95 Assessment A. Spelling Look back over this unit at words with the /ɒ/ sound, and write what you noticed about how to spell the sound /ɒ/. Words Transcription Dog /dɒg/ /stɒp/ /'bɒtl/ /ˈbɒðəʳ/ ˈdɒlmen/ B. Read the sentences and record yourself John’s gone to the shops. /dʒɒnz gɒn tə ðə ʃɒps/ Have you got a lot of shopping? /hæv ju gɒt ə lɒt əvˈʃɒpɪŋ/ I took my dog for a long walk in the park. /aɪ tʊk maɪ dɒg fə(r) ə lɒŋ wɔːk ɪn ðə pɑːk/ She said the coffee wasn’t very good, but I thought it was. /ʃi sed ðə 'kɒfi ˈwɒznt 'veri gʊd bət aɪ θɔːt ɪt wɒz/
96 PLAN OF UNIT 9 Aim Students will be able - To make /ɔː/ sound - To identify the /ɔː/ sound in words - To read words contain the /ɔː/ sound in the sentences Activities - Practise /ɔː/ sound - Practise the dialogue - Practise intronation of /ɔː/ sound - Practise words stress of /ɔː/ sound Assessment Write Transcription of words or sentences
97 UNIT 9 /Ɔː/ BALL The back of the tongue is raised. It is raised between the half-open and half-close positions. First practise the sound ɒ then put the back of your tongue up a little /ɔː/ is a long sound Listen and repeat Dawn always goes for a jog in the morning. Don’t logging? In the morning? No, not Don! His daughter-in-law, Dawn. She's very sporty. The ɔː phonemes Words Transcription Horse /hɔːs/ Ball /bɔːl/ Four /fɔː(r)/ Caught /kɔːt/ Cord /kɔːd/
98 Port /pɔːt/ Fork /fɔːk/ Sport /spɔːt/ Short /ʃɔːt/ Gore /gɔː(r)/ Pour /pɔː(r)/ Awful /'ɔːfʊl/ Court /kɔːt/ Auction /'ɔːkʃn/ Spelling The /ɔ:/ sound is often spelled with the letters ‘o-r’ as in the words: for /fɔː/ more /mɔː/ But it can also be spelled with the letter ‘a’ as in the words: also /’ɔːlsəʊ/ talk /tɔːk/ Examples: Here are some words that start with the ɔ: sound: almost /ˈɔːlməʊst/ although /ɔːlˈðəʊ/ already /ɔːlˈredi/ organization /ˌɔːgənaɪˈzeɪʆən/
99 Here are some words that have the sound in the middle: call /kɔːl/ water /ˈwɔːtə/ important /ɪmˈpɔːtənt/ small /smɔːl/ Here are some words with the ɔ: sound at the end. door /dɔː/ sure /ʆɔː/ war /wɔː/ four /fɔː/ Minimal pair Sound 1 Sound 2 /ɒ/ /ɔː/ Don Dawn Is you name Don? Is you name Dawn? cod cord This cod was in the sea This cord was in the sea shot short He was shot He was short pot port It’s a small pots It’s a small ports fox fork Look for the fox Look for the fox
100 Spelling: or – born / bɔ:n/, cord / kɔ:d/ aw – saw / sɔ:/, yawn / jɔ:n/ au – fault / fɔ:lt/, cause / kɔ:s/ ou – bought / bɔ:t/, ought /ɔ :t/ a - all / ɔ:l/, talk / tɔ:k/ Examples: ball /bɔːl/ saw /sɔː/ talk /tɔːk/ short /ʃɔːrt/ door /dɔːr/ water /ˈwɔːtər/ daughter /ˈdɔːtər/ corner /ˈkɔːrnər/ before /bɪˈfɔːr/ autumn /ˈɔːtəm/ Minimal pair words. - Listen and repeat the words. - You will hear five words from each minimal pair. For each word write for / ɒ / (sound 1) or 2 for /ɔː/ (sound 2). EXAMPLE Pair 1: 1,1,2,2,1.
