X- ship-or-sheep

140 UNIT59 /w/ window Minimapl airsentences I)4ac Listen to the minimal pair sentences. pan d Listen to five of the sentencesand write I for /v/ (sound l) or 2 for lwl (sound2). D4ae Sentencestress Listen to the minimal pair sentencesagain and underline the two strongly stressedwords 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 I 2a)Y I 3 a)veal I b)we tr 4 a)verse |-J 5a)veils tr b)wheel T 6a)vet I b) worse b)whales! b)wet I 5 Dialogue $ a first practisethe target sound /w/ in words from the dialogue below. - Readthe words aloud or visit the website to practise. well what wet walk warm with white wine went walked woods wild sweet William Wednesday wasn't wearing walnut railway quiet quickly twenty squirrels wonderful Winona afterwards uc b Sentencestress Listen to the dialogue, paying attention to the target sound. Then read the dialogue and guesswhich words are strongly stressedin each sentence.The number in brackets tells you how many words will be strongly stressedin that line. The first line has been done as an exampi. A walkin thewoods. VIRGINIA(:2) | saw. . Williamagainon WednesdaWy,inona W I N o N A:(4 ) Oh ?Wi l l i a ma g a i n (Winonoloughs.) Well,what happenec- VIRCINIA(:a) We wentfor a lovelywalkin the woods. wINONA:(6) Oh?In the wet?Wasn'itt verywet on Wednesday? VIRCINIA(:6) lt wosverycoldandwet Butwe werewearingverywarmclotf= (a) andwe walkedquicklyto keepwarm. WINoNA:(6) ls thatthe woodsnextto the railwayl?t'snotveryquiet. VlRclNlA:(6) Yes.Butfurtherawayfromthe railwayit wasveryquiet (a) and therewerewild squirrelseverywhereW. e counted (2) twentysquirrels. WINONA:(5) TwentysquinelsA?ndwhatdid youdo for lunch? (2) A picnicwiththe squirrels?

UNIT59 lu'l window 141 VIRCINIA(:5) lt wastoo wet.Afterwardwse wentto a restauranlt.was (6) wvelveo'clockW. e hadwalnutcakeandsweetwhitewine ( I ) lt waswonderful wI NO NA :( 3 ) So ?W i l l i a ma g a i n We l l ? VIR6tNtA:(l) Well?(Virginioond Winonolough.) c Checkyour answersby listening to the dialogue again.Then check in the key. d Practisereading the dialogue aloud. Recordyour voice to compare your production of the sentencestressand the target sound with the recording. \" ---:s sandint on a t i o n a Intonation usually goesdown at the end of WH questions and short answers. EXAMPLE \\Mherewas 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 \\Mhydid they walk quickly? e TWelveo'clock. 6 \\^Ihat did they eat for lunch? f Went for a walk. 7 \\Mhattime did they have lunch? g Walnut cake. 8 \\A/hat did William and Virginia do on Wednesday? h Sweetwhite wine. Practisereading the questions and answersaloud. Recordyour voice to compare your production of the intonation with the recording b lntonation:old information/new information Notice that intonation in I4lHquestions can changewhen we are talking about old information, e.g.the first time we asksomebody'sname, we ask:'\\A4rat'syour name?' This is new information. But if I then forget the name and askagain,I ask:'What's your name?' becauseI am asking about old information that has already been given.The intonation goes up to show that this is something we have already shared. Listen to Winona, later in the day,askingVirginia some questions about information they had shared. \\A/herewere the squirrels exaeltly? \\dhat time did you sayyou had lunch? \\Mhy did you walk quickly?

142 uNlT59 /rri rvindorv This is all old information that Virginia and Winona had already shared sothe intonation goesup. tltrh Now listen to Winona asking for new information. \\A/hatdid 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 asexamples. Mhat did you say you drank? old informotion 2 \\Mhat colour did you wear? newinformotion 3 What did Victor say? a Whydid youwalkquickly? 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/ Iinkswords ending in /u/ or lol , e.g.who,you, how,go, hel. when the next word begins with a vowel. Listen to the examplesthen listen to six short interactions where this linking happens. Mark where you could hearlinking lw I in l-6 below ExAMPLES *nl*lr, lwl Go_away! You_are. I A: Hello, everybody!How are you? B: Hello, Emma. Oh I'm OK nou I had the flu and felt terrible 2 A: \\Mho isn't here? B: Joeisn't.A few others aren't. 3 A: Is Sue OK?Anybody know B: I don't know if Sueis off with about Sue? the flu aswell. 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: No, I don't really. 6 A: Oh, it's so unfair! You always B: Grow up! get two ice creams! t; Check your answers in the key.Then practise the interactions with a partner. Recordyour voices to compare your production of linking /tt with the recording. 5 Spelling Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /w/.

l4t i[I/j/vellow - Did 1'ouuse to use a computer when you i) were vounger? - No.When I was y'oungthere 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,ougot ayo-yo? - No, just a computer. I Targest oundljl Lrnaa First practisethe sound /ill (seepage 3).Listenand repeat. ur.rHb To make the target sound /j /, begin to _ make the sound /irl but very quickly v- move your tongue to make the next t sound. Do not touch the roof ofyour mouth with your tongue or you will fri make anothersound like /d3l(see votce page 124).Listen and repeat. nrocc Listen and repeatboth sounds:ld3l and ljl. 2 Mi n im apl air s S o u n d2 tjt SoundI Irl:t @:,yolk g{r:I*, joke That'sa wonderfuyl olk. That'sa wonderfujloke. gtG' r.!|. . ! J^- . juice use 3:*&U1-6 There'sno juice. There'sno use. jam yam Wouldyoulikejam? Wouldyoulikeyam? fess yes '/ -lessI, loveyou. Vec I loveyou. jeers years He sangoverthe jeers. He sangoverthe years.

144 UNIT40 /.yy/ ellow Minimapl airwords Dlla a Listen and repeat the words. nttu b You will hear five words from each minimal pair. For eachword, write I for ldSl (sound l) or 2 for /j/ (sound 2). E)(AMPLEPairl: 2, 1,2, l,I Minimapl airsentences orzac Listen to the minimal pair sentences. orzud Listento five of the sentencesandwrite I for ld3l (sound l) or 2for ljl (sound2). nlzae Sentencestress Listen to the minimal pair sentencesagain and underline the strongly stressedwords (on page 143).Stressedsyllablesare LOUDeTand s I o w er. Unstressedsyllablesare clriietcr and quicker.This gives English its rhythm. 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 I 2a)jam tr b)yam I I b)yes tr 3a)Iess tr b)years I 4 a)jeers 5a)juice I b)use tr 6a)jet I b)yet tr 5 Dialogue $- a nirst practise the target sound /j/ in words from the dialogue. Readthe words aloud or visit the website to practise. York years Young news few Hugh stew tunes huge yellow yesterday tutor student onion newspaper produces beautiful excuseme usedto did you useto music knew New tubes stupid university tuba Europe ur+ b Readthe dialoguebelowand fill the gaps(I-B) with the correctwords from the boxbelow.Thenlistento the recordingand checkyour answers. music knew New tubes stupid university tuba Europe Notsostupid JOHNYEE:Excuseme.Didyou useto livein York? J OEY O U N CY: C S . JOHNYEE:Didyou useto be a tutorat the I ? JOEYOUI\\C:Yes.Fora few years

