Tips for Teaching Pronunciation A Practical Approach

ACTIVITY WORKSHEETS The following pages provide directions for Activity 1.7: Make enough copies of using the worksheets with the activities Worksheet 1.7 for half the studeltts. Cut the suggested in Tips for Teaching sets apart and distdbute Set I to half the Pronunciation. The x/orksheet numbers class and Set 2 t() the other half' match the activity numbers; if an activity is not listed below. no worksheet is needed Activity 1.8: Make a copy of Worksheet 1.ll for that activity. If a worksheet has for every student in the class. Have students qu€stions for students to answer, th€ read along as they listen to tlte audio CD answers follow the directions. In order to save pape! teachers may elect to use the (track.1). blackboard, slides, or transparencies to Ansuters: 1.f (tbe);2. c (tbe);.). b (the);4..1 (the); present worksheets intended for the entife class. Materials intended for only one i.b (the):6..i (notbing):7.k (the);8.I (Jout);9. g member of a pair (or one team of students) should be provided as paper handouts. (your); 10.d (an); 11.e (an); 12.i (a). Activity l.L Make a copy of Worksheet 1.1 Actiyity 1.9: Make a copy of W'orkshe€t 1.9 for every student in the class. Have students for each student in the class. Have students read along as they listen to the words on read along as they listen to the paragraph on the audio CD (trdck 2). Then have the audio CD (track 5). students complete the trivia quiz. Ans.oers: 1. a; 2. c: 3. d;4. c; 5. b; 6. a: 7. c: B. d. Activity 1.10: Make enough copies of \\Vorksheet 1.10A for evcry student. Have Activity 1.2: Make a copy of Worksheet 1.2 students read along as they listen to the for each student in the class. audio CD (track 6). Nlake enough copies of Actiyity 1.3: Make half as many copies of Worksheet 1.10B for half the studeqts. Cut each schedule as there are students in the 1.108 ir half so every student gets one set class. Give half the students Schedule A and half Schedr e B. Pair up students with of questions. The answers are part of the different schedules. If ]'ou choose, you can worksheet. substitute different programs for those on the schedule to reflect TV shows vour Actiyiry 1.11: Make a copy of Worksheer students like to watch. 1.11 for cveq. student. Students work in pairs to answers the questio[s. Activity 1.4: Make half as many copies of each map as there are students in the class. Ans.4)ers: L the I95Os;2.tbe 193Os:3.tbelate Give half the students Map A and half Map 192os and earl! 193Os;1. the 1910s; i. tbe B. Pair up students with ditTerent maps. 1960s;6. the 1930s and 191Os;7. tlre 199Os; B. tbe 196Os;9. tbe 198Os: lO.tlte 1970s: 11.tbe Activity 1.6: Make a copy of !trorksheet 1.6 l92Os:12.the 1950s. for each stuclent in the class. Have students read along as they listen to the audio CD Activity 2.1: Make a cop_v of Worksheet 2. I (track 3). Have students work jn pairs to for each student in the class. Haye students decide which came first. read alonEi as they listen to the audio CD Arasuters: cell pbones, coml.)utcr games, desktops, (trdck 7). e-mail, bard dir.Jes, searclr engines, confbtence calk, liuer tu'anspl\"1nts, ftnperprinting. Activity 2.4: Make a copy of Worksheet 2.4 for each sudent in the class. Have students read along as th€y listen to the audio CI) (track 9). A su)ets: 1. h;2. c; 3..l;4.f;5. e;6. a;7. b; a. g. Activity 2.6: Make a copy of Worksheet 2.6 for every student in the class. Have students \"199

200 AAppENDtx Activity worksheets read along as they listen to Part A of the Actiyity 3.8r Make a copl' of Vorksheet 3.8 audio CD track 10. Pause the audio, then for each student in the class continue listening to Part B (track 1 1) when ready. Activity 4.3: Make a copl of Wo*sheet 4.3 for each student in the class. Have students Activity 2.7, Marke enough copies of read along as they listen to the audio CD Worksheet 2.7 for half the class. Give half (track 18). the students Grid A and half the students Answers: pretU) ; ma tter: rneeting; inrlted: Wbat A geftinll; later; betler;W)at do. Grid B. Students with different grids will pair up and work together Activity 4.4: Make half as many copies of Vorksheet 4.4 as there are students in the Activity 2.9t Make a copy of \\trorksheet 2.9 class. Give Chart A to hall the class and for each student in the class. Have students Chart B to the other half. Students with read along as they listen to the audio CD different charts will pair up and work (track 12). together. Actlvity 2.10: Make a copy of worksheet 2.10 for every sudent in the class. Have Actiyity 4.5: Make one copy of Worksheet students read along as they listen to the 4.5 for each student in the class. audio CD (track 13). Ansuers: 1. utben;2. and; 3. Or;4. if;5. that; Activity 4.7: Make a copy of worksheets 6. tbat 7. hut; B. than;9. as; lO. as; I 1. wben; 4.7A. J.n(I1t.7B for each student in the class. Distribute Workslleet 4.7,4. before the 12. wben. activity; have students read along as they listen to the audio CD (track 19). Distribute Actiyity 2.13r Make a copy of Worksheet \\trorksheet 4.78 at the conclusion of the 2.13 for each student in the class. Hayc activity. Explain that students may want to students read along as they list€n to th€ keep the rules where they can easily refer audio CD (track 14). to them. Actiyity 3.1: Make a copy of Worksheet 3.1 4nsrrers.' r=ft\\ t uo rd s. fi.( e.\\pe n si ue. m k. for each student in the class. Have students read along as they listen to the audio CD Xerox, expdnd, tdxes, experl, dxiom, (track 15). tttd.ximuln, context; x=gz uords: exhibit, evtminq eltist, exbibition, execLrtiue, Activiry J.2: Prepare half rs mdn] copie\\ exhausted, exdtn, execute; x=z uords: Xerox. of each chart as there are students in the class. The categories of comparison in the Activity 4.8: Make half as many copies of charts can be changed to reflect )'our Vorksheet 4.8 as there are students in the students' situations. For example, if most of class. Give half the class 'Itam A questions your students work, the information under \"Location\" might be specified as closeness and half the class Team B questions. to work rather than closeness to school. Tedm A Ansuters: L relnember: 2. rwle: cive half the students Chart A and half the 3. fural; 1. red; 5. ra.lio; 6. riuers; 7. rug;8. utritu. students Chaft B. Students with different Tearn B arrswers: L rlgbt; 2. relatiues; 3. repdif; charts will pair up and work together 1. (d) ring: 5. (a) rcoJ; (). roses;7. retunx;8. to Activity 3.3: Make a copy of \\t9orksheet 3.3 Actiyity 4.9. Make a copy of worksheet .{.9 for each student in the class. Have students for each student in the class. read along as they listen the dialogue on the audio CD (track 16). Activity 4.11: Make a copy of Worksheet 4.11 for eaclr student in the class. Hav€ Activity 3.7: Make a copy of Worksheets students read along as they listen to the 3.7A and 3.7B for each student in the class. Students will read along as they listen to audio CD (track 20). the dialogue on the audio CD (rack l7). P.t t 2 Anstuers: 9. aduise; 10. pig; I 1. rice; 12.peas; 13. b.1ck; 11. (a) use; 1 5. haqe; 16. set.

AAppENDtx Activity worksheets 201 lr(fivity 4.12r Ma.ke a copy of Worksheet Activity 5.5: Make a copy of Worksheet 5.5 for each student in the class. 4.12 for ezch student in the class. Activiry 5.72 Make a copy of Vorksheet 5.7 Actlylty 5.1: Make a copy of Vorksheet 5.1 for each student in the class. for each student iri the class- Actiyity 5.8: Make a copy of Worksheet 5.8 Activity 5.2: Make a copy of \\forksheet 5.2 for each student in the class. for each student in the class, or simply Activity 5.9: Make a copy of \\forksheet 5.9 pfesent minimal pairs relevant to for each student in the class. students'leyel. Acttvtty 5.13: Make a copy of !florksheet Lcttulty 5.4r Make a copy of Worksheet 5.4 5.13 for each student in the class. for each student in the class. Have students read along as they listen to the audio CD (track 21). Arrswers: /A/ uords: bead, steal, kq,, cheap, Wreceiue, people, beliew; /eJ// utor*: break, tbq, take, eigbt, baw stays; /e/ unds: brcakflst instead, medl.lne, says, /tta/rJ), egain, frierul.

202 AAppENDtx Activity wotksheets ($ wonrsrnnt r.r PRTMARY sTRESS: Travel season Trlvla Shoulder Season The cost of traveling depends on when you trayel and where you travel. High season is the most expensive time to travel. Low season is the least expensive time to travel. Shoulder season is in between. If you don't want to spend a lot of money, shouldet season is the best time to travel. Airfares and hotels aj:e not so expensive, and the weather is not usually too hot or too cold. Fof example, if you'rc tfaveling to Japan from the United States, the shoulder season is in winter 1. You want to go to South Africa. v/hen is the shoulder seasofl? a. January to April c. October and November b. Summef d. $finter 2, You want to go to Australia. When is the shoulder season? a. Summef c. Spring b. May to July d. Octobef 3. You want to go to Turkey. when is th€ shor der season? a. Winter c. July and August b. March d. Fall 4. You want to go to Rio de Janeirc in Brazil. when is the shoulder season? a. February c. Summe r b. Winter d. September to December 5. You want to go to Italy. When is the shoulder season? a. Summef c. June and July b. Fall d. January to March 6. You want to go to Mexico. Vtrefr is the shoulder season? a. June and July c. Fall b. February to April d. Winter 7. You want to go on a safari* in Kenya. When is the shoulder season? a. Spring c. June to Septemb€r b. February and March d. Wintef 8. You want to go to Costa Rica. When is the shoulder season? a. Srunmef c. Winter b. July and August d. Mid-october to mid-December * A trip to see wild animals lik€ elephants and lions.

