Hancock - English pronunciation in use intermediate

Prévia do material em texto

English
Pronunciatio
English
• • •Pronunciation In
Use
Self-study and
classroom use
Mark Hancock M C AMBR I D G Ev UN I VE R S ITY PRESS
Section A Letters and sounds
Contents
To the student
To the read1er
Map of ccereers described in phonological terms
5
7
•
' 0
12
14
16
18
20
22
24
26
28
30
32
34
36
38
40
42...
46
48
leJl./tt:I
fbI, /pI
"',hi
!d!. /tI
Ii :!, lei
'~. hJ
/fl, Iv!
IgI, M
/hI,/w/, Ij!
la l1, hi
IJI, /d:/,ItJI
!V,Ir!
lo:(r)/,lea(rY
fmJ, /n1,1r;j/
1~.loI
/9/, IN
IAI,IuI, fu:l
13:(rll, /::l:(r )l
1:>11, /aJ.JI
Bye. buy Introducing Ietttn and sounds
P~.plall
&uk,t=1<
Ria, ri$e
Doumt~
Mm, WIn
Carrot. ubbage
Few, view
Gate, Kate
Hear,~·rt. year
Wine, wm
Sheep , ;UP. theap
Flies. fries
Car. care
Some. $Nn. sung
N ote, not
Arthur's mQther
Sun, fitlJ, J_
Shin, short
TO)!. town
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Section B Syllables, words and sentences
21 Eye,~ mine Introducing lI}'l.I.abks
22 Sahmlay &pkmlNr 13th lntroducing word scess
23 R-m.~ told her Introducing seeeeece stress
SO
52
54
Syllabl~s
24 Dh, no snow! Ccesceanes at the start o f syllables
25 Go - goal - gold Consonants at the end of syllables
26 PauJ'$ ulh. Mu's flJXn Syllables: plural and other -6 cndinp
2 7 P~e pl4yed. Rit4 rn kd SyUables: adding past tense endings
56
58
60
62
Word st ress
28 REt:ord, rrt:ORD Stress in two-syllablc words
29 Sewndhand, booluhop Stress in compound words
30 Unforgett4hle Stress in longer words 1
3 1 Pub/it;, pub licity Stress in lo nger words 2
64
66
68
70
]
•
Sentence stress
3 2 DON'T LOOK NOW! Sentences with all the words stressed n
33 THAT could be the MAN Unstressed words 74
34 I'll ASK her (Alaska) Pronouns and contractions 76
35 She was FIRST Pronouncing the verb be 78
36 WHAT do you THINK? Auxiliary verbs 80
3 7 A PIECE. of CHUSE Pronouncing shon words (a, of. or) 82
38 Petsenter, petcentre Joining words 1 84
3 9 After eight, after rate Joining words 2 86
40 Greet gJU!sts, Greek gue$ts Joining words 3 88
Section C Conversation
4 1 Could you say that again? Understanding conversation 90
42 'Was that the question f" he asked. Reading aloud: 'pronouncing punctuation ' 92
43 A shirt and a tie I a shirt and tie Grouping words 94
44 Ehm •.. Showing that you want to continue 96
45 Well, anyway . .. Telling a story 98
46 I mean, it 's sort of like .. . Understanding small talk 100
47 Right. OK ... Understanding insrrucrions 102
48 'Like father like son ' as they say Quoting speech 104
49 He JJliJl win Introduction to emphatic stress 106
50 Schwam ... bJJm Schwam Emphasising added details 108
51 I think you're in ~seat Emphasising important words 110
52 o,ips or salad? Emphasising contrasting alternatives 112
53 Fifty? N o, fifka! Emphasising corrections 114
54 Look who's talking! Introducing tones 116
55 Here? Yes, here! Asking and checking tones 118
56 Where were you born? Tones in asking for information 120
57 We're d osed tomorrow Tones in new and old information 122
58 Dh , really? Continuing or finishing tones 124
59 It's fun. isn" it? Agreeing and disagreeing rcnes 126
60 It was brilliant! High tones 128
Section D Reference
01 Introduction to phonemic symbols 130
0 2 Pronunciation test 137
03 Guide for spea kers of specific languages 141
0 4 Sound pairs 144
05 Sentence stress phrasebook 161
0 6 Glossary 162
~ 166
Acknowledgements 200
To the student
English ProtfJl7ldation in Use is a book to help students of English to work on pronunciation.,
for both speaking and undersranding. It is wrinm mainly for students of inn:rmediare bel
What will I need?
