English Pronunciation in Use Pack Intermediate Book and Audio CDs ( PDFDrive )

English
Pronunciatio

English

Pronunc•iati•on I•n

Use

Self-study and
classroom use

Mark Hancock vM C AMBRI DGE
UN I VER SITY PRESS

Contents

To the student 5
To the read1er
•7
Map of ccereers described in phonological terms
'0
Section A Letters and sounds
12
1 Bye. buy Introducing Ietttn and sounds 14

2 P~.plall l eJl. /tt:I 16

3 &uk,t=1< fbI, /pI 18
20
4 Ria, ri$e "',hi
22
5 Doumt~ !d!. /tI 24
26
6 Mm, WIn Ii :!, lei 28
30
7 Carrot. ubbage '~. hJ
8 Few, view /fl, Iv! 32
34
9 Gate, Kate IgI, M 36

10 Hear, ~ ·rt. year /hI,/w/, Ij! 38
la l1, hi 40
11 Wine, wm
.4.2.
12 Sheep , ;UP. theap IJI, /d:/,ItJI
46
13 Flies. fries !V,Ir! 48

14 Car. care l o : (r ) / , lea(rY SO
52
15 Some. $Nn. sung fmJ, /n1,1r;j/
54
16 N ote, not 1~.l oI
56
17 Arthur's mQther /9/, IN 58
IAI,IuI, fu:l 60
18 Sun, fitlJ, J_ 62

19 Shin, short 13:(rll, /::l:(r )l 64
66
20 TO)!. town 1:>11, /aJ.JI 68

Section B Syllables, words and sentences 70

21 Eye, ~ mine Introducing lI}'l.I.abks
22 Sahmlay &pkmlNr 13th lntroducing word scess

23 R - m. ~ told her Introducing seeeeece stress

Syllabl ~s

24 D h, no snow! Ccesceanes at the start o f syllables
25 Go - goal - gold Consonants at the end of syllables
26 PauJ'$ ulh. Mu's flJXn Syllables: plural and other -6 cndinp
2 7 P~e pl4yed. Rit4 rn kd SyUables: adding past tense endings

Word st ress

28 REt:ord, rrt:O RD Stress in two-sy llablc words
29 Sewndhand, boo luhop Stress in compound words
30 Unforgett4hle Stress in longer words 1
3 1 Pub/it;, pub licity Stress in lo nger words 2

]

Sentence stress n

3 2 DON'T LOOK NOW! Sentences with all the words stressed 74

33 THAT could be the MAN Unstressed words 76
34 I'll ASK her (Alaska) Pro no uns a nd contractions
78
35 She was FIRST Pronouncing the verb be
36 WHAT do you THINK? Auxiliary verbs 80
82
3 7 A PIECE. of CHUSE Prono uncing sho n words (a, of. or)
84
38 Pets enter, pet centre Joining words 1 86
88
3 9 After eight, after rate Joining words 2
40 Greet gJU!sts, Greek gue$ts Joi ning words 3

Section C Conversation

4 1 Could you say that again? Understanding conversation 90

42 'Was that the question f" he asked. Read ing aloud: ' pronou ncing p unctuation ' 92

43 A shirt and a tie I a shirt and tie Grouping words 94

44 Ehm •.. Showing that you want to continue 96

45 Well, anyway . .. Telling a story 98

46 I mean, it 's sort of like .. . Understanding small talk 100

47 Right. O K ... Understa nd ing insrrucrio ns 10 2

48 'Like father like son ' as they say Quoting speech 104

49 He JJliJl win Introd uction to emphatic stress 106

50 Schwam ... bJJm Schwam Emphasising added details 108
51 I think you're in ~seat Emphasising important words
110

52 o,ips or salad? Emphasising co ntrasting a lternatives 112
114
53 Fifty? N o, fifka! Emphasising co rrections

54 Loo k who's talking! Introducing tones 116

55 Here? Yes, here! Asking and checking tones 11 8

56 Where were you born? Tones in asking for information 120

57 We're d osed tom orrow Tones in new and o ld information 122

58 Dh , really? Contin uing or finishing tones 124

59 It's fun. isn" it? Agreeing a nd disagreeing rcnes 12 6

60 It was brilliant! High tones 128

Section D Reference 130

01 Introduction to p honemic symbols 137
0 2 Pronunciation test
0 3 G uide for spea kers of specific languages 141
144
0 4 Sound pairs 161
16 2
0 5 Sentence stress phrasebook
0 6 Glossary 166

~ 200

Acknowledgements

•

To the student

English ProtfJl7ldation in Use is a book to help students of English to work on pronunciation.,
for both speaking and undersranding. It is wrinm mainly for students of inn:rmediare bel

What will I need?

You will need a cassette o r CD playe r to listen to the reco rded material that goes with this book.

®It will be very useful if you ha ve equipment [ 0 record you r own voice, so that you can hear your
own progress. This symbo l indicates the tra ck nwnber for reco rded material l.e. CD or

cassette A. track 1.