AApp[Nr?/\\ A.tiyit!, tyL]rlsh€.r/s 203 WORI(SHF,F,T -I.2 PRIMARY STRESS: Integrating Stress, Vocabulary, and Reading Reprinted from rvorthstal 1, Rea.liltg qndr ritil?g b,v Joho tseaunont, Pcarson Longllran, Uretl with 20Oc). pagc I ti. pcrmi.iion. lind[ergn Did It! Paris Exprcss Ng'ys-May 27, 1927 t PARIS, FRANCI, One week ago, he heard was the sound of the wind and Charles Lindbergh was just a handsome, the noise flom the engine of thc plane. zs-year-old ainnail pilot from a small He was in the air all alone \\,\\'ilh his town in the United States. \"Ibday he is the thoughts, his hopes, and his fears. most famous man in the world and the ; After 3,610 miies, 33 hours and 30 most importart man in the history of minutes, and no slcep, Lindbergh landcd flying. in Paris on May 21st. At that mornent, his : Last week, Lindbergh flew solo iiom life changed forever. Thcre wele 15U,000 New York to France. He i4'as the first excited people waiting to greet him. The pe$on to Ily non-stop across tbe Atlantic international media wcre also there. Ocean alone. He also set the record for Photographers and newspaper reporters the longest non-stop flight. wanled lo be the flrst to tell the story .l Lindbergh took offon his historic flight about l-indbergh. When he got out of h:s on May 20th at 7152 A.M. People called plane and saw all the excjtemcnt, hc him \"'lhe Flying Fool.\" On that day, other kneh' that his life $'ould never be the pilots in the contest waited in New York same again. because the weather was bad. Lindbergh 5 When he beSan lhis dangerous tlight, did not wait. He took flve sandwiches, a he was a quiet young man from a quiet bottle of water, a notebook, a pen, and a town. Thjs mo.ning, \"Luck,v l-ilid\\\"' letl compass. He didn't even have a radio. All I)arls as an international hero.

204 AApptNDtx Acriv/tt' vvorl-sheets WORI$HEET 1.3 L]I\\ISTRTSSED VO\\I'EI-S AIID VOWEL REDUCTION: Today, Tonigltt, and Tomor\"rou TONIGHT TOMORROW NIGHT 8:00 Ios, 8:00 l'r'ler2d.,i (rerun) g:OO Ameican ldol 9:OO 5:O0 Live coverage of 10:00 the presideflt's addr€ss TOMGHT TOMORROW NIGHT 1:O0 lron Man (novie) 8:00 9:00 3:00 Enro Cup Firals: Germany vs. Spain 10:00 NBA Play-of1s: 1O:OO 2O/2O Nets versus Suns

AAppENDrx Activity Wotksheets 205 WORKSHEET 1.4 SECOI\\DARY STRESS IN 1\\[[]MBERST How Many People Live at 44Maifl. Street? lAll StudentA map The map shows apaitnent buildings on Mdn Stre€t, Park Ilne and First Street.The numbers in rhe buildtng shov how mary p€opl€ live ln tlat buildtng. If a building is empty, ask lour prrlner the qu€sdon below aid wite the answer on the map. How many people liv€ at (address) tr44 Mah Stre€t tr46Pal*Lane n43 First Str€et F tr42 Main Str€€t 'e4 !:1 32 Pr* Ilne n Hz tr37 Flrst Stieet EI36 Main Street Et 30 PaIt Irne FT 24 Pffk Iln€ E rl 33 Fkst Street n@35 Main Street F E F ll nnE22 First Street z * tr IA2l Stud€ot B map The mrp shows aparun€nt buildings on Mah Ste€t, Palt Ilne ard l1lst Sh€et.The numbers in the tuybuildiry show how people li!€ Ln that builalha. IJ a buildiig is mptt ark your partner the questton b€low and mite the ans*,er on the map. Hoq/ many people live at (address) tr44 Main Str€et F n46 P,rk lr€ tr43 Fist Sheet F tr42 Main StrEet Fl 32 ?arklane nn@ Iz n37 Fist Str€et Fi 36 Maln Str€et H FF&l 30 Park Iae I E33 First St eet ttrl35 Main Str€et F z & tr22 First Street @20 Mdn Street !r E2l First Street

206 AAppr:NDix Activity worksheets @ womsrmrr r.6 coMporlllDS: v4rich came Flrst? which came first? . YouTube-search engines . conference calls-webcams . cell phones-iPods . heart transplants-live r transplants . computer games-Web sites . Ilingerprinting- blood typing . laptops-desktops . e-mail-podcasts . hard drives-flash drives WORKSHEET 1.7 \\'ERBS AND NOTTNS WITH PREPOSITIONAL PREFD(ES: Why Do Women Outlive Men? women outlive men because th€y experience less work-related str€ss than men. rfomen have a more positive outlook and more practical goals than man Men are more likely than women to underestimate the dangers of risla behavior In most societi€s. men oute?rn women and are the main source of farnily income .

(f womsnnnr r.s AAppENDtx Activity Wotksheets 2O7 1. US is ABBREVIATIONS: Integfating Pronunciation and Grammar 2. UK is a. \"modus operandi,\" a Latin tefm used in police work fof 3. FBI is the method a particular criminal uses in his crimes. 4. CIA is b. the tax collecting agency of the United States goYefirment. 5. IRS is 6. IBM is c. a sovereign state that includes England, Scotland,lvales, 7. UN is and Northern Ireland. 8. EIA is d. the intelligence gathering agency of the United Stares 9. DOB is goYernment. 10. MO is 11. ATM is e. a machine that giYes cash. f. the country located between Canada and Mexico. 12. \\{P is g. the date and year a person was bom. h. the police force of the United Stat€s govefllmenr. i. a \"Yery important person.\" i. a large producer of computefs and other technology. k. an international organization that aims to maintain wodd peace and solve wodd problems. l. the time a flighr is expecled to arrive.

208 AAppENDtx Activity wotksheets @ womsunnr r.9 srREss wlfir suFFD(ES: wtrat's Presidential? -iaU-wal -ical -lty 1. presidential T.logical 2. intellectual 8. identical 1 3 . responsibility 3. controversial 9. ecological 14. integdty 1 5 . passivity -ian -ic -ious/eous 4. politician 10. id€alistic 16.luxurious 11. realistic 17. iunbitious 5. musician 12. energetic 6. academician 18. courageous @ womsrmnT 1.104 DrsAppEARrNG SvLLABLES: came aspfin chocolate evening farnily tempefature Yegetable federal general interest miserable separate (adj) every laboratory beverages favorite cornfortable naturally practically accidentally awtully

AAppENDtx Activity worksheets 2O9 WORIGHEET 1.108 DISAPPEARING SYLI-{BLES: came I 1. What are coffee, tea, sodas, and iuice? 2. What's a singular adiective that means \"all\"? 3. What do you take to get fid of a headache? 4. $fhere do scietrtists work? 5. What's a word for \"early night'? 6. Your mother, fathef, bfothers, and sisters-what are they? 7. Iphat's a word tha: means \"the thing you like best\"? 8. Bfoccoli, peas, carrots-what are they? 9. ll(&at's a wofd that means \"very\"? 1O. What's a word that means \"almost\"? lAnss'ers: 1. bevreges; 2. evry; 3. aspran; 4. (in) labr3tories; 5. e\\.ning; 6. (youf) fafi y; 7. favret; 8. vegtables;9. awfly; 10. practaklyl 1. State government is one leyel of gov€ffrment. What's rhe highest ievel? 2. $fha:'s a s/o:d that means \"very unhappy\"? 3. What's a word for the money you earn on your sayings? 4. What's an adiective that means the opposite of\"together\"? 5. What's a word that means the opposite of 'on purpose\"? 6. The weather report tells you about this. 7. What's the opposite of\"artificia1ly\"? 8. What's th€ opposite of\"specific\"? 9. This is ahe traditional candy ofvalentine's Day. 10. This is how your favorite chaif feels. lAnswers: 1. (the) fedral (level); 2. misreblet 3. intrast; .1. seprat; 5. accadently; 6. (th€) temprature; 7. natchraly; 8. genral; 9. choclat; 10. comftarbal

21O A?pENDIX A Activity Worksheets WORKSHEET 1.11 STRESS SWTTCHING: What Happened in the 199Os? The 1900s: Name the decade when these events occurred: 1. The Soviet Union launched the first spacecraft (Sputnik 1)- 2. The fiIst Wodd Cup 3. The Gr€at Depression 4. The fust mas$produced automobiles 5. The fust time man walked on the moon 6. v'odd war II 7. Nelson Mandela was elected president of South Africa. 8. The first successfirl human-to-human heart transplant 9. The first diagnosed case of AIDS in the United states 10. The Oil Producing afld Exporting Countries (OPEC) embargo on oil shipmeflts to the 'West 11. The word robot was first used. 12. The plastic bag was inYented.

($ womsrunr z.r AApptNDtx Activity Worksheets 211 PRESENTING STRESS-TIMED RIIyTTIM: Limericks Natural tree line Apple orchard The BIRDS aBANdoned the FORest. NNNN They BUIIjI their NESTS in the ORchard. There once was a man with a beaxd, Who said,\"It is just as I feared! Some owlsr and a hen, Some larks2 and a wren, Are building their nests in my beard!\"3 towl: a large night bird with big eyes 'rIl-iamrkesricankdbwvreEndsqtrar'r'dpeIseorrf birds There once was a man with a beard. Who said,\"It is iust as I feared! and d^ da DA da DA da DA da da DA Are building their nests in my beard!\"

2\"12 AppENDtx A Activity Warksheets @ womsurnr 2.4 LII\\IKING ADJACENT WORDS: JObS Matchlng a. an event where businesses looking for new employees can 1. dotrom meet people lookng for iobs 2. Web site b. an employment agency (usually for well-paid jobs) 3. outsourcing 4. cuttluoat (adj) c. cyberspace location 5. job market d. the practice of hiring employees located in other countries 6. job fair e. available jobs 7. headhunter 8. pink slip i very competitive g. a notice that youte been laid off h. technology business Discusslon 1. What kird of work do you do or are you interested in doirg? How do people find jobs in that area? Do they go to job fairs? Web sites? Headhunters? What's the iob rnarket like in that area? 2. V/hat do you think of outsourcilg? Is outsourcing an issue in your country? How can it hurt a country? How can it help a country?