UNIT40 /ii yellew' 145 JOHNYEE:Do you remembeHr ughYip?Hewasa z student JoEYouNc: HughYip?Did he useto havea hugeyellowjeep? JoHNYEH:YesA. ndhe usedto plavbeautifutluneson the: J oE Y oUN CY: e sl,+ _ H u g h .H e u s e dto be a verystupi dstudent. Do you haveanynewsof Hugh? JOHNYEE:YesHe'sa millionairneow in s- York. J oEY oUN c :A mi l l i o n a i reP?l a y i ntgh etu b a ? J oHNY E E:O h ,n o .H e p ro d u c eJsa mi n o -, andti nsof oni onstew , andsellsthem in 7- | readaboutHughin the newspaper yesterday J0FYOUI\\C:OhlWell,he wasn'tso 8- c Practisereading the dialogue aloud. Recordyour voice to compare your production of the target sound with the recording. 4 Stresas ndintonationh:ighlightinagword r)|5aa Notice that the speakercan choose to make any word the most important one for the meaning of a sentence,and to make that word more strongly stressedthan the other words. The meaning of the sentencechangesslightly.Listen to one of the questions from the dialogue said with five different meanings becauseeach time a different word is given this stronger stress. 1 Did you use to live in York? Suggeststhe meaning: (There are different opinions about this. 2 Did you use to live inYork? VVhat'sthe truth?) 3 Did you use to live inYork? Suggests:(I did. Or somebody else did 4 Did you use to live inYork? \\.Vhat about you?) 5 Did you use to live in York? Suggests:(But not now.) Suggests:(But maybe you worked somewhere else.) Suggests:(Not some other city.) DI5r) Now listen to another sentence said with five different meanings. Match each sentence (1-5) with the correct suggestedmeaning (a-e). I He had a yellow jeep. a) (But not any more. Not now.) 2 Hehad. a yellow jeep. b) (But nobody elsedid.) 3 Hehad ayellowjeep. c) (Not a caror anyotherkindofvehicle.) 4 He had a Izellowjeep d) (Iust one. Not severalof them.) 5 He had a yellow ieep. e) (Not a red one or any other colour.)

146 uNtr 40 iir vellorv uio b Link in g/j / The sound /.i/ is used in rapid spoken English to link other sounds.The sound /j/ Iinks words ending in /il/ or ltl, e.g.she,he, I, we, my, boy,say, they,when the next word, begins with a vowel. Listen to the examples then listen to six short interactionswhere this linking happens.Mark where you could hear linking /j / in l-6 below. EXAMPLES tjt tjt tjt l_agree. He_is here. The way_out. I A: Let'splay a card game. B: OK,I'll deal. 2 A: That boy is very rude. B: Yes,he ought to be more polite. 3 A: Are those printouts of my emails? B: Yes,they are. 4 A: He alwaysfeelssadwhen B: I understand. I often do too. he'salone. 5 A: Sayit again,please. B: I said today is my eightieth birthday. 6 A: They all had a good cry B: There wasn't a dry eye in the at the funeral. church. iE f Check your answers in the key.Then practise the interactions with a partner. Recordyour voicesto compare your production of linking /j / with the recording. c About you Readthese answersand answer T (True) or F (False)or D (Don't know). I \\Mhenyou were three you used to dressyourself. ( ) 2 \\A/henyou were six months old you used to feed yourself. ( ) 3 \\A/henyou were a baby you used to be beautiful. ( ) 4 \\,Vhenyou 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 somebodyabout it. EXAMPLE \\.Vhenyou were (ten) years old, did yqu use to like (cycling)? 5 Spelling Look back over this unit at words with the target sound, and write what you 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. Targest ound/h/ f.++<<\\< \\' <G !,- i,r To make the targetsound /h/, push a k! '\\ ll lot of air out very quickly. Do not touch the roof of your mouth with lr your tongue.Listenand repeat:/h/. ,1t M inim apl air s SoundI Sound2 (no sound) lltl iil hirl ill in hospital? lsTomHillin hospital? ffiu' e€l heel That'asbeautifeuel l. That'asbeautifhuel el. and hand r.\\n P u ty o u rh e a do n d P u ty o u rh e a d ,h a n d , R'\\'\\1 h e a r ti n t o i t . h e a r ti n t o i t . \\'\\ old hold \\' OldMrsSmith'shand. HoldMrsSmith'shand. ,'l -v! 1 ear hear She'slostherearring. She'slostherhearing. islands highlands i.o^_#*\"{ I lovethe islands. I lovethe highlands. itr=d

148 uNtr 4l ih, irar Minimapl airwords irrHa Listenandrepeat hewords. IlrBtb' Youwill hearfivewordsfrom eachminimal pair.Foreachword,write I for no sound(sound1)or 2 for ihl (sound2). EXAMPLEPair1: 2,2,1,2,I Minimapl airsentences rrrqrc Listen to the minimal pair sentences. rrr.rrd' Listen to six of the sentencesand write 1 for no sound (sound l) or 2 for /h/ (sound2). Dteae sentencestress Listen to the minimal pair sentencesagain. Notice that the speakercan choose to make any word the most important one for the meaning of a sentence,and to make that word more strongly stressedthan the other words. \\4/henyou are reading English books or newspapersa word that is much more strongly stressedthan the others in a sentence is printed in italics or in bold italics. Notice this in the sound 1 sentencein Pair 3: Put your head and heart into it. The speaker does this to suggestthe meaning: 'not just your head but alsoyour heart', so the pronunciation of and changes.Here it is pronounced /end/ when it is strongly stressed.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 I b)heels I 2 a) and f b)hand I 3 a) eye I b)hieh I 4 a) art I b)heart I 5a)ow I b)how I 6 a) air I b)hair tr 5 Dialogue f\\.i a Firstpractisethe targetsound/h/ in wordsfrom the dialogue.Readthe wordsaloudor visit the websiteto practice. Hi he how has had have hit heard hope house horse Holly husband happened behind perhaps unhappy hospital horrible Helena b Read the dialogue and fill in the gaps.After each number there are two gaps.The first gap is a word starting with /h/. The second gap is a word starting with a vowel. Choosewords from the box below.Number I has been done as an example. having ambulance all hospital heard accident how he unhappy hit Helena ice-cream injured operation

UN|T4t/h/hat 149 A horribleaccident E M M A :H i , H o l l y . HOLLY:Emma,haveyou t heord ? There'sbeena horrible occident E M M A :O h , d e a r !W h a t ' sh a p p e n e d ? HOLLYH: elena'shusbandhashadan accidenot n hishorse. E M M A :2 awful!ls he ? HOLLYY: es.He'sbeentakento I in an EMMA:Howdid it happen? HOLLYH: e was byan_ van.lt wason the crossinjgust b e h i n dh i s h o u s e . E M M A :H o w h o r r i b l e ! HOLLYH: e's5_ an emergency in hospitanl ow Poor6 lShe'sso E M M A :P e r h a p7s _ ' l l be _ r i g h t ,l o l l y . HOLLYI: hopeso. ulr c Checkyour answersby listening to the dialogue, then practise reading the dialogue aloud. Recordyour voice to compare your production of the target sound with the recording. 4 lntonation t)22a Exclamation Listenand repeat. Oh dear? Howhorrible! Howawful! How terrible! Practiserespondingto thesestatementswith an exclamation. k EXAMPLE A: Hamish has had an accident. B: How awful! I A helicopter has hit Adrian'shouse. 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'shusband is ill in hospital. 6 I've hurt my hand and I can't hold anything.