101 Sound 1 Sound 2 Don Dawn Cod Cold Cot Caught Pot Port Fox Fork Sport Sport Tick the words a) or b) that you hear in the sentences. 1 a) spots b) sports 2 a) pots b) ports 3 a) cod b) cord 4 a) shot b) short 5 a) Rod b) roared 6 a) what b) water Listen and repeat Or Paul Awful always Score towards airport George Four audience report Walking All forward forty Yolk Dialogue a. First practice the sound /ɔː / in some of the words from the dialogue. Read the words aloud or visit the website to practice.
102 Laura morning walking towards airport awful always reporter report sports York fault b. Listen to the dialogue, paying particular attention to the target sound A football Match Sports report from Radio Station 4 Announcer: This morning the Roarers football team arrived back from York. Laura Short is our sports reporter, and she was at the airport. Laura Short: Good morning, listeners. This is Laura short. All the footballers are walking towards me. Here's George Ball, the goalkeeper. Good morning, George. George Ball: Good morning. Are you a reporter? Laura Short: Yes. George. I'm Laura Short from Radio Station 4. Tell us about the football match with York. George Ball: Well, it was awful. We lost and the score was forty-four, four. But it wasn't my fault. Laura
103 Laura Short: Whose fault was it, George? George Ball: The forwards. Laura Short: The forwards? George Ball: Yes. The forwards. They were always falling over or losing the ball! c. Practice reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording. Intonation Intonation is the voice going up or down. We can show a feeling of surprise with an intonation that goes a long way up. a) Listen to the speakers expressing surprise. A: Mr. Short always plays football in the morning. B: In the Morning? C: Mr. Short? D: Football? E: always? In this conversation B, C, D and E are all surprised by what A says. B is surprised that he plays in the morning. C is surprised that Mr. Short plays. D is surprised that he plays football. E is surprised that he always plays. b) Listen and then express surprise about the part of the sentence in italics, like the example. EXAMPLE: I saw Victoria at the airport. Response: At the airport? 1. I've put the ball in the drawer. 2. It's too warm to go walking. 3. Georgia was looking gorgeous this morning.
104 4. Morgan has bought fifty-five forks. 5. I'm going to buy a horse. 6. You ought to get up at four the morning. 7. I saw Orlando when I was in New York. 8. It's your fault. Assessment A. Spelling Look back over this unit at words with the /ɔː/ sound, and write what you noticed about how to spell the sound /ɔː/. Words Transcription Tall /tɔːl/ /kɔːl/ Small Fall Ball /bɔːl/ /hɔːl/ /wɔːl/ Stall Squall /skwɔːl/
105 B. Read these sentences to practice /ɔː/ 1. It's all wrong. /ɪts ɔːl rɔːŋ/ 2. Is Paul's hair long or short? /ɪz pɔːlz heər lɔːŋ ɔːr ʃɔːrt/ 3. How much does coffee cost? /haʊ mʌtʃ dəz ˈkɔːfi kɔːst/ 4. What is the reward for the lost dog? /wɑːt ɪz ðə rɪˈwɔːrd fər ðə lɔːst dɔːɡ/ 5. George talked to Corey at the airport. /dʒɔːdʒ tɔːkt tə 'kɔːri ət ði ˈerpɔːrt/
106 PLAN OF UNIT 10 Aim Students will be able - To make /ʊ/ sound - To identify the /ʊ/ sound in words - To read words contain the /ʊ/ sound in the sentences Activities - Practise /ʊ/ sound - Practise the dialogue - Practise intronation of /ʊ/ sound - Practise words stress of /ʊ/ sound Assessment Write Transcription of words or sentences
107 UNIT 10 /Ʊ/ BOOK The back of the tongue is raised. It is in a fully open position. First practise the sound /ɒ/ then put the back of your tongue forward and up a little /ʊ/ is a short sound. Listen and repeat We should put all these books in that box now, shouldn't we? Yes, we should. The /ʊ/ phoneme Put /pʊt/ Wolf /wʊlf/ Foot /fʊt/ Should /ʃʊd/ Good /gʊd/ Sugar /'ʃʊgər/ Woman /'wʊmən/ Cooker /'kʊkər/ Cushion /'kʊʃn/ Butcher /'bʊtʃər/