AAppENDtx Activity Worksheets 213 @ wonxsuErr 2.6 PREPOSITIONAL PHRASES: Good Manners Part A: Table Manners There aren't as many opportunities to practice table manners as there used to be. In the United States, most families €at meals together only once or twice a week. Howel'e! on holidays or at dinner pafties, families afld friends still gather rogetfier at the same table to share a meal. These are occasions when we can show off our table manners-if we can remembef them. Part B: The Do's and Don'ts of Table Manners Match pbrases on tbe W ultlr plrra;tes on tlJe liglrt. Don't fight with your hands Don't play on your lap Don't talk with your mouth firll Don't lean at your brother Don't shoot peas at the table Chew on the table Put your napkin - with your food Keep your elbows with your mouth closed Don't eat off the table

214 ,rr/'rNrrr A Activifl, ltbllsheets WORKSHEET 2.7 ARTICLES: Food ) 1o t--r_--;.)- (X) I. ,Lt:rl lU ldD ,i. 5i\\,i.t 13 6. 14 t5 lsZ].L$-$\\ /-l l--l u\\,:..,.:t.r:,':l ([/ 8. 16.

AAppf t'iDtx Aclivity Warkshects 215 'f, .D? 14.ItEw,' __'1 ti 'gg

216 AAppENDtx Activity Worksheets l I S womsrnnr2.9 PHRASAI !'ERBS: Don't Put irff Until Tomorrow What You Can Do Today Ai \\?hat are you reading? B: An article about chronic procrastinators. A: That sounds like me. I put evertthing ofi B: No. Cfuonic procrastination is more serious. Chronic procrastinators put off filing income taxes, cashing checks, even using gift certificates. A: That's like throwjng money away. That's not me. B: Yeah. They wind up losing their iobs because no one can put up with them. They let down their friends and family- Speaking about putting things gq, have you made up your mind about going back to school? No.I'm still up in the air about that.I don't know if I want to trade my iob in for student life.

AAppENDlx Activity worksheets 217 @ womsnrrr 2.10 NorrcrNcuNsrrnssED co{fuNCfioNS: Medical Etlrlcs Hov/ truth.frI should doctors be (1) they know a patient is dying, (2) there's no cure? Should they tell the patient (3) iust his family? What (4) you'd iust heard (5) your eldedy father had teminal cancer? Would you tell him? Imagine (6) two people need heart transplants to li.t.e, (7) there's only one heart a ilable. One person is a father of three young children;the other is a conyicted criminal. The convict is a tjttle higher on the transplant list (8) the father. But is the convict (9) worthy (10) the father? Who should get the heart? Who should decide? How long should patients remain on Iife support (11) there is Little hope fof recoyery? In the United States, the parient, thfough his instrucdons or his family usually determines (12) the \"plug should be pulled:'Who should make this decision? Dlscusslon How would you answer these questions? In your country who makes these decisions?

218 AAppENDIx Activity worksheets 1. v4mddaya see? \\I4lerja go? 3. Whatcher name? 4. \\Vherdaya wanna go? 5. I'll letcha know rqhen I can come. 6. vftadia see? 7. V4ratcher phone flumber? 8. Whydy ,/waydiy/ come? 9. I wantcha to go. 10. I can readjer mind.

A 219AppENDtx Activity worksheets 6 womsnnrr3.r HIGHIIGIITING: Breakfast ln the ReaI Wodd Ordering Breakfast Waiter: What would you IIKE?, )C I'll have EGGS. Waiter: How would you LIKE them? X: SCRAMBLED, please. Waiterr Anlrhing ELSE? X: Just COFFEE, with MILK. *The waiter might also say,'Are you ready to ORDER?\".CaI I iake your ORDER?,,,Ar. you READY?,,

220 A/\\PP.Ntr,\\ Activiry la/orksheets WORI$HEET 3.2 CONTR4.STI\\'aE STRESS: Wtrich Apartment is Better? $)\\U/mt'ntn s750/month 20-min. bus ride to campus 5-min. walk to campus

AAppENDtx Activitv Worksheets 221 (9 womsrmnr t.: FINAI INTONATIONT Minimal Dialogues Ar Finished? B: Yes. ,4,: Dinner? B: Sure. Ar Italian? B: No. Ac Sushi? B: Yeah. A,: Where? B: Tomo's? A,: OK.

222 AAPPEND:r Activity Wotkheets S womsrrnnr 3.7A PARENTHETTCATS: You r.ook Pretty Happy, Luke. Dialogue 1: l Julian: Luke: You look pretty happy, Luk€. What happened? Julian: This is from the law school. I got accepted, it says. Luke: Jullan: Congratulations. Luke: Tharks. Now I'ye got to find a way to pay for it, though. You'll be up to your eyeballs in debt, you know. Dialogae 2z Yeah, but I'll be able to pay it back, I hop€. Julianr Luke: How's law school, It's a lot of work, It's OK, The f1lst yeaf's the worst, Julian: I'm not suq)rised, Luke: All I do is read and memorize, Julianr Have you decided what kind of law you vant to go into? Luke: Public interest law: But I haYen't had time to think Jullan: about it, . what brings you arorurd here? I wondered if I could borrow your car this weekend, Luke: Sure. Where are you going? Julian: Well, Sue loves to hike so we're going hjking. It's an easy hjke,

.WORKSHEET 3.7B A A.lA,/Iv l4/ork-sheels 223 ^PPrNDil PARENTHETICALS: YOrl LOOK PfCttY Happy, Luke. NAMES AND FORMS OF A,DDRESS REPORTING E)PRESSIONS names it says sir, miss mal-l they said she says EXPRESSIONS TIIAT SHOW YOTIR they say EVALUATION I think DGNXSSIONS OF EXAMPLE I'm aftaid I guess for instancc I'm sure lbr example You know ancl so on it seems POLITE E)GRESSIONS ADVERBS plcasc actually thank )'ou luckil-v, fortunately if you could unfortunately thoutih if rhat's oK in fact

224 AAppENDtx Activitv wotksheets WORKSHEET 3.8 ATTITT]DES A]i[D EMOfiONS: Amblguous Dialogues Dialogue A: Let's go for a dfiye. B: OK, but I have to do something fust. Situatlons 1. It's an extremely hot and humid sumner day, and A and B, husband and wife, don't have air conditioning in their apartment or car. They're both exhausted from the heat. They think that maybe the breeze coming in the car windows will make them feel bette! but they re not very hopeful. 2. B is As motherfather B is teaching A to dfiye. B beli€yes that A is a terrible driver and always dreads helping A practice. A loyes to driye and nevq refuses an opportunity to practice. 3. A and B are newll.weds, very much in love. They're going to one of their favorite spots, a secluded lake whefe they fifst met and f€ll in [oye.

AAppENDrx Activity Worksheets 225 (9 woRKsrfiET 4.3 REcocr\\[zrNc FrAps A You look woffied. What's the B: I'rn Alex's parerits tomoffow. They me to dinner-to their house. they don't like me? A: V/hy would you thinl tlnt? You and Alex have been talking about married.You'fe going to have to meet his parents sooner B! I suppose so.I guess I'd bring a present. you thifk, some flowefs?

226 A/\\PPEND:r '1ctir,if l,Vork5heers WORIGHEET 4.4 SIBIIANTS: How Much OiI? IMPORTERS MILLIONS OF E)(PORTERS MILLIONS OF BARRELS PER DAY BARRELS PER DAY 1. The tlnited 1. Saudi A-rabia States 2. Russia 6.7 t.l.. 2. Japan J. Cl.fna 2_5 J. Norw.rv '2.6 /r. Gefmany .i. Iran 5. Sonth Korea 2.O 5. V€nezuela 2.3 (r- France 6. The United Arnb Emirates 7. Ital\\' r.6 7. Kuwait 2.2 8. Spain 8. Nigeria 9. Inclia 1.0 9. Mexico 1.7 'IO. \"laiwan 10. Algctia '' I hc clxlx on oil impor'ts comcs lroln the I J.S. Enerll.i lnfornatiolr Administration for 200.1: the export intornxti(n reflects 2005 dxle (source: $.\\\\.$..eia.doe.go\\').

APTEND/.\\A A.tiyit!'|l/crrksheefs 227 IMPORTERS MILLIONS OF E)(PORTERS MIIIIONS OF BARREIS PER DAY 1. Saudi Arabia BARREI,S PRR DAY 1. The United 11.8 States 8.7 2. Jap^, 2. Russia 3. China 2.9 3. Norway 2.9 4. Iran 2.1 4. Germanv 5. Venezuela 6. The United 2.2 5. South Korea 2.t l.B Arab Emirates 6. France 7. Kuwait 8. Ni{aeria 7. llu'ly t.7 9. Mexico 8. Spain 10. Algeria 1.5 f. india I O- Taiwan *'fhe data on oil imports concs fiom thc U.S. Efleryt Informatior Adn]inistratio[ lbr 200'1; llle cxporr infolmation rcflects 2005 data (sourcer www.eja.doe.go\\').

