate1lfork() make() American() carved() cal l ( )cof fee( I p last ic() course() cream()


b Read the dialogue below and fill the gaps with the correct words fromthe box above. 1-8 have a louder i k/. a-f have a quieter /k/. Numbers Iand a) have been done as examples. Check your answers by Iistening tothe dialogue.

. ' :-ckoo clock

KAREN COOK: Would you a) l ike some cream in your1 coffee , Mrs Clark?

KATE CLARK: 2_ me Kate, Karen.

KAREN COOK: OK Cream, 3

KATE CLARK:

KAREN COOK:

KATE CLARK:

KAREhI COOK:

KATE CLARK:

KAREN COOK:

No thanks, Karen. But l 'd l ike a l itt le b)_ . Thanks.

Would you like some little +_ cakes Kate?

Thank you. Did you c)_ them?

Yes. Take two. Here's a cake d)_ , and here's a

Excuse me, Karen But what's that e)_ to yourbookshelf? ls it a clock?

It's an electric cuckoo clock. lt's 5

KATE CLARK: ls rt D_ ?

100 uNrr 27 tktkey

KAREN COOK: Oh no, Kate. lt 's a hand 6_ wooden clock. lt was veryexpenstve.

KATE CLARK: Well, it's exactly six o'clock now, and it's very quiet. Doesn't it se'cuckoo'?

KAREN COOK: Of z it does, Kate Lookl

CLOCK: Cuckoo! Cuckool Cuckoo! Cuckool Cuckoo! 8 !

KATE CLARK: Fantasticl How exciting! What a clever clock!

c Practise reading the diaiogue aloud. Record your voice to compare yourproduction of the target sound with the recording.

4 Sentence stress patternscr2 a Listen and repeat.

(adjective + noun)

I a clean shelf2 a clean whisk

3 a black cup

4 a olastic rins

5 a dirty bc,ttle

6 an electric etack

7 an exp€nsive Cake

b Unjumble these sentences.

(adjective + compound noun)

a clean beokshelf

a clean egg whisk

a black gqff:e cup

a nlastic kev rins

a dirty cola bottle

an electric cEckoo clock

an expensive e@colate cake

1 an it's cuckoo electric clock

i /F 2 ringplasric it's key av

3 egg dirty it's whisk a

4 it's bottle dirty a cola

@\

@z--\

;ffi7-> 5 expensive cake cream an it's'*}5fra'

6 it's car comfortable coat a

7 book black a it's address

5 Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /k/.

e

il

r0!

l lgl girl

-..: \-ou get me some groceries when you go out?,,, ,*, *.".,1y - nutmeg? gherkins? yoghurt?

' '': -rse not! Get me some bagels if they've got any ...

- - .. sugar, eggs, garlic ... and ... mm ... f igs andt'ic,:s. if they're any good.

- : 'qet sound /g/: a First practise the sound /k/

(see page 97). This is an unvoicedsound. Listen and repeat.

- b Use your voice to make the targetsound /g/. Listen and repeat.

-, c Listen and reoeat both soundstogether. /k/ is unvoiced. lgl is voiced.

: d Notice that sometimes /g/ is quieterbecause the air isnt released suddenly. Listen.

big bug fig figs egg eggs example nutmeg

' r imal Pairs ' ' l irr

I : .

r )"

F

Sound Ilkt

coatIt's a hairy coat.

curlHe's got a lovely cur[.

classIt's a brilliant class.

backShe's got a strong back.

Sound 2tg l

goatIt's a hairy goat.

girlHe's got a lovely girl.

glassl+/^ - L- : l l :^-+ - l^^^rL > d Lr i l i ldt i l . Btd55,

bagShe's got a strong bag.

crow SrowIt 's crowing. lt 's growing.

a'm

nYa.b

vo ce

lO2 uNtr 28 /s/ girl

Minimal pair words(r {a a Listen and repeat the words. Notice that the target sound is quieter in

thewordbag.t:t tt' b You will hear five words from each minimal pair. For each word, write I

for /k/ (sound l) or 2 for lgl (sound 2).

EXAMPLE Pair l : I ,2, I ,1,2

Minimal pair sentencesclsa c Listen to the minimal pair sentences.crsu d Listen to five of the sentences and write I for /k/ (sound l) or 2 for lgl

(sound 2).

crsa e sentence stressIn spoken English sentences, the most important words for the speaker smeaning are strongly stressed. Strongly stressed words are LOUDeT ands I o w er. Weakly stressed words are (luieter and quid<er This givesEnglish its rhythm.

Listen to the minimal pair sentences again and underline the stronglystressed words (on page l0l).

EXAMPLE He's got a lovely gjrl.

cro f Tick the words a) or b) that you hear in the sentences.

I a) cold tr b) gold tr2 a) back I b) bag tr3 a) clock tr b) clog I4 a) curl I b) girl I5 a) frock I b) frog I6 a) clue I b) glue I

5 Phone messages

$ a First practice the target sound /g/. Some of these words are from the

phone messages you will hear. Read the words aloud or visit the websiteto practise.

/9/ is LOUD before a vowel and quite loud before lll and lrl.

groups of girls giggling and gossiping together

taking great photographs of a guy in the garden cutting the grass

Maggie isnt in Glasgow. Guess again.She's gone to Portugal and Greece until August.

/g/ is often quieter at the end of a word or before a consonant.

This is an example.

Another example is fog. Also smog.

rugs mugs hugs rugby

a jog with a big dog big dogs a big pig big pigs

UNIT 28 /q/ girl 105

a frog frog's eggs frog's legs

Craig Craig's big bag Craig has jetlag.

\\that happens when the next word begins with a vowel? Is /g/ LOUDeTOf i i l i l ! ' i i l t '?

big dog

fog smog

dialogue

Greg Craig

There's a big_old dog_in the garden.

Fog_and smog_are what we've got.

Read the dialogue_aloud.

Greg_and Craig_and Maggie.

Notice how two /9/ sounds join together.

It's a big garden. Hes a big guy. Has the fog gone?

kl and lgl

Quickly scan all the words in the box below and underline all those withthe sound /k/.

computer Maggie postcard Glasgow beginning gamesweekend Portugal Greece grass catch fJuess cut campAugust girls gossip couple Carol garden Craig

Check your answers before going on to 3b.' b Close your book and listen to Craig and Maggie's phone messages on

their answering machine, pa)4ng attention to the target sound. Thencomplete the sentences below. Each missing word has the sound /k/ org/, and is in the box above. Number t has been done as an example.

=-d Maggie's answering machine

I Greg and Carol want to stay for a couple of days at Croigan<l Maggie 's house in Glosgow

2 They're coming to _ at the _ of _ .

3 _ is always giggling. She wants to _ up on allthe

4 The last time they got together, Greg and Craig playedwhile the two _ went shopping.

Carol says, 'I _ you've gone away for the

Craig and Maggie sent a _ from _ , but they're goingto go to Greece.

7 \Mhile Craig and Maggie are in _ , Greg and Carol are goingto in their

8 Greg says they'll be very grateful and they'll the _ .

Listen to the complete sentences from 3b and check your answers. Thenpractise reading the sentences aloud. Record your voice to compareyour production of the sounds lkl and lgl with the recording.

5

6

! unn 2E /s/ girl

4 Consonant clusters'F1 Choose the correct heading from this box for each list of consonant

clusters (l-3) below.

lql lqzl lgrl

t2exam English angry

eggs glove hungry

executive glasses grammar

earplugs glamorous grapefruit

hugs singly grateftrl

exactly global congratulations

Use your dictionary to check the word stress and meaning of anywordsyou dont know.

gp Now listen to the recording of the clusters. Do you think the /g/ is quieter inany of the lists above?

5 Spell ing'.- Look back over this unit at words with the target sound, and write what

you noticed about how to spell the sound /g/.

, t '=

r!

tr REVIEW

game: Pick up pairsPhotocopy and cut out cards from all minimal pairs in Units 24, 26 and28.

Shuffle the cards and deal them face dovyn all over the table.

Turn over any two cards and read their sentences aloud. If they areminimal pairs (consonants), you keep them and you continue playing.

If those two cards aren't minimal pairs, turn them face down again and thenext person plays.

Collect as many minimal pairs as you can in a time limit, e.g. ten minutes.


I For each line (1, 2,3,4,5), first listen to the whole line. Then circle theone word that is said twice. Note that meaning is not so important inthis exercise. The purpose is to review the sounds by hearing them incontrast. Some of the words are rarely used in everyday English, and thisis shown bv an asterisk *.

tgltdt/t ltbttpt

I paw bore door core gore*

gillkilldilltillBill2 pill

gayKaydayTay3 pay bay

4P Dee key ghee*

5 Pooh!

Score

2 Circle the words with the same vowel sound as 1-3.

Boo! do goo

I treehrl

2 clocktku

dress strongunderstand retrydistrust entertaindrunk entrance

electric dreaming

enclosedglass class quite

walked clothesmicrowave chocolate

glamorousquickly

106 Ufl|T 29 llcvien'

3 pramlPrt

blackapprecrate

place plumbrother impressive

probably breakfastpresent prawn

Score _

5 Pick the different one:- ltl,ldl or lldlUnderline the ed ending that has a different pronunciation.

EXAMPLE telephoned rained answered walked

I brushed washed emptied tossed

2 walked watched laughed filled

3 waited departed combed painted

4 pushed snowed cleaned filled

5 whispered played rained shouted

Score

4 StressUnderline the stressed syllable in each item. (Score half a mark peritem.)

telephone remember cafeteria photographer's a policeman

a postcard a paper plate American somebody a green coffee cup

score --

Total score

Additional review task using dialogues from Units 23-28

Unit 23 24 25 26 27 28Target sound lpl lbl ltl ldl lkl lsl

pen baby table door key girl


I Listen again to the dialogue in that unit, listening for the target sound.2 Circle the target sound in any words in the dialogue.5 Listen to the dialogue again and check your answers.4 Check your answers in the key.5 Listen to the dialogue again, listening for the target sound.6 Read the dialogue aloud, and record your voice to compare your

production of the target sound with the CD.

You can also use this review task as a quick self-test, by doing steps 2 and lonly.

r07

ll lsl sun

: creaming! What's upsetting you?

r ' - rer .Shetakes mybooksoutofmy

- r and puts them somewhere else.

- :eU her to stop it.

- :: course, that's the answer ... but it's

r .imple. She makes me so cross!

._J .r'orr speak to her?

: ' :et sound /s/To make the target sound /s/, touchyour top teeth with the sides of yourtongue. Put the tip of your tongueforward to nearly touch the roof ofyour mouth. Don't use your voice.Listen and repeat: /s/.

- -nd /s/

s,Illll

rA

It's pronounced /sir/.

.frh*n

@\J

,-_!.F

ls lSue bus

That Sue was amazing. I heard a bus.

C piece

siPSip it slowly.

I want the big piece.

priceWhat's the price?

Listen and repeat the words.

Listen to the sentences.

Sentence stressThe most important words for the speaker's meaning are strongly stressed.Guess which two words will be strongly stressed in each sentence above.Then listen to the sentences again and underline the sentence stress.

EXAMPLE I want the b:ig piece.

Listen and repeat the sentences.

a

I unn ro /s/ sun

, Dialoguefl a First practise the target sound /s/ in some of the words from the dialoguev

below. Read the words aloud or visit the website to practise.

Sam Sue sand a sum of money Saturday sailing possibleseaside

isl in consonant clusters

let's that's it's six just sleep spend stay star Smithoutside instead sweetie swimming sensible smallest skiingexciting expensive cheapskate** a person who only spends the smallest amount of money

Notice how /s/ sounds join together.

let's_stay Six_Star let's_sleep

czs b First just listen to the dialogue without looking at your book, payingparticular attention to the target sound.

It's expensive

sAM: Let's go to the seaside on Saturday, sweetie.

sUE: Yes! Lets go sailing and water-skiing. That's exciting.

SAM: lt's expensive, sweetie. Let's just sit in the sun and go swimming instead.

SUE: Let's stay in the Six Star Hotel and spend Sunday there too.

SAM: Be sensible, Sue. lt's too expensive. Let's sleep outside instead.

SUE: Sleep on the sand? You never want to spend more than the smallestpossible sum of money, Sam Smith - you're such a cheapskate!


4 /s/ in consonant clustersczl a Use the prompts below to make sentences about Sam, Simon, Lucas,

Sarah, Chris and Chrissie. Listen and respond, like the example.

EXAMPLE I hate hats. Response: Sam hates hats too.Sam Simon Lucas Sarah Chris Chrissie

I I hate hats.2 I like cats.3 I get headaches.4 I drink milkshakes.5 I take good photographs.

6 I eat chocolate biscuits.at

8 I want some interesting

Utrn rO lY sun ffi

b Joining /s/ soundsFind the correct ending to these sentences and practise joining the /s/sounds as in the example.

EXAMPLE Chrissssspeaksssslowly.

5 In summer let's sss ski in the snow

6 Sue likes sss sail into the sunset.

7 Lucas sss some cats.

8 Is Chris sss sends lots of text messaqes.. Listen to check and repeat.

c Read aloud. Practise the target sound in consonant clusters.

The smile of a snakeShe speaks slowly, and eats special, expensive chocolates, As shesteps upstairs, her long skirt sweeps over her silver slippers. She issmall and smart and sweet-smelling. Her skin is like snow 'You

have stolen my heart!' I once said stupidly, and she smiled. Butwhen she smiled. she smiled the smile of a snake.

. ino, ' .b

Look back over this unit at words with the target sound, and write whatr ou noticed about how to spell the sound /s/.

ilo

lzl zoo

- It looks so easy, doesn't it?

- It does. But it isn't.

- Look at those eyes. They're like ice.

- He always draws the bodies so well, doesn't he?

Look at the arms ... the legs ... those hands.

- He's such an amazing artist.

- One of these d ... I'm going to buy one of

his paintings.

I Target sound lzlczore a First practise the sound /s/ (see page

107). Listen and repeat.czot, b Use your voice to make the target

sound /z/. Listen and repeat.

That Sue was amazing.

cIt 's pronounced /sir/.

\\

#l#ElH #[#flMFr

q7/4-4

SFnmMt

i;.N

dAE@'

stPSip it slowly.

Minimal

q

Tr\1

e{:}" \ -F

@l;t;:1jih

io u"" t

2

( 26( c Listen and repeat both sounds together. )

/s/ is unvoiced. lzl isvoiced. \--

PairsSound I Sound 2

lsl lzlSue zoo

I heard a

pieceI want the big piece.

priceWhat's the price?

That zoo was amazing.

7It 's pronounced lzitl.

ziPZip it slowly.

buzzI heard abuzz.

PeasI want the big peas.

pfizeWhat's the prize?

busDUS.

UNIT 5l lzl zoo l l l

*: la i r words. a Listen and repeat the words.

b You will hear five words from each minimal pair. For each word, write 1for /s/ (sound l) or 2 for /z/ (sound 2).

EXAMPLE Pair l : 2, ! , I ,1,2

- I fair sentencesc Listen to the minimal pair sentences.d Listen to six of the sentences and write I for lsl (sound I) or 2 for lzl

(sound 2)

e Sentence stressLook at this pattern of strong and weak stresses in the first set ofminimal pair sentences.

That Sue was amazing. That zoo was amazing. oOooOo

Listen to the minimal pair sentences again while looking at the patternsand notice how the weak stresses are quidcerand qr"rieter.

Pair 1: oOoooo Pair 2: ooOO Pair 3: OoOoPair 4: oOoO Pair 5: ooooO Pair 6: OoO

f Tick the words a) or b) that you hear in the sentences.

I a) bus tr b)buzz I2a)sip I b)z ip I3 a) price tr b) prize tr4a) pence I b) pens tr5 a) police I b) please tr6 a) Sackville tr b) Zackville I

- : JgUe

I a First practise the target sound /z/ in words from the dialogue, plus\

others. Read the words aloud or visit the website to practise.

/si and lzl soundsThe letter's' is usually pronounced /s/ after an unvoiced sound, and lzlafter a voiced sound.

/s/ after an unvoiced sound lzl after a voiced soundplurals snakes sacks units animals parcels arms

artists zips legs3rd person makes thinks wants smells contains drawssingular repeats's what's it's think's something's Susan's

@ ur.rr 5l lzl zoo

Joining /s/ and /zJ soundsNotice that if the two sounds are different, we sav the second ofl€ Inorqstrongly.

Yes,-Zena. (s-z) This parcel contains-six mice. (z-s) this-sack (s-'

does_Susan (z_s)

, Say these words that have two /s/ or /z/ sounds. \Mhich sounds are ther:

EXAMPLE Mrs (lsl lzl)

I smells 6 surprising2 parcels 7 Lazarus3 something's 8 sounds4 boxes 9 sacks5 Susan l0 zoos

cso b Listen to the dialogue, payrng attention to the /s/ and lzlsounds. Thenpractise reading the dialogue aloud. Record your voice to compare you'production of those sounds with the recording.

Surprises in the post office(Zeno ond Suson work ot the post office. They ore busy sorting porcels. lt's Suson's first doy.)

SUSAN: This parcel smells, Mrs Lazarus.

ZENA: Call me Zena, Susan.

SUSAN: Yes ... Zena ... Something's written on it. What does it say?

ZENA: lt says: 'This parcel contains six mice'.

SUSAN: Aw! lsn't that awful, Zena! Poor animals!

ZENA: And listen, Susan! What's in this sack?

SUSAN: lt 's making a strange hissrng norse.

SAcK: (hrsses) Sssssssssssssssss!

SUSAN: Zena! lt 's a sack of snakes!

ZENA: So it is! .. And what do you think's in this box, Susan?

SUSAN: lt 's making a buzzing sound.

Box: (b uzzes) Zztzt zzzzzzzzzzzl

SUSAN: Those are bees!

ZENA: A parcel of mice .. and a sack of snakes . . and a box of bees. What :you think about this, Susan, on your first day in the parcels office? lsn'surprising?

SUSAN: Amazingl This isn't a post office. lt's a zoo.

UNIT5l t7 i zoo l l1

r nant clustersa zl in consonant clusters

Use the prompts below to make sentences about Ms Mills, Mr Suzuki,\{rs Moses and Miss Jones. Listen and respond, like the example.

EXAMPLE I Iove dogs. Response: Mr Suzuki loves dogs too.

Ms Mills Mr Suzuki Mrs Moses Miss Jones

3 I have six cousins.

6 I always lose thi

(Note: The following titles are only used with a family name: Mr lmisrelfor men and Ms lmrzl for women. Mrs lmrslr,l is also used for married\vomen, and Miss /mrs/ for unmarried women.)

Consonant clusters: occupations, jobs, careers\latch the sentence halves together.

EXAMPLE A horse trainer trains horses.

I A horse trainer2 An engineer3 A renovator4 A housekeeper5 A gardener6 A prize giver7 A wage clerkB A rose grower9 A garage designer

l0 A fishermanI I A politician12 A dressmaker

a grows only roses.b kisses babies.c fishes.d designs garages.e sews other clothes besides dresses.f trains horses.g trims hedges.h sometimes washes clothes.i gives prizes.j builds bridges.k modernises houses.I pays wages.

Check your answers in the key. Then read the answers aloud. Finally,cover the second half of the sentences and try to remember them, whilestill being careful with the clusters.

- : InBLook back over this unit at words with the target sound, and write whatr ou noticed about how to spell the sound /z/.

7 I buy expensive c

bad dreams.

i l4

/J/ shoe

- She shouldn't be wearing such a shabby rtb.'

skirt at work, should she?

- She certainly shouldn't.

- I do wish she wouldn't.

- Shall I tellher?

-... um ... er ... I 'm not sure if you should ...

I Target sound /J/csza a First practise the sound /s/ (see page

107). Listen and repeat.c:lztr b Then put the tip of your tongue back

a little to make the unvoiced targetsound /J/. Listen and repeat.

c3zc c Listen and repeat both sounds together.Both are unvoiced: lsl and lU.

ParrsMinimal

csfr

-o{I'\F

d__o.l

2Sound I

ls lc

C is third.

Puss'Puss!' he shouted.

Sue shoeI like Sue's. I like shoes.

sip shipSip it carefully. Ship it carefully.

ass ashLook at that ass. Look at that ash.

sew showHe won't sew it. He won't show it.

Sound 2tltsheShe is third.

Push'Push!' he shouted.

*"lLE*-*::-

*

)#,G JN'

UNIT 32 , l i shoe | | 5

- imal pair words.33a a Listen and repeat the words.'.:u b You will hear five words from each minimal pair. For each word, write I

for /s/ (sound l) or 2 for lJl (sound 2).

EXAMPLE Pair 1: 1,2, I ,2, I

, ! nimal pair sentencesit34a c Listen to the minimal pair sentences.cr+u d Listen to six of the sentences and write I for lsl (sound l) or 2 for lJl

(sound 2).

.3+a e sentence stressFirst try to guess which two words in each of the minimal pair sentenceswill be strongly stressed. Then listen, and mark where the intonationbegins to go down on the most strongly stressed word (on page 114).

EXAMPLE Ship it carefully.

c'rl f Tick the words a) or b) that you hear in the sentences.

1a) Sue's I b) shoes I2a)ass I b)ash tr3 a) puss tr b) push I4a) sack tr b) shack tr5 a) seats tr b) sheets I6a) save tr b) shave I

5 Dialogueff a First practise the target sound {/ in words from the dialogue. Read the"* words aloud or visit the website to practise.

show Mr Shaw sure shop shut shall shake sheets shirtsshrunk Mrs Marsh push wish shouldn't English Swedishfinished washes washing machine special demonstration

c:o b First listen to the dialogue and notice that the intonation sometimes

goes up. Then read the dialogue and write a-j against the numbers 1-4in the box below. The first one has been done as an example.

I o (five YeslNo questions)

2 _ (one question tag where the speaker is not sure of theanswer)

3 _ (three sentences which are a list of instructions abouthow to do something)

4 _ (one unfinished statement)

l16 uxr52 / .1 ' l shoe

A special washing machine

MRs MARSH: (a) Does this shop sell washing machines?

MR SHAW: Yes. This is the latest washing machine.

MRS MARSH: (b) ls it Swedish?

MR SHAW: No, madam. l t 's Engl ish.

MRS MARSH: (c) Could you show me how it washes?

MR SHAW: (d) Shall I give you a demongfiation? This one is our specialdemonstration machine. lt 's so simple. (e) You take some sheets

and shirts. (f) You put them in the machine. (g) you shut this dqAnd you push this button.

MRS MARSH: (h) The machine shouldn't shake like that, should it?

MR sHAW: Washing machines always shake, madam Ah! lt 's f inished nor'.

MRS MARSH: (i) But the sheets have shrunk, and so have the shirts.