You will need a cassette o r CD playe r to listen to the reco rded material that goes with this book.
It will be very useful if you ha ve equipment [ 0 record you r own voice, so that you can hear your
own progress. This symbol ® indicates the track nwnber for reco rded material l.e. CD or
cassette A. track 1.
Also, when you are srudying individua l sounds, it is
sometimes useful if you have a mirror. With this, you can
co mpare the shape of your own mouth to the mouth in
d iagrams like this one from Unit 8.
See page 163 foe a Labelled diagram of the mouth and th roat.
How is English Pronunciation in Use organised?
There are 60 units in the book . Each unit looks at a differmr point of pronunciation. Each unit
has rwo pages. The page on the left has explanations and examples, and the page on the right
has exercises. The 60 units are d ivided into three sections of 20 units eac h. Section A is a bout
how to say and spell individual sounds. Section B is about joining sounds to make words and
sentences. Section C is a bout pronunciation in conversa tion.
After the 60 units., there is a founh section, Section D, which co ntains the following:
• Introduction to phonemic symbols
• Pronuncia tion t l:5t
• Guide for speakers of specific languages
• Sound pain
• Seereece suess phrascbook
oG"""""
At the end of the book there is a Key with answers.
With the book, there is also a set of four cassettes or CDs, one for each seaion of the book.
What order shall I do the un its in?
It is better if you balance the work that you do from the th ree sections: first, do a unit from
Section A, then a unit from Section B, then a unit from Section C, then ano ther un it from
Section A, and so on .
So, for exa mple , you could begin like this:
Unit I , then Unit 2 1. then Unit 41 , the:n Unit 2, etc. At the end of each uni t, you will find a note
telling you where to go next .
If you have problems in hearing the difkrence between individual sounds in Sa.:rion A of the
book, you wil l be directed to one of the: exercises in S«rion D4 SoJmJ pairs.
5
•
You may want to focus your work more close ly. If so, beee are more Wfeas:
• Do the Pronunaatiotr tnt in Section o . Count your score for each section. If you did specially
well in anyone of the sections, then you may want to row the units in that section of the book.
• Look at Section 0 3 Guide for speaken of specific languages. Find your own language (the
languages are in alphabetical o rder], The noees there will tell you which units are less important
for speakers of your language and which sound pairs in section D4 are recommended.
Do I need to know the phonemic symbols?
It is possible to use this book without knowing phonmUc symbols, Ho~C"r, it is U5C'fuJ to learn
them because they make it easier to ana lyse the pronunciation of words. Also, many dictionaries
uSC' phonemic symbols to show pronunciation. In Section 0 1 Introduction to phon~jc symbols,
you will find a table of the phonemic symbols, plus a set of puzzles to help you learn them.
Is this book only about pronunciation in speaking?
No, it M 't. Pronunciation is important fe r both listening and speaking. In many of the units.
especia lly in Secrions B and C. the pronunciation point is more important for listening than
speaking. For example. when they are speaking fast, many native speakers join words together in
certain ways. You need to be able to understand this when you hear it, but it does ReX matter if
you do not speak in this way. People will still understand you. Pronunciation points like this are
shown with a grey background and this sign: ~
It is your dlOic:e whether you want to just focus on listening, o r whether you want to try to
speak that way too.
What accent of English is used in this book?
For a model for you to copy when speaking, we have used only one accent, a Southern British
accent . But when you are listening to people speaking English. you will hear many different
accems, If you are not used to these, it can be very di fficult to undcmand what is being said. For
this reason, you will hear a variety of acceers in some parts of the Iistming material. foe this book.
What is the Sentence stress phrasebook?
It can help you to speak more fluently if you say some: very common expressions with a fixed
pronunciation, like a single word. In Section 0 5 $mtolt:e stress pbrasebook, some common
expressions are given. and they are grouped together by the way they sound:by their sentC'fJU
sITus or rhythm. You an practise listening and repeating these to improve your fluency.