108 Spelling: o – hot / hɒt /, dog / dɒg/ a – watch / wɒtʃ/, what / wɒt/ ou – cough / kɒf/, ow – knowledge / nɒlɪdƷ/ au – because / bɪkɒs/ Examples: Words Transcription Put /pʊt/ Cook /kʊk/ Good /gʊd/ Look /lʊk/ Rook /rʊk/ Book /bʊk/ Would /wʊd/ Could /kʊd/ Woman /ˈwʊmən/ Wolf /wʊlf/ Full /fʊl/ Pull /pʊl/ Foot /fʊt/
109 Practice 1 Minimal pairs Sound 1 Sound 2 /ɔː/ /ʊ/ pot put Pot the plant in the garden Put the plant in the garden cod cold How do you spell ‘Cod’ How do you spell ‘Cold’ lock look I’ll lock you up I’ll lock you up rock rook The wind blew around the round The wind blew around the round box book Give me the box Give me the book Minimal pair words - Listen and repeat the words. - You will hear five words from each minimal pair. For each word write l for /ɔː/ (sound 1) or 2 for /ʊ/ (sound 2). EXAMPLE Pair l: 2,2,1,2, I Sound 1 /ɔː/ Sound 2 /ʊ/ Pot Put Cock Cook God Good
110 Lock Look Rock Rook Box Books Minimal pair sentences - Listen to the minimal pair sentences. - Listen to five of the sentences and write 1 for /ɔː/ (sound l) or 2 for /ʊ/ (sound 2). Tick the words you recognize in the sentences you hear: 1 a) cock b) cook 2 a) lock b) look 3 a) god b) good 4 a) cod b) could 5 a) Poss b) Puss 6 a) Brock hurst b) Brookhurst Listen and repeat Put fall Cookery books Look women shouldn’t you Good bedroom didn’t you Foot living-room Mr cook Could bookshelf Dialogue A. First practice the sound / ʊ / in some of the words from this unit. Read the words aloud or visit the website to practice. good book foot cook look took should could would full sugar football bookshelf cookery shouldn't couldn't wouldn't
111 B. Listen to the dialogue, paying attention to the target sound. A lost book Mr. Cook: Could you tell me where you've put my book, Bronwen? Mrs. Cook: Isn't it on the bookshelf? Mr. Cook: No, the bookshelf is full of your cookery books. Mrs. Cook: Then you should look in the bedroom, shouldn't you? Mr. Cook: I've looked. You took that book and put it somewhere, didn't you? Mrs. Cook: The living room? Mr. Cook: No. I've looked. I'm going to put all my books in a box and lock it! Mrs. Cook: Look, John! It's on the floor next to your foot Mr. Cook: Ah! Good! C. Practice reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording Intonation “Question tags” Listen and repeat Should you? Could you? Would he? she couldn’t cook? Could she? He wouldn’t look Would he wouldn’t she
112 Assessment A. Spelling Look back over this unit at words with the /ʊ / sound, and write what you noticed about how to spell the sound /ʊ / Words Transcription Book /……/ Good /……./ /lʊk/ /wʊl/ Cook /……./ Foot /……./ /wʊd/ /tʊk/ B. Write Transcription of these sentences My bag’s full. /…………………………./ He would if he could. /…………………………./ It should be good wool. /…………………………./ The woman took a good look at the wolf. /…………………………./ Look at the cookbook for a good pudding. /…………………………./
113 PLAN OF UNIT 11 Aim Students will be able - To make /ʊ:/ sound - To identify the /ʊ:/ sound in words - To read words contain the /ʊ:/ sound in the sentences Activities - Practise /ʊ:/ sound - Practise the dialogue - Practise intronation of /ʊ:/ sound - Practise words stress of /ʊ:/ sound Assessment Write Transcription of words or sentences