l5O uNtr4t lhthat b Word linking with /h/ Notice that in rapid spoken English,words are sometimes linked by the disappearanceofthe sound /h/. The sound /h/ often disappearsin the weak forms of: he, him, his, her, has,had, haue.Like the word and in 2e. the pronunciation of these words changeswith strong or weak stressin a sentence. he Strongstress Weakstress Whereis he? him lhitl lhtl or ltl I told him. his /hrm/ lrml She'shis wife. her lhrzl lrzl I told her. has What has happened? had lhgl lal They had seenit. have lhezl lezl They have gone. lhr,dl ladl lhr,v I levI D?r Now listen and mark the disappearing /h/ sound in the questions belorr while you read silently, EXAMPLE 1\\tVhofound (h)im? Detectivaet work:disappearin/gh/ I Who found him? 2 \\Mhat'shis name? Harry? 3 \\tVho else have you spoken to? She'shis wife? 4 Vt/hat'sher phone number? She hasn't a phone? Has she got a mobile? 5 \\tVhathas the neighbour said about him? 6 lVhat had he eaten? Check your answersin the key.Then practise the questions. Recordyour voice to compare your production of these weakly stressed'h' words with the recording. s Spelling Look back over this unit at words with the target sound, and write what you 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 Targest ound/0/ '^-' R\\ r)zr To make the target sound iOl, put your -,/'^{ tongue between your teeth. Blow out air between your tongue and your top teeth. Do notuse your voice. Listen and repeat:/0/. 2 Mi n imapl airsA q,fr Sound I Sound lsl l1l mouse mouth )f- Whata sweetlittlemouse! Whata sweetlittlemouth! 65Ma=f/aa sum thumb & lsthissumOK? lsthisthumbOK? F' J tI sick thick It'sverysick. lt'sverythick. sink think He'ssinking. He'sthinking. ffietu pass path There'sa mountainpass. There'sa mountarn Minimapl airwords rr:,:-a Listenand repeatthewords. Di,t'b Youwill hearfivewordsfrom eachminimal pair.For eachword,write I for /si (sound1)or 2 for l0l (sound2). EXAMPLEPair1: I,2,1,2,1 Minimapl airsentences D2r,ac Listen to the minimal pair sentences. uzatd Listen to five of the sentencesand write I for /s/ (sound 1) or 2 for l0l ( s o u n d2 ) .

152 UNlr42 iol thin r).'6ea sentencestress Listento the minimal pair sentencesagainand underlinethe sentence s t r e s s( o n p a g el 5 l ) . EXAMPLE Is this sum OK? Mi nim apl air sB SoundI Sound2 Iil tgt first thirst He'sgota first. He'sgota thirst. fin thin e6 A finsoupp, lease. A thinsoupp, lease. half hearth l'd likea half. l'd likea hearth. Minimapl airwords r)-',.ra 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 PairI: 2, l,I,1,2 Minimapl airsentences D?88c Listen to the minimal pair sentences. neatd' Listen to three of the sentencesand write I for /f/ (sound I) or 2 for l0l (sound2). Drsae Sentencestress Listen to the minimal pair sentencesand underline the sentencestress. EXAMPLE He's got a first. Mi nim apl air sC S o u n dI S o u n d2 Itl lgl tree three lrf(,cJ u: uhrio6 fLr|eLcL, rl t+ ,^ C- LL:J-IE +tlLl-l E^^C . > tanks thanks lffi ThePresidesnet nds ThePresidesnet nds l8.i*:..:.3.1 histanks. histhanks. ,Eil\\ sheet sheath \\ Theknifewashidden Theknifewashidden in a sheet. in a sheath.

UN|T42 /e/ thin 155 Minim apl a i rw o r d s D2eaa Listen and repeat the words. ozsbb 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 Pair1: L,2,L,I,2 Minimapl airsentences Dsoac Listen to the minimal pair sentences. nsond Listen to three of the sentencesand write I for /t/ (sound I) or 2 for l0l (sound2). r):i0ae sentence stress Listen to the minimal pair sentencesand underline the sentence stress (on page52). 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 I 2a)mouse I b)mouth I 3 a)tin I b)thin I 4 a)taught tr b) thought I 5a)moss tr b)moth tr 6a)fought tr b)thought tr 5 Dialogue ff a first practisethe targetsound/0/in wordsfrom the dialoguebelow. Readthe wordsaloudor visit thewebsiteto oractise. three thirsty thank you thousand Thursday author Catherine Samantha nothing something mathematician Ruth Roth worth month moth moths b In this dialogue, each numbered line has a word that is especially important becauseof Ruth'sstrong responseto what Catherine says. Readthe dialogue and underline the most important word in each numbered line. Number t has been done as an example. Gossips CATHERINE: SamanthRa othis onlythirty. RUrH:(1) ls she?lthoughtshewasthirrythree. CATHERINE: Samanthab'sirthdaywaslastThursday. RUTH:(2) Wasit?| thoughtit waslastmonth. CATHERINE: TheRothsh' ouseisworthsixhundredthousand, RUTH:(3) ls it?lthoughtit wasworththreehundredthousand. CATHERINE: RossRothisthe authorof a bookaboutmoths. RUTH:(4) ls he?I thoughthe wasa mathematician.

154 UN|T42/0i thin CATHERINE: l'msothirsty. RUTH:(5) Areyou?I thoughyt oudranksomethinagt the Roths'. CATHERINE: No.Samanthgaaveme nothingto drink. RUTH:(6) ShalIl buyyou a drink? CA TH ER IN E : T h a n ky o u . r)32c Check your answersby listening to the dialogue. Notice that the especiallyimportant words are much LOUDeTand s I o w er, and the intonation goesup. d Practisereading the dialogue aloud. Recordyour voice to compare your production of the intonation and the target sound with the recording. 4 lntonation In the dialogue Ruth expressessurprise with intonation going up. Dr3a Listenand repeat. Is she? \\Af;ashe? Is it? .Areyou? b Match the statements below in A (l-7) with the correct responsesin B (a-g). AB a Are you?I thought you drank 1 Catherine is at the theatre.-\\ something. \\ \\ b Is she?I thought she was at the Roths'. 2 RossRoth is thirty-three. c Is he?I thought he was thirty. 3 It's Samantha'sbirthday today. 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 worth 300,000. 7 The Roths'house is worth g Is it? I thought it was south. 600,000. D3ir Check your answersby listening to the recording. Listen to each statement and respond. t Practisewith a partner. 5SPe l l i n g Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /0/.

t55 l6l the feather -Did tlrcsepeopletalkabout their neighbours? * -Well, yesthey 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! Targest ound/d/ r)3saa First practise the sound /0/ (seepage 151).Listen and repeat. e\\ li:itr b Useyour voice to make the target I sound /d/. Listenand repeat:/d/. \\ :( D3bcc Listen and repeat both sounds: /0/ is unvoiced./d/ is voiced. Mi nimapl air sA votce s S o u n dI S o u n d2 Vu'-tcri. ldt lt\\l Dan than Smithis biggerD, anJones. Smithis biggerthanJones. ffi day they ,4t3a. ru@' Dayarrived. Theyarrived. #\"{'[Bjtr lh+.n dare there ,\\-f-f:-i----- ';.rG-\\ Jimdareshisfriend. Jimthere'shisfriend, #, core rnose Dozeafterlunch. Thoseafterlunch. iffiffir lda either € s| I don'tknowhersisterld, a. I don'tknowhersisteer ither.IT t f{