228 AAppENDtx Activity worksheets WORKSHEET 4,5 /4/: Present Continuous a'ral -ing l sung S wonxsrrnrf 4.7A pRoNrNcrAfioN oF x..spelling and sounds Decide how \"x\" is pronounced in the words below. Write each word under the first, second, or third column below the words. fL'( expensiye exhibit examine mix exist Ierox exhibition executive exhausted exam expand taxes expect execute axiom maximum context r-&s t4=gz

AAppitiDtx At tivtt'/ Workshee' 229 WORI$HEET 4.78 PRONf]NCIATION OF r.'Spelling and Sounds 1. li. at the beginniflg of a word is prono'rnced /z/ (there are vcry 1ew of these words in Bnglish). x€rox xenotl 2. X at the end of a word is pronounced /ks/. box tax l. X preceded by a stressed vowel and followcd by another vowel is pronounccd /ks/.1 exercise (eksercise) raxi (taksi) 4. x followed by a stressed vowel is pronounced /gzl. exemple(egzample) exdggemte(eg:zaggerntc) ex,ct(egzact) 5. X is pronounced ,/ks/ before most consonants. explain (eksplair) extinct (ekstinct) lsome speakers pronounce exl, as \"eksitt\" while othcrs pronourcc it as 'c€lzit.\" Some speakers usc both pronuncilrtions.

230 rpprND/.! ,1 ,l.tir,/r| i1.'orlrheets WORISHEET 4.8 BEGINNING /t/: The R Game Diagtatn of /t/ Questiofls for Team A: l What s th€ opposite of./oryet? 2. V4nt's the opposite of polite? 3. \\I{ut's the opposite of urb(Ln? 4. Mix blue with this color to get purple. 5. Befbre TV, pcople listenecl to lhe 6. Wlar are thc Mississippi and rlte Nile? 7. lgl.lat's a synonyrn fot cqrpet? 3. fise a pencil or pen to do this. Diagran of /r/ Questions for Team B: 1. What s the opposite ()f a,ror?g? 2. \\'ouf lrncles. cousins, grandparents, and nephew are yoru _. 3. This is a \\\\''old that neans \"fix.\" ,1. X)u wear this on your lcft hand when )'ou get married. i. Thls is the top of a building. 6. These flowers are a sign of love. 7. 'l'his yerb means \"!ao back.\" 8. \\{&at's th.. oltpositc of to J.tlll

AAPPENDI{ Activity Worksheets 231 WORKSHEET 4.9 PRACTICING THE /V-lV CONTRAST: How Do You Spell Right? Diagtarn of /U Diagan of /t/ Iight right Minimal Pairs low-row glass-grass alive-arrive list-wrist play-pray light-right led-red fly-fry late-rate long-wrong $ womsrrunr 4.11 RECocMrroN Ar\\rD pRoDucrroN oF FrNAL CONSONANTS, FINAI CONSONANT CLUSTERS, AND FINAI VOICED CONSONANTS P?.rt ^l A B A B belt short P^rt 2 1. beU faxed 2. shore dogs 3. fax picked 1. dog watched thanked 6. watch plant 5. pick 8. plan 7. thant 9. advise advice 10. pig pick 11. rise rice 13. bag back 12. peas piece 15. have half 14. (to) use (a) use 16. said set

232 AAppENDtx Activity worksheets WORIGHEET 4.12 HOW WOT]LD YOU USE 2.7 TRILLION DOLIARS? How U.S. Taxpayers' Money was Used tn 2oo7 2O'/. l9o/. Social Security payments to current retirees 16% Medicare (health care for the eldedy) lo'/o Aid to the poor (Medicaid, food stamps, housing subsidies, etc.) 30% National debt (interest payments) Military Hometand security a' Other (federal highways, medical res€arch, FBI, etc,) This sample shows the fedeial budget for 2007. VORKSHEET 5.1 /iy/-/t/z Presentlng Pro unclatlon Diagram of /1y/ ard /r/ @ leave /iy/ llve /t/

AAppENDtx Activity Wotksheets 233 WORKSHEET 5.2 /ty/-/r/. How Do you Spell Liae? Choose minimal pairs for this actiyity that are appropriate for your students'level (B = beginning level; LI = low-intermediat€;I = intemediate; HI = high-interme diate; A = advanced). \"/ eat (B)-it (B) cheap (B)-chip (I/HI) beater (I)-birter (I) ,,/ seat (Ll)-sit (B) steal GD-still (LI) relieve (I)-relive (I) / leaye (B)-liye (B) /least (lD-list (LI) Pete (I)-pit (HI) reach (Ll)-rich @) field (I)-filled (Il) asleep (I)-a slip (HI) feet (B)-fit (LI) heat (I)-hit (B) meal (I)-mill (A) v/ sleep (B)-slip (I) beaten (I)-bitten (I) de€p (I)-dip (A) green (B)-grin (I) heaL/heel (I)-hi[ (LI) feast (Hl)-fisr (HI) reason (B)-risen (I) seek (I)-sick (B) seed (Hl)-gdd (A) each (B)-itch (HI) peel (A)-pill (LI) @ wonxsnrnf S.< /iy/-/ey/-/e/z Sorting Sound And Spelling brg4k st94 feceiYe b94d kgy eight breakfast rhgr b4bv instead ch94p p99ple medicine m4ny says take stllS say a94n friend believe /iyl Words /€,/ words /eyl ]trords

234 AAPPENDIr Activity worksheets \\VORI$HEET 5.5 /e/'/e/; Presenting /e/ (IIad) and /e/ (Ilead) Diagram of /r/ had artd /e/ head bad /r./ he^d /E/ WORI$HEET 5'7 /e/, /e/, /a/, AND /o'/ (KEPT'CAP-CUP-CoP): What Bugs You? Diagram of /e/, /n/, /a/, a'Jld /o/ kept-cap-cup'cop kept /E/ cap /r/ cnp /a/ cop /o / WORKSHEET 5.8 /e/ AND /o/: Presenting /a/ a'Jid /o/ (Nut-Not) Diagram of /a/ arl'd /o/ nut, t ot fi /e/ not /o/

. AAppENDtx Activity WorksheeE 235 WORKSHEET 5.9 /a/: Luck or Sk l? Quotations about Luck 1. \"People always call it luck when you'ye acted more sensibly than they have.\" (Anne Tyler) 2. \"I'm a great believer in luck, and I find the harder I work, the more I have of it:, Cfhomas Jefferson) 3. \"1 say luck is when an opportunity comes along, and youte prepared for it.,, (Denzel \\vashington) 4. \"The only thing that orr'ercomes hard luck is hard work:, (Harry Golden) 5. \"Luck always seems to be against the man who depends on it.\" (authof unlmown) Sou/cei www.quotationspage.com WORI$HEET 5.13 R-COLORXD VOWEIS: presenthrg R-Colored vowels /st/ (Are), /at/ (Her), and /oil (Or) Diagram of r Iip Shapes her

E npPENDtx B PROBLEMS OF SELECTED LANGUAGES On page 10, we list features of English pronunciation thxt are difficult for most students, :egardless of natir,'e-language background. In this stuclents from sclected nativeLanguage appenclix, we describe problems that are ]pical of backgrorxlds: Ajabic, Chinese, Irrench, Haitian Creole, Japanesc, Korean, Poftuguese, Russian, South Asian languages, Spanish, Thai, lnd victnamese. Togethcr with the list of common problems on page 10, the information in Ihis section car.r be usecl by teachers who want to anticipate the types of pronunciation problems their students are likely to have. The teacher should also bc awa.re that the problems described below are q?ical but are not experienced by every native speaker of rhat language. ARABIC Anbic belongs to the Semitic family of languages, which also includes Hebrew, Ammaic, and Assydan.It is spoken in Algcria, Bahrain, Chad, Diibouti, Eg)-pt, Eritrea, Iraq, Israel, .lordan, Kuwait, Lebanon, Libya, Mauritania, Morocco, C)man, palestinian territories, .Sl?amudeirtA. faibSiwa,eSll oamsainlias, mSuitdllaenf ,cSo,ymriam, uTnuintiiessia,inUnoittheedf eataq Arab Emirates, Western Sahara, and countries aS a native or second language (L2). Because Arabic is the language of the Koran, many Muslims around the world are fxmili'Jr s\\ ith \\omc Arabic worcls and phrases. Moclern Standard Arabic is a \"pan Arabic,,dialect used in schools, by journalists, and for ollicial purposes (swan and smith 2001, 19i). h addition, there are marry colloquial \\.arietics of spoken Anbic, which can differ substautiau,v from each other. 'l'he problems describecl below are comrton to most varieties of A1?bic. Word Stress Since stress placement in Arabic is regular anal predictable, Anbic students may be unfamiliar with the varied stress placement in Enlalish and misplace stress when the,y speak. Arabic students should be taught predicrable stress associated with clir.sses of English words (begiming on page 30), and new vocabulary of more than one syllable shoul<1 be presented orally. Arabic str.rdcnts may also be unfarniliaf with tlte English use of stress ro disringuish meaning ir pairs like a rdcorcl-to rec1rd or Appb-aI)pdll. Although Arabic and English are both stress-timed languages, unstressed syllables in Arabic arc not as shofi relative to stressed syllables as they arc in English, and vo\\lel qualiq., in unstesscd sfllables is not as reduced as it is in English @enrabeh 199j . Zutalq and, serrcno 2007). studerlts should be encouraged to n.rake a greater length distinction bern'een strcs.etl rnJ UnstrcsscLl \\owcl: (.(c page ,25). Rhlthm and Ifltonation ln connected speech, Arabic students may insefi a glottal stop (the sound separating the two parts of uboh) trelbre words beliinning with a vowel, creat tg a choppy soundhg rhlthm. Students should prnctice linking final consonants to beginning voweG (see page 55). Students may also stress more words in uttennces than native speakers would, resulting in oyedy emphatic speech. Students should work with highlighting, focusing emphasis on just one or fwo words in an uttennce (sce page 96). Likewise, students should wolk on givinEi less prominence to ftlnction words (see page !0). 237