114 UNIT 11/ Uː/ BOOT The back of the tongue is raised. It is raised nearly to the close position. First practise the sound u again u is a short sound then put your tongue up and down u: is a long sound Listen and repeat I’m full of good food Such beautiful puddings! But too much sugar I had a huge serving of chocolate mousse with stewed fruit. I had the blueberry souffle and the rhubarb strudel. I was very foolish. I had two servings of gooseberry fool. What a fool you are! Spellings: oo – soon / su:n/, food / fu:d/ o – do / du:/, who / wu:/ ou – soup / su:p/, through / ɵru:/ u –rude / ru:d/, june / dƷu:n/ ew – chew / tʃu:/, jew / dƷu:/ ui – juice / dƷu:z/ ue – blue / blu:/, true / tru:/ oe – shoe / ʃu:/
115 Examples Words Transcription You /juː/ Too /tuː/ Shoe /ʃuː/ Blue /bluː/ Luke /luːk/ Pool /puːl/ Food /fuːd/ Glue /gluː/ Choose /tʃuːz/ Boot /buːt/ Two /tuː/ Whose /huːz/ True /truː/ Sue /suː/ Chew /tʃuː/ Route /ruːt/ Through /θruː/
116 Words don’t normally start with this sound but, here are some words that have the sound in the middle: student /’stjuːdənt/ group /gruːp/ school /skuːl/ move /muːv/ Here are some words with the /u:/ at the end. do /duː/ two /tuː/ view /vjuː/ value /ˈvæljuː/ Minimal pairs Sound 1 Sound 2 /ʊ/ /uː/ look Luke Look, a new moon! Luke, a new moon! Pull Pool The sign said ‘Pull’ The sign said ‘Pool’ full fool This isn't really full prof This isn't really fool prof box books Give me the box Give me the books
117 Minimal pair words - Listen and repeat the words. - You will hear five words from each minimal pair. For each word write 1 for /ʊ/ (sound 1) or 2 for /uː/ (sound 2). EXAMPLE Pair 1: 2,2,2,2, 1. Sound 1/ʊ/ Sound 2 /uː/ Look Luke Pull Pool Full Fool Foot Boot Minimal pair sentences - Listen to the minimal pair sentences. - Listen to five of the sentences and write 1 for / ʊ / (sound 1) or 2 for /uː/(sound 2). - Listen to the strong and weak stresses in: oOooOo a foolproof computer. Then listen and underline the strong stresses in: OooO waterproof boots oOoOo a wind-proof jacket OooOo childproof containers oOooO an ovenproof dish oOooO a waterproof coat oOooO a bullet-proof vest Tick the words a) or b) that you hear in the sentences. 1 a) look b) Luke 2 a) full b) fool 3 a) pull b) pool
118 4 a) fullish b) foolish 5 a) would b) wooed Listen and repeat Sue June soup Prue unit stupid Shoe afternoon nuisance Threw excuse me Miss Luke Twenty-two chewing gum rude DIALOGUE a. First practice the sound / uː / in some of the words and phrases from the dialogue. Read the words aloud or visit the website to practice. Who school soup threw unit rudeness rudest student continue computer chewing gum excuse me good afternoon it was you! b. Listen to the dialogue, paying attention to the target sound. Then read the dialogue and guess which words are strongly stressed. The number in brackets tells you how many strong stresses there are in that line. The first line has been done. c. Listen to the dialogue again and underline the strong stresses. Check your answers. In a good school Miss Luke: Good afternoon, girls. Girls: Good afternoon, Miss Luke. Miss Luke: This afternoon we’re going to learn how to cook soup. Open your books at unit twenty-two.
119 Prue: Excuse me, Miss Luke Miss Luke: Yes, Prue? Prue: There’s some chewing gum on your shoe. Miss Luke: Who threw their chewing gum on the floor? Was it you, Prue? Prue: No, Miss Luke. It was June. Miss Luke: Who? Prue: June cook. June: It wasn’t me, stupid. It was Sue. Sue: It was you! June: It wasn’t me, you stupid fool. My mouth’s full of chewing gum. Look, Miss Luke! Sue: Stop pulling my hair, June. It was you! June: You! Sue: You! Miss Luke: Excuse me! You’re being very rude. You two nuisances can stay in School this afternoon instead of going to the swimming pool. STRESS Read this conversation. Make the stressed words louder. A: Excuse me. B: Yes? A: Could you tell me where I can get some good shoelaces? B: Yes. There’s a shop next to the supermarket that sells very good shoelaces. I’m going there too.