156 unr 45/d/thefeather Minimapl air rds r)36aa Listen and repeat the words. D:lorb You will hear five words from each minimal pair. For each word, write I for /d/ (sound l) or 2 for 16l(sound 2). EXAMPLEPairl: I,1,2, I,2 Minimalpairsentences D3zac Listento the minimal pair sentences. oszbd Listento five of the sentencesandwrite I for /d/ (sound1)or 2 for 16l ( s o u n d2 ) . D37ea sentencestress Listento the minimal pair sentencesagainand underlinethe sentence s t r e s s( o n p a g e1 5 5 ) . EXAMPLEDozeafter lunch. M inimapl a i r sB SoundI Sound2 lzl 16l i.ffi5m-close clothe MHWTheshopsignsaid'Closingl Theshopsignsaid'Clothing'. breeze breathe ,'Il I Breezemeansairmoving. Breathme eansairmoving. IHtr-E-l ee boos booth l# Theboosechoedloudly. Theboothechoedloudly. size scythe @/ That'sa largesize. That'sa largescythe. Minimapl airwords r)3saa 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). EXAMPLEPairl: 2, l,1,2, I M i n i m a lp a i r s e n t e n c e s 11.1ec uListen to the minimal pair sentences. rrrqrd, Listen to four of the sentencesand write I for /z/ (sound l) or 2 for 16l (sound2). D3eae Sentence stress Listen to the minimal pair sentencesagain and underline the sentence stress(above). EXAMPLE That's a Iarge size.

UNIT43 idl the feather 157 o+o f Tick the words a) or b) that you hear in the sentences. tr b) either I a) Ida tr b) they I 2 a) day tr b) there's I 3 a) dares I 4 a) size I b)scyhe tr I 5 a) bays b)bathe I T6 a) boos b)booth tr I Dialogue ff* a Firstpractisethe targetsound/6/ in wordsfrom the dialogue.Readthe wordsaloudor visit the websiteto practise. the this that than there other another rather together leather feathers Brothers smoother either with clothes o+r b Listen to the dialogue, paying attention to the target sound. The hatin thewindow MISSBROTHERSI:wantto buvthe hatin the window. ASSISTANTT:herearethreehatstogetherin the window,madam.Do you wantthe onewiththe feathers? MISSBROTHERSN: o.Theotherone. ASSISTANTT: hesmallonefor threehundredandthreeeuros? MISSBROTHERSN: o.NotthatoneeitherT. heoneoverthere.Theleatheor ne. ASSISTANTA: h!Theleatheor ne.Nowthisis anotherleathehr at,madam. It'sbetterthanthe one in the window.lt'sa smootherleather. MISSBRoTHERSB:utl'd ratherhavethe one in the window.lt goeswithmy clothes. ASSISTANCTe: rtainlym, adam.Butwe don'ttakeanythingout of the window untilthreeo'clockon Thursday. c Practisereading the dialogue aloud. Recordyour voice to compare your production of the target sound with the recording. 4 Sentencestress 6 ffin* i4s n+za Talkabout the threehatsusing the words from the box below. A: \\iVhichhat 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/thefeather o+sb Intonation Matchthe I4lHquestions(l-7) with the statemenrs(a-g).Listenand respond. t What'sthis? a These are 2 \\Mhatarethse? ffi b That'sZrck. 3 rrA/hat'sthat Agimal? c ThisisZ. 4 rWhat'sthislefter? d This is the&a. 5 \\Mhat'sthat frmber? e Thosearezgbras. 6 \\tVhat are fhse? f#flffif Thatsa&ro. 7 lVho's g That'saZQbu. 5 Spelling Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /d/.

t59 iEREVIEW Cardgame:Pickup voicedconsonants: /z/ (zoo),/S/ (television)/d, s/ (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 tvvocards and read their sentencesaloud. If they both have any voiced consonants in the minimal pair words, you keep them and you continue playing. If they don't, turn them face down again and the next person plays. Collect as many cards asyou can in a time limit, e.g.ten minutes. TEST You can use a dictionary if you wish, but you don't have to understand every word to do this test. trr+I For eachline (1,2,3,4, 5),first listento the whole line, then circlethe one word (or part of a word) that is said twice. Meaning is not important in this exercise.The purpose is to review the sounds by hearing them in contrast. Some words are rarely used in everyday English, and this is shovrmby an asterisk *. Incomplete words have the rest of the word written in brackets, e.g.fou(nd). tf/ t:t tht tgt t6t 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* why high thigh thy* VIE 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 gift lftl coughed arrived laughed kissed wished loved lofty soft fifth Iift

@ unrr44Review ',', 2 moths i-\"o* iosi i /clothes : \\l ' fpgths lengths' , ' - v \\ \" ' ' r i Iudiths , Thursday naluropaths tablecloths ,.1 ..fl i#l\"o*,' 3 swan ., ., I -\"-' /sw/ '' ,' i. - . -\" , ' sword \\-\\ 1r DWeOlSn enqUfre Score ' D,r{3i Wordlinking Listen and add the sound /j/ (yellow)or lwl asin the example. EXAMPLE Well,who_is the boss?I_am. lwl lil Well,who_is the boss?I_am. YASMINl_: askedyou_aquestionW, esley. WESLEYO:h_l'msorry_dl idn'thearyou,Yasmin. Y A S M I NY: o u _ o f t edno t h a t ,a n dl _ a l w a ygse ta n n o y e d . WESLEYO:h_isthatso?Why_isthat,Yasmin? YASMINlt:'sjustannoyingW! hy_areyoudoingit,Wesley? WESLEYJu: sto_annoyou,Yasmin. Score 4 Word stress Underline the stressedsyllablein thesewords. (Scorehalf a mark per item.) valley village beautiful railway Europe perhaps hospital mathematician author leather scorelEl Total score

UN|T44Review l6l Additionarleviewtaskusingdialoguefsrom Units37-43 Unit 37 38 39 40 41 42 43 Target sound lfl lvl lwl ljl lhl l0l 16l fan van window yellow hat thin the feather From the above table, choose any target sounds that you had difficulty with. 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 Practisereading 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 steps2 and 4 only.

162 iHrm/ mouth - I'rn thinking of ruoving. L-<-\\ - Oh.Where to? - nlnr ... I'rrr not sure.I rrright nroveto }lanchester t ... nulr ... or I nray go to Carrrbridge... Sornetimes vorce I'rrr ... irrragining tnyself nroving to ... IVlunich... or Rolrreor ... rrtaybe\\Iarseille or ... - Well don t call the renrovers until you nrake up your rrrind. I Targest ound/m/ i)rh To make the targetsound /m/,close your lips. Useyour voice./m/ comes through your nose.Listen and repeat:/m/. 2 Sound/m/ /n1t mile T h em i l ei sv e r vo l d . mtne T h i si sm i n e . mummy He loveshismummy. comb I wanta comb. name He'sproudof hisname. rrr , a Listen and repeatthe words rrr r'b Listento the sentences. rrr r,c Sent€ncestress Listen to the sentencesagain and underline the sentencestress(above). Stressedsyllablesare LOUDeTand s I o w er. Unstressedsyllablesare rlrrlltt'r and quidarThis givesEnglishits rhythm. EXAMPLE This is mine. ,,, r,d Listen and repeatthe sentences.