What is in the Glossary?
In this book. there are some words wbjch are specific to the subject of pronunciation.
You a n find an explanation of the meaning of these words in Section D6 Glou.:try.
How should I use the record ings?
When you are working with the recording, you should replay a track as often as you need to.
When you are doing an exercise you may also need to pause the recording alter each sentence to
give you lime to think or 10 write your answers, When you are instructed 10 repeat singk weeds
there is a space on the recording for you 10 do so, but if you are repeating whole senrena:s you
will have to pause the recording each time.
To the teacher
Although English Prom4ndatiOf1 in Uu has hem written SO that it can be used for self-srudy, it
will work equally well in a dass situation. In a classroomcontext, the learners can get immediate
gui<bncc and feedback. from the teacher. Also, they ca n practise some of the dialogues and other
exercises in pairs. You can direct students with particular pronunciation difficulties to do specific
units on thrir own.
In order ro simplify the jargon in the: book. many of the terms you may be familiar with are DO(
used. For example, the rerm initi4l ronsonant~ is nee used. 1be unit on initial COIUOn;lnl
d usters is called Unit 24 Dh. no srrow!: Consonams at thr start of syllables. The following is an
explanation of how the book is organised,. ending with the map of COIlttIUS described in
pbonoIogical terms,
Section A aims to cover the sounds of English and their main spellings. The units are organised
by letters rather than sounds. The intention is that this would be a more intuitive route: in for
non-specia list users. At the same rime, this organisation helps to highlight sound-spelling
regularities in Engl ish.
The vowels are covered first via the five vowel letters of the alphabet, and their ' long' and 'short'
pronunciations, for example the letter A as in tape or tap . The remaining vowel sounds are
presented as vowels which typically occur before a letter R. The consonant sounds are presented
through either their most common spele lett tt, o r by one of their main spellings. The ordering of
ebese units is more or leu alphaberial.
The units in Sa:rion A are nor presented as minimal pairs.. Vowels are paired according (0 their
spelling. not' their potential for being confused with one anorhn. Consonants are paired mainly
where mer share me same place of articulation. The units were not organised as minimal pa in
to.- two reasons:
• Any sound can form a minimal pair with a number of other sounds,. nor just one. Organising
units according to minimal pain would therefore lead to a huge number of units and a kit of
duplication.
• Many minimal pairs will be reduedanr for any given learner, so learners need to be sdeaive.
Porenrial1yconfusing minimal pain are garhered rogether in Section D4 SowJJ p.nn. Learners
arc encouraged to select from these according to their own needs.
Ahemarives are induded for those areas of pronunciation which are especially St»Cepribk: to
variarion across differen r varieties of English. For example, when: there is a letter R with no
vowel after it, many speakers do nor pronounce the R and many ceber speakers do pronounce ie,
and both varieties are peesenred,
Ma ny vowel sounds are treated as local varia nts of vowel . R. For instance, the diphthong !l:tl is
initia lly presented nor as a sound in itself, bur as a variant of fill when it occurs before R or L
7
•
Some of the pronuncia tio n points in the bo
ok are potentiaUy irrelevant to some
learners. For
instance, for learnen whose aim is m
ainly to communicate with cxher non-nat
ive speakers of
Eng.lish, accurate production of the sounds
IW and IN is probably not: necessary. Res
ea rch
suggests that where speakers substitu
te these sounds wit h other approxima
tions such as JtJ and
Id!, communicatio n is not impeded Uen
nifff Jenkins: 2000)". In many such ca
ses, readers a re
advised of th is fact in the units. Thes
e pronunciation points are ~erthekss in
duded. My feeling
is that a disriocrion can bedrawn betwe
en what we aim for and what we settk
for. Thus, a
learner might aim for JfJI and sctk for
JtJ (or lsi).
Similarly, even in cases where a leam
er does aspire to communicate with
native spea kers, there
are many pronunciation features whe
re receptive competence would be suffici
ent. Fo r instance,
such a learner would need ro undefSt2J1d s
peech with wea k forms, but not nece
ssarily produce it.
This is indicated in the units by a grey back
ground shade and the sign ' Importan
t for listening'.