MR SHAW: (j) Do you wish to bUy this machine, madam?

MRS MARSH: . . I 'm not sure.

cso c First check your answers by listening to the dialogue again. Then checkin the key.

Practise reading the dialogue aloud. Record your voice to compare yourproduction of the intonation with the recording.

4 Joining /J/ soundsa {/ sounds are joined between words.

EXAMPLE English_sheep

Rewrite these phrases following the example in l.I shops in England English shops2 ships made in Denmark3 sheep in Scotland4 shampoo from Sweden5 champagne from France6 sheets from Ireland7 shirts made in Poland8 shorts from Finland9 sugar fromTurkey

I0 shoes made in Spain

csz b Listen and checkyour answers.c Read the phrases aloud, joining the ll sounds.

EXAMPLE English_shops

5 Spel l ingLook back over this unit at words with the target sound, and write wharyou noticed about how to spell the sound {/.

lSl television

ll7

- Dad, what rhyrnes with explosion?

- Erosion.

- What about conclusion?

- Con ion.

- And television?

- Decision ... revision ... precision ...

- Stop, Dad! That's enough! Thank you.

- My pleasure. Any time.

t Target sound l3lcsea a First practise the sound {/ (see page I 14).

Listen and repeat.crat' b Use your voice to make the target

sound /g/. Listen and repeat.c:sc c Listen and repeat both sounds.

{/ is unvoiced. /3/ is voiced.

2 Sound l3llsl

casualMichelle has a job in a shop selling casual shoes.

massageShe also has a casual job doing sports massage

occasionallyShe does sports massage occasionally, not every day.

collisionYesterday Michelle saw a collision outside the shoe shop.

measureShe was measuring a shoe for a customer.

casualtyAn ambulance took two injured people to casualty.

(Note: TWo meanings of casual in the first two sentences: I casual shoes =relaxed style or fashion fopposite: formal] ; 2 casual job = not regular work

Iopposite: permanent].)

I ssaR r

eb

, . i

ffi)k\w

I l8 uNtr 15 /3/ television

c3ea a Listen and repeat the words.

crsu b Listen to the sentences.

e3ea c Sentence stressIn spoken English, the most important words for the speaker arestrongly stressed. So there is often more than one 'correct' way ofstressing a sentence, as it depends on the speaker's meaning. Guesswhich words might be spoken with stronger stress in the sentences.Then listen to the sentences again and underline the sentence stress(on page l l7) .

EXAMPLE Miehcllc has a jqb in a shop selling casual shoes.

fisa d Listen and repeat the sentences.

5 Television programmesi] a First practise the sound /3/ in some of the words from this unit. Read the@'


usually unusual pleasure

garage

casual clothes

an unusual collision

I t

Lc

television

treasure

c10 b Listen. #,

- elevision Programmes:hannel 5

- ttl - Children's film: Treasure Island- i.r - News update: Art Urtusual Collision- l0 - Fashion show: Casua! Clothes- 15 -Travel film: Crossin gAsi.a

15 - Do-it-yourself show: How to Measure

UNlt 33 /i/ telervision I | 9

Sharon Shaun Charlotte

My pleasure. You're welcome.

Thats OK.

lUrS

Marsh

a New Garagej0 - Variety show: 1/'s a Pleasure

c Make as many sentences as you can about who's watching what on TVtonight.

EXAMPLE At 8.30, Shaun's watching a variety show called lt's a Pleasure.

d Practise with a partner. Talk about which of the television programmesabove you would like to watch. Also ask each other about what showsyou usually watch.

EXAMPLES \Mhat do vou usuallv watch on Thursdavs?Would you like to watch the fashion show Casuat Ctothes?

4 Intonation in thanks/responsesWe usually say thank you and reply to thank you with intonation going

down at the end. \\rhen somebody says 'Thank you' for doing something,

we sometimes reply, 'It s a pleasure', or'My pleasure.' Some other responses

to thanks are: 'You're welcome', 'That's all right,' 'That's OK.'

c+r Practise ways of saying thank you and responses to thanks with intonationgoing down on the last strong stress. First listen and repeat the possibleresponses.

It's a pleasure.

That's all right.

EXAMPLE A: Thank you for lending me your television.

B: It's a p.l€asure.

I Thank you for mending rny television.2 Here's your measuring tape. Thank you so much.3 I finished'Treasure Island'. Thanks.4 It was great to use your garage. Thanks a lot.5 Thanks for the massage. It was great.

s Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /3/.

t20

I ttI t chip

sheepThis is a sheep farm.

sherryIt's a sherry trifle,

shopl ' l l buy this shop.

- Lovely little chapel for a church wedding bells ... chiming . . .

- Do you think they're a good match?

- Good question. They're like chalk and cheese. She's a checkout chick;

he's the chairman of a television channel. He's rich, charming ...

- But she is the national chess champion.

-Ah! ... mm ... a perfect match, I imagine.

(Note: They're like chalk and cheese = idiom meaning they're very different.)

ffir@

washHe's washing the television.

I Target sound /tJlL4za a First practise the sounds ltl and/.f/ (see

pages 89 and 114). Listen and repeat.r czu b To make the target sound lt|,begin

to make /t/, Then slowly move yourtongue from the roof of your mouth.Do it again more quickly. Don't useyour voice. Listen and repeat: /tf.

2 Minimal pairsSound I Sound 2

t.ft ttJ'tship chip

We like ships. We like chips.

cash catchI couldn't cash it. I couldn't catch it

l ' - \

Y\

cheapThis is a cheap farm.

cherryIt's a cherry trifle.

chopl ' l l buy this chop.

watchHe's watching the television

@

UNIT 54 i1 l ' l chip l2 l

- 1 Pair words, a Listen and repeat the words.b You will hear five words from each minimal pair. For each word, write I

for /.f/ (sound I) or 2 for ltJl (sound 2).

EXAMPLE Pair I : 2,2,1,2, I

' - : l oair sentencesc Listen to the minimal pair sentences.d Listen to six of the sentences and write 1 for lJl (sound l) or 2 for ltJl

(sound 2).

e Sentence stressFirst read the minimal pair sentences and guess which two words will bestrongly stressed in each sentence. Notice which words are nouns,adjectives or main verbs. These are often important for the speaker'smeaning, so they are often (but not always) the stressed words. Thenlisten to each sentence and underline the two strongly stressed words(on page 120).

EXAMPLE He's watching the television.


I a) shop I b) chop tr2 a) sherry I b) cherry tr3 a) washing ! b) watching !4 a) ships tr b) chips I5 a) shin I b) chin I6 a) shoes tr b) choose I

: - a loguea First practise the target sound /tJ/ in words from the dialogue. Read the


choose chops Charles much lunch Churchbutcher chicken children cheaper cheerful charmingCheshire chump chops

b Sentence stressListen to the dialogue, paying attention to the target sound. Then readthe dialogue and guess which words are strongly stressed in eachsentence. The number in brackets tells you how manywords will bestrongly stressed by the speaker in that line. The first line has been doneas an example. Then listen to the dialogue as many times as necessarybefore deciding on your answers.

122 UNIT 34 h.f chip

At the butcher's shop(5) Gherlss eheshjre is o very eheedul, eftsrming butcher.)

CFIARLES: (2) Cood morning, Mrs Church.

MRS cHURcH: (5) Cood morning, Charles l 'd l ike some chops for the children'sIUNCN

CHARLES: (2) Chump chops or shoulder chops, Mrs Church?

tu'iRS CHURCH: ( ) l ' l l have four shoulder chops, and I want a small chicken.

CHARLES: (3) Would you like to choose a chicken, Mrs Church?

MRS CHURCH: (2) Which one is cheaper?

CHARLES: (a) This one's the cheapest. lt 's a delicious chicken.

l\4RS CHtjRtH: (B) How much is all that? | haven't got cash. Can I pay by creditcard?

CHARLES: (2) Of course, Mrs Church.

( t{i c Check your answers by listening to the dialogue again. Then check in thkey.

d Practise reading the dialogue aloud. Record your voice to compare yourproduction of the target sound with the recording.

4 Intonation in a l istc r a Listen to the recording of someone Iisting the ingredients in the recipe

below. Notice how intonation keeps going up on each item of the list,

but comes dovyn at the end.

Recipe - Cheese-topped chops

Ingredients:

a dash of soy saucefour chops

.er

a*"Cheddar cheese

one freshchilli or a

Pueb ofchilli powder

cherries

aomushrooms

L,r#

shal lo ts

*;

cl , od co

Practise reading this list aloud. Record your voice to compare yourintonation with the recording.

UNIT 54 /tJl chip 12S

lnstructionsListen to someone giving instructions about how to make cheese-

topped chops. Notice how intonation can keep going up when giving

instructions about how to do something, but comes down at the end.

I Pour a little soy sauce over the chops.

2 Chop the mushrooms, cheese and shallots.

Mix the mushrooms, cheese, shallo.ts and

chilli with a dash of soy sauce

4 Grill the chops.

5 Spread the mixture qver the chops.

6 Grill the chops and mixture for a few minutes.

Put the chops on a dish and decorate each

chop with a cherry.

8 Serve the chops with fresh French salad and chips.

Practise reading these instructions aloud. Record your voice to compare

your stress and intonation with the recording.

S rel l ingLook back over this unit at words with the target sound, and write what

you noticed about how to spell the sound /tJl.

l$l fanuary

124

- Good morning. Myname is Chas lazz.Iwantto

arranlle to send an item of my luggage on to lapan.- fust one moment, Mr lazz ... (on phone) Hello.

Could you hold on for iust a moment, please?

- Just in case there's any damage to this baggage,

the Jumboietset Companyin Iamestown has ...

- I'm sorry Mr lazz, but this is not the lumboietset

Company. Their office is iust round the corner.

I Target sound id3i ,L i .., a First practise the sound itJl (see page

120). Listen and repeat.c+,.1t-. b Use your voice to make the target

sound /dgl. Listen and repeat.c.ter c Listen and repeat both sounds together.

/tJ/ is unvoiced. ld3lis voiced.


I t l tcheap

It's a cheap type of car.

chokeAre you choking?

richesA land full of riches.

cherriesDo you like cherries?

larchI want a larch tree.

HDo I write'H' here?

t

Sound 2tfitieePIt's a jeep type of car.

jokeAre you joking?

ridgesA land ful l of r idges.

Jerry/sDo you like Jerry's?

largeI want a large tree.

ageDo I write age here?

2

|Kn-E

#

,4 ^n

fJ;73' ' t

UNn 35 id3i Januarv 125

- al pair wordsa Listen and repeat the words.b You will hear five words from each minimal pair. For each word, write I

for ltJl (sound l) or 2 for ld3l (sound 2).

EXAMPLE Pair 1: 2,2,1,2, L

- : l pair sentencesc Listen to the minimal pair sentences.d Listen to six of the sentences and write l for ltJl (sound I) or 2 for ld3l

(sound 2).

e Sentence stressFirst imagine how the minimal pair sentences will be spoken if the pairword is the most important word for the speaker's meaning. Underlinethis word (on page 124). Then listen to the sentences again and mark if

the voice begins to go up or dovrm on this word.

EXAMPLE It's a cheap type of car.

f Tick the words a) or b) that you hear in the sentences.

I a) choke I b) joke tr2 a) larch I b) large tr3 a) cheap I b)jeep I4 a) chain I b) Iane I5 a) chilly tr b) Iilly tr6 a) cheered tr b) jeered I

s roguea First practise the target sound ld3l inwords from the dialogue. Read the


jeep jail lohn just George edge Ierry larger injureddangerous agency travel agency jokes bridge villagedamaged manager passenger fanuary dangerously

126 uHlr t5 ld3l lanuary

css b Read the dialogue below and fill the gaps (1-8) with the correct wordsfrom the box below. Then listen and check Vour answers.

jokes

marnager

bridge

passenger

village damaged

fanuary dangerously

A dangerous bridge

JERRY: Just outside this t _ there's a very dangerous bridge.

JoHN: Yes. Charles told me two jeeps crashed on it in 2-What happened?

J ERRY: Well, Ceorge Churchil l was the driver of the larger jeep, and he wasdriving very 3_ .

JoHN: Ceorge Churchil l? Do I know Ceorge Churchil l?

JERRY: Yes. That ginger-haired chap. He's the 4- of the travelagency in Chester.

JoHN: Oh, yes. I remember Ceorge. He's always tell ing jokes. Well, wasanybody injured?

JERRY: Oh, yes. The other jeep went over the edge of the s_ , andtwo children and another 6- were badly inlured.

JoHN: Oh dear!Were both the jeeps z_ ?

JERRY: Oh, yes.

JoHN: And what happened to Ceorge?

JERRY: Ceorge? He's tell ing e_ in jail now, I suppose!


4 /t[/ and /ds/ soundscsr a Joining sounds

Notice that when two sounds ltl or ld3l come together, we usually say'both sounds.

EXAMPLE large (ld3lltJi) cherries

Listen and repeat.

large cherries orange juice How much cheesewhich jqb village ja[] watch chainrich child teach German large gentlemanwhich chair college chess huge jumbo jet

UNIT 35 lc!3l lanuary 1!7

CrosswordEvery answer has the sound lt jl or ld3l.

Clues

Across:I Some people get married in a ...... .2 We eat bread, butter and ...... .3 We buy jam in a. . . . . . .4 You'll get fat if you eat too much . . . . . . olate.5 A game for two people.6 You can see in the dark with a ......ch.7 This isnt ...... a diff icult puzzle.

Down:I A young hen is a . . . . . . .2 This book belongs to Jock. I t s . . . . . . ' . book.3 The dangerous bridge is ...... outside the vil lage.4 HRCAE are the letters of this word. It means to arrive.5 Tel lme a j . . . . . .e.

6 George's jeep was ...... than the other jeep.

: = l l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /d3l.

r28

il REVIEW

Card game: Pick up unvoiced consonants: /p/, /t/, /k/, /J'/, /t.f* Photocopy and cut out cards from minimal pairs in Units 32,34,35 and

add the cards from Units 24, 26 and28.

Shuffle the cards and deal them face doum all over the table.

Turn over any two cards and read their sentences aloud. If they both haveany unvoiced consonants in the pair words, you keep them and youcontinue playing.

If they don't, turn them both face down again and the next person plays.


TESTYou can use a dictionary if you wish, but you don't have to understandevery word to do this test.

css I For each line (1,2,3,4, 5), f irst l isten to the whole l ine, then circle theone word (or part of a word) that is said twice. Note that meaning is nolimportant in this exercise. The purpose is to review the sounds byhearing them in contrast. One word is rarely used in everyday English.and this is marked by an asterisk *. Incomplete words have the rest ofthe word written in brackets, e.g. chea(p).

h| td3t

chew Jew(ish)

2 Sam (e)xam sham cham(pion) jam

3so zo(ne) show cho(sen) Joe

4C she chea(p) Geel

lsl

I sue

tltshoe

tz l

zoo

5 sap zap chap(erone)*-

Score

chap Iap(anese)

2 Circle the words with the same consonant cluster as l-3.

I insect 2 orange/ns/ answer lnd3l

televisions

chance instructions

designs ancestors range

sponge lunchpens

inside stranger much

pins ":;*"T*"t1Tl"Iohn's lounge

UN|T56 Review 129

opticianl[nl

RussianIndonesian

fashiontelevision

unfastenscorel /15l

Pick the different one: /s/, lzl or lezlUnderline the s ending that has a different pronunciation.

EXAMPLE Samantha's Mum's Bill's Ruth's

I loves climbs kisses whistles2 wants sings laughs gets3 bicycles watches matches boxes4 Laura's William's Luke's Dad's5 books oils bugs lessons

Score

IntonationRead this conversation and guess the intonation. Then listen and drawintonation arrows in the boxes for each item l-10.

(draw 6 ofthese) (draw 3 ofthese) (draw I ofthese)

CHARLES: Would you like some coffee? I [--l

SUSAN: l 'd actually l ike some hot chocolate . 2 [-_-l

CHARLES: Wel! 3 [--_]

SUSAN: You know how to make that, don't you? 4

CHARLES: You just heat up the milk, put the chocolate in the cup 5

... And then pour the hot milk over it. 6 [--l

sUSAN: And add some of these marshmallows I brought. 7 f-l

Would lou like some hot chocolate? 8 [--l

CHARLES: Wrth a few extra marshmallows? 9 f-_l

5U5AN: Mmmm! lO f-_-]

Score

Total score t /50]

intonationelectrician

lessonillusion

expanslon

ffi unr 56 Review


Unit 30 31 32 33 34 35Target sound lsl lzl lil lSl lt| lfil

sun zoo shoe television chip lanua:

From the above table, choose any target sounds that you had difficulry with1 Listen again to the dialogue in that unit, Iistening for the target sound.2 Circle the target sound in anywords in the dialogue.3 Listen to the dialogue again and check your answers.4 Checkyour answers in the key.5 Listen to the dialogue again, listening for the target sound.6 Practise reading the dialogue aloud, and record your voice to compare

your production of the target sound with the CD.You can also use this review task as a quick self-test, by doing steps 2 and4 only.

l5 l

lf l fan

- :, ', Ms Fox

' - rnll'four.We finish at , Mr Foot.

* had enough ofthis office for one day.- :., much hiring and firing. I'm off.

, ::- iust put those files on the flooq Mr Foot.

, -r-. e carefully. And dort't forget the flowers for

;-r rtiie.' ..ing and firlng = i4io- meaning employing and dismissing workers.)

- : 'get sound / f /To make the target sound /f /, touch .,your top teeth with your bottom lip.BIow out air between your liP andyour teeth. Dont use Your voice.Listen and repeat: /f/.

' r imal pairs ASound I Sound 2

lpl ltlpin fin

It's a sharp pin lt's a sharp fin.

Peel feelPeel this orange. Feel this oranSe.

@

.r'7;-*4?4,/

-! ( / ' l -

-'-:n&,/

-n-I ruLL

t " ,'1r*vf

TiI

t\<2r"J.n

--rj<:4

I

@T

PorkThere's no pork here.

PullThe sign said 'Pull'.

snaPSnip these flowers.

PalmHe showed me his palm.

fo*There's no fork here.

fullThe sign said 'Ful l ' .

sniffSniff these flowers.

wed me his farm. '

152 UNIT 37 tf I lan

Minimal pair wordscssa a Listen and repeat the words.cseb b You will hear five words from each minimal pair. For each word, write l

for ipl (sound 1) or 2 for lfl (sound 2).


Minimal pair sentencesc5ea c Listen to the minimal pair sentences.cssu d Listen to six of the sentences and write I for /p/ (sound 1) or 2 for lf I

(sound 2).

c5ea e sentence stressListen to the minimal pair sentences again and underline the stronglystressed words (on page 131) ,

EXAMPLE He showed me his palm.

Minimal pairs B

&Minimal pair words

t otra d Listen and repeat the words.coor b You will hear five words from each minimal pair. For each word, write

for /h/ (sound l) or 2 for lf I (sound 2).

EXAMPLE Pair l : I , I , I ,2,2

Minimal pair sentencesc0la c Listen to the minimal pair sentences.

I

\*54\a.r$\\ \ t / . \

€n,fu

Sound I Sound 2

, i tht tU

\ : "ar\ - \ 't Hold this his paper.

heatI like heat on the back.

hit lThat sign said 'Hill'.

heelThis heel's different.

feetI l ike feet on the back.

fiilThat sign said 'Fill'.

feelThis feels different.

honey funnyThis is honey. This is funny.

hole foalIt's got a little hole. lt's got a little foal.

UNIT 37 lf I fan l3,5

. d Listen to six of the sentences and write I for lhl (sound l) or 2 for lfl(sound 2).

; e Sentence stressListen to the minimal pair sentences again and underline the stronglystressed words (on page 132).

EXAMPLE Fold this paper.

f Tick the words a), b) or c) that you hear in the sentences.

Ia)pin t r b) f in I2a)peel tr b) feel tr3 a) snipping f b) sniffing I4 a) heel I b) feel ISa)harm tr b)farm tr6 a) pole D b) hole I c) foal tr

" - : logueIntonation in requests can be down at the end but it usually sounds more

polite going up.

J a Practise these six requests from the dialogue with the\-intonation going up. Read the sentences aloud or visit the website topractise.

t Please phone my office after five days, Mrs Phillips.

z Please give a friendly laugh.

3 Please use this felt-t ipped pen, Mrs Phil l ips.

+ Please look .. er . . soft and beautiful

s Please sit on this sofa.

o Please fi l l in this fortn.

, b First listen to the dialogue, payrng attention to the target sound. Thenread the dialogue and fill the gaps (a-f) with the requests (1-6) above.The first gap has been done as an example.

- Listen to the dialogue again and check your answers. Then check in thekey.

"--xy photographer

PHOTOCRAPHER: Cood afternoon. How can I help you?

FRED: l 'm Fred Phil l ips. I want a photograph of myself and my wifePhi l l ippa.

PHOTOGRAPHER: Certainly, Mr Phillips. a) Pleose fill in this form.

PHTLLIPPA: l ' l l f i l l i t in. Fred.

ffi unr 57 fit fan

PHOToGRAPHER: b)- Mr Phll l ips, do you prefer a full front photograph or aprofile?

FRED: A full front, don't you think, Phil l ippa?

PHILLIPPA: Yes, A full front photograph.

FRED: Full front.

PHILLIPPA: (honds in the form) lt's finished.

PHoTocRAPHER: Thank you, Mrs Phil l ips. c)- ls it comfortable?

PHILLIPPA: Yes. lt feels fine.

PHOTocRAPHER: Mr Phi l l ips, d)-

FRED: That's diff icult. l f you say something funny I can laugh.

PHoToGRAPHER: And, Mrs Phil l ips, e)-

FRED: (loughs)

PHoToGRAPHER: That's it f inished.

FRED: Finished?

PHoToGRAPHER: Finished, Mr Phi l l ips.

PHtLLIPPA: Will the photograph be ready for the fifth of February?

PHOTOCRAPHER: YCS. D-

c Practise reading the dialogue aloud. Record your voice to compare yourproduction of the target sound and the intonation with the recording.

4 lntonation in rf sentencesMatch the beginning of these f sentences (l-7) with the endings (a-g).

I If Fred laughs,2 If Grandfather flies,3 If you want to eat fish,4 If you telephone information,5 If you fry food,6 If they're from France,7 If you finish before the others,

Listen to check and repeat. Notice how the intonation goes up and thendown.

EXAMPLE

If Fred laoghs, he looks fusty.

Spell ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /f/.

a he gets frightened.b they can speak French.c you're first.d it gets tull of fat.e they're helpful.f he looks funny.g you need a knife and fork.

5

t55

N lv lvan

e vou e\€r been to \tenice?