UNIT45 ini/ rnouth 155 5 Dialogue fl a First practise the target sound /m/ in words from the dialogue below. Readthe words aloud or visit the website to practise. summer family charming small smart muffins Cambridge Tim some from Malcolm Micham MacCallum time Mum met come make home maybe manners tomorrow remember b Readthe dialogue and guessthe missing words with the sound lml .The first one has been done. The missing words are all in the box below. time Mum met come make home mavbe manners tomorrow remember M u m ' sm u f f i n s MALCOLMM: um.mavTim MitchamcomeI home withme fortea tomorrow? MRSMACCALLUMO:f courseM. alcolmH. aveI z Timbefore? MALCOLi\\Y4o: umet him in the summerH. e'sverysmall. MRSft4ACCALLUOMh:,yes.| :_ Tim.He'sverysmartA. ndhe has c h a r m i n g4 _ . Cambridge? D o e sh i sf a m i l ys _ from MALCOLMY: esA. nd Oh,Muml Willyou6_ somehome- m a d e m u f f i n s ,t o m o r r o w ? MRSMACCALLUMM: m . 7 .If I haveE MALCOLMI:toldTimaboutyourmuffins9, _ . That'swhy he's comingfor tea to o+u c Checkyour answersby listening to the dialogue.Then practise reading the dialogue aloud. Recordyour voice to compare your production of the target sound with the recording. 4 Intonation 'Mm' has many meanings, depending on the intonation. naga Listen to four dialogueswith different meanings of 'Mm. 1 Mrr-trnmeans'!\\rhatdid vou sav?' 2 Mm means'yes' 3 Mmnrrun means'Hownice!' 4 Mmm ... means' I'm thinking aboutwhat to say.'

$ffi unrr45 tmlmouth b Read this conversation and guesswhich intonation and meaning'Mm' will have in B's answers. A: Wouldyou likesomehome-mademuffins? B: (l) Mm? A: Wouldyou likesomemuffins? B: (2) Mm ... n: Well,makeup yourmind. B: (3) Mm. A: Hereyou are. a: ($ (eoting) Mm! A: l'm gladyou likethem.I madethem myselfW. ouldyou liketo try themwith marmalade? B: (5) Mm? A: MarmaladeT.hey'remarvellouws ith marmaladeW. ouldyou likesome? B: (6) Mm. A: Hereyou 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 the recording. Practise in pairs, taking turns to be A and B. * sspelling Lookbackoverthis unit at wordswith the targetsound,and vwitewhat you noticed about how to spellthe sound/m/.

t65 frl /n/nose No, definitelynot ... No. I didn't phone you ... No, v= I did not send you an email ... No. Not in the least ... Can'tyou take no for an answer?... No, I don't ))) want to make a donation to anything. I havent any money. And pleasedon't phone me again. I Targest ound/n/ / / Dst To make the target sound /n/, don't <2 J closeyour lips. Put your tongue on the roof of your mouth. Touch your side ,l ll teeth with the sidesof your tongue. Useyour voice. /n/ comes through your / nose.Listen and repeat:/n/. votce Minimapl airs t& .Mff, i\\ S o u n dI S o u n d2 lml lnl Q m mile Nile kYr:.a\"r'\\ Themileisveryold. TheNileisveryold. mrne ntne Thisismine. Thisisnine. mummy money He lovesmummy. He lovesmoney. comb cone I wanta comb. I wanta cone. W\\ru@ mane name He'sDroudof thisname. He'sproudof thismane M inim apl a i rw o r d s Dszaa Listen and repeat the words. nszub 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 Pair1: I,1,I,2,2

166 uNtr 46 inl nose Minimapl airsentences t.r:;;6 ;ir,\"n to the minimal pair sentences. Di1t,d Listen to flve of the sentencesand write I for lml (sound l) or 2 for in (sound2) D53ae SentenceStress Listen to the minimal pair sentencesagain and match each pair with r:' stresspatterns (a-e) below.The big circles are the strongly stressedn'o:- in the sentence and the small circles are the weakly stressedwords. EXAMPLE a) oooO Pair 4: I want a comb. / I want a cone. a) oooO b) ooO c) oOoooO d) oOooO e) ooOo Notice that the weakly stressedwords 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 3 a)name I b) nine 4 a)some I 5a)warm f b) mane 6 a)money I b) sun - b)warn I b) mummy !- 5 Dialogue f\\l-' a First practise the target sound inl in words from the dialogue. Readri:. words aloud or visit the website to practise. no not near name noise Notting Hill morning manager avenue furnished unfurnished don't want rent month friends pounds evening Northend apartment central inexpensive one can than down fifteen London Martin S y l l a b i ct n r In the following words /n/ is usually a syllable. often station oven kitchen accommodation prison elevet forbidden television certainly thousand Nelson garden aS.- i,-; b First listen to the dialogue,paying attention to the target sound.The read the dialogue and fill the gaps (l-8) by choosing eighr words fro:' the list above (syllabic lnl). At an accommodatioangency MA R T INC: o o dmo rn i n gMy n a m ei s Marti nN el sonA reyouthe man.:= ' MANAGERY:esI, am.HowcanI helpyou,Mr t_ ? MARTINI: wantan aDartmenint centraLl ondon

U N IT45 /n/ rrose 157 M A N A C E Rz:_ , Mr NelsonHowmuchrentdo youwantto pay? MARTIt{N: o morethanf 1,000a month MANACERf :1,000a month?Wedon'toftenhaveapartmentass inexpensivaes that.Notin centraLl ondonW. e haveoneapartmenllofr2,179 a monthin NottingHill.lt'sdownnearthe I in Northend Avenue. M A RT T Nl s: i t fu rn i s h e d ? MANACERN: o.lt'sunfurnisheTd.hekitchenhasno + l t ' sf o r b i d d e nt o usethe 5 No friendsrnthe apartmenatftere_ in th ee v e n i n gN o n o i s ea n dn o 7 _ afterI,l .15pm N o , . M A RT TNN:o th a n ky o u !l w a n t a n a p a rtmennt,ota g_ I rr'\" c Listento the dialogueagainand checkyour answers. d Practisereadingthe dialoguealoud. Recordyour voice to compareyour production of the targetsound with the recording. 4 Minibingogame l)'{, a Practisesayingthesenumbers. Listen and repeat,paying attention to the sound /n/. I71I91013t7151819 20 2t 22 23 24 25 26 27 28 29 70 7t 72 73 74 75 76 77 78 79 90 91 92 93 94 95 96 97 98 99 b PIayin a group of five people. (A student studying alone can record the numbers, and then choose two of the boxesbelow.) One person calls out the numbers abovein any order.Thketurns to call the numbers. The others each chooseone of the boxesA, B, C or D below. Crossout each number in your box asit is called (or put a small piece of paper on top of each number asit is called). The first person to crossout all their numbers wins. AB D 9209917911777999r799 157971 13 I 7 181997 t7 l9l8 97 l9 10 99 27 l0 11 9r 29 99 21 7A 5 Spelling Look back over this unit at words with the target sound, and write what you noticed about how to spellthe sound/n/.

r68 lll rr3rring -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! Targest ound/n/ D57 To make the target sound /1/, touch the ./ - .. I backoftheroofofyourmouthwiththe' u\"- rl back ofyour tongue. Useyour voice. lql ^- comes through your nose.Listen and r e p e a t :/ 0 / . p a i r sA votce S o u n dI S o u n d2 Ak lnl lnl wing win Whata wingl Whata wln! thin thing 7 Whythisthin? Whythisthing? ffi ban bang P Banthebook. Bangthebook. ;p lan rang Theyranforanhour. Theyrangfor an hour. rung js[\"* Shehasnever Shehasnever .++ runbefore. rungbefore. Ron wrong lsit Ron? lsitwrong?