238 rrrrND/,\\ B Prtl:lens ti Stlcctcd lang,uagc's Consonants 1. /p/. h/:Tb,ere is no /p/ in nrost dialccts of Al'abic, so students ma) substitutc for /p/. pronouncing wor.ls like I)eople as 'beoble.' Teach stLldenls to pronounce ^\\l'/ords beginning with the letterr' wilh a puff of xir (aspiration. see page 150) 2. / . /v/tThese arc variaDts of the sanrc sotlnd in Arabic. Focus on Ay' .tt tlle bcginnings or i1l the miclclle of$'ords (see palie l21r) l. /ll,/: ,\\mbic has no /!/. so studcots maY substitute /n/ or /\\g/ fttt /\\/ (.see page 136). 1. /r/:1he /r/ in Artbic is a flaPPcd /1/ ancl students ma\\-substitutc this sound for the /r/ of Erglish. Teach the retroflexed articulation of English /r,/ (see page 141) 5. Consonant clustcrs: In ntost dialects of A1'abic. consooaot clusters do not occuf at the beginnings of $.(]rds. Studcnts lnay ioscrt vo$'els bcfore or betwccn beginning Elrglish cltlstcrs. Pron()uncing a wortl likefToor as if]oor' or \"Iiloor\" (sce page 15I) Final two membel consonant clusters tlre permittcd. Sttldents should work with past ancl prcsent el-Idings to practice tjnal chlsters with two of nrore meflbcrs (sce page 159). 6 l/r sounds: These sounds occur in Modetn Standatd Anbic bu1 not in some of thc colbquial languagcs. SOme students havc no problem pronolrncinla the tJ sounds, br.rt others may substitute /t/ or /.1/ fot lhese sounds. a stilimatized pronLrnciation (see pagc 126). Vowels \\. /I/ . /E/: k1\\b:1c students mit\\' conftlsc these two vowels, prononncilf'g becl llke bid or vice Yersa lsee pagc 175). '2. /x/ , /T/ , /a/. /o/: Arabic has only one lo$' 1'owcl. so all of thesc Yowcls ma.v be difficult fbr stuclenls to pcrccive:rnd prorlollllce (scc palie 178) orthography 'Ihcre is [o similarirr._ bet$-een thc Elrglish ancl Ar.rbic \\t'ritinl] systcms, Arabic is written liom rillht to leli ancl flequeutll omits vowels. E\\rn aclvancecl Al'abic stuclents have difficulty reading aloucl, often halting rtnnaturalh- and transposing letters;these studcnts should practicc reading aloud. CHINESE Chinesc is ;t collcction ()f languages ard dialccts trnificd b]' a comnon $'riting s1's1c11 The sharetl \\vriting s,vstcm allows written Chinese to be understoocl b,v Iitefatc speakers of all varietics, cven s'hen the spoken varicties are mutualh' uDintelligible (lhincsc is spoken in the People's Rcpublic of China (Clrina), the Republic ol Chira (Tai$'an), Hong Kong, Singaporc. \\{ala}-sia. Macau, thc Philippincs, Australix. tndonesia, Maurititrs. Peftr, Ciurada, the Ilnited St:rtcs, and othcr reliions $'ith Chinesc communities. There are substanti,tl linguistic clifterenccs betwcen Chinesc, a Sino-'libctan langtlage, 'rnd English, an Indo Elrropcan languag;e. one of the most important Phonological dillerences betwccn Enlilish and Chincse is the trsc of pitch Chilcse is a tonc language: an essential part of the pronunciation ol a par(icular worcl is a particuliu lcrel of pitch (or dircction of pitch). Pitch, thcreforc, clistingttishes worcls liom each other' Ilrr examplc. Chjnese r1li. spoken on a high-level pitch (tonc), means \"to hang over something;\" spoken on a pitch that irlls sharplJ', r/.r mcxns \"big.' (Stress iD Elglish pertbrrus tlris frnction in the pair (a) r'cud (to) tec6rel, for e-\\arnple.) In English, pitch

239AppENDtx B Prcblems of Selected Languages patterns (intonation patterns) occur ovef phrases and utterances, structruing and adding discourse meaning. In this section we focus on two varieties of Chinese: Mandarin and Cantonese. Mandarit is the standard form of spoken Chinese, used in journalism, education, and government. Cantonese is the ofticial language of I-Iong Kong and the mother tongue of many Chinese speakers overseas. A major phonolotiic;rl difference between Mandarin and Cantonese is rhlthm. Mandarin is a stress-timed language , like English, while Cantoncse is a syllable-timed language. Thc rhltl.rmic dissimilarity betweer.r Cantonese and English makes Englislt rhlthm mofe dilTicult fof Cantoncse speakers than for Mandarin speakers. Most of the other problems described below are comnon to both Mandarin and Cantonese. Word Stress Most Chinese words are monosyllabic;as a result, Chinese speakers are likely to lrave difficulty with stress placement in polysyllabic words (see page 37). Rhythm Because Cantonese has syllable timed rhlthm, Cantonese snldents may pronounce every English q'llable with equal length and shess, creating a staccato or choppy eftitct (see Chapter 2). Mandafir-speaking srudents have less difliculry with this aspect of English rh).thm. Linking Adjacent Words Most Chinese students have difficulty linking adjacent words appropriately. They may add a vowel after a word that ends in a consonant to separate it from the next word or add an extra sound beforc words that begin with vowels. These ,,separation', strategies make their English sound choppy (see page 54). Intonation Because Chinese is a tone lanfauage, where pitch is an integral pa.rt of each word, Chinese students may have difficulq'with the English use of pitch and intonation to structure the meanings of phrases, utterances, and discourse. problems with intonation are varied: Students may use high pitch at unexpected places in a discourse, their. intonation mav sounci ovcdy flat, they may overuse falling intonation, or thcy may sound singsong (see Chapter 3). Consonants 1. t sounds: See page 126. 2. /v/, /w/: Chiaese students may sub stitrte /w/ for /v/, pronouncinla rrer1, like.wery', (see page 124). 3. /3/: Chinese students may pronowce /S/ so that LLsuall! sottDds like ,'us'ally', or meqsure llke ?nayor (see Wge 112). 4. /r/, /w/, /l/: Chin€se students may pronounce riglJt llke u)bite or ligbt. Instruct students who substitute /w/ for /r/ not to round their lips when they say /r/. t (Tor /r/-/l/, seE page 116.) 5. /l/-/rt/:Some Cantonese speakers substitlrte h/ fot /l/, creating odd,sounding pronunciations like night fot ligllt and vice versa (see page 1441. tl-ip rounding crcates /w/. Although many narir-e speake$ prcnounce /r/ $,ith lip rounding, a1.l acceptable /r/ can be produced withour lip rounding. Alter learning ro rerroflex Englisll /t/ (see page 141), students who substitute /W for /r/ shoutd be instructed to.keep their lips flat,'when they iay /r/.

24O BAPTFNDIr Problems ol Seleclccl I atlgua1es 6. ,4l/: (lhinese studcnts lnav substitutc a Yelar /h/ for Erglish gbttal /h/, prolouncing /h/ with a noisy sound (like the Gernan pronurciation of c,b in Bdcl,) Explain that English,/h,i is a soft sound,like the sound of heav) bretrthing (see page 140) 7. C(xrsonant clusters: (ihinese cloes not allow collsonant clusters at thc beginnings or caoncsoonnsaonntasnt(e(.!ea.9.2'/pe4ro.sbelem cnds of words. Studcnts ma]- simplif,v clusters b)' dcletin!! sounds like \"poblem\" or separating eve[ /poban]/) or bY sounds like'palease') (see page 151). 8. Final consonants: Chinese allo$,'s a yery linitccl number rlf finlrl consoralts Final consonants may bc dcleted, or a vo$'el 1nay be added fter the consonant (see page 153). 9. Irinal Voicecl stops ancl fricativcs:In addition to the general problelns posed bY final consonants, Chinese students ma,v \"dcvoice final voicecl conson rtrts pronouncing bag ljke b6ck, or lJ like \"iss\"(see pagc 155) 10. Final ,/1/: Chincsc students often clrop /1,/ xt the end of a word or s)'llable, or pronounce it like /w/ ot /o/ (e.g.. r'rld souncls like ode, ?-nd /lttle sounds like \"litto\") (sec page 1'14). 11. Final nasals (/n /, /m/, /l / ): (\"bfiese stuclents ma-Y omit linal res,ll consonants ancl ftrsalize preceding vowels (e .g.. uirerr /go rna-r'' sor.lnd like /wJ,/ 1go) (see page 136)' Vowels 1. Frcnt vowels (/r,\\'/ rneat, /l/ \\llitl, /eJ-/ lltote, /E/ fiet, /E/ /,7171): Chinesc students confuse most of these vowels and r1eed extensive practice with them They nray pron()unce st?at as greet (or rice versa) and el'en s4ld as seerl (sec pages 169- 179). 2.,R,coloreclvowcls:chineseEsLstudenrs$4rofirstlearnedanr-lessvafict-YofEnglish l]aYe a great deal of dillicultv with /r/ colored l'o$'els (sce pa€le 192) 3. /ey/,/^w/,ar.1 /a:'/ before /n/ or /fl7/: Chiftese students may omit the lalide erclings (/w/ or /y,D of tllese voq,'els whe n the-v occlu be fore /n/ or /r1/ (e.g., train mav sound like \"tren.\" toz{.\", likc /ton/ (ot /t\\/),and tlme llke Tou) (sec palie 192). FRENCH French is a Romance language, rclated to SPanish, It,rlian, Poltuguesc. Catalan, and Romanian. Because English has bornlwed man) s''ords from French, rnany English words look si iler to French words,which sometimes leads students to use their Frcnch pronunciation in English. in Francc, Bclgium, S['itzedand. I-uxembourg, tbe \\Vest Indies, French is spoken iativcly Haiti. anal (lar.rada, and as an L2 in man-Y of thc f<rrmer colonies of France The problems described bekrw are common to lnost varieties of French wof d Stress betw-een Frcnch ancl English lies with $-orcl stless and fhythm. Ffench are usually stressecl on the last syllable, A major differcncc wlrich is also p'o'o'nced with words (and phmses) a rising pitch;stress placement in English $''ords is much rnore varied Frencl] students sl.roulJbe taught predictabte places of strcss associated witll classcs of English words (beginning on page 30), and iew vocabulary of morc than one slllable should be Prescnted because Frcnch is a s_yllable timed language. where the lcngths of stressed u.\"iiy. fr., \"aaitior.r,