120 Conversation Practise in pairs. Use the words below. Practise these words first: 1 shoelaces toothpaste football boots chewing gum fruit juice cookery books 2 supermarket swimming pool fruit shop tool shop wool shop newspaper stand Excuse me. Yes? Could you tell me where can I get some good 1 ……….? Yes. There’s a shop next to the 2……………… that sells very good 1……………. I’m going there, too. Assessment A. Spelling Look back over this unit at words with the /u:/ sound, and write what you noticed about how to spell the sound /u:/ underline them. 1. Are you doing anything on Tuesday? 2. You must chew your food. 3. He proved he knew the truth. 4. The group flew to New York in June. 5. Who ruined my new blue shoes?
121 B. Which /u/ and /u:/ sound B. Dialogue Complete the dialogue with the words in the box fool cook floor two rude June pool Luke
122 In a good school Miss Luke: Girl: Miss Luke: Prue: Miss Luke: Prue: Miss Luke: Prue: Miss Luke: Prue: June: Sue: June: Sue: June: Sue: Miss Luke: Good afternoon, girl. Good afternoon, Miss Luke This afternoon, we’re going to learn how to ……….soup. Open your s at unit twenty- …….. Excuse me, Miss ……... Yes, Prue? There’s chewing gum on your shoe. Who threw their chewing gum on the ……..? Was it You, Prue? No. Miss Luke. It was ……... Who? June Cook. It wasn’t me, stupid. It was Sue. It was you! It wasn’t me, You stupid …….. My mouth’s full of Chewing gum. Look, Miss Luke! Stop pulling my hair, June. It was you! You! You! Excuse me! You’re being very …….. You two nuisances Can stay in school this afternoon instead of going to the swimming ……….
123 PLAN OF UNIT 12 Aim Students will be able - To make /ɜ:/ sound - To identify the /ɜ:/ sound in words - To read words contain the /ɜ:/ sound in the sentences Activities - Practise /ɜ:/ sound - Practise the dialogue - Practise intronation of /ɜ:/ sound - Practise words stress of /ɜ:/ sound Assessment Write Transcription of words or sentences
124 UNIT 12 /ɜː/ GIRL . - In this case your tongue is low and in the center of your mouth. - Unrounded refers to your lips because they are stretched out as if you are smiling and not rounded. - All vowels are made through the mouth and are voiced so you vibrate your vocal chords to make the sound. - It is similar to the ə sound, but the two little dots mean that it is a longer sounds. /ɜ:/ - To produce the sound put your tongue low and in the center of your mouth and stretch out your lips, then make a long voiced sound with your mouth relaxed. Listen and repeat All my co- workers have started…er…walking. To work…or…very early in the morning. Oh and do you walk to work? Not me…er…I’m the world’s worst walker.
125 The /ɜː/ phoneme bird /bɜːrd/ turn /tɜːrn/ first /fɜːrst/ work /wɜːrk/ verb /vɜːrb occur /əˈkɜːr/ early /ˈɜːrli/ thirty /ˈθɜːrti/ journey /ˈdʒɜːrni/ worship /ˈwɜːrʃɪp/ curtain /ˈkɜːrtn/ Spelling ir – bird / b3:d/, girl / g3:l/ er – her / h3:/, serve / s3:v/ ear - heard / h3:d/, earth / 3:ɵ/ or – word / w3:d/, work / w3:k/ our – journey / dƷ3:nI/, courtesy / k3:təsɪ/ Examples: Words Transcription Bird /bɜːd/ Word /wɜːd/ Burst /bɜːst/ Fur /fɜː(r)/ Burden /ˈbɜːdən/ Herd /hɜːd/
126 World /wɜːld/ Occur /əˈkɜː(r)/ Circuit /ˈsɜːkɪt/ were /wɜː(r)/ colonel /ˈkɜːnəl/ courtesy /ˈkɜːtəsɪ/ curl /kɜːl/ early /ˈɜːli/ Minimal pair Sound 1 Sound 2 /ɔː/ /ɜː/ four fur She's got four She's got fur torn turn It's a torn sign It's a turn sign warm worm I wouldn't like warm soup I wouldn't like worm soup walker worker He's a fast walker He's a fast worker
127 Minimal pair words - Listen and repeat the words. - You will hear five words from each minimal pair. For each word Write 1 for /ɔː/ (sound l) or 2 for /ɜː/ (sound 2). EXAMPLE Pair I: 2,2,2,1, 1 Sound 1/ɔː/ Sound 2/ɜː/ Four Fur Torn Turn Paul Pearl Warm Worm Ward Word Walker Worker Minimal pair sentences - Listen to the minimal pair sentences. - Listen to four of the sentences and write 1 or /ɔː/(sound1) or 2 for /ɜː/(sound 2). - Sentence stress Listen to the minimal pair sentences again and underline the sentence stress (above). EXAMPLE It's the west wind.