UNIT47 /4/ ring 169 Mi n i malp a irwo r d s D58aa Listen and repeat the words. tr.irrub You will hear five words from each minimal pair. For each word, write 1 for /n/ (sound l) or 2 for l4l (sound 2). EXAMPLEPairl: 2, I,I,2, I Minimapl airsentences Dseac Listen to the minimal pair sentences. ossbd Listen to six of the sentencesand write I for lnl (sound l) or 2 for l\\l (sound2) D5eae Sentencestress Listen to the minimal pair sentencesagain and underline the sentence stress(on page 168). EXAMPLE \\Mhat awin! Mi ni m apl airsB S o u n d2 lrJi S o u n dI wing lAkl l'llgiveyou a wing. wink l'llgiveyou a wink. F sink sing He'ssinking. He'ssinging. rink ring Therinkwasa perfectcircle. Theringwasa perfecct ircle. stink sting Whata terriblestink! Whata terriblesting! bank bang Bankit quickly. Bangit quickly. Min imapl a i rw o r d s r)60da Listen and repeat the words. r)('0rb, You will hear five words from each minimal pair. For each word, write l for /nk/ (sound l) or 2 for /t/ (sound2). EXAMPLE Pair1: 2,2,1,I,2 Minimapl airsentences t)i'rdc Listen to the minimal pair sentences. ncrnd Listen to five of the sentencesand write 1 for /4k/ (sound I) or 2 for lnl (sound2)

l 7 O UNI T 47/ n_ri n g Sentencestress D6rae Listen to the minimal pair sentencesagain 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 c)wing I c)bang tr 2a)ran I b)rang I 3a)sinks I b)sings tr c) singers I 4a)win tr b)wink tr 5a)ban I b)bank I 6 a) sinners! b) sinkers I 5 Dialogue f>l -' a First practise the target sound /q/ in words from the dialogue. Readthe words aloud or visit the website to practise. ring strong string King Lang morning evening something interesting lqkl: pink drink thinking Duncan l\\gl: fingers Angus verb + ing: hanging ringing singing banging bringing putting talking whispering shouting standing sayrng going doing holding helping walking getting sleeping running happening. oor b Correction There are nine items to change in the dialogue. First listen to the dialogue, paying attention to the target sound. Then read the dialogue and listen at the same time. Make the words the same as the recording. N o i s yn e i g h b o u r s (DunconKing is lying in bed tryingto sleep.ShoronKingis stondingneor the window wotchingthe neighbours,Angusond SusonLong.) DUNcANKING:(ongrily)B. anglBang!BangSl haron!Whaatrethe Langsdoingat nineo'clockon Sundaymorning? SHARONKINC:Well,AngusLangis talkingD, uncan. DUNCANKINC:Yes,butwhat'sthe bangingnoiseS, haron? SHARONKINC: (/ookrngout of the window)Angusis standingon a ladderand bangingsomenailsintothe wallwitha hammerN. ow he's hangingsomestrongstringon the nails. D U N C A NK I N G :A n d w h a t ' sS u s a nL a n gd o i n g ? SHARONKINC:Susan'bsringingsomethinginterestinfgor Angusto drink. Nowshe'sputtingit underthe laddera, nd . . Ohh!

UNIT47 /rr/ ring I7l DUNCA NK tN G:W h a t' sh a p p e n i n g ? S H A R O NK I N G :T h e l a d d e / sg o i n g D U N C A NK t N G :W h a t ' sA n g u sd o i n g ? SHARoNKING:He'sholdingthe stringin hisfingersandhe'sshoutingto Susan. DUNCA NKtN C :An di s Su s a nh e l p i n gh i m? SHARONKtNC:No.She'srunningto our houseN. owshe,sringingour bell. BE L L : R IN CRI IN CRI IN C ! DUNcANKtNG:l'm not goingto answerit. l'm sleeping. c Practisereading the corrected dialogue aloud. Recordyour voice to compare your production of the target sound with the recording. 4 Intonation oo+ a Practisethese l4lf1questions and statements with the intonation going d0€rn.Talk about the pictures. Listen and respond, like the example. Sharon King Angus Lang Angus SusanLang & Mrs Lang b Practise in pairs, as in the example above. 5S pelling Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /r;/.

172 fl rlrletter - 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 Targest ound/l/ D6saa First practise the sound /n/ (seepage 165).Listen and repeat. oosub To make the target sound lll , the au goesover the sidesof your tongue and out of your mouth. Listen: /l/. D65cc Listen and repeat both sounds: /n/ and lll. 2 Minim apl a i r s SoundI Sound2 tw no ^lot w Weneednotables. We needlowtables. night light It'< : hrioht nioht It'sa brighltight. 'O' '' ' \"t' '* nine line Thatnineistoo long. Thatlineis too long. Jenny jelly I loveJenny. I lovejelly. snaP slap That'sa snappingnoise. That'sa slappinngoise. Minimapl airwords D66aa Listen and repeat the words. noatb You will hear five words from each minimal pair. For each word, write for /n/ (sound 1) or 2 for lU (sound 2). EXAMPLE Pair1: 2, I,2, 1,2

UNIT48 ill letter 175 Minimapl airsentences D6zac Listen to the minimal pair sentences. ooznd Listen to five of the sentencesand write 1 for /n/ (sound l) or 2 for lll (sound2) D67ae sentencestress Listen to the minimal pair sentencesagain and underline the sentence stress(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)fight I 2a)no I b)low I 3a)bin I b)bill tr 4a)knot I b)lot tr 5a)snow I b)slow tr 6 a)snacks! b) slacks I 5 Dialogue aft.'' a First practise the target sound /l/ in words from the dialogue. Read the words aloud or visit the website to practise. leg lunch like love later lettuce lovely Lily lemonade hello eleven melon nearly usually yellow Mrs Carpello please plate black Lesley glass left lamb slice o'clock early salad really jelly olives oogb First listen to the dialogue, pa)'tng attention to the target sound. Then read the dialogue and fill the gaps (1-10) by choosing the correct words from the box below. glass left lamb slice o'clock early salad really ielly olives Earlyfor lunch at the officecanteen (Lesleyis the cook. Lily Corpellois neorly olwoys eorly for lunch.) LtLY: Hello,Lesley. LESLEYH:elloM, rsCarpelloY.ou'reveryl_ for lunch.lt'sonly e l e v e nz LtLY:WhenI comelaterthere'susuallynothingi_ . LESLEYW: hatwouldyou like,MrsCarpello? LtLY:Legof 4_ , please. LESLEYA: ndwouldyou likea plateof 5_ ? lt'slettucewith b l a c ko

174 UNIT48 /li letter' LILY:Mm. Lovely|.7- l i k eo l i v e s . LE S L EYA:8 of lemonade? LtLY:Yes,pleasel.'d likethat.And l'd lovea 9- of melonandsomeof t h a t y e l l o wt o - . oos c Check your answersby listening to the dialogue again.Then practise reading the dialogue aloud. Recordyour voice to compare your production of the target sound with the recording. 4 Finaflll andlll belorea consonantt:tl ball - Tell me about your Uncle Phil, Carol. e -Well, he'ssmall. And he'sold 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! o;o a Notice that /l/ sounds a little different when it comes at the end of a word or before a consonant. To make this /l/ sound, move the back of the tongue up towards the 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. Readthe words aloudor visit the websiteto practise. /l/ at the end of a word Bill tell I'll Paul fall pull small lll belorea consonant help difficult fault spoilt child holding salesman myself always Syllabi/cl/ - each/l/ soundis a syllable little uncle careful special bicycle sensible beautiful gentleman p;r c Readthe dialogueand fill the gaps(l-6) by choosingthe correctwords from the list above(syllabic/l/).Thenlistento the dialogueand check YOUar nswers.