Nevertheless, there may be exercises whic
h ask the learner to produce such features
. I ha ve
observed that in many cases, there is
no better awareness-raiser than eo an~p
t ro produce. even.
if the a im is receptive competence.
Section B focuses o n pronunciation u
nits wh ich are bigger than individual
sounds. The units a re
in three blocks, dealing in tu m with syllab
les, word seress an d sentence seress. As
the tide of the
section suggests., these features are looked a
t more o r kss in isolation from a communi
cative
context . For instance, in the case of
word mess, it is the form as it may a ppe
ar in a dictionary
tha t is dealt with here . Similarly, in the ca
se of sentence stress, we focus o n an u
nmarked form in
Section B. For example, 'What do you th i
nk?' is p resented with the stress patter
n 0000. In a
spec:ifil; conversational context, this same
sentenCe could be sa id with the Sl:re$S pa
ttern 0000,
bu t sentences in conversational conte
xt are dealt with in Section C rather than
Section B.
Section C focuses on pronunciation featur
es which emerge in the context of conver
sation. These
include discourse organisation, prom
inence and tone. Note that there is a lot
of grey shading in
this section,. indicating ma terial that is mo
re important for listening than for prod
uction. It is felt
that while productive mastery of man
y features of intonation will be beyond th
e reach of ma ny
learners, they ma y nevertheless benefi t from
a receptive awareness of them.
Note: The materia l in Section 0 3 Guik
fo,. spelllr.m ofSfHcific languages is based on the
pronunciation notes in Learner English (
Mkhael Swan and Bemard Smith: 2001).
.. .
Nevertheless, I have had to extrapolate f
ro m the information peesenred there, as m
any of the
minimal pairs presented in this book ar
e not specifica lly mentioned in the pronu
nciation notes in
that book•
•Jcnk.... J. 2000 '1'W PbutuIoo of begIUh ..._
,~l.<MptI~. Odord: Odord~
Prfta.
....swan, M. and B. SntiIh 200 1 z.-.wr begIUh~ FmPo
aI. Cambridlr. Camllri</slo tJnn.enitJ f'no-.
M
ap
of
contents
described
in
phonological
term
s
i(eI•
A
Lettersand
sounds
B
Syllabln,w
ords
and
sentences
C
Conversation
1
Introduction
to
vow
els
and
consonants
21
Introduction
to
syllables
41
Repairstratrgies
2
The
vowelsoundslel/,lrel
22
Introduction
to
word
stress
42
Pronouncing
punctuation
3
The
consonantsounds{bl./pl
23
Introduction
to
sentence
stress
43
Grouping
w
ords:chunking
4
The
consonantsoundsIsI.Iz/
24
Syllables:initialconsonantclusters
44
K
ttping
yourspeaking
tum
:floor
holding
5
The
consonantsoundsId!.ftl
25
Syllables:finalconsonantclusters
45
D
iscourse
m
arkersin
stOfY
telling:
back-channel
responses
6
The
vow
elsoundsli:/.fel
26
Syllable
structure
and
-sendings
46
D iscourse
m
arkers:'throw
aw
ay'w
ords
7
W
eak
vow
els/:JI./II
27
Syllable
structure
and
-ed
endings
47
Discourse
m
arkers:signalling
nextstage:
ctence-o r-state
m
arker
8
The
consonantsoundsIfI,Ivl
28
W
ord
stress:tw
c-svnabre
w
ords
48
Pitch
in
pronouncing
directspttd1
9
The
consonantsoundsIgI,/kJ
29
W
ord
stress:com
pounds
49
Contrastive
stress
10
The
sounds/hi.Iw
/,Ijl
30
W
ord
stress:sufflxes
w
ithpenultim
atestress
50
New
and
old
inform
ation
11
The
vowt=1soundsfall,/11
31
W
ord
stress:suffixes
w
ith
ante-penultim
ate
stress
51
Em
phatic
stresson
im
portantinform
ation
12
Tht=consonantsoundsIfI.fd3l.Itfl
32
Sentence
stress:shortim
perativ«=s
52
C
ontrastive
stress
on
alternatives
13
The
consonantsoundsll/./rl
33
Sentence
stress:unstressed
w
ords
53
Contrastive:stress:corrm
ing
14
The
vowt=1soundsla:(r1/,It=;(rll
34
Sentence
stress:wt'ak
form
sof
54
Introduction
to
tone:intonational
idiom
s;
contractionsofpronouns
falland
rise