241AppENDiX B Problems of Selectec| Languages and unstressed syllables are approximately the same, French-speaking students need to learn to lengthen stresscd syllables (see page 21). Because the qualit_v of unstressed vowels in French is not reduced, Ftench students may have difficr ty hearing the short, reduced vowels of unstressed s,vllables in English. Rhlthm and Intonation French-speaking students need to learn to make sfessLength distinctions between content and frmction words (see page 50). They also have dilficulty recognizirg the reduced pronunciations of fttnction words. Consonants 1. t sounds:These sounds do not exist in Frencll. French-speaking students may substitute several sounds for the th so:und,st /s/ or /z/ (preferred by students from Fmnce), and /t/ or /d/ (preferred by French Canadians). Swan and Smith (2OOl) report that /f/-/v/ slrbstitutions also occur (sce page 126). 2. /t[/, /d3/:'lhese consonants do not cxist in lrench. French-speaking students may substitute /t ior /tf, pronouncing che.tp llke sheep. for example, and /3/ for /d3/, pronouncingJu./ge like \"zhuzh\" (see page 132). 3. frt/:-lLle letter/, is nct-er pronounced in French. French-speaking students may drop English /h/ when it should be pronounced (for example. pronouncing DearrT as \"'eaq'\"). Ol1ce they leafn that A,/ is pronounced in English, they may add /h/ to words beginning with vowels (for example, pronouncing aluays ltke bqllu'als). 4. /r/:French /t/,pronounced witl.r the back of thc tongue, may be substitut€d for English retroflexed /r/, which is pronounced wirh th€ front of the tongue (see Page 711L). Vowels 1. /iy/, /l/.See page 169. 2. /a/, /o/, /a/tFrcnch-speaking students often confuse these vowels (sec page l7g). HAITIAN CREOII Haitian Creole is an official languagc of Haiti (together with French) and is also spoken by Haitian emigrants living in the Ilnited States, Canacla, and otl]er Caribbean. Central American, and South American countries. Haitian Creole is a mixtlue primarily of French and West Afiican lanlllrages, but also has influences liom Central African lanliuages, Portuguese, Spanish, and English. Word Stress In Haitian Creole, as in French, the last svllable of a wofd or. phrase is stfessed, a pattern which can interfere with irtelligibility and be disrracting to listeners (pclez-Applc 2001). Teachers should point out the differcnt stress patterns of English word classes (beginning on page 30) and introduce new vocabulary orally, emphasizing the sffessed syllables. Haitian Creole speakers sl]ould also be instructed to lengthen stressed vowels. Rh]-thm and Intonation Haitian Creole speakers may transfer their native language pattern of stresshg the last syllable of a phrase and pronouncing it on a higher pitch into English. This pattern disrupts expected English rh]-thm and intonation patterns. Haitian Creole spcakcrs should work with highlighting (see page 96) and with final intonation patrerns (sce page lO0).

242 BApprNir/,\\ Prohlcns ai sele(led t anguaies Consonants 1. t sounds: Scc page 126. 2. /t/.ln Haitiai (lreole, thc letter / is prollonDced /\\ry' before back vo$'els (for cxalnple, /uw/ an<1 /ow, and elsewhere like a French /r/ (see Frcnch. Page 240). Stuclcnts should lbcus on the retroflcxed plomnlciation of English /r/ (sce page 141) J. /n/rln final position, /n/ rua] be olrittccl and pronotrllced as a nasalization of the lrrc<rrling \\o\\\\'cl {\\cc P.lgc lto' Vowels l. /i\\'/. /\\/: Sec Page 169. 2. /e/, /J/, /o/:Tbcse arc new Yo\\lrels tbr Haitiao Creolc speakers (see pagc 178) JAPANESE to Korc.rn and lllso to Mongolian. Manchurian, and'I'urkish lt Japallesc may be related diflers liom English in almost all linguistic irspects. Word Stress Japancse js a pitch accent language:pitch placemcnt, rather than stress as in English, can diiltrcntiate one word fiom anotherJapanesc stLrdents need to learn to lengthen stressecl vowels. Ilnaccented syllables in Japanese worcls are not s'eakencd as the,Y are in Englislt (by shortcning thc sylhble and reducing the yowel), and Japanesc students need practice in hearing and proclucing the short, redtrced s-vllables of English (see page 25) Rhlthm and Intonatiofl J;ipanese studcnts tend to prollounce all words $'ith equal prominencc and necd practice using pitch to highlight ne$'or important information (sce pagc 96) Ttre)-may also haye difliculty recognizinll tlte reduced pronullciatiolls of nrnction worcls like cdn of at (see pagc 72). Because D)ost sl'llables in.Japanese crcl in vo$'cls,Japanese students have difficulry linking Enlilish words that clrd in consonants to fbllo$'il]€l words (see pagc 5'1). Japarcse students also have di1ncult]' learning English intonation; thcir pitch range sometines souncls too flat, and pitch changes fla,v scen too abrupt They maY also be unfamiliar s'ith the use of intonatiol-r to strtlcturc meaninla and discolrrse in English; in Japan€se. particles and adverbials Perfornl some of the discourse ftuctions (e.9 , distinguishinEi ne$'frorn gil'en ifformation) that intonation does in English Japanese students should ltave ample pr.rctice listening to English inlonation as it occufs in autllentic spcccb to gain a better understandinll of its discoursc functions (see Chapter l) Consoflants l. /t/. /l/:Th.. Dnglish /r,/-/l/ contrasl is one of the most clifficult firrJapancse speakers to learn. Their mispronunciiltions of /t/ aliLd /l/ are stereotl'pecl (e g .\"flied lice\")' and .lapanese students are yeflr concerl]ed abolrt leiuilin!l to prollollnce the two sounds' The.Japarcse coLrlltcrpart to tsnglish /t/ an(l /V is describcd as a flap collsonalrt' similar to the North American English (NAE) pronunciation of t in zrrrlel Perceptually, English /r/ may sound more dilTerent from its.Japanese counterpart than /1/.leachers shollld tcach the articulation ol /r/ and /l/ and Provide ample practice with botll sounds (See pagcs 1/+l-117). 2. /D sounds: See page 126.

243AppENDtx B Problems of Selected Lanfluages 3. /wu/:Japanese students have difficulry pronouncing the,/w/ in /wu/,as in uould rnd uoman (see the error correction techoiques on page 149). 1t. /v/:Jap^nese does not have a /v/ sound. Students ma], substitute /b/ or a voiced bilabial fricative (,ip, where the lips are almost closcd as the air passes between them). (See page 12.i.) 5. /s/, /[/, /7,/: ln Japanese, /s/ is pronounced /l/ before /i/, and learners may transfer this pronunciation into English words, pronouncing see lile ,!re for example; with the word c/41 this pfonunciation can be very embarmssing (see pages 132 and 135). Japanese /7./ is pronounced like /dzl before /i/, ancl Japancse students may transfer this pronunciation into words like museutt or zlppex A similar phenomenon occurs with Japanese /t/ before /t/,which is pronounced /{/ (like the clr 1.n cheap). In ESI- settings, the mispfonunciadon of /ti/ as /tfi/ d:\\s ppears quickly, while problems with words like sce are more persistent. 6. /y/:In the word lcar; where /]y' is followed by a high front vowel,Japanese studenrs may omit /y/, pronouncing J.,ea,, like ear (.see pa.ge 149). 7. /h/ before h/tJapanese stude nts may substitute an /f/-like sound for /h/ when it occurs before the vo\\r'el /u/, so tlrLJt ubo. for ex,.ntple. sounds like \"foo.\" 8. Consonant clustefs:Japanes€ allows very few consonant clustefs. Beginning students may add separating vowels between tl-re consonants in a clustef, pronouncing grrrst for example, lile \"gurass\" (see page i51). 9. Final consonants. Final consonants (except for a nasal) are not permifted in Japancse. Students may drop filal consonants or adcl a short vowel alter a final consonant (see pa€ie 15J). Vowels 1. /er/:Japanese str.rclents have persistent problems pronouncing /arl, often pronouncing zr.,o/ft, for example,like ualk td vlce versa. They should work both on /ar/ and on the contrast of /a/ ard /o/ (ot /a/ and /J/, depending on the teacher's dialect). (See page 192.) 2. /a/, /o/, /E/:Jrtpanesc students confuse ,/a,/ and /o/, using almost the same pronunciation for words like n,/t and l?ot Tl]ey may also confuse /e/ with /a/ or /e/ with /o/. KORNAN Korean may be an isolate (not linguistically related to any other language), part of the Ural-Altaic family (Tr.rrkish, Mongolian, and others), or related to Japanese. Most Korean speakers live on the Korean pcninsula or surrounding islands, or in smaller communities abroad. vord Stress Korean does not have word stress. The tirst syllable of a wotd in a phrase is often pfonounced on a higher pitch, to function as a phrase boundary markef, but otherwise, syllables are more nearly equal in length, loudness, and pitch. Korean-speakinli students, thefefore, nccd to learn to lengthen stressed s1'llables il English (see page 21). Rhythm and Intoflation The use of suprase€imentals in Korean and English is very different. Korean students benefit from practice with English rhlthm and intonatiolt.