UNlr 48 /l/ letter i75 A spoiltlittleboyin a bicycleshop P A U L :Wh a ta l bicycle! UNCLEB I L L :P a u IB! e2 I SALESMANE:xcuseme,sir.Thischildis too smallto ridethisbicyclel.t'sa very difficultbicycleto . UNCLEB I L L :B ec a re fuPl , a u l ! PAUL:Youalwaystellme to be carefulD. on'thelpme. I won'tfall. SALESMANB:ut,sir.Thisis a veryi- b i c y c l el.t ' s . PAUL:Don'tpullthe bicycleU, ncleBill.l'lldo it myself. U N C L EB I L L : B e + _ , PaulT. hiss_ s a y si t ' sa (Poul folls) PAUL:lt was UncleBill'sfault.He washoldingthe t_ d Practisereading the dialogue aloud. Record your voice to compare your production of the target sound with the recording. D7ze Intonation in exclamations Practiseexclamations about the pictures below. Listen and respond, like the example. EXAMPLE \\Mhat a @, gentlemanl gentleman candle child tall small little miserable bottle table hospital unusual beautiful wonderful ffi 1l+fg6-ei- comfortable Spelling Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /V.

t76 Et trt rain -Would you like to comerowingwith me L' and Carolineon 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 Targest ound/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 mouth with your tongue. The sidesof your tongue should touch your top back teeth. Listen and repeat:/r/. 2 M inimapl a i r s vorce .4- S o u n dI S o u n d2 s:d&' . ilt h't -w- wrong F4* long rEC/aff!f#-lIH.' lt'sthe wrongroad. 4 t\\'^1v--r- It'sthe longroad. *4 right 6 ,#ff light ls it right? -+$-t!lff- ls it light? -nnr #Fc load road It'sa longload. lt'sa longroad. ielly Jerry H ' F,.tel9'n5\\ Doyoulikejelly? DoyoulikeJerry? q'%sF l'd liketo flvlt. l'd liketo fryit. A Ily fry glass grass # .+0Mute.There'ssomeglass. There'ssomegrass.

UNIT49 lrl ritin 177 Minimapl airwords D7.ra Listen and repeat the words. oz+ub You will hear five words from each minimal pair. For each word, write l for /l/ (sound I) or 2 for /r/ (sound 2). EXAMPLEPairl: I,L,2,2,2 M i n i m a lp a i r s e n t e n c e s D75ac Listen to the minimal pair sentences. nzsrd Listen to six of the sentencesand write I for lll (sound l) or 2 for hl (sound2) D75ae sentencestress Listen to the minimal pair sentencesagain and match each pair with one of the stresspatterns (a-f) below.The big circles are the strongly stressedwords in the sentence and the small circles are the weakly stressedwords (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 stressedwords are said more quickly, and this changesthe pronunciation, e.g./o and do arepronounced 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 I 3a)glass I b)grass I 4 a)collect ! b) correct ! b) rain I 5 a)lane I b) free tr 6a) flea I 5 Dialogue a First practise the target sound /r/ in words from the dialogue. Readthe words aloud or visit the website to practise. Rose Ruth Ruby really Russia railway Roland very lerry parent Lara lorry married Europe cleverest America proud pretty library librarian waitress central restaurant countries Austria Australia interesting electrician children drive secretary grown up Greece France everywhere

178 UN|T49 r'i rain nz; b Listen to the dialogue, paying attention to the target sound. A proudparent LARA:Areallthe childrengrownup now Ruth? RUTH:Oh,yes,LaraR. ubyisthe cleveresotne.She'sa librariainn the public library. L A R A :V e r yi n t e r e s t i nAg .n dw h a ta b o u tL a u r a ? RUTH:She'sa secretarayt the centrarlailwaystation. LARA:AndwhataboutRose?Shewasalwaysa veryprettychild. RUTH:Roseis a waitresisn a restauranint ParisS. he'smaniedto an electrician. L A R A :A n d w h a ta b o u tJ e r r ya n d R o l a n d ? RUTH:Jerrydrivesa lorry.He driveseverywherein Europe. LARA:ReallyW? hichcountriedsoeshe driveto? RUTH:FranceandAustria ndCreeceand Russia. LARA:AnddoesRolanddrivea lorrytoo? RUTH :O h ,n o .R o l a n di s a p i l o tL, a ra . LARA:ReallyW? hichcountriedsoeshe flyto? R U T H :A u s t r a l iaan d A m e r i c a . c Practisereading the dialogue aloud. Recordyour voice to compare your production of the target sound with the recording. 4 Intonation D7Ba Finish these sentencesabout Mrs Reed'schildren. Find the answers in the dialogue above.Practiseintonation going up in the unfinished part of the sentence,and down when the sentencefinishes. EXAMPLE Ruby isnt a tdin driver - she'sa l@rian. I lerry isn't an ele@ieffin- 2 Roseisn'ta s&retarv- 3 Roland isnt a photegFapher - 4 Laura isn't a raditress- 5 Ruby isn't a lmlfy driver - b Silent /r/ rvVhenthere is no vowel following it, /r/ is silent. This'rule' only applies to some speakersof English, e.g.in south-east England, South Africa, Australia. But many native speakersalways pronounce lrl , e.g.in south- west England,Scotland,America. Soyou may chooseto omit this exerciseif you are learning a variety of English where /r/ is always pronounced.

IJNIT4e /r/ rain ! qzp Listento this conversationwhile readingit silently.Notice that every letter'r' is silent.Then practisereadingthe conversationaloud. In the airport ANNOUNCERR:.TA. irwaysflightnumberfourfour sevento New Yorkwill depart laterthisafternoonat 16.40hours. DRDARLINGW: onderfull!'m goingto the barto ordersomemoreCermanbeer. MRMARTINW: here'sthe bar? DRDARLINc:lt's upstairsT.here'sa bookshoptoo.And a supermarkeTt.hisis a maruellouasirportl MRMARTIN:Oh dear!| wantedto getto NewYorkearlier. Ah! Here'san air hostess. Excuseme. I don't understandH. asiherebeenan emergenry? AtRHOSTESSO;h,no, sir.There'sjusta storm,andthe weatherforecasst aysit will getworse.Sothe planewill leavea littlelaterthisafternoon. MRMARTINA: reyousure? AtRHOSTESSO:h,yes,sir.Ourdeparturteime is at 4.4Othisafternoon. 5 Spelling rFr 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 Cardgame:Pickup pairs t Photocopyand cut out cardsfrom all minimal pairsin units 45-49. Shufflethe cardsand dealthem facedown all overthe table. Turn over any two cards and read their sentencesaloud. Ifthey are minimal pairs, you keep them and you continue playing. If thesetwo cards aren't minimal pairs, turn them face down again and the next person plays. Collect asmany minimal pairs asyou can in a time limit, e.g. I0 minutes. TEST You can use a dictionary if you wish, but you dont need to understand every word to do this test. uso I For eachline (I,2,3,4, 5),first listento the whole line,then circlethe one word (or part of a word) that is said twice. 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,par(agraph). lnl lnl lrll ^ptal lrl I Pam pan pang^ par(agraph) Murr(ay) 2 Mum Mon(day) mung* mull Surr(ey) tyr(anny) 3 some sun sung sull(y)* rye 4 Tim tin tingx till 5my nigh* lie Score 2 Circle the words with the same consonant clusters as l-2. I bread 2 wings hrl l4zl blend spring wrongs bridge umbrella winks kings brush spread embrace bled bride whims springs shrinks songs thongs wins thinks Score