:e. er. But I've heard you'r'e just come back-- , enice, haven't vou?

i."-: holiday I've ever had. The food was fabulous.

' : i ou buy anything in Venice?

"* - this r-est.

-- . \'es ... A berry-colouredVenetian vest!

:n-fashionable!

- : ' :et sound /v/' a First practise the sound /f/ (see page

131). This is an unvoiced sound.Listen and repeat.

b Use your voice to make the targetsound /v/. Listen and repeat.

c Listen and repeat both sounds: /f/and /v/.

' r imal pairs ASound I Sound 2

l l l lv lsafe save

Safe here? Save here?

fineFine in the garden?

failIt 's a fail?

, l

/

=:+\ l'E=i" '* Thev need a tast s

:di .{L-rll\ lxr1

"ffi.

M,-.s#+s

ffi

fewfew?

- - l

cl lrF t i. , |

-

EHHI'//47/, This room has a

ferryFerry late?

vine\ / inc in tho o.ar lon?

veilIt 's a veil?

viewThis room has a view?

vastThey need a vast ship?

veryVery late?

156 uur 58 /v/ van

Minimal pair words( r,{ia a Listen and repeat the words.l,r,r b You will hear five words from each minimal pair. For each word, write I

for /fi (sound l) or 2 for /v/ (sound 2).

EXAMPLE Pair l : 2, L,2,2, I

Minimal pair sentences( 6;d c Listen to the minimal pair sentences. (Note: These are statements used

as questions, so the intonation goes up.)

cozu d Listen to six of the sentences and write I for lfl (sound I) or 2 for lvl(sound 2).

c67a e sentence stressNative speakers of English only sometimes use statements as questions

Listen to the minimal pair sentences again and notice how the speaker'

voice begins to go up on the most important word for the speaker'smeaning. This word is spoken with the strongest stress. Underline thisword and any other strongly stressed words you hear in each sentence(on page 135).

EXAMPLE This room has a view?

Sound I Sound 2lbl lvl

bet vetThey're good bets. They're good vets.

best vestHe wore his best. He wore his vest.

'3@ bolt voltWe need more bolts. We need more volts.

banCan they lift that ban?

boatJones won the boat.

berryIt's a berry red colour.

vanCan they lift that van?

voteJones won the vote.

veryIt's a very red colour.

FN'{ lA

ffiF! \ i\i

rl4',i

6tsA

ls.,th tr IiJ"n.,' E\thmor__lJ-

UN|T58 lv lvan l l7

' -a l pair wordsa Listen and repeat the words. Then Iisten and repeat.b You will hear five words from each minimal pair. For each word, write I

for /b/ (sound I) or 2 for lvl (sound 2).

EXAMPLE Pair I : I ,2,1,2, I

' -al oair sentencesc Listen to the minimal pair sentences.d Listen to six of the sentences and write I for lbl (sound l) or 2 for lvl

(sound 2).

e Sentence stressListen to the minimal pair sentences again and underline the twostrongly stressed words in each sentence (on page 136).

f Tick the words a), b) or c) that you hear in the sentences.

r a) lift I b) Iived tr2 a)half I b) halve tr3 a) fast tr b) vast I4 a) boat I b) vote tr5 a) bolts I b) volts tr6a) safe I b) save tr

: - a logueA

I a First practise the target sound /v/ in some of the words from thedialogue. Read the words aloud or visit the website to practise.

view lived five of have love village valley very Vanderlovely Victor living arrived Vivienne

b lntonation in statements

Intonation usually goes down at the end of a statement. Listen to theintonation in this dialogue. Then practise reading it aloud. Record your

voice to compare your intonation and production of the target soundwith the recording.

i - : VleW

vrvtENNE: Has the Vander family l ived here for very lgng, Victor?

VtCToR: Five and a half yea,ls, Vivienne. We arived on the first of February.

vlvlENNE: What a lcruely view you have!

VICTOR: Y€s lt 's fabulous.

vtvtENNE: Lookl You can see the vil, lage down in the ya{ey

vlCTOR: Yes. We just lsve living here because of the view.

1,!!Q unq 58 /r,'/ van

4 Stress ancl intonationczz a Listen to this description and draw a down arrow on the last strong

stress in each sentence. Check your answers and then practise readingthe description aloud. Record your voice to compare your production o,the target sound with the recording.

This is a photograph of a fat farmer arriving at a village.

The village is in a valley.

The farmer's driving a van.

It's the seventeenth of November.

It's a fine day but it's very cold.

Some of the leaves have fallen from the vine in the foreground of thephotograph.

Remember that intonation often goes down at the end of statements,short answers, WH questions, questions with 'or'.

Match these questions and answers, and draw down arrows on the laststrong stress.

EXAMPLE \&ihat month is it in this phOtograph? NoVember

I \Mho's glriving the van? A vine2 How many leaves have fallen from the vine?3 V\here do the villagers live?4 Is the van leaving or alriving?

Arr i r r in o

FiveIn the valler

5 In the foreground of the plfOtograph, is it a vine or a fir tree? Four6 Near the village are there four or five fir trees? The farmer

c73 Listen to check your answers, then practise saying the questions andanswers.

5 Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /v/.

lwlwindow

r59

at do you want for your birthday?

atever you want to give me.

" atch? A u'allet? ... um ... A wig? A n'etsuit? A w'elcome

:- ::? . . . er ... A woolly vest? Some wine? A grape vine?

atever.

.€b-'

@r-: 'get sound /wi

- , a First practise the sound /v/ (see page135). Listen and repeat.

b Make your lips round and hard tomake the short target sound /w/.Listen and repeat.

. c Listen and repeat the two sounds:lv landlwl .

\ i -, ,

z-< _-. .

L/' i) l

t- - - - \ , ' i

'n imal pairsSound I Sound 2

I

?

e'JE

vest westThat's the vest. That's the west.

vet wetThe dog's vet. The dog's wet.

vtneThis is my best vine.

wtneThis is my best wine.

veil whaleIt 's a blue veil. lt 's a blue whale.

-ral pair words- a Listen and repeat the words., b You will hear five words from each minimal pair. For each word, write

for /v/ (sound l) or 2 for lwl (sound 2).

EXAMPLE Pair 1: I , l ,1,2,2

140 UNIT 59 /w/ window

Minimal pair sentencesI)4a c Listen to the minimal pair sentences.pan d Listen to five of the sentences and write I for /v/ (sound l) or 2 for lwl

(sound 2).

D4a e Sentence stressListen to the minimal pair sentences again and underline the twostrongly stressed words in each sentence (on page 139).

EXAMPLE This is my best vine.

Ds f Tick the words a) or b) that you hear in the sentences.

r a) vine I b) wine I2a)Y I b)we3 a) veal I b) wheel4 a) verse |-J b) worse

5 a)vei ls tr b)whales !6a)vet I b)wet I

5 Dialogue$ a first practise the target sound /w/ in words from the dialogue below.- Read the words aloud or visit the website to practise.

well what wet walk warm with white wine wentwalked woods wild sweet William Wednesday wasn'twearing walnut railway quiet quickly twenty squirrelswonderful Winona afterwards

uc b Sentence stressListen to the dialogue, paying attention to the target sound. Then readthe dialogue and guess which words are strongly stressed in eachsentence. The number in brackets tells you how many words will bestrongly stressed in that line. The first line has been done as an exampi.

A walk in the woods.

VIRGINIA: (2) | saw . . Will iam again on Wednesday, Winona

WINoNA: (4) Oh? Wil l iam again (Winono loughs.) Well, what happenec-

VIRCINIA: (a) We went for a lovely walk in the woods.

wINONA: (6) Oh? In the wet? Wasn't it very wet on Wednesday?

VIRCINIA: (6) lt wos very cold and wet But we were wearing very warm clotf =(a) and we walked quickly to keep warm.

WINoNA: (6) ls that the woods next to the railway? lt 's not very quiet.

VlRclNlA: (6) Yes. But further away from the railway it was very quiet(a) and there were wild squirrels everywhere. We counted(2) twenty squirrels.

WINONA: (5) Twenty squinels? And what did you do for lunch?(2) A picnic with the squirrels?

trT

UNIT 59 lu'l window 141

VIRCINIA: (5) lt was too wet. Afterwards we went to a restaurant. lt was(6) wvelve o'clock. We had walnut cake and sweet white wine( I ) lt was wonderful

wINONA: (3) So? Wil l iam again Wel l ?

VIR6tNtA: (l) Well? (Virginio ond Winono lough.)

c Check your answers by listening to the dialogue again. Then check in thekey.

d Practise reading the dialogue aloud. Record your voice to compare yourproduction of the sentence stress and the target sound with therecording.

" - - - :ss and intonat iona Intonation usually goes down at the end of WH questions and short

answers.

EXAMPLE

\Mhere was it ouiet? In the woods.

Match the answers (a-h) to the questions (l-B) about the dialogue.Then Iisten to check and repeat.

1 \Mhere was it quiet? a The squirrels.

2 \Mhat did they watch? b Ever).where.

3 \Mhat did they drink? c To keep warm.

4 lVhere were the squirrels? d In the woods.

5 \Mhy did they walk quickly? e TWelve o'clock.

6 \^Ihat did they eat for lunch? f Went for a walk.

7 \Mhat time did they have lunch? g Walnut cake.

8 \A/hat did William and Virginia do on Wednesday? h Sweet white wine.

Practise reading the questions and answers aloud. Record your voice tocompare your production of the intonation with the recording

b lntonation: old information/new informationNotice that intonation in I4lH questions can change when we are talkingabout old information, e.g. the first time we ask somebody's name, weask: '\A4rat's your name?' This is new information. But if I then forget thename and ask again, I ask: 'What's your name?' because I am askingabout old information that has already been given. The intonation goesup to show that this is something we have already shared.

Listen to Winona, later in the day, askingVirginia some questions aboutinformation they had shared.

\A/here were the squirrels exaeltly?

\dhat time did you say you had lunch?

\Mhy did you walk quickly?

142 uNlT 59 /rr i rvindorv

This is all old information that Virginia and Winona had already shared

so the intonation goes up.

Now listen to Winona asking for new information.

\A/hat did you both talk about?

\Mhen did you arrange the meeting?

Listen and mark whether these questions are old information or new

information. The first two have been done as examples.

Mhat did you say you drank? old informotion

2 \Mhat colour did you wear? new informotion

3 What did Victor say?a Why did you walk quickly?5 What did Victor wear?6 lVhere did you go with Victor?

ru' c Linking /w/The sound /w/ is used in rapid spoken English to link other sounds. TI--,

sound /w/ I inks words ending in /u/ or lol , e.g. who, you, how, go, hel.

when the next word begins with a vowel. Listen to the examples then

listen to six short interactions where this linking happens. Mark where

you could hear l inking lw I in l-6 below

tltrh

ExAMPLES *nl*lr,lwl

You_are. Go_away!

t;

I A: Hello, everybody! How are you? B: Hello, Emma. Oh I'm OK nouI had the flu and felt terrible

2 A: \Mho isn't here? B: Joe isn't. A few others aren't.

3 A: Is Sue OK? Anybody know B: I don't know if Sue is off with

about Sue? the flu as well.

4 A: How do I get to a garage? B: You go under a bridge andthrough a vil lage.

5 A: Do you understand? B: No, I don't really.

6 A: Oh, it's so unfair! You always B: Grow up!get two ice creams!

Check your answers in the key. Then practise the interactions with a

partner. Record your voices to compare your production of linking /tt

with the recording.

Look back over this unit at words with the target sound, and write what

you noticed about how to spell the sound /w/.

5 Spell ing

l4t

i[I/j/vellow- Did 1'ou use to use a computer when you

were vounger?

- No.When I was y'oung there didn't use to be any

computers. I just used to play with ayo-vo ... um

I haven't played with a yo-yo for years ... er . ..

HaveT,ou got ayo-yo?

- No, just a computer.

I Target sound ljlLrna a First practise the sound /i l l (see page

3). Listen and repeat.ur.rH b To make the target sound /j /, begin to

make the sound /irl but very quicklymove your tongue to make the nextsound. Do not touch the roof ofyourmouth with your tongue or you willmake another sound like /d3l(seepage 124). Listen and repeat.

nroc c Listen and repeat both sounds: ld3l and lj l .

2 Minimal pairs

i)

_v-

t

f r ivotce

{r:I*,gtG.!| ^g'r . . ! J- .3:&16*U-

Sound IIrl:t

jokeThat's a wonderful joke.

jamWould you l ike jam?

fess-less, I love you.

jeersHe sang over the jeers.

juice useThere's no juice. There's no use.

Sound 2tjtyolkThat's a wonderful

yamWould you l ike yam?

love you.

yearsHe sang over the years.

@:,

'/yesVec I

yolk.

144 UNIT 40 /.y/ yellow

Minimal pair wordsDl la a Listen and repeat the words.nttu b You will hear five words from each minimal pair. For each word, write I

for ldSl (sound l) or 2 for /j/ (sound 2).

E)(AMPLE Pair l : 2, 1,2, l , I

Minimal pair sentencesorza c Listen to the minimal pair sentences.orzud Listento five of the sentences andwrite I for ld3l (sound l) or 2for l j l

(sound 2).

nlza e Sentence stressListen to the minimal pair sentences again and underline the stronglystressed words (on page 143). Stressed syllables are LOUDeT and s I o wer. Unstressed syllables are clriietcr and quicker. This gives English itsrhythm.

EXAMPLE Would you like jam?

ur r f Tick the words a) or b) that you hear in the sentences.

I a)joke I b)yolk I2a)jam tr b) yam I3a)Iess I b)yes t r4 a) jeers tr b) years I5 a)juice I b) use tr6a) jet I b)yet t r

Not so stupid

JOHN YEE: Excuse me. Did you use to l ive in York?

JOE YOUNC: YCS.

JOHN YEE: Did you use to be a tutor at the I ?

JOE YOUI\C: Yes. For a few years

5 Dialogue

$ a nirst practise the target sound /j/ in words from the dialogue. Read the

- words aloud or visit the website to practise.

York years Young news few Hugh stew tunes hugeyellow yesterday tutor student onion newspaper producesbeautiful excuse me used to did you use to music knewNew tubes stupid university tuba Europe

ur+ b Read the dialogue below and fill the gaps (I-B) with the correct wordsfrom the box below. Then listen to the recording and check your answers.

music knew New tubes stupid university tuba Europe

UNIT 40 /i i yellew' 145

JOHN YEE: Do you remember Hugh Yip? He was a z student

JoE YouNc: Hugh Yip? Did he use to have a huge yellow jeep?

JoHN YEH: Yes. And he used to plav beautiful tunes on the:

JoEYoUNC: Yes, l+_ Hugh. He used to be a very stupid student.Do you have any news of Hugh?

JOHN YEE: Yes He's a mill ionaire now in s- York.

JoE YoUNc: A mi l l ionaire? Playing the tuba?

JoHN YEE: Oh, no. He produces Jam in o-, and t ins of onion stew,and sells them in 7- | read about Hugh in the newspaperyesterday

J0F YOUI\C: Ohl Well, he wasn't so 8-


4 Stress and intonation: highlighting a wordr) | 5a a Notice that the speaker can choose to make any word the most

important one for the meaning of a sentence, and to make that wordmore strongly stressed than the other words. The meaning of thesentence changes slightly. Listen to one of the questions from thedialogue said with five different meanings because each time a differentword is given this stronger stress.

1 Did you use to live in York? Suggests the meaning: (There aredifferent opinions about this.VVhat's the truth?)

2 Did you use to live inYork? Suggests: (I did. Or somebody else did\.Vhat about you?)

3 Did you use to live inYork? Suggests: (But not now.)

4 Did you use to live inYork? Suggests: (But maybe you workedsomewhere else.)

5 Did you use to live in York? Suggests: (Not some other city.)

D I 5r) Now listen to another sentence said with five different meanings. Matcheach sentence (1-5) with the correct suggested meaning (a-e).

I He had a yellow jeep. a) (But not any more. Not now.)

2 Hehad. a yellow jeep. b) (But nobody else did.)

3 Hehad ayellowjeep. c) (Not a caror anyotherkindofvehicle.)

4 He had a Izellow jeep d) (Iust one. Not several of them.)

5 He had a yellow ieep. e) (Not a red one or any other colour.)

146 uNtr 40 i i r vel lorv

uio b Linking / j /The sound /.i/ is used in rapid spoken English to link other sounds. Thesound /j/ I inks words ending in /i l / or lt l , e.g. she, he, I, we, my, boy, say,they, when the next word, begins with a vowel. Listen to the examplesthen listen to six short interactions where this l inking happens. Markwhere you could hear linking /j / in l-6 below.

t j t t j t t j tEXAMPLES l_agree. He_is here. The way_out.

I A: Let's play a card game. B: OK, I ' l l deal.

2 A: That boy is very rude. B: Yes, he ought to be morepolite.

3 A: Are those printouts of my emails? B: Yes, they are.

4 A: He always feels sad when B: I understand. I often do too.he's alone.

5 A: Say it again, please. B: I said today is my eightiethbirthday.

6 A: They all had a good cry B: There wasn't a dry eye in theat the funeral. church.

iE

f Check your answers in the key. Then practise the interactions with apartner. Record your voices to compare your production of linking / j /with the recording.

c About you

Read these answers and answer T (True) or F (False) or D (Don't know).I \Mhen you were three you used to dress yourself. ( )2 \A/hen you were six months old you used to feed yourself. ( )3 \A/hen you were a baby you used to be beautiful. ( )4 \,Vhen you were first at school you used to be stupid. ( )5 lVhen you were younger you used to really like music. ( )

** Choose one of the statements, or make up a similar one, and ask

somebody about it.

EXAMPLE \.Vhen you were (ten) years old, did yqu use to like (cycling)?

5 Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /j/.

147

Tllhl hat

- llave you ever been to a hospital?

-Yes. I wasn't actually ill. But I used to play hockey,

and I injured my hand.I had to go to Hill End Flospital.

- Ilowdid it happen?

- Oh, somebody just hit my handvery hardwith a

lrockey stick.

Target sound /h/i ,r To make the target sound /h/, push a

lot of air out very quickly. Do nottouch the roof of your mouth withyour tongue. Listen and repeat: /h/.

Minimal pairs

.+<f+<\<

<G ! , - \ '

k ! ' \ l l

l r,1t

ffiu'

Sound I Sound 2(no sound) lltl

i i l hirli l l in hospital? ls Tom Hill in hospital?

r.\nR'\ ' \1

\ ' \\ '

, ' l

-!v1

i.o^_#*"{itr=d

e€l heelThat's a beautiful eel. That's a beautiful heel.

and handPut your head ond Put your head, hand,

heart into it. heart into it.

oldOld Mrs Smith's hand.

earShe's lost her earring.

islandsI love the islands.

holdHold Mrs Smith's hand.

hearShe's lost her hearing.

highlandsI love the highlands.

148 uNtr 4l ih, irar

Minimal pair wordsirrHa a Listen and repeat the words.IlrBt' b You will hear five words from each minimal pair. For each word, write I

for no sound (sound 1) or 2 for ihl (sound 2).

EXAMPLE Pair 1: 2,2,1,2, I

Minimal pair sentencesrrrqr c Listen to the minimal pair sentences.rrr.rr ' d Listen to six of the sentences and write 1 for no sound (sound l) or 2 for

/h/ (sound 2).

Dtea e sentence stressListen to the minimal pair sentences again. Notice that the speaker canchoose to make any word the most important one for the meaning of asentence, and to make that word more strongly stressed than the otherwords. \4/hen you are reading English books or newspapers a word thatis much more strongly stressed than the others in a sentence is printedin italics or in bold italics. Notice this in the sound 1 sentence in Pair 3:Put your head and heart into it. The speaker does this to suggest themeaning: 'not just your head but also your heart', so the pronunciationof and changes. Here it is pronounced /end/ when it is stronglystressed. It is usually weakly stressed, and pronounced /end/.

nzo f Tick the words a) or b) that you hear in the sentences.

I a) eels

2 a) and

3 a) eye

4 a) art

5a)ow

6 a) air

I b) heels If b) hand II b)hieh II b) heart II b)how II b) hair tr

5 Dialoguefi a First practise the target sound /h/ in words from the dialogue. Read the\.

words aloud or visit the website to practice.

Hi he how has had have hit heard hope househorse Holly husband happened behind perhapsunhappy hospital horrible Helena

b Read the dialogue and fill in the gaps. After each number there are twogaps. The first gap is a word starting with /h/. The second gap is a wordstarting with a vowel. Choose words from the box below. Number I hasbeen done as an example.

having ambulancehe unhappy hit

all hospital heard accident howHelena ice-cream injured operation

UN|T4t /h/hat 149

A horrible accident

EMMA: Hi, Holly.

HOLLY: Emma, have you t heord ? There's been a horrible occident

EMMA: Oh, dear! What's happened?

HOLLY: Helena's husband has had an accident on his horse.

EMMA: 2 awful! ls he ?

HOLLY: Yes. He's been taken to I in an

EMMA: How did it happen?

HOLLY: He was by an _ van. lt was on the crossing justbehind his house.

EMMA: How horrible!

HOLLY: He's 5_ an emergency in hospital nowPoor6 lShe'sso

EMMA: Perhaps 7_'l l be _ right, lolly.

HOLLY: I hope so.

ulr c Check your answers by listening to the dialogue, then practise readingthe dialogue aloud. Record your voice to compare your production ofthe target sound with the recording.

4 lntonationt)22 a Exclamation

Listen and repeat.

Oh dear? How horrible!

Howawful! How terrible!

k Practise responding to these statements with an exclamation.

EXAMPLE A: Hamish has had an accident.

B: How awful!

I A helicopter has hit Adrian's house.

2 Harry's holiday hotel was hit by the hurricane.

3 Andrew spent all his holiday in hospital.

4 Haley hit herself with a heary hammer.

5 Ellen's husband is ill in hospital.

6 I've hurt my hand and I can't hold anything.

l5O uNtr 4t lhthat

b Word linking with /h/Notice that in rapid spoken English, words are sometimes linked by thedisappearance ofthe sound /h/. The sound /h/ often disappears in theweak forms of: he, him, his, her, has, had, haue. Like the word and in 2e.the pronunciation of these words changes with strong or weak stress in asentence.

Strong stress Weak stresshe lhit l lhtl or lt l Where is he?him /hrm/ l rml I told him.his lhrzl lrzl She's his wife.her lhgl la l I told her.has lhezl lezl What has happened?had lhr,dl ladl They had seen it.have lhr,v I lev I They have gone.

D?r Now listen and mark the disappearing /h/ sound in the questions belorrwhile you read silently,

EXAMPLE 1\tVho found (h)im?

Detective at work: disappearing /h/I Who found him?

2 \Mhat's his name? Harry?