128 Tick the words a) or b) that you hear in the sentences: 1 a) bed b) bud c) bird 2 a) Ben's b) buns c) burns 3 a) ward b) word 4 a) walk b) work 5 a) short b) shirt 6 a) or b) er Dialogue a. First practice the sound /ɜː/ in words from the dialogue below. Read the words aloud or visit the website to practice. Were weren't nurse worst world shirts hurts thirsty Thursday dirty Sir Herbert Colonel Burton b. Listen to the dialogue, paying attention to the target sound. The worst nurse SIR HERBERT: Nurse! COLONEL BURTON: Nurse! I'm thirsty 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 Thursday, were they? SIR HERBERT: No, they weren't.
129 COLONEL BURTON: Nurse Sherman is the worst nurse in the ward. isn't he? Sir Herbert? SIR HERBERT: No, he isn't, Colonel Burton. He's the worst nurse in the world! c. Practice reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording. Intonation up or down tags Listen and repeat Were we? Were you? Were they? We weren’t early, were we? Practice in pairs Example: we weren’t early. A: We weren’t early, were we? B: No, we weren’t. Example: You weren’t early. A: You weren’t early, were you. B: No, I wasn’t. 1. We weren’t the worst. 2. You weren’t first. 3. These girls weren’t German. 4. The curtain wasn’t dirty. 5. We weren’t learning Turkish. 6. These birds w0eren’t hers. 7. These girls weren’t walking to work.
130 8. You weren’t thirsty. Assessment A. Spelling Look at the sentences below and underline the sound /ɜː/ 1. The girl saw the circus first. 2. My birthday's on Thursday the thirty first. 3. That is the worst journey in the world. 4. Have you ever heard this word? 5. She has learnt German for thirteen months. B. write Transcription Words Transcription Burn /……./ Burglar /……../ Burly /……../ Curtain /………./ bird /………./ word /………./ burst /………./ fur /………./ burden /………./ herd /………./ world /………./ were /………./
131 PLAN OF UNIT 13 Aim Students will be able - To make /ə / sound - To identify the /ə / sound in words - To read words contain the /ə / sound in the sentences Activities - Practise /ə / sound - Practise the dialogue - Practise intronation of /ə / sound - Practise words stress of /ə / sound Assessment Write Transcription of words or sentences
132 UNIT 13 /Ə/ CAMERA The central part of the tongue is raised. It is raised (a) to a point between half close and half-open in non – final positions, (b) to open or half-open position. When the vowel occurs final. /ə / is a short sound Listen and repeat Remember to telephone your sister the day after tomorrow for her birthday. And don’t forget to send a letter to your brother. Shall I send you a letter? Of course. But don’t forget to telephone as soon as you arrive. Spelling a – about / ǝbǝʊt/, woman / vumǝn/ ar – particularly / pǝtIkjulǝlɪ/, forward / fɔ:wǝd/ e – pavement / peɪvmǝnt/, gentleman / dƷentlmǝn/ er – modern / mɒdǝn/, mother/ m˄ðǝ/ i – possible / pɒsǝbl/, horrible / hɒrǝbl/ o – method / meɵǝd/ or – doctor / dɒktǝ/ ou – famous / feɪmǝs/ u – column / kɒlǝm/ oar – cupboard / k˄bǝd/