UNIT50 Rerie.,r l8l Sound maze All the words in this maze car' be pronounced with a syllabic consonant, e.g.table(l),station(n), Adam(m).You can only crossto a squarethat has syllabic /n/. -l--Begin here ----T-------r-- -----Frini-sht here eleven minimal random table oven -+ ---f- --t- ---t-forbidden system syllable careful suddenly - - t s - - - F - - J - - +prison rhythm central madam certainly kitchen passenger person television bottom curriculum example little special Score Syllabiclll and lml From the maze in 3 above, list five words with syllabic lU and five words with syllabic /m/. (Scorehalf a mark per item.) Syllabic /V ,, Syllabic /m/ Score Total score

ffi unrr5oReview Additionarl eviewtaskusingdialoguesfrom Units45-49 Unit 44 45 46 47 48 Targetsound lml lnl lnl lll kl mouth nose letter ring ball rain From the table above,chooseany targetsoundsthat you had difficulty with. I Listenagainto the dialoguein that unit, listening for the targetsound. 2 Circlethe targetsound in anyword in the dialogue. 3 Listento the dialogueagainand checkyour answers. > r 4 Checkyour answersin the key. 5 Listen to the dialogueagain,listening for the targetsound. 6 Practisereadingthe dialoguealoud, comparingyour production of the targetsoundwith the recording. Youcan alsousethis reviewtaskasa quick self-test,by doing steps2 and-i onlv.

I85 OVERVIEW Cardgame:Overviewminimapl airssnap .I Photocopyand cut out cardsfrom all minimal pairsin Units l-49, or from - units vou havehad difEculwwith. Shufflethe cardsand dealth\"- fu.\" down to make a pile of cardsin front of eachplayer. Taketurns to quickly turn your top cardfaceup on top of a new pile in the centreof the table.Whenyou seetwo cardsappearthat area minimal pair, quicklysay'Snap!a' nd put your hand on the pile.Thenyou canadd all thosecardsto your pile. Collectall the cardsyou canin a time limit, e.g.ten minutes. TEST . DBrI Foreachline (1,2,3,4,5,6,7), firstlistentothewholeline,thencircle the one word that is said twice. 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. This is shorrynby an asterisk*. Incomplete words have the rest of the word written in brackets, e.g.fou(nd). ti\"t fil /el bat but Bart I beat bet bit DJ\\t t3it lnl cord could 2 cod tau cooed curd tbt /JT/ tet/ Ow! trel t6t zo(ne) ovl tdt 3A oh! thee* lpl /w /tl tjt pan ye* tkt tgl 4P tI At key ghee* pal 5so show ttfl tfit til t\\t cho(sen) Ioe 6 fee pang* tht t0t /ml he the(sis) 7 Pam par(agraph)

fi}* overvierv lntonation Draw the correct intonation arrow ( or ) in each box. t [-l end of statement t WH question / command / 'agreement' tag / lessfriendly / new information 2 -| | Yes/Noquestion / unfinished statement / surprised / 'unsure' tag / friendly / old information E n g l i s hs o u n d s The purpose of this exerciseis not to teach you how to make English sounds, but to give you an overview from a different perspective of how English sounds are made. Match the sounds in A (1-7) with the descriptions in B (a-g) of how to make the sounds.The first has been done as an example. A Vowels I litl lsl lul llu:l/crl---. a) 'diphthongs'-madeof two vowel \\ sounds 2 lil lel lul lel la'.llil lol -'-...--- b) 'longvowels'-alongersound 3 lrcl luel leal lerl ltl larl c) 'short vowels' - a shorter sound Consonants d) 'nasals'- air coming through the nose 4 lpl lbl ltl ldl lkl lgl 'lateral'- air coming around the ttf tfut sidesof the tongue 5 lfl lvl t9ll6t lsllzl ll $l lhl e) 'approximants'- air moving between two parts of the mouth which are not so closeto each other 6 lrl ljl lwl f) 'fricatives'- air moving between two parts of the mouth which are very close to each other 7 lml lnl hl g) 'plosives'or'stops' - air released ilt suddenly 'affricates' - air released slowly

MASK c) - -- Cut along the dotted line

DiagnostiTcestA: Answersandinterpretation SectionI On the Resultsheet(pagexii) placea crossagainstany items that were incorrector had a questionmark or no answerwaswritten.This indicates work on thesesoundsmay be needed. Checkin the Lsr o/ Iikely errorson the website (http:/ /www.cambridge.orge/lt/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 Errorsin this sectionindicatethat work on intonationmay be needed. Checkfor this aspectof pronunciation in the Listof likely errors. Section3 I mistake 2 English 3 away 4lemonade 5 conversation Errorsin this sectionindicatethat work on word stressmay be needed. Checkfor this aspectof pronunciation in the List of likely errors. SectionAVowels M a k i n gE n g l i s sho u n d s I I The first soundis a diphthong.All the othersareshortvowels. 2 Thesecondsoundis a shortvowel.All the othersarediphthongs. 3 The first sound is a short vowel.All the othersarelong vowels. 2 Lb 2c 3d 4a 3 lb 2a 3d 4e 5c 6g 7f 8i th

Key 187 UNIT1 litl sheep 3c 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_ScI.t'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' (ceiling),'ie'(piece). UNfT2 hl ship 2b Patr2: 2,2, I,2,2 Pair3: I,I,2, I,2 Pair4: I,2,2, I, L Pair5: 2,2, l, I, I Pair6: 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'sgoing 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 lfestival 2prize-winning 3interesting 4 chimpanzees 5 g1'rnnastics 6 History 7 terrific 8 beginning

r<*1v!F,,$ U N I T4 lTl man 2b Pair2: 1,2,2, I, I Pair3: L,1,2,2,2 Pair4: 2, l, I,2,2 Pair5: l,l, 1,2,2 Pair6: 2, l,1,2, I 2d | (2) 2 (r) 3 (1) 4 (2) 5 (2) 6 (1) 2e 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. 2f 1 b - I've bought a new pan. 2 a-Didyou seethe men? 3 b - Did you say'and'? 4 b - I like the fatter cheese. 5 a - Don't pet the dog. 6 a - Theseare bedclothes. 3a 1c 2a 3b 1b 2c 3a 3b 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 4c lb 2c 3a 5 The sound /e/ is always written with the letter 'a' (angry, taxi). UNIT5 ltr,lcup 2b Pair2: l,1,2, 1,2 Pair3: 1,2, 1,2, I Pair4: 2,2, I,2, I Pair5. I,2,2, I,2 Pair6: 2, l, I,2,2 2d r (2) 2 (r) 3 (1) 4 (2) 5 (1) 6 (2) 2e Pair 2: d) ooOooOo There'sa hat in the garden./There'sa hut in the garden. Pair 3: c) ooOooO Seethe tracks on the rcad./ Seethe trucks on the road.

ffi*t 4c 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 Thesound/r/ is usuallywritten with the letter'i' (finish,window),andwith theletter'y' at theendof aword (verystudy). Someotherspellings':e' (exampleb, ecause),'u(' minute),'ee'(coffee)',a]\" (Monday). UNITI lel pen 2b Pair2: I,2,2,I,2 Pair3: 2, I, \\,2,2 Pair4: I, I,1,2,2 Pair5: 2, I, L,2, I Pair6: 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'sthe bill./There's the bell. Pair 6: Shewants a chick./She wants a cheque. 2l I a - Give me another pin, please. 2 b - There'sa 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'lljust peck at her food. 3a jealous (2) help (1) everybody (4) arry(2) bench (1) Kevin tl America (4) Mexican (3) Emily (3) Ben (1) very (2) bread ri Eddie (2) 3c ld 2b 3f 4a 5g 6e 7c 4d except exercise expect expedition ex'pel exlperiment ex 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).