3 \tVho else have you spoken to? She's his wife?

4 Vt/hat's her phone number? She hasn't a phone? Has she got a mobile?

5 \tVhat has the neighbour said about him?

6 lVhat had he eaten?

Check your answers in the key. Then practise the questions. Record yourvoice to compare your production of these weakly stressed 'h' words withthe recording.

s Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /h/.

t5I

I l0l thin

-What did you think of the new theatre?

- I thought it would have been better. It cost

thousands to rebuild. But I thought it was

nothing special. What did you tlrink?

- I thought it was really something!

I Target sound /0/r)z r To make the target sound iOl, put your

tongue between your teeth. Blow outair between your tongue and your topteeth. Do notuse your voice. Listenand repeat: /0/.

2 Minimal pairs A

'^-' R\

Sound I Soundlsl l1l

mouse mouthWhat a sweet little mouse! What a sweet little mouth!

sum thumbls this sum OK? ls this thumb OK?

sick thickIt's very sick. lt's very thick.

sink thinkHe's sinking. He's thinking.

pass pathThere's a mountain pass. There's a mountarn

Minimal pair wordsrr:,:- a Listen and repeat the words.Di,t' b You will hear five words from each minimal pair. For each word, write I

for /si (sound 1) or 2 for l0l (sound 2).

EXAMPLE Pair 1: I ,2,1,2,1

Minimal pair sentencesD2r,a c Listen to the minimal pair sentences.uzat d Listen to five of the sentences and write I for /s/ (sound 1) or 2 for l0l

(sound 2).

-,/'{̂

q,fr)f-

65Ma=f/aa

&FI'J t

ffietu

152 UNlr 42 iol thin

r).'6a e sentence stressListen to the minimal pair sentences again and underline the sentencestress (on page l5l).

EXAMPLE Is this sum OK?


Iil tgtfirst thirst

He's got a first. He's got a thirst.

fin thinA fin soup, please. A thin soup, please.

half hearthl 'd like a half. l 'd like a hearth.

Minimal pair wordsr)-', .r a Listen and repeat the words.tu;t' b You will hear five words from each minimal pair. For each word, write l

for /f/ (sound I) or 2 for /0i (sound 2).

EXAMPLE Pair I : 2, l , I ,1,2

Minimal pair sentencesD?88 c Listen to the minimal pair sentences.neat' d Listen to three of the sentences and write I for /f/ (sound I) or 2 for l0l

(sound 2).

Drsa e Sentence stressListen to the minimal pair sentences and underline the sentence stress.

EXAMPLE He's got a first.

Minimal pairs CSound I Sound 2

Itl lgltree three

l f ,c : h io f rec r+,^ - L:- +L-^^r( J u ur6 L|LL, l t > C LJIE t l l lEC.

tanks thanksThe President sends The President sends

his tanks. his thanks.

sheet sheathThe knife was hidden The knife was hidden

in a sheet. in a sheath.

6e

lffil8i:.:31.*...,Eil\

\

UN|T 42 /e/ thin 155

Minimal pair wordsD2ea a Listen and repeat the words.ozsb b You will hear five words from each minimal pair. For each word, write l

for /t/ (sound 1) or 2 for /0/ (sound 2).

EXAMPLE Pair 1: L,2,L, I ,2

Minimal pair sentencesDsoa c Listen to the minimal pair sentences.nson d Listen to three of the sentences and write I for /t/ (sound I) or 2 for l0l

(sound 2).

r):i0a e sentence stressListen to the minimal pair sentences and underline the sentence stress(on page 52).

EXAMPLE It's a big tree.

urr f Tick the words a) or b) that you hear in the sentences.

t a) sink tr b) think I2 a) mouse I b) mouth I3 a) tin I b)thin I4 a) taught tr b) thought I5 a) moss tr b) moth tr6 a) fought tr b) thought tr

5 Dialogueff a first practise the target sound /0/ in words from the dialogue below.

Read the words aloud or visit the website to oractise.

three thirsty thank you thousand Thursday authorCatherine Samantha nothing something mathematicianRuth Roth worth month moth moths

b In this dialogue, each numbered line has a word that is especiallyimportant because of Ruth's strong response to what Catherine says.Read the dialogue and underline the most important word in eachnumbered line. Number t has been done as an example.

Gossips

CATHERINE: Samantha Roth is only thirty.

RUrH: (1) ls she? lthought she was thirrythree.

CATHERINE: Samantha's birthday was last Thursday.

RUTH: (2) Was it? | thought it was last month.

CATHERINE: The Roths' house is worth six hundred thousand,

RUTH: (3) ls it? lthought it was worth three hundred thousand.

CATHERINE: Ross Roth is the author of a book about moths.

RUTH: (4) ls he? I thought he was a mathematician.

154 UN|T42 /0i th in

CATHERINE: l 'm so thirsty.

RUTH: (5) Are you? I thought you drank something at the Roths'.

CATHERINE: No. Samantha gave me nothing to drink.

RUTH: (6) Shall I buy you a drink?

CATHERINE: Thank you.

r)32 c Check your answers by listening to the dialogue. Notice that theespecially important words are much LOUDeT and s I o w er, and the

intonation goes up.

d Practise reading the dialogue aloud. Record your voice to compare yourproduction of the intonation and the target sound with the recording.

4 lntonationIn the dialogue Ruth expresses surprise with intonation going up.

Dr3 a Listen and repeat.

Is she? \Af;as he? Is it? .Are you?

b Match the statements below in A (l-7) with the correct responses in B(a-g).

AB1 Catherine is at the theatre.-\ a Are you? I thought you drank

\ something.

2 Ross Roth is thirty-three. \ b Is she? I thought she was at theRoths'.

3 It's Samantha's birthday today. c Is he? I thought he was thirty.

4 I'm so thirsty. d Is she? I thought she was thirty-three.

5 The Roths' house is north of here. e Is it? I thought it was last month.

6 Mrs Roth is thirty. f Is it? I thought it was worth300,000.

7 The Roths'house is worth g Is it? I thought it was south.600,000.

D3ir Check your answers by listening to the recording. Listen to eachstatement and respond.

Practise with a partner.

Look back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /0/.

t5SPel l ing

l6l the feather

t55

-Did tlrcse peopletalkabout their neighbours? *

-Well, yes they talked a bit ... er ... about ... this and that.

- | hat's what I hate about those people. I hey're there at

their windows just watching everybody in rhe street,

and then they gossip about it for tlre next week.

- Everybody talks about other people. I mean here you

are talking aboutthem!

Target sound /d/r)3sa a First practise the sound /0/ (see page

151). Listen and repeat.li:itr b Use your voice to make the target

sound /d/. Listen and repeat: /d/.D3bc c Listen and repeat both sounds:

/0/ is unvoiced. /d/ is voiced.

Minimal pairs A

e

\

\

I:(votce

sVu'tr-ci.

ffiru@'lh+.n

';.rG-\

#,iffi ffir

Sound I Sound 2ldt lt\l

Dan thanSmith is bigger, Dan Jones. Smith is bigger than Jones.

,4t3a.

day they #'BDay arrived. They arrived.

"{[ jtr

dare thereJim dares his fr iend. Jim there's his fr iend,

core rnose ,ffiDoze after lunch. Those after lunch. \--:------

lda either € s|I don't know her sister, lda. I don't know her sister either. IT t f{

156 unr 45 /d/ the feather

Minimal pair rdsr)36a a Listen and repeat the words.D:lor b You will hear five words from each minimal pair. For each word, write I

for /d/ (sound l) or 2 for 16l (sound 2).

EXAMPLE Pair l : I ,1,2, I ,2

Minimal pair sentencesD3za c Listen to the minimal pair sentences.oszb d Listen to five of the sentences and write I for /d/ (sound 1) or 2 for 16l

(sound 2).

D37a e sentence stressListen to the minimal pair sentences again and underline the sentencestress (on page 155).

EXAMPLE Doze after lunch.


lzl 16lclose clothe i.ffi5m-

MHW

, ' I l II tr--lHEeel#

@/Minimal pair words

r)3sa a Listen and repeat the words,

u.inl,b You will hear five words from each minimal pair. For each word, write l

for /z/ (sound l) or 2for 16l (sound 2).

EXAMPLE Pair l : 2, l ,1,2, I

Minimal pair sentences

11.1eu c Listen to the minimal pair sentences.

rr rqr, d Listen to four of the sentences and write I for /z/ (sound l) or 2 for 16l(sound 2).

D3ea e Sentence stressListen to the minimal pair sentences again and underline the sentence

stress (above).

EXAMPLE That's a Iarge size.

The shop sign said 'Closingl

breezeBreeze means air moving.

boosThe boos echoed loudly.

sizeThat's a large size.

The shop sign said 'Clothing'.

breatheBreathe means air moving.

boothThe booth echoed loudly.

scytheThat's a large scythe.

UNIT 43 idl the feather 157

o+o f Tick the words a) or b) that you hear in the sentences.

I a) Ida

2 a) day

3 a) dares

4 a) size

5 a) bays

6 a) boos

Dialogue

b) either Ib) they Ib) there's Ib) scyhe trb)bathe Ib) booth tr

trtrtrIIT

I

The hat in the window

MISS BROTHERS:

ASSISTANT:

MISS BROTHERS:

ASSISTANT:

MISS BROTHERS:

ASSISTANT:

ff a First practise the target sound /6/ in words from the dialogue. Read the* words aloud or visit the website to practise.

the this that than there other another rather togetherleather feathers Brothers smoother either with clothes

o+r b Listen to the dialogue, paying attention to the target sound.

I want to buv the hat in the window.

There are three hats together in the window, madam. Do youwant the one with the feathers?

No. The other one.

The small one for three hundred and three euros?

No. Not that one either. The one over there. The leather one.

Ah! The leather one. Now this is another leather hat, madam.It's better than the one in the window. lt's a smoother leather.

MISS BRoTHERS: But l 'd rather have the one in the window. lt goes with myclothes.

ASSISTANT: Certainly, madam. But we don't take anything out of the windowuntil three o'clock on Thursday.


4 Sentence stress6

ffi* n+z a Talk about the three hats using the words from the box below.ni4s A: \iVhich hat do yzu think is _ than the others?

B: The one with the feathers.C: The Ieather hat.D: The one for three hundred and three euros.

better more fashionable

cheaper more stupid

prettier more comfortable

uglier more expensive

I58 unr 45 /d/ the feather

o+s b IntonationMatch the I4lH questions (l-7) with the statemenrs (a-g). Listen andrespond.

t What's this? a These are

2 \Mhat are thse? b That's Zrck.

3 rrA/hat's that Agimal? c This isZ.

4 rWhat's thislefter? d This is the&a.

5 \Mhat's that frmber? e Those arezgbras.

6 \tVhat are fhse? f Thats a &ro.

7 lVho's g That's a ZQbu.

ffi

f#flffi

5 Spell ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /d/.

t59

iEREVIEW

Card game: Pick up voiced consonants:

TEST

/z/ (zoo), /S/ (television), /ds/ (January), /u/ (van),lw/ (window), / j/ (Vellow), /h/ (hat), /6/ (the feather)Photocopy and cut out cards from Units 31-43.

Shuffle the cards and deal them face dourn all over the table.

Turn over any tvvo cards and read their sentences aloud. If they both haveany voiced consonants in the minimal pair words, you keep them and youcontinue playing.

If they don't, turn them face down again and the next person plays.



trr+ I For each line (1,2,3,4, 5), f irst l isten to the whole l ine, then circle theone word (or part of a word) that is said twice. Meaning is not importantin this exercise. The purpose is to review the sounds by hearing them incontrast. Some words are rarely used in everyday English, and this isshovrm by an asterisk *. Incomplete words have the rest of the wordwritten in brackets, e.g. fou(nd).

t6ttgtthtt:ttf/

I fee ye' he the(sis) thee*

2 fou(nd) vow Wow! yow(l) how thou(sand) thou*

3 foe* vo(te) woe* Yo(ga) hoe tho(le)* though

4 f,e* VIE why high thigh thy*

5 fis(t) vis(cose) whis(per) his(tory) this(tle) this

Score _ ',5 -2 Circle the words with the same consonant cluster as l-3.

I giftlf tl

coughed arrivedlaughed kissed wished

loved lofty softfifth Iift

@ unrr44 Review

2 moths ', ',

iosi i-"o*i /clothes :\ l

\ pgths lengths', '-'f

i Iudiths "' 'v Thursday

r naluropaths , tablecloths, .1

..fl i#l"o*' ,

3 swan/sw/ . , . , I - . -"

-"- '

, '' ,' i. ' sword \-\

1r DWeOlSn enqUfre

Score

' D,r{i 3 Word linkingListen and add the sound /j/ (yellow) or lwl as in the example.

EXAMPLE Well, who_is the boss? I_am.

lwl l i lWell, who_is the boss? I_am.

YASMIN: l_asked you_a question, Wesley.

WESLEY: Oh_l'm sorry_l didn't hear you, Yasmin.

YASMIN: You_often do that, and l_always get annoyed.

WESLEY: Oh_is that so? Why_is that, Yasmin?

YASMIN: lt's just annoying! Why_are you doing it, Wesley?

WESLEY: Just to_annoy you, Yasmin.

Score

4 Word stressUnderline the stressed syllable in these words. (Score half a mark peritem.)valley village beautiful railway Europe perhapshospital mathematician author leather

score lElTotal score

UN|T44 Review l6 l


Unit 37 38 39 40 41 42 43Target sound lfl lvl lwl ljl lhl l0l 16l

fan van window yellow hat thin the feather


I Listen again to the dialogue in that unit, listening for the target sound.

2 Circle the target sound in anyword in the dialogue.

3 Listen to the dialogue again and check your answers.

4 Check your answers in the key.

5 Listen to the dialogue again, listening for the target sound.

6 Practise reading the dialogue aloud, and record your voice to compareyour production of the target sound with the recording.

You can also use this review task as a quick self-test, by doing steps 2 and 4only.

162

iHrm/ mouth

- I'rn thinking of ruoving.

- Oh.Where to?

- nlnr ... I'rrr not sure. I rrright nrove to }lanchester

... nulr ... or I nray go to Carrrbridge ... Sornetimes

I'rrr ... irrragining tnyself nroving to ... IVlunich ...

or Rolrre or ... rrtaybe \Iarseil le or ...

- Well don t call the renrovers until you nrake up

your rrrind.

I Target sound /m/i)rh To make the target sound /m/, close

your l ips. Use your voice. /m/ comesthrough your nose. Listen and repeat: /m/.

2 Sound /m//n1t

mileThe mile is verv old.

L-<-\

t

vorce

mtneThis is mine.

mummyHe loves his mummy.

combI want a comb.

nameHe's proud of his name.

r r r , a Listen and repeat the wordsrrr r ' b Listen to the sentences.

rrr r, c Sent€nce stressListen to the sentences again and underline the sentence stress (above).Stressed syllables are LOUDeT and s I o w er. Unstressed syllables arerlrrl l tt 'r and quidar This gives English its rhythm.

EXAMPLE This is mine.

,,, r, d Listen and repeat the sentences.

UNIT 45 ini/ rnouth 155

5 Dialoguefl a First practise the target sound /m/ in words from the dialogue below.


summer family charming small smart muffinsCambridge Tim some from Malcolm MichamMacCallum time Mum met come make homemaybe manners tomorrow remember

b Read the dialogue and guess the missing words with the sound lml .Thefirst one has been done. The missing words are all in the box below.

time Mum met come make home mavbe mannerstomorrow remember

Mum's muffins

MALCOLM: Mum. mav Tim Mitcham come I home with me for teatomorrow?

MRS MACCALLUM: Of course. Malcolm. Have I z Tim before?

MALCOLi\4: You met him in the summer. He's very small.

MRS ft4ACCALLUM: Oh, yes. | :_ Tim. He's very smart. And he hascharming 4_. Does his family s_ fromCambridge?

MALCOLM: Yes. And Oh, Muml Will you 6_ some home-made muffins, tomorrow?

MRS MACCALLUM: Mm. 7 . I f I have E

MALCOLM: I told Tim about your muffins, 9_ . That's why he'scoming for tea to

o+u c Check your answers by listening to the dialogue. Then practise readingthe dialogue aloud. Record your voice to compare your production ofthe target sound with the recording.

4 Intonation'Mm' has many meanings, depending on the intonation.

nag a Listen to four dialogues with different meanings of 'Mm.

1 Mrr-trn means '!\rhat did vou sav?'

2 Mm means'yes'

3 Mmnrrun means'How nice!'

4 Mmm ... means' I'm thinking about what to say.'

$ffi unrr 45 tmlmouth

b Read this conversation and guess which intonation and meaning'Mm'will have in B's answers.

A: Would you like some home-made muffins?

B: ( l ) Mm?

A: Would you like some muffins?

B: (2) Mm . . .

n: Well, make up your mind.

B: (3) Mm.

A: Here you are.

a: ($ (eoting) Mm!

A: l'm glad you like them. I made them myself. Would you like to trythem with marmalade?

B: (5) Mm?

A: Marmalade. They're marvellous with marmalade. Would you like some?

B: (6) Mm.

A: Here you are.

B: (7) (eoting) Mm!

oso c Listen to the conversation and check your answers.d Practise reading the conversation aloud. Record your voice to compare

your production of the target sound and the intonation with therecording.

Practise in pairs, taking turns to be A and B.

*

*

sspell ingLook back over this unit at words with the target sound, and vwite whatyou noticed about how to spell the sound /m/.

t65

frl /n/ nose

No, definitely not ... No. I didn't phone you ... No,I did not send you an email ... No. Not in the least... Can't you take no for an answer? ... No, I don'twant to make a donation to anything. I haventany money. And please don't phone me again.

I Target sound /n/Dst To make the target sound /n/, don't

close your lips. Put your tongue on the /

roof of your mouth. Touch your sideteeth with the sides of your tongue.Use your voice. /n/ comes through yournose. Listen and repeat: /n/.

v=

)))

<2J, l

/

/

l l

Minimal

ffi\.M,

mkr:a'Y."r\

@W\ru

pairsSound I Sound 2

lml lnlmile Ni le

The mile is very old. The Nile is very old.

votce

mrne ntneThis is mine. This is nine.

mummy moneyHe loves mummy. He loves money.

comb coneI want a comb. I want a cone.

name maneHe's Droud of this name. He's proud of this mane

Minimal pair wordsDsza a Listen and repeat the words.nszu b You will hear five words from each minimal pair. For each word, write l

for lml (sound l) or 2 for /n/ (sound 2).

EXAMPLE Pair 1: I ,1, I ,2,2

t&Q

166 uNtr 46 in l nose

Minimal pair sentencest.r:;;6 ;ir,"n to the minimal pair sentences.Di1t, d Listen to flve of the sentences and write I for lml (sound l) or 2 for in

(sound 2)

D53a e Sentence StressListen to the minimal pair sentences again and match each pair with r:'stress patterns (a-e) below. The big circles are the strongly stressed n'o:-in the sentence and the small circles are the weakly stressed words.

EXAMPLE a) oooO Pair 4: I want a comb. / I want a cone.

c) oOoooO

Notice that the weakly stressed words are said more quickly, and thar :pronunciation of some words changes if they are weakly stressed, e.g/ov/ becomes /av/, ls lvl becomes lzl or lezl , a is pronounced lcl .

r,,;r f Tick the words a) or b) that you hear in the sentences.

I a)combs I b) cones

2 a) mine tr b) nine

-

3 a) name I b) mane

4 a) some I b) sun

-

5 a) warm f b)warn I6 a) money I b) mummy !

5 Dialoguefl a First practise the target sound inl in words from the dialogue. Read ri:.\- '


no not near name noise Notting Hill morning manageravenue furnished unfurnished don't want rent monthfriends pounds evening Northend apartment centralinexpensive one can than down fifteen London Martin

Syllabic tnr

In the following words /n/ is usually a syllable.

often station oven kitchen accommodation prison elevetforbidden television certainly thousand Nelson garden aS.-

i,-; b First l isten to the dialogue, paying attention to the target sound. Theread the dialogue and fill the gaps (l-8) by choosing eighr words fro:'the list above (syllabic lnl).

At an accommodation agencyMARTIN: Cood morning My name is Mart in Nelson Areyou the man.:= '

MANAGER: Yes, I am. How can I help you, Mr t_ ?

MARTIN: I want an aDartment in central London

a) oooOd) oOooO

b) ooOe) ooOo

UNIT 45 /n/ r rose 157

MANACER: z_, Mr Nelson How much rent do you want to pay?

MARTIt{: No more than f 1,000 a month

MANACER: f 1,000 a month?We don't often have apartments as inexpensive asthat. Not in central London. We have one apartmenllor f2,179 amonth in Notting Hil l. l t 's down near the I in NorthendAvenue.

MARTTN: ls i t furnished?

MANACER: No. lt 's unfurnished. The kitchen has no + lt 's forbidden touse the 5 No friends rn the apartment after e_ inthe evening No noise and no 7_ af ter I , l .15 pm No , .

MARTTN: No thank you! lwant an apartment, not a g_ I

rr '" c Listen to the dialogue again and check your answers.d Practise reading the dialogue aloud. Record your voice to compare your


4 Mini bingo gamel) '{, a Practise saying these numbers. Listen and repeat, paying attention to

the sound /n/.

I71I91013t715181920 2t 22 23 24 25 26 27 28 2970 7t 72 73 74 75 76 77 78 7990 91 92 93 94 95 96 97 98 99

b PIay in a group of five people. (A student studying alone can record thenumbers, and then choose two of the boxes below.)

One person calls out the numbers above in any order. Thke turns to callthe numbers.

The others each choose one of the boxes A, B, C or D below.

Cross out each number in your box as it is called (or put a small piece ofpaper on top of each number as it is called).

The first person to cross out all their numbers wins.

9209917911777999r799

157971 13 I 7 181997 t7 l9 l8

97 l9 10 99 27 l0 11 9r 29 99 21 7A

5 Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /n/.

DBA

r68

lll rr3r ring

-What are you doing in the holidays? C

- I'm thinking about going somewhere near Naples.

- Naples! How interesting! What are you planning

to do there?

- Nothing much ... swimming ... lyrng in the sun ...

having a good time.....eating ... drinking ...

just relaxing.

-Ah! Howcharming!

Target sound /n/D57 To make the target sound /1/, touch the ./ - ..

backoftheroofofyourmouthwiththe' u " -back ofyour tongue. Use your voice. lql ^ -

comes through your nose. Listen andrepeat: /0/.

pairs ASound I Sound 2

lnl lnlwin wing

What a wln! What a wingl

thin thingWhy this thin? Why this thing?

ban bangBan the book. Bang the book.