244 BApp[Nu/{ Pft)blems al selected Lanluages Korean is usuall] classified as a sl'lhble-timed language, ancl Korean srudents shoulcl be taught to make lergth distirctions between contcnt and function $'ords in English (sec pagc 50). Korean students may need instruction on th€ use of pitcll to highlight inportant words in discourse, a ftrnction which is accomplished in Korean b-y adding x suffl\\ or ending. Thc,Y may also use high pitch on the first word of a phrasc, creating an odd-sounding intonation. Korean students may also speak Enlilish with an overlv narroN'pitch ranlie. naking then1 sound uninterested or botecl. Consonants 1. tD sounds:See page 126. 2. /p/,/ -, /v/:There is no /b/,/f/,orlv/in K(xean Korean students need to lcarn the articulation of these sounds (see page 12.1). 3. Voiced stops:Kore;Ln has voiceless aspirated stops and voiceless ur.Iaspirated stops Korean learners ma1-have problcms producing and llearing tlle loiced stoPs of English, especially ir1 the middle or at thc ends of rvords (see page 155). 1. /s/,[/:lnKore \\./s/ af'd /f/ arc yariants of the same sound.4,/ occurs bcfore higl) and mid-front vowels (as in s€e and sa1), ?:nd /s/ occuts elscwhere. Korean students may pronounce words lik€ see as -sre and need practice pronouncing /s/ belbre these vowels (see page 135). 5. /7,/:voiced, /z/ (as In zoo) aloes not occru in Korean. Korean students may substitute /dz/,/d3/,ot B/ for /z/ in words lLke museutn ald result (see page 131). 6. h/, /l/:Thesc two English sounds are variants of the same sound in Kore,rn. Korean students may substitute /1,/ fbr beginnjnla /r/, pronouncirg rigbl. for example, like ligtJl, and, h/ for /l/ b€tween vowels, pronouncing collectillg, tbr example. like correcliug (:ee !)agc l4t)). 7. Fhal /t[/, /d3/,4'/,and /3/:Kore^n stlrdents may add a sh()rt /i/ vowel whcn these consonants end words, pronOunci:ng uhich, for example , Iike \"whicl4 \" or.larlge like \"iuclg_y\" (see page 131). Vowels 1. /iy/, /IL See page 169. 2. /at/: Korean students have persistent problems Pronouncing /Jrl, olien pronouncing ttork likc ualk i\\tLI vice versa. The)' should work both on the /arl and on tllc contrast ofla/ and /c/ (ot /e/ /J/, depending on the teacher's dialect). (See ^nd pages 192 ancl 180.) 3. /€/, /e/tKorc^n lacks /a/, so students tcnd to sobstitute /E/ for this vowel, pronouncing bod so tbat it sounds close to bed, for example. Sttldents should be instructed to open their nouths more when the,Y say words with /ze/ (see pJge 1 lr ). PORTUGI.,IESE Portr.rguesc is a Rornance language closely related to Spanish. There are two major varieties of Portuguese: European Portuguese (EP) and Brazilian Portuguese (BP) European Poftuguese has stress-timed rhythm, like English, while Brazilian Portlrguese bas syllable-timed rh)'thm.

AppENDtX B prablems oi Selected Languales 245 Word Stress I\\-haaSrtiterhedasvspelappclaercemedemicnteatnbotlfeinstsrpteroesrsstsui,gnauEnedsnegnliesiswh.vvesotruycdarebenugtlusalrasythosshouoldsutrlb.dledcbeonemtspermefsaaeymnhtilaeiavdreowdraiifltlfhyic, uwwlotiytrhdwtchitlachsstehse stressed syllables emphasized (see pages 30-3g). Because BP is a syllable-timed language, Bp students may pronounce $,'ith too much length. Ep students may unstressed syllables pronounce unstfessed syllables too weakly and may nced to gi\\c them more prominence. Ithlthrn and Intonation tsP stud-ents may have difficulty perceiying the reduced function words of English and may give function words too muclt prominence in sp€aking (see page 72). Portuguese, fbcus words (highlighred words) teld to be ptaied at the end of a In sentence, so Portuguese students may harve difficulty perceiving and producing higltlighted words in non-final positions (see page 96). Consonaflts 1. Final ,/l/: Portuglrese students may pronounce /4/ after vowels as /w/ or /u/; for example,people may sound like ,,peopu\" (see page 144). 2. Final nasal consonants /m, n, r]l: Final nasal consonants in words like soz e an(l sun may be omitted and the preceding vowel nasalized;soze may be pronounced /se/ (sce page 138). 3. /tl/, /d3/:Ep lacks rhese consonants. /tfl may be pro noltnced, [/ (.e.g., che4p sourds sbeep), a.nd. /d3l may be proflou bke niecl 13/ G.g-iust n.ny bd pron-ouncei,,zhust,,). (See page 135.) 4. t sounds: See page 126. 5. /s/ + consonant clusters: portuguese speakers may add a vowel befbre,/s/ + consonant clusters, pronouncing steam, for example, like esteem (see p^ge 151.). 6. Final consonants: Fewer nnal consonants are permitted in portugu€se than in English. Portuguese studer.rts may drop final consonants or weakin them. making them hard to heal or they may add a vowel after final consonanrs (see page 1i3). Vowels .I /iy/ , A/ . See page 169 . 2. /E/, /e/,/a/,/o/:See page 178. 3. Unstressed final vowels: Unstressed final vowels may be prono'nced so *.eakh-that omiltcd. thel secm to hc RUSSIAN E_nRgluisshsiaisn is a Slavic language, part of the family of Indo_European languages, of which also a member. Word Stress Stress placement in Russian is varied, as it is in English. Russian students mav nor sufficiently lengthen Engrish stressed syllabres and shourd work on trre English length distinction between stressed and unstressed vowels (see pages 21_27). learn to pronounce vowels with secondary stress with morJ length. Thiy shoLrl-d also

246 BAppLi'it)tx Pft)blems oi Sele( t--d L,lnguagcs Rhlrhm and Intonation Russian students appear to givc ncarl,v equal stress to content 1lnd ftlnction words. They should \\\\.()rk on lengthening the stressed syllablcs of content \\\\,ords and shortening thosc of ftrnction words (see page 50). In Russian. final consonants are morc forcefull,v articulated than they are in Enfilish. wllen this is ca1-ricd over into English. Russian speakers may sccm to be aclclitrg a short vowel to the ends of \\\\'ofds cndirlll io consonants, especialll stop consonants. Russian speaking studcnts benetit frorl $rork on linking adjaceDt wo|ds and kecping final consonants short (sce prge 5,1). In lltrssi:rn,Jre.r-ro qucstioDs end with a sharp rise fbllos'ed bl' a stecp fall. Thc use of falling illtonation on jrcs\"/ro questions can sound ulfricndl,v or rucle? (see Page 101). Consonants 1. tJ soun(lsi See page 1 26. 2. /w /. /v/:'lhcse l rc not separate sounds in Russian, so Russi.rn students have clifficulq' distinguishing between them; ,rr\"l, 1'or example, ma) be pronounced .,et and \\'ice versa (sec page 12,1). a. /\\/: /\\/ (the final sound in arltg) clees not occur in Russian. Russian students may substitutc /n/ (pror]oLl1lcin!! ?.r,/rg like uii?t). /lg/ (pronoLtncing sl[g with a \"hard g\" at thc end), or even /g/ (pronouncing u'itlg llke arrg). (Sce page 116.) l. (lonsonants beforc front vowels (/i]', I. cl', €,8/) a\\\\d /ar/ (as in./ir'.st): Russian cortmsts \"palatalizcd\" or \"soft\" consonants \\\\'ith unpalatalizeal or \"hard\" consonants ($'ith palatalized consonants, the middle part of the tongue rises toward the hard palate). When speaking Englisb, Russiltn students may palatalizc Erlglish consonants which occur before front vowels. Sometimes this pronunciatior sounds xs though a /!y' sound has been added aftcr the consonant (c.g., dee\\ ma,v sound like 'd-vcep\"), in other cases, the consonant ma,v souncl like a diffcrent sou]nd (deep n]a-y sound like \"dzeep\" or cvcr' Jeep). Students are often unaware that they are palatalizing English consonants and thc error shor.rld be pointed out to the!n.Instruct students to use the \"hard\" Russian equivalents when pronouncin!! Englislt consonants. 5. /h/;Russian students may substitute a velar /h/ for English glottal /h/, pronouncing /h/ with a noisy souncl like the (ierman pronunciation of c/:, in Baclr. Explain that Elrlilish ,/h/ is a soft sound.like thc sound of hcavy breathing (see page 140). 6. /r/: Rnssians ma), substitutc a rollecl /r/ for English retrol'lex,/r/ (scc page l'il). Vowels 1. Russian lacks tlrc tense-lax vos,'el conffast of Englisl]: /iy/-fi/, /ct'/'/e/ xnd /v\"\\/-/1J/. Russian stlrdcnts' pronunciation of the tensc vowels maY sound too short or clil)pccl. Students should focLrs on pronolrncinla thc glidc cnding of thesc vo\\r'els (see pages 169-17i and lti3):rnd o{r lengthening sttessed vowels generall)'. /Jrl: 'l his vo\\r'el sound is particularl] difficult fbr liussian students, who mx)' pronounce rff ltke flur or.feqr (see page 192). English v-ords spclled rIt should be notcd that 1lative'Eoglish spexkcrs use fal'ing intonation F'ith some types ofJ]e.s-ro questiors (see pagc 101).