Also, wh en you are srudying individua l sounds, it is

sometimes useful if you h ave a mirror. With this, you can
co mpare the shape of your own mouth to the m outh in
d iagra ms like this one from Unit 8.

See page 163 foe a Labelled diagram of the mouth and th roat.

How is English Pronunciation in Use organised?

There are 60 units in the book . Each unit looks at a differmr point of pronunciation. Each unit
has rwo pages. The page on the left has exp lanations and exa mples, and the pa ge on th e right
has exercises. The 60 units are d ivided into three sections o f 20 units eac h. Section A is a bout
how to say an d spell individual sounds. Section B is about joining sounds to ma ke words an d
sentences. Sectio n C is a bo ut pr onunciation in co nversa tion.

After the 60 units., there is a founh section, Section D, which co ntains th e follo wing:

• Introducti on to phonemic symbols
• Pronuncia tio n t l:5t
• Guide for speakers o f specific languages
• Sound pain
• Seereece suess phrascbook

o G"""""

At the end of the book there is a Key with answers.

With the book, there is also a set of four cassettes or CDs, one for each seaion of the book.

What order shall I do the un its in?

It is better if you balance the work that you do from the th ree sections: first, do a unit from
Section A, then a unit from Section B, then a unit from Section C, th en a no ther un it from
Section A, and so on .

So, for exa mple , you could begin like this:

Unit I , then Unit 2 1. then Unit 41 , the:n Unit 2, etc. At th e end of each uni t, yo u will find a not e
telling you w here to go ne xt .

If you hav e problems in hearing the difkrence between individual sounds in Sa.:rion A of the
book, you wil l be directed to one of the: exercises in S«rion D4 SoJmJ pairs.

5

You ma y want to focus your work more close ly. If so, beee are more Wfeas:

• Do the Pronunaatiotr tnt in Section o . Count your score for each section. If you d id specially

rowwell in an yone o f the sections, then yo u may want to the units in that section of the book.

• Look at Section 0 3 Guide for speaken of specific languages. Find your own langua ge (the
languages are in alphabetical o rde r], The noees there will tell you w hich units are less important
for spea kers o f your langu age and w hich sound pairs in sectio n D4 are recommended.

Do I need to know the phonemic symbols?

It is possible to use th is book without knowing phonmUc sym bo ls, Ho~C"r, it is U5C'fuJ to learn
them because they make it easier to ana lyse the pronunciation o f words. Also, many dictionaries
uSC' phonemic symbols to show pronunciation. In Section 0 1 Introduction to phon~jc symbols,
yo u w ill find a table of the phonem ic symbols, p lus a set of puzzles to help you learn th em.

Is this book only about pronunciation in speaking?

No, it M 't. Pronunciation is important fe r both listening and speaking. In many o f the units.

especia lly in Secrions B and C. the pronunciation poi nt is more important for listeni ng than

speaking. For example. when they are spea king fast, many na tive spea kers join words together in

certain ways. You need to be able to understand th is when you hear it, but it does ReX matter if

you do not speak in th is way. People will still understa nd yo u. Pronunciation points like this are

shown with a grey background an d this sign: ~

It is your dlOic:e whether you w ant to just focus on listening, o r whether you want to try to
spea k that wa y too.

What accent of English is used in this book?

For a model for you to copy when speaking, we have used o nly one accent, a Southern British
accent. But when you are listening to peo ple spea king English. you will hear many different
accems, If you are not used to these, it can be very di fficult to undcmand what is being said . Fo r
this reason, you will hear a variety of acceers in some parts of the Iistming material. foe this book.

What is th e Sentence stress phrasebook?

It can help yo u to spea k more fluentl y if you say some: very common expressions with a fixed
p ro nu nciati on , like a single word. In Section 0 5 $mtolt:e stress pbrasebook , so me co mmon
expressions are given. and th ey are grouped together by th e way they sound: by th eir sentC'fJU
sITus or rhythm. You an practise listening and repeating these to improve your fluency.

What is in the Glossary?

In this book. the re are some words wbjch are specific to the subject o f pronunciation.
You a n find an explanation o f the meaning of these words in Section D6 Glou.:try.

How should I use the record ings?

When you are working wit h the recording, yo u should rep lay a track as o ften as you need to.
When you are doing an exercise you may also need to pause the recording alter each sentence to
give you lime to think or 10 write your a nswers, When you are instructed 10 repeat singk weeds
there is a space on the recording for you 10 do so, but if you are repeating whole senrena:s you
will have to pause the recording each time.

•

To the teacher

Although English Prom4ndatiOf1 in Uu has hem written SO that it can be used for self-srudy, it
will work equally well in a dass situation. In a classroom context, the learners can get immediate
gui<bncc and feedback. from the teacher. Also, they ca n practise some of the dialogues and other
exercises in pairs. You can direct students with particular pronunciation difficulties to do specific
units on thrir own.