I

r l

votce

lanThey ran for an hour. for an hour.

rangThey rang

rung

Ak7

ffiP

;p

["*js+.+

She has never She has neverrun before. rung before.

Ron wrongls it Ron? ls it wrong?

UNIT 47 /4/ ring 169

Minimal pair wordsD58a a Listen and repeat the words.tr.irru b You will hear five words from each minimal pair. For each word, write 1

for /n/ (sound l) or 2 for l4l (sound 2).

EXAMPLE Pair l : 2, I , I ,2, I

Minimal pair sentencesDsea c Listen to the minimal pair sentences.ossb d Listen to six of the sentences and write I for lnl (sound l) or 2 for l\l

(sound 2)

D5ea e Sentence stressListen to the minimal pair sentences again and underline the sentencestress (on page 168).

EXAMPLE \Mhat awin!


lAkl lrJiwink wing

l ' l l give you a wink. l ' l l give you a wing.

sink singHe's sinking. He's singing.

rink ringThe rink was a perfect circle.

Minimal pair wordsr)60d a Listen and repeat the words.r)('0r, b You will hear five words from each minimal pair. For each word, write l

for /nk/ (sound l) or 2 for /t/ (sound 2).

EXAMPLE Pair 1: 2,2,1, I ,2

Minimal pair sentencest)i' rd c Listen to the minimal pair sentences.ncrn d Listen to five of the sentences and write 1 for /4k/ (sound I) or 2 for lnl

(sound 2)

F

What a terrible stink! What a terrible sting!stink

bankBank it quickly.

The ring was a perfect circle.

sting

bangBang it quickly.

l7O UNIT47 /n_ r ing

Sentence stressD6ra e Listen to the minimal pair sentences again and underline the sentence

stress (on page 169).

EXAMPLE I'll give you a wing.

oez f Tick the words a), b) or c) that you hear in the sentences.

I a)Ron I b)wrong I

2a)ran I b) rang I3 a) sinks I b) sings tr4 a) win tr b) wink tr c) wing I5 a) ban I b) bank I c) bang tr6 a) sinners ! b) sinkers I c) singers I

5 Dialoguefl a First practise the target sound /q/ in words from the dialogue. Read the>'- words aloud or visit the website to practise.

ring strong string King Lang morning evening somethinginteresting

lqkl: pink drink thinking Duncan

l\gl: fingers Angus

verb + ing: hanging ringing singing banging bringing puttingtalking whispering shouting standing sayrng going doingholding helping walking getting sleeping runninghappening.

oor b CorrectionThere are nine items to change in the dialogue. First listen to thedialogue, paying attention to the target sound. Then read the dialogueand listen at the same time. Make the words the same as the recording.

Noisy neighbours(Duncon King is lying in bed trying to sleep. Shoron King is stonding neor thewindow wotching the neighbours, Angus ond Suson Long.)

DUNcAN KING: (ongrily). Bangl Bang! Bangl Sharon!What are the Langs doing atnine o'clock on Sunday morning?

SHARON KINC: Well, Angus Lang is talking, Duncan.

DUNCAN KINC: Yes, but what's the banging noise, Sharon?

SHARON KINC: (/ookrng out of the window) Angus is standing on a ladder andbanging some nails into the wall with a hammer. Now he'shanging some strong string on the nails.

DUNCAN KING: And what's Susan Lang doing?

SHARON KINC: Susan's bringing something interesting for Angus to drink.Now she's putting it under the ladder, and . . Ohh!

UNIT 47 /rr/ ring I7l

DUNCAN KtNG: What 's happening?

SHARON KING: The ladde/s going

DUNCAN KtNG: What's Angus doing?

SHARoN KING: He's holding the string in his fingers and he's shouting to Susan.

DUNCAN KtNC: And is Susan helping him?

SHARON KtNC: No. She's running to our house. Now she,s ringing our bell.

BELL: RINCI RINCI RINC!

DUNcAN KtNG: l 'm not going to answer it. l 'm sleeping.

c Practise reading the corrected dialogue aloud. Record your voice tocompare your production of the target sound with the recording.

4 Intonationoo+ a Practise these l4lf1 questions and statements with the intonation going

d0€rn. Talk about the pictures. Listen and respond, like the example.

&5S pel l ing

b Practise in pairs, as in the example above.

Look back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /r;/.

Sharon King

Angus Lang

Susan Lang

Angus

Mrs Lang

172

fl rlr letter

- Do you like marshmallows?

-Yes, they're lovely. But I also like lollipops.

How about you?

- I like lo ops too. But what I really like is

chocolate and vanilla ice cream.

-Mmm!

I Target sound /l/D6sa a First practise the sound /n/ (see page

165). Listen and repeat.oosu b To make the target sound lll , the au

goes over the sides of your tongueand out of your mouth. Listen: /l/.

D65c c Listen and repeat both sounds: /n/and lll.


twno

We need no tables.

nightI t '< : hr ioht n ioht

'O' ' ' ' " t ' ' *

nineThat nine is too long.

JennyI love Jenny.

snaPThat's a snapping noise.

Sound 2

^tlowWe need low tables.

l ightIt's a bright light.

l ineThat line is too long.

jellyI love jelly.

slapThat's a slapping noise.

Minimal pair wordsD66a a Listen and repeat the words.noat b You will hear five words from each minimal pair. For each word, write

for /n/ (sound 1) or 2 for lU (sound 2).

EXAMPLE Pair 1: 2, I ,2, 1,2

UNIT 48 i l l letter 175

Minimal pair sentencesD6za c Listen to the minimal pair sentences.oozn d Listen to five of the sentences and write 1 for /n/ (sound l) or 2 for lll

(sound 2)

D67a e sentence stressListen to the minimal pair sentences again and underline the sentencestress (on page I72).

EXAMPLE We need no tables.

ooa f Tick the words a) or b) that you hear in the sentences.

1a)night I b) f ight I2a)no I b) low I3 a) bin I b) bill tr4a)knot I b) lot t r5 a) snow I b) slow tr6 a) snacks ! b) slacks I

5 Dialogueft a First practise the target sound /l/ in words from the dialogue. Read thea.''


leg lunch like love later lettuce lovely Lily lemonadehello eleven melon nearly usually yellow Mrs Carpelloplease plate black Lesley glass left lamb slice o'clockearly salad really jelly olives

oog b First listen to the dialogue, pa)'tng attention to the target sound. Thenread the dialogue and fill the gaps (1-10) by choosing the correct wordsfrom the box below.

glass left lamb slice o'clock early salad really

ielly olives

Early for lunch at the office canteen

(Lesley is the cook. Lily Corpello is neorly olwoys eorly for lunch.)

LtLY : Hello, Lesley.

LESLEY: Hello, Mrs Carpello. You're very l_ for lunch. lt 's onlyeleven z

LtLY: When I come later there's usually nothing i_ .

LESLEY: What would you like, Mrs Carpello?

LtLY: Leg of 4_ , please.

LESLEY: And would you like a plate of 5_ ? lt's lettuce withblack o

174 UNIT 48 /l i letter'

LILY: Mm. Lovely. | 7- l ike olives.

LESLEY: A8 of lemonade?

LtLY: Yes, please. l 'd l ike that. And l 'd love a 9- of melon and some ofthat yellow to- .

oos c Check your answers by listening to the dialogue again. Then practise

reading the dialogue aloud. Record your voice to compare yourproduction of the target sound with the recording.

4 Finaf lll and lll belore a consonant:- Tell me about your Uncle Phil, Carol.

e-Well, he's small. And he's old and wrinkled ...

and he smiles ... and he travels all round the

world with his twelve animals. And he sells

beautiful jewellery.

-What a verv unusual uncle!

ttl ball

o;o a Notice that /l/ sounds a littledifferent when it comes at the endof a word or before a consonant.To make this /l/ sound, move theback of the tongue up towardsthe roof of the mouth. Listen:/l/ ball. Listen and repeat: /l/ ball.

I b Dialoeue\'

First [ractise this /V sound in words from the dialogue. Read the words

aloud or visit the website to practise.

/l/ at the end of a wordBill tell I'll Paul fall pull small

lll belore a consonanthelp difficult fault spoilt child holding salesman myselfalways

Syllabic /l/ - each /l/ sound is a syllablelittle uncle careful special bicycle sensible beautifulgentleman

p;r c Read the dialogue and fill the gaps (l-6) by choosing the correct wordsfrom the list above (syllabic /l/). Then listen to the dialogue and checkYOUr answers.

UNlr 48 /l/ letter i75

A spoilt little boy in a bicycle shop

PAUL: Whatal b icycle!

UNCLE BILL: PauI! Be 2 I

SALESMAN: Excuse me, sir. This child is too small to ride this bicycle. lt 's a verydifficult bicycle to .

UNCLE BILL: Be careful , Paul !

PAUL: You always tell me to be careful. Don't help me. I won't fall.

SALESMAN: But, sir. This is a very i- bicycle. lt 's .

PAUL: Don't pull the bicycle, Uncle Bil l. l ' l l do it myself.

UNCLE BILL: Be +_ , Paul. This s_ says it 's a

(Poul folls)

PAUL: lt was Uncle Bil l 's fault. He was holding the t_

d Practise reading the dialogue aloud. Record your voice to compare yourproduction of the target sound with the recording.

D7z e Intonation in exclamationsPractise exclamations about the pictures below. Listen and respond, likethe example.

EXAMPLE \Mhat a @, gentlemanl

gentleman

tall

bottle

beautiful

small

table

wonderful

hospital

ffi1l+fg6-ei-

comfortable unusual

Spel l ingLook back over this unit at words with the target sound, and write whatyou noticed about how to spell the sound /V.

candle

little

child

miserable

t76

Et trt rain

-Would you like to come rowing with me

and Caroline on Fridav?

-Yes, but I'm terribly busy writing, Rachel ...

- Oh come on, Blake, take a break!You need to

relax. Remember the last time we went rowing.

'Row row row your boat gently down the

stream. Merrily, merrily, merrily, merrily, life

is but a dream.'

- Oh, all right.'Row, row, row your ...'

I Target sound /r/r);3 To make the target sound /r/, turn the

tip of your tongue up as in the picture.

Do not touch the roof of your mouthwith your tongue. The sides of your

tongue should touch your top backteeth. Listen and repeat: /r/.

2 Minimal pairs

L'

vorce

:d's&.F4*

4*46

-+$-t!lff--nnr

,.tel 9'n5\

H'F%.+0Mute."

ellyjelly?

Iflv

.4--w-

E/af!#-lrCff IH.'t \ '^v

1--r-

,#ff

#Fc

q'AFs

#

Sound I Sound 2ilt h't

long wrongIt 's the long road. lt 's the wrong road.

light rightls it light? ls it right?

load roadIt 's a long load. lt 's a long road.

il ike

JerryDo you like Jerry?

fryl'd like to fry it.

grassThere's some grass.

Do you

lyl 'd like to lt.

glassThere's some glass.

UNIT 49 lrl ritin 177

Minimal pair wordsD7.ra a Listen and repeat the words.oz+u b You will hear five words from each minimal pair. For each word, write l

for /l/ (sound I) or 2 for /r/ (sound 2).

EXAMPLE Pair l : I ,L,2,2,2

Minimal pair sentencesD75a c Listen to the minimal pair sentences.nzsr d Listen to six of the sentences and write I for lll (sound l) or 2 for hl

(sound 2)

D75a e sentence stressListen to the minimal pair sentences again and match each pair withone of the stress patterns (a-f) below. The big circles are the stronglystressed words in the sentence and the small circles are the weaklystressed words (or syllables).

EXAMPLE a) ooOO (Pair 1) It's the long road. / It's the wrong road.

a) ooOO b) OoO c) ooO d) ooOO e) oOoOo f) oooOo

Notice that the weakly stressed words are said more quickly, and thischanges the pronunciation, e.g. /o and do are pronounced llel and ldal .

lzo f Tick the words a) or b) that you hear in the sentences.

1 a) long I b) wrong I

2a)jetry tr b)Ierry I3 a) glass I b) grass I4 a) collect ! b) correct !5 a) lane I b) rain I6a) flea I b) free tr

5 Dialoguea First practise the target sound /r/ in words from the dialogue. Read the


Rose Ruth Ruby really Russia railway Roland very lerryparent Lara lorry married Europe cleverest America proudpretty library librarian waitress central restaurant countriesAustria Australia interesting electrician children drivesecretary grown up Greece France everywhere

178 UN|T 49 r' i rain

nz; b Listen to the dialogue, paying attention to the target sound.

A proud parent

LARA: Are all the children grown up now Ruth?

RUTH: Oh, yes, Lara. Ruby is the cleverest one. She's a l ibrarian in the publicl ibrary.

LARA: Very interesting. And what about Laura?

RUTH: She's a secretary at the central railway station.

LARA: And what about Rose? She was always a very pretty child.

RUTH: Rose is a waitress in a restaurant in Paris. She's manied to an electrician.

LARA: And what about Jerry and Roland?

RUTH: Jerry drives a lorry. He drives everywhere in Europe.

LARA: Really? Which countries does he drive to?

RUTH: France and Austria and Creece and Russia.

LARA: And does Roland drive a lorry too?

RUTH: Oh, no. Roland is a pi lot , Lara.

LARA: Really? Which countries does he fly to?

RUTH: Australia and America.


4 IntonationD7B a Finish these sentences about Mrs Reed's children. Find the answers in

the dialogue above. Practise intonation going up in the unfinished part

of the sentence, and down when the sentence finishes.

EXAMPLE Ruby isnt a tdin driver - she's a l@rian.

I lerry isn't an ele@ieffin -

2 Rose isn't a s&retarv -

3 Roland isnt a photegFapher -

4 Laura isn't a raditress -

5 Ruby isn't a lmlfy driver -

b Silent /r/rvVhen there is no vowel following it, /r/ is silent. This'rule' only appliesto some speakers of English, e.g. in south-east England, South Africa,Australia. But many native speakers always pronounce lrl , e.g. in south-west England, Scotland, America. So you may choose to omit thisexercise if you are learning a variety of English where /r/ is alwayspronounced.

IJNIT 4e /r/ rain !

qzp Listen to this conversation while reading it silently. Notice that everyletter'r' is silent. Then practise reading the conversation aloud.

In the airportANNOUNCER: R.T. Airways flight number four four seven to New York will depart

later this afternoon at 16.40 hours.

DR DARLING: Wonderful! l'm going to the bar to order some more Cerman beer.

MR MARTIN: Where's the bar?

DR DARLINc: lt's upstairs. There's a bookshop too. And a supermarket. This is amaruellous airportl

MR MARTIN: Oh dear! | wanted to get to NewYork earlier.Ah! Here's an air hostess.Excuse me. I don't understand. Has ihere been an emergenry?

AtR HOSTESS; Oh, no, sir. There's just a storm, and the weather forecast says itwill get worse. So the plane will leave a little later this afternoon.

MR MARTIN: Are you sure?

AtR HOSTESS: Oh, yes, sir. Our departure time is at 4.4O this afternoon.

5 SpellingrFr Look back over this unit at words with the target sound, and urite what

you noticed about how to spell the sound /r/.

t80

ilREVIEW

Card game: Pick up pairst Photocopy and cut out cards from all minimal pairs in units 45-49.


TEST

Turn over any two cards and read their sentences aloud. Ifthey areminimal pairs, you keep them and you continue playing.

If these two cards aren't minimal pairs, turn them face down again and thenext person plays.

Collect as many minimal pairs as you can in a time limit, e.g. I0 minutes.

You can use a dictionary if you wish, but you dont need to understandevery word to do this test.

uso I For each line (I,2,3,4, 5), f irst l isten to the whole l ine, then circle theone word (or part of a word) that is said twice. Meaning is not importantin this exercise. The purpose is to review the sounds by hearing them incontrast. Some of the words are rarely used in everyday English, and thisis shown by an asterisk *, Incomplete words have the rest of the wordwritten in brackets, e.g, par(agraph).

ln l

I Pam

2 Mum

3 some

4 Tim

5my

Score

lnl lr l l

pan pang^

Mon(day) mung*

sun

tin

sung

tingx

mull

sull(y)*

ti l l

lie

lrl

par(agraph)

Murr(ay)

Surr(ey)

tyr(anny)

rye

^tpal

nigh*

2 Circle the words with the same consonant clusters as l-2.

I bread 2 wingshrl l4zl

blend springbridge umbrellabrush spread

embrace bled bride

wrongswinks kings

whims springs shrinkssongs thongs wins

thinks

Score

UNIT 50 Rerie.,r l8l

Sound mazeAll the words in this maze car' be pronounced with a syllabic consonant,e.g. table(l), station(n), Adam(m).You can only cross to a square that hassyllabic /n/.

Begin here Finish here

-l-- ----T--- ----r-- -----r-televen minimal random table oven

forbidden system syllable careful suddenly

-+ ---f- --t- ---t-prison rhythm central madam

-- ts---F--J--+certainly kitchen passenger person television

bottom curriculum example little special

Score

Syllabic lll and lmlFrom the maze in 3 above, list five words with syllabic lU and five wordswith syllabic /m/. (Score half a mark per item.)

Syllabic /V , ,

Syllabic /m/

Score

Total score

ffi unrr 5o Review


Unit 44 45 46 47 48Target sound lml lnl lnl lll kl

mouth nose ring letter rainball

From the table above, choose any target sounds that you had difficultywith.

I Listen again to the dialogue in that unit, listening for the target sound.2 Circle the target sound in any word in the dialogue.3 Listen to the dialogue again and check your answers.

> r 4 Check your answers in the key.5 Listen to the dialogue again, listening for the target sound.6 Practise reading the dialogue aloud, comparing your production of the

target sound with the recording.

You can also use this review task as a quick self-test, by doing steps 2 and-ionlv.

I85

OVERVIEW

Card game: Overview minimal pairs snap. I Photocopy and cut out cards from all minimal pairs in Units l-49, or from

- units vou have had difEculwwith.

Shuffle the cards and deal th"- fu." down to make a pile of cards in frontof each player.

Take turns to quickly turn your top card face up on top of a new pile in thecentre of the table. When you see two cards appear that are a minimal pair,quickly say'Snap!' and put your hand on the pile. Then you can add allthose cards to your pile.

Collect all the cards you can in a time limit, e.g. ten minutes.

TEST. DBr I Foreachl ine (1,2,3,4,5,6,7), f i rst l is tentothewholel ine, thencirc le

the one word that is said twice. Meaning is not important in thisexercise. The purpose is to review the sounds by hearing them incontrast. Some of the words are rarely used in everyday English. This isshorryn by an asterisk*. Incomplete words have the rest of the wordwritten in brackets, e.g. fou(nd).

/elfilti"tI beat bit bet bat but Bart

t3 i tDJ\tlnl2 cod cord could cooed curd

treltau /JT/tet/

3A ovl Ow! oh!

tg ltkttdt/ t ltbtkey ghee*

lpl4P

tfitttfltI5so zo(ne) show cho(sen) Ioe

t6tt0tthttjttil6 fee ye* he the(sis) thee*

/ml

7 PamAtt \ t/w

pan pang* pal par(agraph)

fi}* overvierv

c) 'short vowels' - a shorter sound

d) 'nasals'- air coming through thenose

'lateral'- air coming around thesides of the tongue

e) 'approximants'- air movingbetween two parts of the mouthwhich are not so close to eachother

f) 'fricatives'- air moving betweentwo parts of the mouth which arevery close to each other

g) 'plosives' or'stops' - air releasedsuddenly'affricates' - air released slowly

lntonationDraw the correct intonation arrow ( or ) in each box.

t [l end of statement t WH question / command / 'agreement' tag /- less friendly / new information

2 | | Yes/No question / unfinished statement / surprised /- 'unsure' tag / friendly / old information

English soundsThe purpose of this exercise is not to teach you how to make Englishsounds, but to give you an overview from a different perspective of howEnglish sounds are made.

Match the sounds in A (1-7) with the descriptions in B (a-g) of how tomake the sounds. The first has been done as an example.

A

Vowels

I litl lsl lul llu:l /crl---. a) 'diphthongs'- made of two vowel

\ sounds

2 lil lel lul lel la'.l lil lol -'-...--- b) 'longvowels'-alongersound

3 lrcl luel leal lerl ltl larl

Consonants

4 lpl lbl ltl ldl lkl lglttf tfut

5 lfl lvl t9l l6t lsl lzl ll $l lhl

6 lrl ljl lwl

7 lml lnl hlilt

MASK

c)

-

- -

Cut along the dotted line

Diagnostic Test A: Answers and interpretationSection I On the Result sheet (page xii) place a cross against any items that were

incorrect or had a question mark or no answer was written. This indicateswork on these sounds may be needed.

Check in the Lsr o/ Iikely errors on the website(http: / /www.cambridge.org/ elt/elt-projectpage.asp?id=2500905).

Same (1a, 5c, 8b, 9b, 12b, 15b, 17b, l8b, l9b, 24a)

Different (all other items)

Section2 l up 2 dor,rm 3 down 4 uP

5 up 6 up 7 down 8 down

9 up l0 down

Errors in this section indicate that work on intonation may be needed.Check for this aspect of pronunciation in the List of likely errors.

Section3 I mistake 2 English 3 away 4lemonade

5 conversation

Errors in this section indicate that work on word stress may be needed.Check for this aspect of pronunciation in the List of likely errors.

Section AVowelsMaking English soundsI I The first sound is a diphthong. All the others are short vowels.

2 The second sound is a short vowel. All the others are diphthongs.

3 The first sound is a short vowel. All the others are long vowels.

2 Lb 2c 3d 4a

3 lb 2a 3d 4e 5c 6g 7f 8 i th

Key 187

UNIT 1 l i t l sheep3c lPeter 2cheese 3beef 4please

5 beef 6 eat 7 tea 8 me

9 teas 10 three

4c China - Chinese, Bali - Balinese, Malta - Maltese, Portugal - Portuguese,Lebanon - Lebanese, Iapan - fapanese, Nepal - Nepalese,Vietnam -Vietnamese

4d Yes, it's Chinese. It's Chinese tea.

Yes, it's fapanese. It's lapanese seaweed.

Yes, it's Balinese. It's Balinese ice cream.

Yes, it's Vietnagre_Sc. It's Vietnamese rice.

5 The sound /irl is usually witten with the letters 'ee' (three, sweet), 'ea' (eat,

speak), 'e' (be, these). Some other spellings:'i' (policeman), 'eo' (people),

'ei ' (ceil ing),' ie' (piece).

UNfT 2 hl ship2b Patr2: 2,2, I ,2,2

Pair 3: I , I ,2, I ,2

Pair 4: I ,2,2, I , L

Pair 5: 2,2, l , I , I

Pair 6: 2,2, 1,2, I

2d L(2) 2(r) 3(2) 4(1) 5(2) 6(2)

2e Pair l: Look out for that sheep!/Look out for that ship!