133 our – colour / k˄lǝ/ ure – figure/ fɪgǝ/ Examples: Words Transcription banana /bəˈnænə/ sofa /ˈsəʊfə/ apartment /əˈpɑːtmənt/ separate /ˈsepərət/ changeable /ˈtʃeɪndʒəbļ/ balance /ˈbæləns/ explanation /ˌekspləˈneɪʃən/ capacity /kəˈpæsəti/ national /ˈnæʃnəl/ magnanimity /ˌmæɡnəˈnɪməti/ accept /əkˈsept/ effort /ˈefət/ from /frəm/ around /əˈraʊnd/ available /əˈveɪləbļ/ surprise /səˈpraɪz/
134 a. Listen and repeat each one twice. The spelling has been changed in the words on the right to show you when to use the sound / ə / A photograph of Barbara ə photəgraph əf Barbərə. A glass of water ə glass əf watə. A pair of binoculars ə pair əf binoculəs. A photograph a photəgraph of her mother and father əf hə mother and fathə A book about ə book əbout South America South əmericə b. Cover the words on the left and practice questions and answers. EXAMPLE A: what's in picture two? B: ə glass əf watə c. Telling the time Listen and repeat.
135 Look at the clock. Look ət thə clock. what's the time? What’s thə time? It's six o'clock. It’s six ə clock. It's a quarter to seven. It’s ə quartə tə sevən. d. Now practice these. EXAMPLE A: What's the time? B: It's ə quartə tə twelve Reading aloud a. Read this story aloud or visit the website to practice. The spelling has been changed to show you when to make the sound /ə/. Record your voice to listen to your production of the target sound. Barbərə spent Satəday aftənoon looking ət ə beautifəl book əbout South əmericə. 'I want tə go tə South əmericə,' she said tə həself. The next morning, when Barbərə woke up it wəs six ə'clock, ənd həbrothəs ənd sistəs wə still əsleep. Barbərə looked ət thəm, ənd thən closed hər eyes əgain. Then she quiətly got out əf bed ənd started tə pack hə suitcase. She took səme comfətəble clothes out əf thə cupbəd. She packed ə pair əf binoculəs ənd hə sistə's camərə. She packed ə photəgraph əf həself ənd one əf hə mothər ənd fathə.
136 'I musn't fəget tə have səme breakfəst,' she said tə həself. Bət then she looked ət thə clock. It wəs ə quartə tə seven. 'I'll jəst drink ə glass əf watə,' she said. 'ə glass əf watə,' she said. 'Watə,' she said, ənd opened hər eyes. She wəs still in hə bed, ənd hə brothəs ənd sistəs wə laughing ət hə. 'Tell əs what you wə dreaming əbout,' they said tə hə. Bət Barbərə didn't answə. She wəs thinking əbout hə wondəful iourney tə South əmericə. b. Weak forms Listen to the example of the weak form and the strong form of was. Example: Wəs she dreaming? This is the sound /ə/. This is the weak form of was. Yes, she was. This is a different sound. This is the strong form of was Then listen and repeat. Wəs she thinking about South America? Yes, she was. Wə her brothers and sisters asleep? Yes, they were. Də they like reading? Yes, they do. Həve you read about South America? Yes, I have. Dəs your friend like reading? Yes, he does. ə we working hard? Yes, we are. Həs your friend been to South America? Yes, he has. Cən you swim? Yes, I can.