AppE.\\Dtx B Ptoblems of Selected Lanlua+es 247 u,o/ + consonant (e.9., uord, uork, worlcl, worth) are particularly difficult (see page 194). 3. /t/, /e/:Rttssiar lacks /a/,so students tend to substitute ,/t/ 1br tlis vowel, pronouncing Zra4 1br example, so that it sounds close to bed (see page 176). SOI]TH ASIAN IA.NGUAGES: HINDI, URDU, BENGALI' PLIryABI Hirdi, Urdu, Bengali and Punjabi are languages spoken in lndia, Pakistan, Bangladesh and other areas of south Asia. They are members of the kldo-Aryan family of Indo-Eulopean languages. A characteristic accent feature for speakcrs of these languages is the retroflexed pronunciation of English /t/ ard /d/ (the tip of the tongue turns up and back when pronouncing /t/ and /dD. Another source of accent is intonation. which has a singsong effect when transfirrrcd into Entilish. Indian English is a dial€ct of English spoken mostl,v as an L2 in South Asia but b)' sonle as a first language (L1). The dialect developed durirg the tsritish colonial period, and its pronunciation has been influenced by the indigenous languages of the ;Lrea. Teachers should be sensitive to the fact that Indian English speakers may feel that their pronunciation reflects a different dialect of English rather than a foreign accent. Given the largc areas in which thcse languages are spoken, tltere is a great deal of dialect variation in each of these lan{auages, as well as across languages. Word Stress In English the stressed s]'llable of a word is usually pronounced on a high pitch.In Hindi and Urdu, the stressed syllable bcgins on a low note and then rises. Carricd oYer into English, this pattern may sound as though stress has been misplaced and will also contribute to a singsong effect. \\Vord stress in Hindi, tlrdu. tsengali, and Punjabi is not contnstive as it is in English, so students may be unianiliar with the use of stress to distinguish pairs like (a) rdcord-(to) reca.,rd. ln H\\r.di, a.nd Urdu, word stress is regulaq which creates difficulty with correct stress placement in En[ilish. Students should be taught the placement of stress in different classes of English words (see pages 30-3{J), and new vocabulary of more than one syllable shoulcl be presented orall-v. Students should also learn to pronouncc stressed syllables with greater length tlnn unstressed sl'llables (sce page 21). Rhythm and Intoflation Hindi, tlrdu, Bengali, and Punjabi are syllable-timed languages, so students ma-Y have difficulty recognizing the reduced pronunciations of furtction words (see page 72). ln llengali,les-no question end with tallhg intonation; the use of falling intonation with English iues-zo questions may make the speaker seem mde (see page 101). Consonants '1. /t/, /d/:Hindi,Urdu, Bengali, and Punjabi have si-x to eight t/d sounds, whercas English has two. Native speakers of these languages often substitute their retroflexed /t/ and ,/d,/ for English alveolar /t/ /d/ (.for a retroflexed /t/, the tip of the tongue turns up and back and the undersi^dte'tdof the tongue makes contact with the top of the mouth). 2. /,1: sounds. See page 126. 3. /p/, /t/, /k/:Native speakers of Hindi, urdu, Bengali and Puniabi nlay not pronounce /p/, /t/,or /k/ with enough aspiration beforc stressed vowels;for example,ptg may sourld like big, tie like .lie, and come like g&t ? (see page 150).

248 BAPPENDII Problems oi Selectecl Languages /Hwin/.Jl/,v/tt:rTdiule, reeenisgaolni,lyanodnePuconniasboi,nasontsttuhdaet nctosrroefstepnoncdosnfttotseEnpgaliisrsh l'i/kwe/ and /v/ in aet uet and (see pagc 124). ). Consonant clusters; Students may insert vowels to make unfamiliar consonant (see llusters easier to manalie; for example ,.sllp may be pronounced \"silip\" or \"islip\" page 151). 6. Final consonant clustefs: Students may omit the final consonant of a clllste\\ mixed for example, may be pronounced mlJr (see page 153)' Vowels 1 . /€/ , /e / : Sludents may substitute /€/ for /a/, Pronoun cirrg bdd llke bed' fot example (see page 176). 2. /eyl: Students may pronounce this as a pure vowcl /e/ (see page 173) SPANISH Romance language, closet)-rel3tcd to Portugues€ Spanisll is spoken in many thcre is substantial diatecr l ariJtion. Tht problems described below are Spanish is a corirtrics ancl coflrmo1l to speakers of most varieties of SPanish w' ord Stress (e'g amo /emol' meaning \"I ifta fngfith, Sp^nish uses worcl stress to contrast meanings place' ment in Spanish is much lovc\" versr.rs am6 /ffi6/, meaning \"he loved\") However' stress iore .egular than in English, ancl irregulirr stress Placemcnt is marked orthogmphicall-v' ;;;;-t\"rd\";,. worcl ol compounds llke Siruriend xnd ;\"y -is.t..ss th. second b[gJ\"oro\"i.li\"rrftr,ii.ili(yie\"nrri\".nid;raorl.er(sltintteosgieiytt*hl.P.i,a*rebtaglsteoel-tnth3ivme3so)ypew.addenolsilsa,ihnnsgosuEpaSniglf;leailnissn,ghis-Sshlponausntnlduidsddheictsliototsrrneresn,ssmSeppydo;rnbandxinssedhenucdthneosesetisrr(espnsesoreoetdpnraucvgdnoeucwci2ae€5tlis)tohnd€oor'nfoowtedl iffer Rpilalrihoavme]n-iitdsnhhiefrfn-nisccpueaeltnyaadnkhdiInignmghtaolisygntuipradtrioetninngootsnucnomcnaeteynfnttlonwtco'ptirrodonsnowtuhonarctd€sochwciugitrhhltiogtoeho'taermdduwtchhoerdpbsreogwminiitnnheinnegcneooufTgahhseeynmteanycealso (at'shneiedfe]t'frp.naagiigsoleifs.eshro9. 6foT,ifhi9nSe8aprlaaarnnnisdgiiiehn7g-2po)ifa.tcninhctlofranalnaligtnieognininitntoonScapntagionliinsshhw, nhiltoahwy esm€veanrkte,eniscSepnaarnyrrpiosehwsesirrslrvdtheearnynissinsimoEuinlnagdrLiisbnho'Sraepndacnl ish or disinterested. Coflsonants /t/ ot /d/'a 1. t sounds:The Preferrecl substitution for thcse English sounds is (see page 126)' stigmatized pr;unciation in English 2- . //-iprbt\".[iry/o/a,,'nk/e/vpl,/./-t:.h:nrle,n.S1i\"tuortSei<.oplt]',teearlnr.ns\"r-isshelh)miesca,uri/yrb!b/splsttakrhiotneoundutboiol/etuvlnr,nt/b,'Jceap)er{eaaofmdrnvd<oaulrhurecionaslbtcsnbeit(nsrd/-!t!ol(a/sf)'etltlei'hletitekelpeepasglamliiekmkeuee1s\"3hcsh1oho()eu.4wnatDupdyg''\"esT(noshetiiSsenpeipsaaannagiseshstte1us2rdteu4eod')n'teytsnpt€smday 3' .

249AppENDtx B Problerns of Selected Languages 4. /y/, /d3/: Sp\"\\'tish-speaking students may substitute /d3/ tbr /y/, pronouncing.llLles like /ess', a stereotyped promrnciation (see pag€ 149). 5. /s/, /z/.Ifi most varieties of Spanish,,/2,/ is a l'ariant of /s/, occurring only before voicecl consonants. spanish students rnay pronounce Ia4/ like loc! or He is a student hke \"lf.e iss a student.\" Speakers of Castilian Spanish may pronounce the letter z as ,/e/ (see page 155). 6. /f/: Spanish stuclents may substitute a tapped or trilled /r/ for English retroflex,/r/ This iubstitution disappears rather quickl-v in ESL settings (see page 141). 7. /s/ + consonant clusters: Consonant clusters be[iinning with /s/, as in stdte or special, are not permitted in Spanish. Students oftcn add a short /e/ vowel at the beginning of the clustet pronouncing st lle like estdte, and special lite \"especial\" (s€e page 151)' 8. Final consonants: Because Spanish permits few final consonants and consonant clusters, Spanish students may drop final consonants in English words (see page 153)' 9. Final nasal consonarlts /n/, /m/, and /r)l: Students may substitute final nasals for each other. Final /m/ especially may be replaced with final /n/ or /!/, or even vowel flasalization (e.g.,someone sotLncls lite \"sungwung\") (see page 1]6 ) 10. Regular past tense:spanish stuclents may ovcrgcneralize the /ad/ pronunciation of the -ed endlng in verbs, pronouncing words like listened a\\d ansu)e7'ed as \"listen-ed\" and \"answer-ed\" (see page 159). Vowels and Spelling Because of the spelling irregularities of English vowels, spanish stlrdents need 1(] be aware of both the reg'lai sound-spelling corfespondences in English and the unusual spellings of vowels (see Chapter 5). THAI Thai, a member of the Tai family of languages, is the national language of Tl.Eiland Althor.rgh th€re are important regional varieties of Thai, Central Thai (also the language spoken by most people in tsangkok) is considered the standard \\?riety Word Stress Misplaccd word stress is an important source of efrors for Thai-speaking students who tenci tb stress the last syllable of English words. Teachers should present classes of words wh€re stress is predictable and present new vocabulary orall]', emphasizin!! the stressed sytlables. Thai si'dents, wh' tend to pfonounce stressed and unstressed syllables with equal length and stress, should also practice lengthening stressed vowels (see Chapter 1)' Rhlthm and Intonation Tirai students olten insert a glottal stop (the sounal separating the two parts of uh-ob) before rvords beginning with aYowel, creating a choppy sounding rhlthm Students should practice linking words enciing in final consonants to words beginning with vowels (see b'daisginteinTg5hu5a)is.i,hSatoutncolenenests/loasfndhgo'laio.gldme awalsniotolitphrmeafoc. tsiTctlheyamlieuonsngeotshsesyenllnaintbeginctchweeolrisndtrsae,lstspheaedrt'is.crylaellisanbtflouesnecxotpiforcenosnsotfeppnoitltitcewhnoerisdsssto. and iiieractional functions which are oftcn conveyed in English by intonation. Beca.se they are unfamiliar with the use and meanillg of English intonation, Tl.ni students sometimes sound abrupt. 'Ieachers should provide students with opportunities to listen to English in context and call attention to its functions (see Chapter 3).