Pair 2: Stop it leaking!/Stop it Usking!

Pair 3: \Mhat lovely cheeks!/\,Vhatiovely chicks!

Pair 4: This pccls got vitamin C in it./This nills got vitamin C in it.

Pair 5: Throw out that bean./Throw out that bin.

Pair 6: He's going to leave./He's gOing to live.

2f I a - He wants a sheep for his birthday,

2 b - That's a very small bin.

3 b - Look at these chicks.

4 a - That's a cheap machine.

5 a -What a high heel!

6 b - Dont eat that pill.

3c l fest ival 2pr ize-winning 3interest ing 4 chimpanzees5 g1'rnnastics 6 History 7 terrific 8 beginning

2f

UNIT 42b

2d

2e

4c

5

UNIT 52b

2d

2e

r<*v 1!F,,$

lTl manPair 2: 1,2,2, I , I

Pair 3: L,1,2,2,2

Pair 4: 2, l , I ,2,2

Pair 5: l , l , 1,2,2

Pair 6: 2, l ,1,2, I

| (2) 2 (r) 3 (1) 4 (2) 5 (2) 6 (1)

Look at the men./Look at the man.

I'm sending the table./I'm sanding the table.

It's a lovely gem./It's a lovelypm.

We had bread for lunch./We had Brad for lunch.

1 b - I've bought a new pan.

2 a-Didyou see the men?

3 b - Did you say'and'?

4 b - I like the fatter cheese.

5 a - Don't pet the dog.

6 a - These are bedclothes.

1c 2a 3b

1b 2c 3a

2 Amsterdam 3 Allen 4 anchor,y, salad sandwich

5 had, map, Africa, had, Saturday 6 bad, absent

7 passenger, Salvador, animals, antelope, alligator

B crashed, back, advertising, angry g contracts, cancelled, management

l0 have, back, travel, sacked

lb 2c 3a

The sound /e/ is always written with the letter 'a' (angry, taxi).

ltr,l cupPair 2: l ,1,2, 1,2

Pair 3: 1,2, 1,2, I

Pair 4: 2,2, I ,2, I

Pair 5. I ,2,2, I ,2

Pair 6: 2, l , I ,2,2

r (2) 2 (r) 3 (1) 4 (2) 5 (1) 6 (2)

Pair 2: d) ooOooOo There's a hat in the garden./There's a hut in thegarden.

Pair 3: c) ooOooO See the tracks on the rcad./ See the trucks on theroad.

3a

3b

ffi*t4c I No, not forty - fourteen.

2 No, not ninety - nineteen.

3 No, not sixty - sixteen.

4 No, not eighty - eighteen.

5 No, not thirty - thirteen.

5 The sound /r/ is usually written with the letter'i' (finish, window), and withthe letter'y' at the end of a word (very study).

Some other spellings: 'e' (example, because),'u' (minute),'ee' (coffee), 'a]"(Monday).

UNIT I lel pen2b Pair2: I ,2,2, I ,2

Pair 3: 2, I , \ ,2,2

Pair 4: I , I ,1,2,2

Pair 5: 2, I , L,2, I

Pair 6: l , l ,2,2, I

2d r( l ) 2(r) 3(2) 4(2) 5(2) 6(1)

2e Pair 1: I need a pln./I need a pen.

Pair 2: That's my bin./That's my Ben.

Pair 3: It's a big tin./It's a big ten.

Pair 4: \fhere's the Blg?/\{here's the pcg?

Pair 5: There's the bill./There's the bell.

Pair 6: She wants a chick./She wants a cheque.

2l I a - Give me another pin, please.

2 b - There's a peg over there.

3 a - I buy them in tins.

4 a - I'll just sit the alarm clock on this shelf.

5 b - He needs a new desk.

6 b - She'll just peck at her food.

3a jealous (2) help (1) everybody (4) arry (2) bench (1) Kevin tlAmerica (4) Mexican (3) Emily (3) Ben (1) very (2) bread riEddie (2)

3c ld 2b 3f 4a 5g 6e 7c

4d ex cept exercise ex pect expe dition ex'pel exlperimentex penditure expert ex pression ex tend 'extra lextrovert

5 The sound /e/ is usually written with the letter'e' (pen, hotel).

Some other spellings: 'ea (heavy, ready),'a (any, many),'ie' (friend),'ai '(again).

ffi r"v

Pair 4: b) ooOoo There's a ban on it./There's a bun on it.

Pair 5: a) oooO She's got a bag./She's got a bug.

Pair 6: e) oOooOo My ankle was !4.jured./My uncle was injured.

2t la- lVhatadir tycap!

2 b - This hut is too small.

3 b -There's a black bug on the table.

4 a-Theylive in a mad house.

5 a - I hang my coat on the door,

6 b - The children run quickly.

3c lnothing 2honey 3brother 4other

Slovely 6does Tmonth 8worry

9 company l0 wonderful

4a 1N 2A 3A 4N 5A; wordsforstatement:strong,dor,rrn

5 The sound /n/ is usuallywritten with the letter'u'.

Some other spellings: 'oe' (does), 'ou' (cousin), 'o' (many common wordswith the sound ltl have this spelling, e.g. words in 3c above; others: love,above, onion, monkey, comfortable, gloves, coloured, London, money)

UNIT 6 ls'^l heart

Minimal pairs A2b PairZ: r ,2,2, 1,2

Pair 3: l , I ,2,2, I

Pair4:2, 1,2,2, I

Pair 5: I , I , I ,2,2

2d r(2) 2(r) 3(r) 4(2) 5(r)

2e Pair 1: \,Vhat a lovely capl/\iVhat a lovely carp!

Pur2: He touched his hat./He touched his heart.

Pair 3: It's a farm cat./It's a farm cart.

Pair 4: There's a ban on it./There's a barn on it.

Pair 5: I'll pack the car./I'll park the car.

Minimal pairs B2b Pair2: 2,2, I ,2,1

Pair3:2, 1,2,2, 1

Pair 4: I , 1,2,2, I

Pair 5: 2, I ,2, l , I

2d I ( l ) 2(r) 3(2) 4 ( l ) 5(2)

2e Pair l:What a beautiful cupl/What a bcautiful carp!

2t

Key l9I

Pair 2: There's a problem with my hut./There's a problem with my heart.

Pair 3: He covered his cut./He covered his cart.

Pair 4: \Mhat's in that bun?/lVhat's in that barn?

Pair 5: 'Come down', she said./'Calm dor,rrn', she said.

I c - He's broken my heart.

2b-That 'sabadcut.

3a-Igavehimacap.

4 b - There's a mouse in this barn.

5 a -rvVhy don't you come down?

6 a - I don't like Patty's.

I marvellous 2 fantastic 3 smart 4 fabulous 5 attractive

The sound /all is usually written with the letter 'a (father, ask).

Some other spellings: 'au' (aunt), 'al' (half), 'ear' (heart), 'ar' (star).

Review1 ban 2bet 3 bud 4 peak 5 party

1 done, doesn't, does, come, us

z}ralf, arm, are, arent, cant

3 people, piece, these, she, need

2f 3d 4b 5a 6e

aglvertising undersland Lebanon lemonade sanelwichexpg4sive sunglasses fantastic phOtograph guitar

review task

cheaper, cheapest, eat, Marguerite's, cheese, please, beef, tea, teas, me,three, Christina, Peter, Ianine

interesting, films, evening, Mrs lmrslzl , is, Kim, in, coming, cinema, it's,Children's, film, festival, ill, Bill, we've (weakform of we),tickets,prize-winning, children, listen, is it, gorillas, chimpanzees, Africa, six, Olympic,

nastics, competitions, big, History, English, Cricket, terrific, pity, miss,kids, begins, fifty, minutes, quick, beginning.

friends, Emma, Ben, hello /heleu/ or /heleu/, Emily, Eddie, everybody,except, Adele, again /egen/ or /egern/, Kevin, Red, Peppers, terribly, yes,better, said, help, yourself, Mexican, bench, French, bread, shelf, get,lemonade, met, yet, very friendly, spend, America, best, Kerrie, well,jealous, expensive, spent, everything, any, left

Aaron, AjaxTravel, Amsterdam, Mrs Allen, anchovy, salad, sandwich,contact, Anthony map, ica, had, Saturday, bad, habit, absent, passenger,San Salvador, animals, anteater, antelope, alligator, crashed, backup,advertising, programmes, angry, contracts, cancelled, management, have,come back, sackedStrong forms: He had to ...; He hadnt done the ...; He doesn't have to ...

3c

5

UNIT 7I

2

3

4

Additional

Unit I

Unit 2

Unit 3

Unit 4

E ""vUnit 5 doesnt, love, honey, Duncan, nothing, unhappy, understand, much,

untrue, cousin, Iustin, brother, Dudley, funny, one, other, Hunter, I ly,unattractive, utter rubbish, does, just once, month, lunch, mustnt, worrycompany, just, shut up, wonderfulNote: buf is usually pronounced with the weak form /bat/.

dance, dancer, photograph, MartinNote: Strong forms: They are. Here you are.

UNIT 8 lol clock2b Pair2: I , I ,2, I ,2

Pair 3: 2,2, l , 1,2

Pair 4: I ,2,2,2, I

Pair 5: 1,2, I ,2,2

Pair 6: 2,2, 1,2, I

2d r(2) 2(r) 3 (1) 4(2) 5 ( l ) 6 (1)

2e Pair 2: b) oooOO He's got a white cat./He's got a white cot.

Pair 3: a) OooO Look for the fax./Look for the fox.

Pair 4: e) OoooO Put it in a sack./Put it in a sock.

Pair 5: d) OoOOo Turn that 1ap slowly./Turn that top slowly.

Pair 6: c) ooOoO I can see their backs./I can see their box.

2l I b -'What a pretty little cot!

2 a-He tried to put his head in a sack.

3 b - The top was made of metal.

4 a -'vVhich Pat do you want?

5 a - I liked the baddie in that film.

6 b -Write in block letters.

5c lhorrible 2soft 3strong 4hot 5long 6popular

4b 2 tbox (command)3 . hot, MrsWong (suggestion)4 'washing machine, Robin (suggestion)5 I office (command)6 / shops, Oscar (suggestion)7 t doctor, Bronwen (suggestion)

5 The sound /o/ is written with the letter 'o' (on, stop).

Some other spellings:'a' (want, what), 'au' (because).

Key 193'

UNfT 9 lc'^l ball2b Pair 2: 2,2, l , l , I

Pair 3: l , I ,2, 1,2

Pair 4: 1,2, 1,2, I

Pair 5: 2,2,2, I , I

Pair 6: 2, I ,1,2, I

2d r(2) 2(2) 3 (r) 4(2) 5 ( l ) 6 (1)

2e Pair l: Is your name Don?/Is your name Dar,rryr?

Pair 2: This cod was in the sea./This cord was in the sea.

Pair 3: He was shot./He was short.

Pair 4: It's a small paI./It's a small port.

Pair 5: Look for the fox./Look for the forks.

Pair 6: I don't like these spots./I dont like these sports.

2f I b - My doctor doesn't like these sports.

2 a - These pots are very dirty.

3 b - Look at that white cord on the water.

4 a - Mr Smith was shot.

5 a - The lion walked towards Tom and Rod.

6 a - I said,'\A/hat a dog!'

4b I In the drawer? 2 It's too warm?

3 Georgia? 4 Forty-five forks?

5 A horse? 6 At four in the morning?

7 Orlando? In NewYork? 8 IVly fault?

5 The sound /cll is written with the letter'aw' (Dawn), 'or' (cord), 'a' (ball),'augh' (daughter).

UNIT lO lul book2b Pair 2: L,2,2, I , I

Pair 3: 2,2,2, I , I

Pair 4: 2, I ,2, l , I

Pair 5: I , I ,2, 1,2

2d 1(1) 2(2) 3(1) 4(2) 5(2)

2e Pair 2: you

Pair 3: I'll

Pair4: around

Pair 5: me

2l

@ *"v

UNIT I I2b

1 b -That cook is very noisy.

2 a - Lock it up carefi-rlly.

3 a - He's my godfather.

4 a - How do you spell 'cod'?

The sound /ui is usually written with the letters 'oo' (foot, good) or'u'(push, put).

Other spelling: 'o' (woman).

/u:/ bootPur2:, L,1, I ,2,2

Pair 3: 2, l ,1,2, L

Pair4:2,2, 1,2, I

Pair 5: 2, l , 1,2, I

I (2) 2 (L) 3 (1) 4 (l) 5 (l)

waterproof boots

a wind-nroof iacket

childproof contahers

an ovenproof dish

a waterproof coat

a bullet-proof vest

I a - Look, I want you to come here.

2 a-That's full.

3 a - Did you say'Pull'?

4 b - That's a foolish skirt.

5 b - He wooed Mary.

GIRLS: (2) noon, Luke

MISS LUKE: (4) noon, learn, cook, soup(5) turn, p.u, look, un, two

LUCY: (2) cuse, Luke

MISS LUKE: (1) Yes

LUCY: (2) chew shoe

MISS LUKE: (5) who, chew, floor, you, Lu

LUCY: (2) No, Su

MISS LUKE: (1) \tVho

LUCY: (2) Su, Duke

SUSAN: (3) me, stu, IuJULIE: (l) yzu

SUSAN: (B) was, me, my, mouth's, full, chew Look, Luke

2d

2e

2l

3c

Key I95

JULIE: (4) Stop, hair, Su, you

SUSAN: (1) YOU

JULIE: (1) YOU

MISS LUKE: (I1) use, me, you, two, t in, rude, stay, school, stead, p, pool

The sound /ur/ is usuallywritten with the letters'u' (music) or'oo' (food).

5 Some other spell ings:'o' (do),'ou' (you), 'ui ' (fruit), 'oe' (shoe), 'ew' (new),

'wo' (two),'ough' (through).

UNIT 12 ls;l girl

Minimal pairs A2b Pair2: 1,2,2,2, r

Pair 3: l , I ,2,2, I

Pair 4: 1,2,2, I ,2

2d r (1) 2(2) 3 (1) 4 (1)

2e Pair 1: She's got four./She's got fur.

Pair 2: It's a torn sign./It's a turn sign.

Pair 3: I wouldnt like warm soup./I wouldnt like worm soup.

Pair 4: He's a fast walker./He's a fast worker.

Minimal pairs B2b Pair 2: I , I ,2, I ,2

Pair 3: l , I , l ,2,2

Pair 4: 2,2, 1,2, I

2d 1(r) 2(2) 3(1) 4(2)

2e Pair 1:The sign says ten./The sign says turn.

Pair 2'. Look at it, Ben./Look at it burn.

Pair 3: It's a colourful bed./It's a colourful bird.

Pair 4: It's the west wind./It's the worst wind.

Minimal pairs C2b Pair 2: 2,2, 1,2, r

Pair 3: I , I ,2, 1,2

Pair 4: L, I ,2,2,2

2d 1(1) 2(2) 3(2) 4(1)

2e Pair 1: Fabulous fun./Fabulous fern.

Pair 2: Look at that bun. /Look at that burn.

Pair 3: That's a tiny little bud./That's a tiny little bird.

Pair 4: There's a gull on the beach./There's a girl on the beach,

196 rcy

2f I a-That 's averysmal lbed.

2 b - He's got a lot of buns.

3 a - That's a very long ward.

4 a -Why dont you walk faster?

5 b - She always wears shirt dresses.

6 b - His name's John ... er ... Thomas, I think.4b 2 not sure

3 expects agreement4 not sure5 expects agreement6 expects agreement

5 The sound /s:/ is usually written with the letters 'ur' (turn), 'or' (worm),'ir' (bird) or'er' (fern).

UNfT 15 lal a camera3c la 2b 3b 4b 5a 6b

4b A: I'm going te the librery.

B: Can ya buy semething fe me et the newsagent's?

A: Bet the newsagent's is e mile frem tha librery

B: No. Not that newsagant's. Not the one thet's next ta thefish end chip shop. I mean the one that's near tha butchers.

A: Oh, yes. Well, what da ya want?

B: Seme chocoletes end a tin ef sweets and en eddress book.

5 The sound /e/ is usually written with the letters 'a' (again, woman), 'o'(today, police), 'e' (open, quiet), 'er' (water, mother).

Some words have the sound /e/ when they are weakly stressed in asentence, and are written with'a' (am, a, an, and, as, at, shall), 'o' (for, fron.ol to) and'e' (the, them).

UNIT 14 REVIEWI lpul l 2fal l 3could 4word

2 | were, burn, early, shirt, worst

2 torn, water, all, four, talk

3 shoe, two, through, super, do

4 full, cook, would, look, good

3123456

Additional review task

Unit 8 O sh, wrong, Mrs Bloggs, want, holiday, horrible, job, washing, socks.bottle, soft, strong, lots, hot, long, often, sorry got, wants, popular

Kev 197

Unit 9 sports, report, four, morning, Roarers, football, York, Laura Short, reporter,airport, all, footballers, lking, towards, George Ball, alvful, score, forty-four, fault

/fcrlti or /fnlt/, forwards, always, falling, ball

Unit l0 book, Mr Cook, could, put, bookshelf, full, cookery shouldnt (shouldhereis the weak form /Jed/), look, took, foot, good

Note: room, bedroom can also be pronounced /ru:m/.

Unit I I , rudest, students, school, afternoon, Miss Luke, soup, computers, unit,twenty-t$'o, excuse me, Lucy, cherving gum, shoe, who (strong form), thryou (strong form), Susan Duke, Julie, excuse, continue, rudeness, pool

Unit 12 worst, nurse, thirsty, hurts, dirty, shirts, rk, early, er, Turner, weren't(strong form), were (strong form), Thursday, Sherman, Sir Herbert, ColonelBurton, world

Unit I3 See Key for 4b on page 196.

UNfT 15 let l male2b Pair 2: l , l , 1,2, I

Pair 3: 2, I , I ,2, I

Pair 4: I ,2, I ,2, I

Pair 5: 2,2, l , 1,2

Pair 6: l ,1,2,2, I

2d r(2) 2(r) 3(2) 4(2) 5(1) 6(1)

2e Pair 1: \.Vhat an argful pcn!/\Mhat an awful parn!

Pair 2: The dog's in the shed./The dog's in the shade.

Pair 3: It's a difficult edge./It's a ellfficult age.

Pair 4: Just wet./Iust wait.

Pair 5: Test this food./Taste this food.

Pair 6: That's too much peppcr./That's too much Bap€r.2t 1 a - This student has a very bad pen.

2 a - Let's sit in the shed,

3 a - Please give me some more pepper.

4 b - The children were late out from school.

5 a - Her letter writing is very good.

6 a - Open the door and get ready to leave.

4b 2 TodayS

3 Eighty-eight

4 Going a\Alay?

s eypldhei

6 To SFin?

7 Me?

198 Kev

UNIT 162b

The sound /erl is usually written with the letters 'a (take), 'ay' (day) or'ai'(wait).

Some other spellings: 'ey' (grey), 'ea' (break), 'eigh (eight).

latl linePair2:2,2, I ,2, I

Pair 3: I , 1,2,2, I

Pair4:2, I ,2, I ,2

Pair 5: I , 1,2, I ,2

Pair 6: 1,2,2, I ,2

| (2) 2 (r) 3 (1) 4 (2) 5 (2) 6 (r)

Pair l: That was a good bar./That was a good buy.

Pair 2: \Mhat a noisy bark./\Arhat a noisy bike.

Pair 3: He loves his Pa./He loves his pte.

Pur 4: It's got two R's./It's got two eyes.

Pair 5: It's a cart./It's a kite.

Pair 6: Check the heart./Check the height.

la- Iwantanewcart .

2 b -The old ladywas dining.

3 a -ll/hat a big star!

4 b - She has a good life.

5 a - This leather's hard,

6 b - Do you like pie?

I nice 2 iced 3 type 4 bike 5 mobile

I Friday 9 climbing 10 spider6library 7 tonight

The sound /a/ is usuallywritten with the letters'i' (time) or'y' (sky).

Some other spellings: 'igh (high), 'ey' (eye),'ie' (lie),'uy' (buy).

2d

2e

2t

3c

2b

UNfT lT.lctl boy

2d

2e

Patr2:2, I ,2,2,2

Pair 3: l ,1,2, I ,2

Pair4:2,2,2,1,1

Pair 5: I ,2,2, l , I

| (2) 2 (r) 3 (2) 4 (1) 5 (2)

Pair 1: It's all there.i It's oil there.

Pair 2: It's a ball on his head.i It's a boil on his head.

Pair 3: Look at that golden corn./Look at that golden coin.

Pair 4: The pgper tore./The paper toy.

Pair 5: Hear the engine roar./Hear the engine, Roy.

Key I99

f I b - t tound this coin in the garden.

2 b - The little boy was troiling with anger.

3 a - Look! It's all on the floor.

4 a - Awl You've broken that glass.

5b-He'saterr ib leboy.

6 a - Did you put a\\ of it in the sa\ad?

4a annoying unemployment oyster

employer appointment enjoy

poisonous destroyer ointment

moist embroidery toilet

disappointed join

4b Disappointed / drse pcrntrd/ and unemploymeief / rrnrm'plclment/ havesecondary stress on the first syllable. The main strong stress is on the thirdsyllable.

5 The sound /crl is written with the letters 'oi' (noise) or 'ov' (bov).

UNIT l8 laul house2b Pair2: I , I ,2,2,r

Pair 3: I ,2, 1,2, I

Pair 4: 2, L,2, l , I

Pair 5: I , 1,2, 1,2

2d | (2) 2(2) 3 (1) 4 (1) s ( l )

2e Pair 1: It's the best car./It's the best cow.

Patr 2: It was a long bar./It was a long bow.

Pair 3: Her bra was wrinkled./Her brow was wrinkled.

Pair 4: There's beautiful grass here./There's beautiful grouse here.

Pair 5: 'Arch!' he said loudly./'Ouch!'he said lOUdly.2I I a - The bus drove into the car.

2 a - There's a lot of grass near the farm.

3 b - Her brow was white.

4 a -'Hat' he said loudly.

5 b -'Ow!' he said, 'You hit me.'

6 b - Near the mountain there is a little tor.tm.

3b shouting; €atm Sit; tenm bror.tm; Cer,rnr out; AIew? How?;en=the+et*n+aift in the tovrm

4b lc 2a 3b 4f 5d 6e

4d le 2c 3b 4a 5d

5 The sound /aui is written with the letters'ou' (about) or'ow' (dornm).

E *"u

UNIT l9 leul phone

Minimal pairs A2b PairZ:1,1,2, I ,2

Pair 3: 2, l , 7, 2, 2

Pair4: 1, I ,1,2,2

Pair5: L,2,2, 1,2

Pair6:2,2, 1, 1,2

2d r(2) 2(r) 3(2) 4(1) 5(2)

2e Pair 1: It's a large burn./It's a large bone.