137 c. Tick the words a) or b) that you hear in the sentences. 1a) has b) həs 2a) can b) cən 3a) was b) wəs 4a) does b) dəs 5 a) am b) əm 6 a) them b) thəm Assessment words Transcription atom /ˈætəm/ bosom /ˈbʊzəm/ compare /kəmˈpeə(r)/ control /kənˈtrəʊl/ continue /kənˈtɪnjuː/ freedom /ˈfriːdəm/ handsome /ˈhænsəm/ random /ˈrændəm/
138
139 UNIT 14 REVIEW 1 /ɒ/ Polly Folly Cod What 2 /ɔː/ Paul Fall Cord Wards 3 /ʊ/ Pull Full Could Would 4 /ʊː/ Pool Fool Cooed Wooed 5 /ɜ:/ Pearl Furl Curl Word Card game: Pick up same sounds TEST Photocopy and cut out cards from all minimal pairs in Units B-13. Shuffle the cards and deal them face down all over the table. Turn over any two cards and read their sentences aloud. If they are the same vowel sound you keep them and you continue playing. If those two cards aren't the same vowel sound, turn them face down again and the next person plays. Collect as many same sound pairs as you can in a time limit, e.g. ten minutes.
140 /4 TEST You can use a dictionary if you wish, but you don't have to understand every word to do this test. 1. For each line 1,2,3,4, first listen to the whole line. Then circle the one word - or part of a word - that is said twice. Note that meaning is not important in this exercise. The purpose is to review the sounds by hearing them in contrast. Some of the words are rarely used in everyday English, and this is shown by an asterisk*. Incomplete words have the rest of the word written in brackets, e.g. follow. /ɒ/ /ɔː/ /ʊ/ /uː/ /ɜː/ 1 poll(y) Paul Pull Pool Pearl 2foll(ow) Fall Full Fool Furl 3 cod Cord Could Cooed Curd 4 Wad Ward Would Wooed Word Score
141 Bed were Rude burn Early board shirt Worst shot Look shoe two could though morning super do clock 2. Circle the words with the same vowel sound as 1-4. 1. bird /ɜː/ 2. ball /ɔː/ 3. Boot /uː/ Torn water Girl all glass four log talk nurse
142 /20 /6 /30 4. Book /ʊ/ Score: 3. Listen to the sentences and mark which kind of question tag is being used: agreement (expected) unsure (so checking the information) 1) You can buy bootlaces at the shoe shop, can't you?..................................... 2) That carpet shop sells cushions too, doesn’t it?............................................ 3) Sue bought her flute at the music shop, didn't she?...................................... 4) You'd like a new cookery book, wouldn't you?........................................... 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 Total score: Full box Cook who lock threw would look tool good
143 Now look at the words below. the words on the left have the sound /ə/ here. Listen and repeat: at Look ət it of full əf it to them talk tə them the thə pool a ə cord an or ən hour ə two was it wəs too long and Polly ənd Paul Reading Jonh: Did you fall into the pool, Pearl? Pearl: No. Polly and Paul pushed me into the pool, and that pool is full of dirty water. Jonh: What did you do? Pearl: I felt really foolish because my skirt was too long and I saw Mr Lukey looking at me. Jonh: What did Mr Lukey do? Pearl: Mr Lukey was very good. I’ll talk to these two. They’re the worst children in the world. Perhaps I’ll lock them in their rooms for an hour or two.
144 PART 2 ENGLISH DIPHTHONGS Definition In diphthongs, we find the presence of two pure vowels but they are not separated from each other. There is a glide from one towards the other. The diphthong is from two Greek words: DI which means two or double and PHTHONG which means Sound. Regarding length or quantity, they are like long vowels. The first part of the diphthongs is much stronger and longer. Diphthongs are a combination of two single vowels. We say them by starting with one vowel and gliding into another. Although they are made up of two vowels they are heard as one phoneme, not two. We put more emphasis on the first vowel than on the second. out of eight diphthongs: Three glides towards [I]: Two glides towards [U]: Three glides towards [ə] : In the diphthongs glide towards [I], [U], the moment is towards the close position. So these are called closing diphthong and [ə] gliding towards the center of the vowel diagram is called centering Diphthong. Out of the 20 vowel sounds, 12 are monophthongs, the remaining 8 are the diphthongs. The diphthongs are produced with a glide from the first sound to the second sound. They are also called Gliding Vowels. The diphthong is then further divided into: 3 front diphthongs, 2 centering diphthongs and 2 back diphthongs based on their pronunciation length.