In order ro simplify the jargon in the: book. many of the terms you may be familiar with are DO(

used. For example, the rerm initi4l ronsonant ~ is nee used. 1be unit on initial COIUOn;lnl
d usters is called Unit 24 Dh. no srrow!: Consonams at thr start of syllables. The following is an
explanation of how the book is organised,. ending with the map o f COIlttIUS described in
pbonoIogical terms,

Section A aims to cover the sounds o f English and their main spellings. The units are o rganised
by letters rather than sounds. The intentio n is that this would be a more intuitive route: in for
non-specia list users. At the sa me rime, this organisation helps to highlight so und-spelling
regularities in Engl ish.

The vowels are co vered first via the five vowel letters o f the alphabet, and their 'long' and 'short'
p ron unciations, for example t he letter A as in tape o r tap . The remaining vowel so unds a re
presented as vowels which typically occur befo re a letter R. The co nsonant so unds are presented

through either their most common spele lett tt, o r by one of their main spellings. The ordering of
ebese units is more o r leu alphaberial.

The units in Sa:rion A are nor presented as minimal pairs.. Vowels are paired according (0 their

mer mespelling. not' their potential for being confused with one anorhn. Consonants are paired mainly

where share same place of articulation. The units were not organised as minimal pa in

to.- two reasons:

• Any sound can form a minimal pair with a number of other so unds,. nor just one. Organising
units according to minimal pain would therefore lead to a huge number of units and a kit of
duplication.

• Many minimal pairs will be reduedanr for an y given learner, so learners need to be sdeaive.

Porenrial1yconfusing minimal pain are garhered rogether in Section D4 SowJJ p.nn. Learners

arc encouraged to select from these according to their own needs.

Ahemarives are induded for those areas of pronunciation which are especially St»Cepribk: to

variarion across differen r varieties o f English. For example, w hen: there is a letter R with no
vowel after it, many speakers do nor prono unce the R and many ceber speakers do pronounce ie,
and both varieties are peesenred,

Ma ny vowel sounds are treated as local varia nts of vowel . R. For instan ce, the d iphtho ng !l:tl is
initia lly presented nor as a sound in itself, bur as a variant o f fill when it occurs befo re R o r L

7

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Map of contents described in phonological terms

A Lettersand sounds B Syllabln, words and sentences C Conversation

1 Introduction to vowels and consonants 21 Introduction to syllables 41 Repairstratrgies

2 The vowel sounds lel/,lrel 22 Introduction to word stress 42 Pronouncing punctuation

3 The consonant sounds {bl./pl 23 Introd uction to sentence stress 43 Grouping words: chunking

4 The consonant sounds IsI.Iz/ 24 Syllables: initial consonant clusters 44 Kttping your speaking tum: floor holding

5 The consonant sounds Id!.ft l 25 Syllables: final consonant clusters 45 Discourse markers in stOfY telling:
back-channel responses

6 The vowel sounds li:/.fel 26 Syllable structure and -s endings 46 Discourse markers:'throwaway' words

7 Weak vowels /:JI./II 27 Syllable structure and -ed endings 47 Discourse markers:signalling next stage:
ctence-or-state marker

8 The consonant sounds IfI, Ivl 28 Word stress: twc-svnabre words 48 Pitch in pronouncing direct spttd1

9 The consonant sounds IgI,/kJ 29 Word stress: compounds 49 Contrastive stress

10 The sounds /hi.Iw/, Ijl 30 Word stress: sufflxes with penultimate stress 50 New and old information

11 The vowt=1sounds fall,/11 31 Word stress:suffixes with ante-penultimate stress 51 Emphatic stress on important information

12 Tht= consonant sounds IfI.fd3l.Itfl 32 Sentence stress: short imperativ«=s 52 Contrastive stress onalternatives

13 The consonant soundsll/. /rl 33 Sentence stress: unstressed words 53 Contrastive: stress: corrming

i 14 The vowt=1sounds la:(r1/, It=;(rll 34 Sentence stress: wt'ak forms of 54 Introduction to tone: intonational idioms;
contractions of pronouns fall and rise tones

( 15 The consonant soundsIrnJ./n/,luI 35 Sentence stress: weak forms of contractions of be 55 Intonation: open and ch«=Ck questions
16 Tht= vowt=ls sounds/<JUf, lol
36 Sentence stress: weaktoens of contractions 56 Tonic stress placement

of auxiliaries

e 17 The consonant sounds19/, I{)( 37 Sentence stress: weakforms of articles, 57 Intonation: old and new information •

I prepositions and connectors
18 The vowelsounds /,J, /u/. /u:1 38 Unking consonant to vowel 58 Intonation: continuing or finishing tones

19 The vowel sounds 13:lrl/.I;:,:(rl/ 39 Linking vowt=1to vowel 59 Intonation: opinion. disagreement,
tag questions
• 20 The vowelsounds J:n/./au/ 40 Assimilation and t=lision
60 High tones: evaluative comment