Pair 2: It's a green fern./It's a green phone.

Pair 3: That's my Bert./That's my boat.

Pair 4: I work early./I woke early.

Pair 5: He likes flirting./He likes floating.

Minimal pairs B2b Pair2: r , r ,2,2,2

Pair 3: I ,2, 1,2,2Pair 4: 2,2, I , l , I

Pair 5: l , 1,2,2,2

2d 1( l ) 2(2) 3(2) 4(1) s(1)

2e Pair 1: Gino's caught./Gino's coat.

Pair 2: It's a nought./lt's a note.

Pair 3: We had a bought picnic./We had a boat picnic.

Pair 4: It's my jalg./It's my loe.Pair 5: Give me the ball./Give me the bowl.

2t I a - They have a nice green fern in the hall.

2 a -You can have coffee. Or do you want tea?

3 b - It's a very heavy bowl.

4 a - Don't burn the chicken.

5 a - I walk early in the morning,

4a old: cold, sold, hold, told, goldhole: bowl, stole

4b Across: I lonely 2 wont 3 no 4 go 5 pillowDor,r,rr: l low 2on 3no 4go Syellow

5 The sound /eu/ is usually written with the letters 'o' (go, old), 'oa' (boat) or'ow'(know).

r"l' *i.,.

UNIT 2O lrcl year2b Pair2: L,2,2,2, I

Pair 3: 2, I ,2, 1,2

Pair 4: l ,1,2, I , I

Pair 5: 2, l , 1,2,2

2d 1(1) 2(I) 3(2) 4(2) 5(1)

2e Pair 1: That E's too big./That ear's too big.

Pair 2: It's a small bee./It's a small beer.

Pair 3: This tea tastes salty./This tear tastes salty.

Pair 4: It's an old p€a./It's an old pret.

Pair 5: He has a black bead.i He has a black beard.

2t 1b-I 've justswal lowed abeer.

2 a - The tea fell on the floor.

3 a -\l/hat a funny bead!

4 b - That's a very unusual pier.

5 a - There should be two 'E's and you've only got one.

6 b - How are you, dear?

3c lbeer 2year 3clear 4mountaineer 5beard 6beer Thear8 Cheers

4b He can hear_us too.

Dear_old Mrs Lear_is here_in the kitchen.

This mountaineer*always spends some time each year_in the mountains.

5 The sound /re/ is usually written with the letters 'ea' (dear, ear).

Other spellings: 'ere' (here).

UNIT 21 leal chair2b Pair 2 ' . 1,2,2,2, I

Pair 3: 2,2, l , I ,2

Pair 4: 2, I ,2, I ,2

Pair 5: I , I , l , 1,2

Pair 6: 2, l , 1,2,2

2d 1(1) 2(2) 3(2) 4(2) s(r) 6( l )

2e Pair 1: The ear isn't good./The air isn't good.

Pair 2: It's a sweet beer./lt's a sweet bear.

Pair 3: That's an old ptcr./That's an old pear.

Pair 4: How do you spell'hear'?/How do you spell'hair'?

Pair 5: That's a tear./That's a tear-

Pair 6: 'Three cheersl' he said./'Three chairsl' he said.

2O2 Key

2I I a -'Three cheers', he said.

2 b - There was a small bear on the table.

3 a - That's a very big pier.

4 a - Look! It's here.

5 a - Can I borrow your pen, please, Dan, dear?

6 b - He said her name but it wasn't Claire.

4b There_it is.

They're_under_a table.

I've looked everywhere_in the house.

5 The sound /ee/ is usually written with the letters 'are' (square) or 'ere'(where).

Other spell ings: 'eir ' (their), 'ear' (wear).

UNIT 22 REVIEWI lbuy bhere cair dweigh etoe

2 | page, weight, pain

2 shy, frightened, sigh

3 how's, owl, found

4 home, snow, though

5 their, they're, stare

3 | We're looking for a builder or an architect, Adler and Anderson.

2 \Mhere are their offices?

3 They're over there, aren't they?

4 Are you an engineer or an architect, MrAdler?

5 I'm a structulal engineer and this is BlaitAnderson, our architect.

4 timetable today gycling horse riding appolntment snowba-atmosphere 4qwhere work it out turn it dor,rm


Unit l5 railway, station, Mr Grey, waiting, train, late, ages, eight eighteen, Baker,afraid, made, mistake, timetable, changed, April, May, today, say

Unit l6 Heidi, Caroline, Nigel, typing, smiling, Hi, nice, silence,like, iced, ninen--nine, e, mind, Friday, bike, riding, sometimes, mobile, Riley, five, Iibra:nineteen, High, bye, tonight, drive, climbing, Miles, right, behind, spider

Unit l7 loyce Royal, Rolls Royce, noisy, employed, boy, Roy Coyne, noise, annovir'..oil, pointing, boiling, spoilt, destroyed, disappointing,voice, toy,appointment

Unit l8 mouse, house, shouting, loudly, found, orv, d , frovrn, brown , roundaround, lounge, ground, couch, now, out, h upside down, somehor'.town, Mrs Brown

Note: our, ours are also pronounced la;1, la'.zl .

Unit l9

Unit 2O

Unit 2l

bearded, mountaineer, Mr [.ear, Austria, beer, here, dear,idea,yeag

W,r*t

Section B ConsonantsMaking English soundsI lunv. 2unv. 3v. 4unv.

5v. 6unv. 7v. 8v.

9 unv. l0 v. ll unv.

2 ld 2i 31 4a 5c 6k 7 e 8g 9b rOh l l j Iz f

3 Lb 2c 3a 4f 5d 69 7e

UNIT 25 lpl pen3c 2pocket 3potato 4pepper 5past 6pol iceman

b stop c cup d help e dropped f upstairs

4a a pu1 a pcncil a paper plaleapqt aposlcard apepperpota p€ar a pleture a plastic spldersome soap a carpet a pranoa up_q a zuppy an expcrsive plcoent for Poppya spoon an apple

5 The sound /p/ is written with the letters'p' (paper, shop) or'pp' (happy,shopping).

UNIT 24 lbl baby2b Pair2: 1,1,2,1,2

Pair 3: 1, I ,2,2,2

Pair 4: 2,2, l , L,2

Pair 5: 1,2, I , 1,2

Pair 6: 1,2,2, 1,2

2d l (1) 2(r) 3( l ) 4(2) 5(2)

2e Pair 1: It's a useful ptn./It's a useftrl bin.

Pau 2: Pen, please!/Ben, please!

Pair 3: Look at the yellowp€al./Look at the yellow bear.

Pair 4: It's an old cap./It's an old cab.

Pair 5: \A/hat a ]iysly pup!/VVhat a lively pub!

Pair 6: Do you Iike poppy?/Do you likc Esbby?2f I b -That's averysmall bin.

2 a-My friend's name is Poppy.

3 a - That pup is very noisy.

4a-I t 'sapighouse.

5 b - Put it on the horse's back.

6 a -\Mhat a lovelv peach!

Kev 203

3c Bob job pub cab proverb

4b I handbag 2 football 3 ping pong ball 4 shopping bag5 hairbrush 6 paintbrush 7 postcard 8 birthday card9 policeman l0 postman

4c shopkeeper pet shop, hip pocket blood bankblackboard beach ball bookshop bus stopbathrobe backpack baseball peppermint

5 The sound /b/ is written with the letters 'b' (cab) or'bb' (cabbie).

UNIT 25 lt l table3a travel agent (LQ) twenty-two (QLL) tonight (Le) student (Le)

important (LQ) department store (QQL) tomatoes (LL) toilet (Le)

to (L) skirts (Q) basement (Q) telephone (L) cricket bat (QQ)exactly (Q) cafeteria (L) tomatoes (LL) fruit (Q) tell (L)top (L) Thai (L) time (L) nexr (Q)

3b 2Thai 3tomatoes 4tel l 5top 6telephone Tt ime

b fruit c next d basement e restaurant f cricket bat g exactly

4c 1\Mhich floor is the restaurant on? new

2 \.4trich floor is the restaurant? old

3 \Mhat's on the next floor? old

4 \.Vhere can I buy a hat? new

5 \44rere's the sport's department? old

6'Which floor is the toilet? old

7 \Mhere's the travel agent's? new

8 \Mhere's the supermarket? old

5 The sound /t/ is written with the letters 't' (sit) or 'tt' (sitting).

Other spelling: 'th' (Thai).

UNIT 26 ldl door2b Pair 2: 1, I ,2, I ,2

Pair 3: 2,2,2, l , I

Pair 4: 1,2, I ,2, 2

Pair 5: 2,2, l , I ,2

Pair 6: 2, I ,2,2, I

2d \ (2) 2(r) 3(2) 4( l ) 5(2) 6(1)

2e Pair l:You too?/You do?

Pair 2: You sent the emails?iYou send the emails?

Pair 3: Is the red cart hers?/Is the red card hers?

Pair 4: Can he write well?/Can he ride well?

Pair 5: Does this train smell?/Does this drain smell?

Pair 6: Is there a trunk outside?/Is there a drunk outside?

I ""v2f 1b-Idont l iker id ing.

2a-That 'sanicecart .

3 a - He bought a bat, racquet and some balls.

4 b - I send all the parcels by air mail.

5 a - That's the worst sight.

6 b - I want to dry this shirt

3a The sound /d/ is louder here before a vowel.

nobody (L) darling (L) bad (Q) cards (Q) Daisy (L)date (L) played (Q) dancing (L) listened (Q) dont (L)phoned (Q) tried (Q) today (L) rained (Q)

3b 2darling 3date 4nobody 5today 6don't Tdancing

b bad c phoned d played e cards flistened g tried

5 The sound /d/ is written with the letters'd' (day) or'dd' (middav).

UNIT 27 lkl key2c They are all statements. The intonation goes down. The first four sentences

have an adjective and a noun. The most important word for the speaker'smeaning is the last one.

It's a hairy nrqt.

He's got a lovely cud.

It's a brilliant ctaqs.

She's got a strong bEck.

It's Cfilwing.

3a /k/ is louder before a vowel and the nvo words join together.

r /ks/ 2 lktl 3 /kw/ 4 llrJl 5 lkrl

milk (Q) cuckoo (LL) like (Q) next (Q) Kate (L) fork (Q)make (Q) American (L) carved (L) call (L) coffee (L)plastic (Q) course (L) cream (L)

5b 2CaLl 3Kate 4cream 5American 6cawed Tcourse8 Cuckoo

b milk c make d fork e next f plastic

4b I It's an electric cuckoo clock.

2 It's a plastic key ring.

3 lt's a dirty egg whisk.

4 It's a dirty cola bottle.

5 lt's an expensive cream cake.

6 It's a comfortable car coat.

7 It's a black address book.

Key 207

5 The sound /k/ is written with the letters'k' (ask), 'ke' (like), 'ck' (back),'c' (can),'qu' (question),'x' (taxi).

Other spelling: 'sch' (school).

UNfT 28 lsl g,t l2b Pair2: . I ,2,2,L,2

Pair 3: 2,2,2, L, I

Pair 4: I , I ,2,2,2

Pair 5: I ,2, 1,2, I

2d \ (2) 2(r) 3(2) 4(1) 5(1)

2e Pair l: It's a hairy coat./It's a hairy goat.

Pair 2: He's got a lovely curl./He's got a lovely gtrl.

Pair 3: It's a brilliant class!/It's a brilliant glass!

Pair 4: She's got a strong back./She's got a strong bag.

Pair 5: It 's crowing./It 's growing.

2I I b - That man looks like a gold fish.

2 a - There's a fly on your back.

3 a - My grandmother bought a Dutch clock.

4 a -\Mhat a beautiful curl!

5 b - There's a green frog in the garden.

6 b - The detective was looking for a good glue.

3a The sound /g/ is louder before a vowel.

computer postcard weekend catch cut camp coupleCarol Craig

3c 2 Glasgow, beginning, August 3 Carol, catch, gossip4 computel games, girls 5 guess, weekend6 postcard, Portugal 7 Greece, camp, garden8 cut, grass

4 l lgzl 2 lg l l 3 lgr l

5 The sound /g/ is written with the letters'g' (big) or'gg' (bigger).

UNIT 29 REVIEWI l tore 2Bi l l 3pay 4key 5do

2 | strong, retry, distrust, entrance, electric

2 enclosed, class, clothes, chocolate, quickly

3 appreciate, impressive, probably, present, prawn

3 lempt ied 2f i l led 3combed 4pushed 5shouted

4 Ielephone remember cafeteria photographer's a policemana postcard a paper plate Amedcan somebody a green eotfee cup

208 t er


Unit 23 passports, please, Tupman, airport, plane, Paris, Poppy, stupid, put, pocket,

1rcn, pencil, pipe, postcard, envelope, stamp, pin, stop, perhaps, plastic,

newspal)er, apple, pear, plastic, cup, spoon, paper, plates, piece, potato pie.

l)epper grot, pulling, Peter, people, impatient, help, dropped, past, upstairs,policeman

Unit24 birthday, Barbara, Rob, somelrody, blouse, beautiful, blue, butterflies, big,

black, buttons, Ruby, buy, brother, hook, llirds, remember, terribly, been,busy, job, pub, cab, callbie, ahout, but, remember, proverb, better

Unit 25 department store, customer, assistant, want, to, skirt, skirs, upstairs, nex:,get, 1'hai, cafeteria, first, fruit, next, counter, left, tins, tomatoes, try,

supermarket, basement, tell, travel, agent's, it's, right, restaurant, cricket,

bat, get, sports, equipment, take, lift, department, top, telephone, twelfth,opposite, photographer's, what's, time, exacdy, twenry-nvo, minutes, ten

Unit 26 clamaged, l)aisy, David, darling, did, do, yesterday, tlate, didn't, rainerl, <lar

and, had, bad, cokl, decidecl, phonerl, nobody, answeretl, repairetl, to<lar',

rlon't, l)onald, Dianne, dancing, didn't, stayed, played, cards, Iordan,listened, radio, studied, told, trietl

Unit 27 cuckoo, clock, like, cream, r offee, Xate (llarl, r'all, Karen (.ook, OK, than*smilk, cream cakes, thank, make, take, cale fork, excuse, next, bookshelf,electric, American, plastic, r arved, exactly, six, o'clock, quiet, t:ourse, loo.fantastir, ercit ing, clever

Unit 28 Craig, Maggie, Creg, Glasgow, beginning, August, giggling, gossip, got

together, games, girls, guess, Portugal, going, go, Greece, garden, grateful.

Srass

UNIT 50 /s/ sun2c That Sue was amazing.

It 's pronounced /sir/.

gjp it slowlv.I heard a bus.

I want the b.!g prcee.

\Mhat's the priee?

4b 2 In winter let's_ski_in the snow.

3 Sam takes_such good photographs.

4 Sarah laughs_silently.

5 In summer let's_sail into the sunset.

6 Sue likes_some cats.

7 Lucas_sends lots of text messages.

8 Is Chris_such a cheapskate?

5 The sound /s/ is written with the letters's' (bus), 'ss' (boss), 'x' (box), 'ce'

(Price) '

2d

2f

uNlT 5r2b

4b

5

UNIT 522b

2d

2e

2T

r.v @

lzl zooPair2:1,2,2,2, I

Pair 3: 2,2, I ,2, I

Pair 4: 2, 1,2, 1,2

Pair 5: 1, L,2,2,2

Pair 6: I ,2, I ,2, I

1 (1) 2 (r) 3 (2) 4 (2) 5 (t) 6 (2)

1 b -I heard abtzz.

2 a - Sip it slowly.

3 a -\Mhat's the price?

4 b - I only have a few pens.

5 b -'Help, please!'he shouted.

6 a - He lived in a town called Sackville.

I lsl lzl 2lsl lzl 3 lsl lzl 4 lsl lzl Slsl lzl 6lsl lzl 7 lzl lsl

S ls l lz l 9 ls l ls l I0 lz l lz l

2 j (otherpossibleanswersaredandk) 3k 4h 5g 6i 7I8a 9d 10c l rb l2e

The sound /z/ is written with the letters 'z' (zoo) ,'s' (dogs), 'x' (example).

{/ shoePair 2: l , 1,2, I ,2

Pair 3: I ,2,2, l , I

Pair 4: l , l , 1,2, I

Pair 5: 1,2,2, 1,2

Pair 6: 2,2, 1,2, I

r (2) 2 (2) s (1) 4 (2) 5 (1) 6 (1)

Pair l:@is third./SlIc is third.

Pair 2: I like SEe's./I like Sfrues.

Pair 3: Sip it @retully./Ship it d&efully.

Pair 4: Look at that aqs./Look at that@lr.

Pair 5: He won't W,w it. /He won't STibw it.

Pair 6: 'PaSs!' he shouted./'hsh!' he shouted.

I a - Those are Sue's.

2 b - Look at that dirty ash.

3 a -'Puss!' he shouted.

4 b - The mice lived in a shack.

5 a - I'm going to buy some new seats.

6 a - Tom should save.

3c

4b

E ""t

5

UNIT 552c

5

UNIT 542b

la,b,c,d, j

2h

se, lg

4i

2 Danish_ships

3 Scottish_sheep

4 Swedish_shampoo

5 French_champagne

6Irish_sheets

7 Polish_shirts

8 Finnish_shorts

9 Turkish-sugar

l0 Spanish_shoes

The sound {/ is written with the letters'sh' (shop).

Other spelling: 'ch (champagne).

/g/ televisionShe also has a casual iob doine sDorts massase.

She does sports massage occasionally, not every day.

Yesterday Miehgllc saw a collision outsidc the shoe shop.

She was measuring a shoe for a customer.

An ambulance took two injured pcqple to casualty.

The sound /3/ is lwitten with the letter 's' (usual, decision),

Other spelling: 'g' (garage).

Itfl chtpPair 2: I , I ,2,2, I

Pair3: 2,2,2, 1,1

Pair 4: 2, 1,2, I ,2

Pair 5: l , I ,1,2,2

Pair 6: 2, I ,2,2, I

1(r) 2(2) 3(1) 4(r) 5Q) 6(2)

Pair l:We like ships./We like chips.

Pair 2: This is a sheep farm./This is a cheap farm.

Pair 3: It's a sherry trifle./It's a cherry trifle.

Pair 4: I'll buy this shop./I'll buy this chop.

Pair 5: I couldnt cash it./I couldnt catch it.

Pair 6: He's washing the television./He's watching the television.

2d

2e

Ker. 21I

2f 1b -That's averyexpensive chop.

2 b -Would you like cherry or orange?

3 a - He's washing the television.

4 a - There are too many ships here.

5 a - I fell down and cut my shin.

6 b - I want to choose, please.

3c (2) . . . mor. . . Church

(5) . . . mor. . . Char les . . . chops.. . chi l . . . lunch

(2) Chump... shoul

(4) . . . four. . . shou.. . smal l . . . chick

(3) . . . I ike. . . choose.. . chick

(2) \tVhich ... chea

( ) This ... chea ... l ic ... chick

(8) How... much ... that ... have ... cash ...pAy... cred ... card(2) ... course ... Church

5 The sound /tf is written with the letters 'ch (church).

Other spelling:'tch' (kitchen),'t' (question).

UNIT 55 lfil January2b Pairz: r , l ,z ,2,z

Pair 3: I ,2,2,2, I

Pair 4: 2, I ,2, l , I

Pair 5: 2,2, I ,2, I

Pair 6: I , L,2, I ,2

2d rQ) 2(r) 3(2) 4(1) 5(r) 6Q)

2e Pair 1: It's a Ch'eap type of car./Ir's a i@p rype of car.

Pair 2: Are you eHoking?/Are you ftfl<ing?Pair 3: A land full of rldies./A land full of t"rdges.

Pair 4: Do you like cffirries?/Do you like @ry's?Pair 5: I want a l&ch tree./I want al&ge tree.

Pair 6: Do I write'I# here?/Do I write ade here?

2f 1 a - I don't want you to choke.

2 b - She planted a large tree in the garden.

3 a - I don't like those cheap kinds of cars.

4 b - This is my new watch, Jane.

5 a - It's chilly in the garden.

6 b - The crowed jeered when he finished speaking.

3b I village 2lanuary 3 dangerously 4 manager5 bridge 6 passenger 7 damaged g jokes

212 Kei'

4b Across: 1 church 2jam 3 jar 4 choc 5 chess 6 tor 7 such

Down: lchicken 2lock's 3just 4reach 5ok 6larger

5 The sound /dgl is written with the letters'j ' ( joke), ge (age),'dge' (edge).

UNIT 56 REVIEW| | zoo 2jam 3 so 4 she 5 chap

2 | chance, inside, answer, instructions (second and third letters but not thelast two letters), ancestors

2 range, sponge, stranger, exchange, lounge

3 intonation, electrician, expansion, Russian, fashion

3 lk isses 2sings 3bicycles 4Luke's 5books

412345678910

ndditional review task

Unit 30 it's, expensive, let's, seaside, Saturday, sweetie, yes, sailing, water-skiing,that's exciting, just, sit, sun, swimming, instead, stay, Six Star, spend,Sunday, sensible, Sue, sleep, outside, sand, smallest, possible, sum, SamSmith, such, cheapskate

Unit 5l Zena, Susan, workers, busy, parcels, Susan's, smells, Lazarus, something's,does, s , contains, isn't, animals, noise, is, buzzing, buzzes,Zzzzzzzzzzzzzzzz, those, bees, parcels, surprising, amaztng, zoo

Unit 52 special, washing, machine, Mrs Marsh, Mr ShaW shop, machines, Swedis:English, show, washes, shall, demonstration, sheets, shirts, shut , push,shouldn't, shake, should, f inished, shrunk, wish, sure

Unit 33 television, treasure, unusual, coll ision, casual, Asia, measure, garage,pleasure

Unit 34 butcher's, Charles Cheshire, cheerful, charming, butcher, Mrs Church,chops, children's, lunch, chump, chicken, choose, which, cheaper,cheapest, much

Unit 55 dangerous, bridge, Ierry, Iohn, Iust, village, jeeps, Ianuary, George, largcr,dangerously, ginger-haired, manager, agency, jokes, injured, edge,passenger, damaged, j ail

UNIT 57 lfl tanMinimal pairs A2b Pair2: I , I ,2,2,2

Pair 3: 2, I , 1,2, I

Pair 4: I , I ,2, 1,2

Pair 5: 2,2,2, I , I

Pair 6: I , 1,2,1,2

2d r(r) 2(2) 3(2) 4(2) 5( l ) 6(r)

reY fff*

2e Pair l: It's a sharp pin./It's a sharp fin.

Pafu 2: Peel this orange./Feel this orange.

Pair 3: There's no polk here./There's no fork here.

Pair 4: The sign said'Pull'./The sign said'Full'.

Pair 5: Snip these flowers./Sniff these flowers.

Pair 6: He showed me his palm./He showed me his farm,

Minimal pairs B2b Pair2:2, I ,2, I ,2

Pair 3: I , I ,2,2, I

Pair 4: 2,2, L,2, I

Pair 5: I , I ,2, I , I

Pair 6: 1,2,2, 1,2

2d 1(1) 2(2) 3(2) 4(1) 5(2) 6(1)

2e Pair 1: Hold this p4per./Fold this p4per.

Pair 2: I like heat on the back./I like feet on the back.

Pair 3: That sign said'Hill'./That sign said'Fill'.

Pair 4: This heel's different./This feels different.

Pair 5: This is honey./This is funny.Pair 6: It's got a little hole./It's got a little foal.

2f lb-That 'salongf in.

2 a-Peelthis potato, please.

3 b - She walked round the garden sniffing flowers.

4 b - Please feel this shoe.

5 a -We dont harm these animals.

6 b - That's a very big hole.

3b b3 c5 d2 e4 f l

4 l f 2a 39 4e 5d 6b 7c

5 The sound /f/ is written with the letters'f' (fun) or'ff' (flufly).

Other spelling:'ph' (photo), 'fe' (wife).

UNIT 58 lvl vanMinimal pairs A2b Pair2:2,2, I ,2, 1

Pair 3: I , l ,1,2,2

Pair4:1,2,1,2, I

Pair 5: 2,2, 1, I ,2

Pair6: I ,2,1, I ,2

2d r(2) 2(r) 3(1) 4(2) s(2) 6(1)

214 Key

)o

Pair l: Safe here?/Save hcrc?Pair 2:n'r* tr the galden?/Vine in the garden?

Pair 3: It's a fail?/It's a veil?

Pair 4: This room has a fel^8/This room has a view?

Pair 5: They need a fast ship?/They need a vast ship?

Pair 6: Ecuy late?/\tety late?

Minimal pairs B2b Pair2: l , l ,L, I ,2

Pair 3: 2, 1,2, 1,2

Pair 4: 1,2,2, 1,2

Pair 5: 2,2, 1,2, I

Pair 6: I , l , I ,2,2

2d r(2) 2(2) 3(1) 4( l ) s( l ) 6(2)

2e Pair 1: They're good bets./They're good vets.

Pair 2: He wore his best./He wore his vest.

Pair 3: Can they lift that ban?/Can they lift that van?

Pair 4: We need more bolts./We need more volts.

Pair 5: Iones won the boat./lones won the vote.

Pair 6: It's a bg1ly red colour./It's a very red colour.

2t I a -We always lift carefully.

2 b - Halve the apple.

3 a - New York is a fast city.

4 a -We've got the boat.

5 a - There should be fifty bolts.

6 a - Is safe an adjective or a verb?

4a atavil lage./inavalley./drivingavan./ofNoycmber./verycold./ofthe

nhotoeraph.

4b I van ... The farmer. 2 vine .... Four.

3 villagers ... In the valley. + arriving ... Ag[ving.

5 fir tree .... A vine. 6 five fir trees? ... Five.

5 The sound /v/ is written with the letter 'v' (van).

Other spell ings:'ve' (have),'f ' (of).

Key 215

UNIT 19 lwl window2b Pairz:1,2,2,2,L

Pair 3: 2,2, I , 1,2

Pair 4: I ,2, I ,2, I

Pair 5: 2,2, L, l , I

2d r(2) 2(r) 3(2) 4(1) 5(2) 6(1)

2e Pair 1: V didn't come before U./We didn't come before you.

Pair 2: That's the vest./That's the west.

Pair 3: The dog's vet./The dog's wet.

Pair 4: This is my best vine./This is my best wine.

Pair 5: It's a blue veil. /It's a blue whale.

2t 1a-\iVhat abeautifulvine!

2b -He wrote'we' at the beginning of the sentence.

3 a - Please change this veal.

4 b - This book is worse.

5 b -We were surprised to see some whales in the water.

6 a - Give him the vet food.

3c (4) Oh,. . Wi l l . . . Wel l . . .happ

(4) . . . went. . . Iove.. . walk. . . woods.. .

(6) Oh.. . wet. . . Was.. . ver. . . wet. . . Wednes.. .

(6) ... was ... cold ... wet ... wear ... ver ... clothes

(4) ... walked... quick... keep ... warm

(6) ... that... woods ... next ... rail ... not... quiet ...

(6) Yes ... fur ... way...rail ... ver ... quiet

(4) . . . wi ld . . . squir . . . ev. . . coun

(2) twen... squirr

(5) ... twen ... squirr ... what ... do ... Iunch

(2) . . .p lE. . . souirr

(5) ... too ... wet ... Af ... went ... Ies ...

(6) twelve. . . c lock. . . wal . . . cake.. . sweet. . . wine.. .

( l ) won.. .

(3) So . . . Wi l l . . . Wel l . . .

(1) Wel l . . .

4a ld 2a 3h 4b 5c 69 7e 8f

4b 3 Victor (new information) a Why (old information)

5 \4gtor (new information) 6 \,Vhere (old information).

216 Kev

4c I A: Hello:everybody. How* are you?B: Hello:Emma. Oh:I'm OK noq" I had the flu.".and felt terrible.

2 A: Who:isn't here?B: foe:isn't. A few:others aren't.

3 A: Is Sue* OK? Anybody know* about Sue?B: I dont know3if Sue:is offwith the flu:as well.

4 A: How do:I get to*a garage?B; You go* under a bridge and through:a village.

5 A: Do you:understand?B: NoJI don't really.

6 A: Oh:it's solunfair! You:always get two:ice creams.B: Grow*up!

5 The sound /w/ is usually written wirh rhe letter'w' (well).

Other spellings: 'wh' (what), 'qu' (quick), 'o' (one).

UNIT 40 ljl yellow2b Pair 2: l , I ,2, I ,2

Pair 3: I , l , I ,2,2

Pair 4: 2,2, l ,2, I

Pair 5: 2, 1,2, I ,2

2d r( l ) 2(1) 3(2) 4(2) 5(2)

2e Pair l: That's a wonderful joke./That's a wonderful yolk.

Pair 2: There's nS jUiec./There's no use.

Pair 3: Would you like jem?/Would you like yam?

Pair 4: Iess, I love you./Yes, I love you.

Pair 5: He sang over the j€crs./He sarg over the ycaru.

21 1b-That 'sabadyolk.

2 a - Let's eat jam.

3 a - Iess, let's go to the cinema.

4 b - These were terrible years for him.

5 a -What juice is that?

6 a - He hasn't flown by jet.

5b luniversi ty 2music 3tuba 4knew 5New 6tubes7 Europe B stupid

4a lb 2a 3d 4e 5c

4b I A: Let's play3a card game.B:OKiI ' l l deal.

2 A: That boy3is very rude.B: Yes. He:ought to be more polite.

3 A: Are those printouts of myr srn2il53B: Yes, theYl 31s.

2d

2f

5

UNIT 4T2b

5

UNIT 42Minimal2b

Kev 217

4 A: HeJalways feels sad when he's alone.B: Ijunderstand. Iloften do too.

5 A: Say3it again, please.B: I said today3is my j eightieth birthday.

6 A: Theylall had a good cry3at the funeral,B: There wasnt a dry3eyelin the church.

The sound /j/ is written with the letters'y' (yes) or'u' (student).

Other spelling'ew' (new).

lhl hatPair2:1,2,2, I ,1

Pair 3: 2, I , I ,2, I

Pair 4: l , 1,2,2,2

Pair 5: 2,1,2,1,2

Pair 6: 2,2, I , I ,2

1 (1) 2 (2) 3 (2) 4 (1) 5 (2) 6 (1)

I a - I dont like these eels.

2 a-He hurt his foot, leg and arm.

3 b - These children have got beautiful high brows.

4 b - Do you like heart?

5 b -'How!' he shouted loudlv.

6 a -What lovely air!

2 how/injured 3 hospital/ambulance 4 hit/ice-cream5 having/operation 6 Helena/unhappy 7 helall

1\tVho found (h)im?

2rv1lhat's (h)is name? Harry?

3 \A/ho else (h)ave you spoken to? She's (h)is wife?

4'vVhat's (h)er phone number? She hasn't a phone? (H)as she got a mobile?

5 \Mhat (h)as the neighbour said about (h)im?

6What (h)ad (h)e eaten?

The sound /h/ is written with the letter'h' (hill).

Other spelling: 'who' (who).

/0/ thinpairs APair 2: L, I ,2,2, I

Pair 3: I ,2,2,2, I

Pair 4: 2,2, I ,2, I

Pair 5: 2,2,2, 1, I

4b

218 Key

2d r(2) 2(r) 3(2) 4( l ) s( l ) 6(2)

2e Pair 1: \Mhat a sweet little mousel/\,Vhat a sweet little mouth!

Pair 2: Is this sum OK?/Is this thumb OK?

Pair 3: It's very sick./lt's very thick.

Pair 4: He's sinking./He's thinking.

Pair 5: There's a mountain paSS./There's a mountain palh.

Minimal pairs B2b Pair 2: l , I ,2,2, I

Pair 3: I , I , L,2, I

2d r(2) 2(r) 3(r) 4(2)

2e Pair I: He's got a first./He's got a thirst.

Pair 2: A fin soup, please./A thin soup, please.

Pair 3: I d like a half./I d like a hearth.

Minimal pairs C2b Pair2:1,2,2, I ,2

Pair 3: I , I ,2,2, I

2d I (2) 2(2) 3(2\ 4(1)

2e That's a big tree./That's a big three.

The President sends his tanks./The President sends his thanks.

The knife was hidden in a sheet./The knife was hidden in a sheath.

2t I a - I always sink in the bath.

2 b - He's got a big mouth.

3 a - Don't burn it. That saucepan is only tin.

4 b - The teacher thought quickly.

5 a - Look at that moss on that stone.

6 a - The tvvo men fought very hard.

3c 2 month 3 three 4 mathematician 5 Roth's 6I

4b 2c 3e 4a 59 6d 7f

5 The sound /0/ is written with the letters'th (think).

UNIT 45 ldl the featherMinimal pairs A2b Pair 2: I , l , 1,2,2

Pair 3: I , 2, 1,2, I

Pair 4: 2,2, l , I ,2

Pair 5: 2, I , I ,2,2

2d 1( i ) 2(2) 3(2) 4(1) 5(2)

Kev 219

2e Pair l: Smith is bigger, Dan Iones./Smith is bigger rhan lones.

Pair 2: Day arrived./They arrived.

Pair 3: Iin1 dares his friend./Iim there's his friend.

Pair 4: Doze after lunch./Those after lunch.

Pair 5: I don't know her sister, Ida./I don't know her sister either.

IVl inimal pairs B2b Pair2:2,1, I ,2, I

Pair 3: l , I ,2,2,2

Pair 4: 2,2, I ,1,2

2d l (1) 2(2) 3(2) 4(1)

2e Pair 1: The shop sign said'Closing'./The shop sign said'Clothing'.

Pair 2:Breeze means air mqving./ Breathe means air moving.

Pair 3:The boos echoed loudly./The booth echoed loudly.

Pair 4: That's a large size./That's a large sclrthe.

21 1 a -We don't like his wife, Ida.

2 a -Day came later than in summer.

3 a - Jim dares his friend.

4 a - She needs a smaller size.

5 b -Wiil they sea bathe?

6 b - The booth sounded very bad.

4b ld 2e 39 4c 5f 6a 7b

5 The sound /d/ is written with the letters 'th' (the, this, that, these, those,they, there, their, they're, then, that, them).

UNIT 44 REVIEWI lwe 2how 3foe 4thigh 5this

2 I coughed, Iaughed, lofry soft, lift

2 months, Iengths, Iudith's, naturopaths, tablecloths

3 Swedish, sweeten, swum, swear, suite, swift

3 Ijasked you:a question, Wesley.

Oh:I'm sorry j I didn't hear you, Yasmin.

You:often do that, and I , always get annoyed.

Oh:is that so? \Mhyjis that, Yasmin?

It's just annoying!Why, n1" you doing it, Wesley?

lust to:annoy you, Yasmin.

4 valley village beautiful rcilway Europe perhaps hospitalmathematician author leather

22O Key


Unit 37 funny, photographer, afternoon, Fred Phillips, photograph, myself, wife,

Phillippa, fill, form, fblt-tipped, prefer, full, front, profile, finished, sofa,

comfortable, feels, fine, friendly, laugh, difficult, il, soft, beautiful, for, fifth,

February phone, office, after, five

Unit 38 riew, \'ander, lir'ed, very, \'ictor, fire, \irienne, arrired, of, lorely, hare,

rillage, ralley, love, Iir"ing

Unit 39 lralk, rn'oods, \\rilliam, \\'ednesday, \\inona, rtell, rthat, \t€, ll'ent, \1€t,

nasn't, \\'ednesday, lt€re, tr'earing, \\arm, nalked, rail quiet, an'ay, rvas,

nild, squirrels, every ere, t\$enty, nith, aftenrards, trtelve, s"alnut, sl\reet,

ite, wine, nonderful

Unit 40 stupid, \'ee, you, use, York, Young, yes, universit); )€ars, Hugh \"ip, music,

student, used to, )ellow beautiful, tunes, tuba, kn news, millionaire,

NewYork, produces, onion, st tubes, Europe, newspaper, ,resterday

Unit 4l horrible, Hi, Holly, have, heard, happened, Helena's, husband, has, had, his,

horse, how he, he's, hospital, happen, hit, behind, house, having, unhappy,perhaps, he'll, hope

Unit 42 Catherine, Ruth, Samantha Roth, thirty, thought, thirty-three, Samantha's,

birthday, Thursday, month, Roths', worth, thousand, three, author, moths,

mathematician, thirsty, something, nothing, thank you

Unit 43 Miss Brothers, the, with, there, together, feathers, other, that, either,

leather, another, than, smoother, rather, clothes

Note: with can also be pronounced /wIO/.

UNIT 45 lml mouth2c The mile is very old.

This is mine.

He loves his mummy.

I want a comb.

He's plsud of his name.

3c 2met 3remember 4manners 5come 6make Tmaybe8 time 9 Mum 10 tomorrow

4c I \Mhat did you say?2 l'm thinking about what to say.3 Yes.4 How nice!5 What did vou sav?6 Yes.7 How nice!

5 The sound /m/ is written with the letter'm' (make).

Other spelling:'mm' (summer),'mn (autumn),'me' (time).

Key 221

UNIT 46 lnl nose2b Pair2| . r ,2,2,r ,2

Pair 3: 2,2, I ,2, L

Pair 4: l , 1,2, I ,2

Pair 5: 1,2, 1,2, I

2d r(2) 2(2) 3(r) 4Q) 5(2)

2e Pair 1: c) oOoooO The mile is very old./The Nile is very old.

Pair 2: b) ooO This is mine./This is nine.

Pair 3: e) ooOo He loves mummy./He loves money.

Pair 4: a) oooO I want a comb./I want a cone.

Pair 5: d) oOooO He's proud of his name./He's prouel of his mane.

2t 1b-Iwanttwo cones, please,

2 b - I'll give you nine.

3 b -\Mhat a beautiful mane!

4 b - I onlywant sunflowers.

5 a - Please warm the children.

6 b - He loves his mummy.

3c lNelson 2Certainly 3stat ion 4oven 5garden 6eleven7 television B prison.

5 The sound /n/ is written with the letter'n (no).

Other spellings: 'kn' (know), 'nrf (funny), 'ne' (phone).

UNIT 47 lql ringMinimal pairs A2b Pair 2: 2,2, 1, I ,2

Pair 3: 1,2, l , 1,2

Pau4:2,2, l , l ,L

Pair 5: L, I ,2,2, I

Pair 6: 1,2, 1,2, I

2d r(1) 2(2) 3(2) 4(1) 5(2) 6(1)

2e Pair l: \Mhat a win!/\Mhat a wing!

Pair 2: \Mhy this thin?/\tVhy this Lhing?

Pair 3: Ban the book./Bang the book.

Pair 4: They ran for an hour./They rang for an hour.

Pair 5: She has never run before./She has never rung before.

Pair 6: Is it Ron?/Is it wrong?

222 Key

Minimal pairs B2b Pair 2: 2,2, I , I , I

Pair 3: I , 1,2, 1,2

Pair 4: I , 1,2, l , I

Pair 5: I , I , I ,2,2

2d l (1) 2(r) 3(2) 4(2) 5( l )

2e Pair I: I ' l l give you a wink./I ' l l give you a wing.

Pair 2: He's sinking./He's singing.

Pair 3: The rink was a p€Ifect circle./The ring was a perfect circle.

Pair 4: \Mhat a terrible stink!/lVhat a terrible sting!

Pair 5: Bank it guiekly./Bang it quickly.

2I I a-That 's Ron.

2b-Somebodyrang.

3 a - Tom always sinks in the bath.

4 b - \Mhat a beautiful wink!

5 c -You should bang it.

6 b - This is not the right place for sinkers.

3b effii*g morning; t€Jkin€ singing; put+in€ hanging;€€fia€ doing;ifl,t€rcsting pink; {alling going ;v'rhi€perin€ shouting; \Aialki€€ running;+hin*i€€{b€t*t€e++in6#fF{€ffi€e sleeping

4a I \Mhats Angus Lang doing? He's banging some nails into the wall.

2 What's Angus doing? He's hanging some strong string on the nail.

3 \A/hat's Susan Lang doing? She's bringing something for Angus to drink.

4 \Vhats Mr Lang doing? He's hanging from the string.

5 \A4rat's Mrs Lang doing? Shes ringing the bell.

6 \Mhat's Duncan King doing? He's sleeping.

5 The sound /p/ is written with the letters'ng' (sing).

Other spelling: 'n' (drink, English).

UNIT 48 lll letter2b Pair2: 1,2,1,1,2

Pair 3: 2, 2, l , 2, I

Pair 4: 1,2,2,2, L

Pair 5: 2,2, l ,2, I

2d rQ) 2(r) 3(2) 4(2) 5(2)

2e Pair l: We need no tables./We need low tables.

Pair 2: It's a bright night./It's a bright light.

Pair 3:That nine is too long./That line is too long.

Ker' 225

Pair 4: I love Ienny./I love jelly.

Pair 5: That's a snapping noise./That's a slapping noise.

2t I a - Look! The moon's shining. \Mhat a lovely night!

2 a - There are no chairs here.

3 a - This shouldn't be on the bin.

4 b - It's a lot of string.

5 a - I'm wearing snow shoes.

6 b - I'm going to buy some slacks.

3c lear ly 2o'c lock 3lef t 4 lamb 5salad 6ol ives Treal lvB glass 9 slice f0 jelly

4d lbeautiful 2careful 3special 4sensible 5gentleman6 bicycle

5 The sound /l/ is written with the letter'l' (like).

Other spellings: 'le' (apple), 'll' (all).

UNIT 49 lrl rain2b Pair 2: 2, 1,2,2, I

Pair 3: I ,2, I ,2,2

Pair 4: 2, I , I ,1,2

Pair 5: 1,2,2, 1. , I

Pair 6: 2,2, l , I , I

2d r(r) 2(2) 3(1) 4(2) 5(r) 6(1)

2e Pair l: a) ooOO It's the long road./It's the wrong road.

Pair 2: c) ooo Is it light?/Is it right?

Pair 3: d) ooOO It's a long load./Ir's a long road.

Pair 4: f) oooOo Do you like plly?/Do you like lerry?Pair 5: e) oOoOo Id l iketo flyit./Id l ike to fryit.

Pair 6: b) OoO There's some glass./There's some grass.

21 1 a - That sentence is long.

2 b - Susan likes ferry.

3 a - There's some glass in the garden.

4 a - Please collect the homework.

5 b -We walked in the rain.

6 b - This is a free house.

4a I he's a lorry driver.

2 she's a waitress.

3 he's a pjlot.

4 she's a secretary

5 shes a l ibrar ian.

224 Key

5 The sound /r/ is written with the letter'r' (red).

Other spell ings:'rr ' (tomorrow),'wr' (write).

UNIT 50 REVIEWI lpang 2mul l 3sun 4Tim 5rye

2 | bridge, umbrella, brush, embrace, bride

2 wrongs, kings, springs, songs, thongs

5 eleven, forbidden, prison, certainly, kitchen, passenger, person, television,listen, suddenly, oven

4 Syllabic /l/ minimal, syllable, table, careful, central, example, little, special

Syllabic /m/ random, system, rhythm, madam, bottom, curriculum


Unit 45 N{um, muffins, Malcolm, Mrs MacCallum, may, Tirn Mitcham, come,home, me, tomorrow [ret, him, sumnrer, small, remember, smart,charming, manners, family, from, Cambridge, make, some, hottte-tttade,tomorrow mtn, maybe, time, comrng

Unit 46 accommodation agency, morning, name, Martin Nelson, manage! can,want, an, apartment, in, central, London, certaitrly, rent, no, thatr, !1,000(one thousand poutrds), month, don't, often, inexpensive, not, one, t2,I79(two thousand, one hundred and seventy-nine pounds), Notting Hill,down, near, station, Northend Avenue, furnished, unfurnished, kitchen,oven, forbidden, garden, friends, eleven, evening, noise, atrd, television,11.15 (eleven, f ifteen), prison

Unit 47 Duncan King, lying, trying, standing, watching, Angus Lang, bang, Langs,doing, morning, singing, banging, looking, hanging, strong, string,bringing, something, interesting, putting, happening, going, holding,fingers, shouting, helping, running, ringing,, RINGI, sleeping

Unit 48 early, lunch, Lesley, Lily Carpello, nearly, always, hello, only, eleven, o'clockIater, usually, left, like, leg, lamb, please, plate, salad, lettuce, black, olives,Iovely, really, glass, lemonade, love, slice, melon, yellow jelly

Unit 49 proud, parent, are all, children, grown, Iluth, Lara, I{uby, cleverest,librarian, library very interesting, Laura, secretary central, railway, Rose,pretty, waitress, restaurant, Paris, married, electrician, Ierry Roland, drives.lorry eve here in Europe, really, countries, drive, France, Austria,Greece, Russia, Australia, America

OVERVIEWI lb i t 2could 3A 4T 5show 6V Toan

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Track listings

CDA

TtackAl -A75

Duration: 70'57"

CDB

Track 81 - 896

Duration: 76'23"

CDC

Track Cl - C73

Duration: 7l'52"

CDD

Track Dl - DBI

Duration:70'15"

tsBN 978-0-521 -60673-B

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Peter

Education

Transcript of Peter