tones
15
The
consonantsoundsIrnJ./n/,luI
35
Sentence
stress:weak
form
sofcontractions
of
be
55
Intonation:open
and
ch«=Ckquestions
16
Tht=vow
t=lssounds/<JUf,lol
36
Sentence
stress:w
eaktoens
ofcontractions
56
Tonic
stress
placem
ent
ofauxiliaries
17
The
consonantsounds19/,I{)(
37
Sentence
stress:w
eak
form
sofarticles,
57
Intonation:old
and
new
inform
ation
•
prepositions
and
connectors
18
The
vow
elsou
nds/,J,/u/./u:1
38
U
nking
consonantto
vow
el
58
Intonation:continuing
orfinishing
tones
19
The
vowelsounds13:lrl/.I;:,:(rl/
39
Linking
vowt=1to
vow
el
59
Intonation:opinion.disagreem
ent,
tag
questions
20
The
vow
elsounds
J:n/./au/
40
Assimilation
and
t=lision
60
High
tones:evaluative
com
m
ent
Glossary
;U."ttII1 An accent is me way the people of a place: prooounce: rheir 1artgu2ge. For example,
people in London and Sydney both speak English. but they have diffnmt accents.
auxiliary verb An auxi liary verb is 11 verb which does nor have a meaning by itself; it helps the
grammar of the sentence. For example, in Do yoe like musid, do is an a uxiliary ver b.
C In dais book. the symbol C reeans consoru.nt socod.
careful \ pccdl l {;N \P<-'-ch People pronounce: senr~ dilkrendy when they speak carefully.
For exampk, you may use careful speech when you are talking in public o r reading aloud. But in
normal conversation you would USC' fast speech.
con...m.J.1l1 so und A consonant sound is a sound we make by obstructing the flow of a ir from
the mouth.
cuntr.-.,inn A contraction is a shan form of an auxiliary verb in writing. For example, are is
conuacred to re in rhty'" .
cmrh.l\i\;n~ Emphasising in speech is like underlining in writing; we use it to make one word
stand OU t as mor e: importan t than the o thers . We ca n emphasise words by pronouncing them
loude r. longa' and/or higher.
minimal pair U rwo words are pronounced nearly me same. bu t they hne just one sound
difkr'mt., they are a minim..al pair, For elt2mp!e, in the pair ship Ifl ~ and shup /fi :~, only the
second sound is difmrot.
na tive \ pe:akcr IC you a re 11 native speaker of a language, that language is your first language.
the language which you lea rn t as a young ch ild.
phonemic \~mhol A phonemic symbol is a kne- which represenrs a sound. FOI" example, the
first IOUnd in shoe is represented by the pbonemic 5ymbol l fl.
m~mc Two words rhyme if they have the same final vowel o r vowel and consonant sounds.
For exampk, go rhymes with show and hat rhymes with cot.
\Cntcnn' vtrc...\ Sentence srress is the pa ttern of strong and wea k syllables in a sentence. Fo r
example. me sentence How do you dol is no rma lly said with this sentence stress pattern: 0000
(me first and last syllables strong., the second and third syllables weak).
sound A sound is the minimum scgrncnt of the pronunciation of a word. For example, the
word this has three sounds: IH/, /II and N .
vtre...\ pancm The pattern of strong and weak syllables in a wo rd o r sentence is its stress
pattern. In this book, Stress patterns arc represented by big and small circles. Fo r example. the
stress pattern of the word pronJ<lnCation is 00000.
\~ lI.lbl.: A syllable is a word or part of a word that has one vowel sound. It may also have one
or mcee consonant sounds. For example, ago has two syllabln. The first syllabI.: is just one
vowe l sound. The: second syllab le is a consonant sound followed by a vowd sound.
jow - - --
"'" .,- ---..----
EItfIish Proncmc:Xrtion in Use 163
tone A tone is thC' way your voce gOC'S up o r down whC'11 you say a sentence
. This ca n change
the meaning of the sentence.
uuvtrc....ccd An unstressed syllable is one which is not pronounced strongly.
•'o wel ,ound A vowel sound is a sound we make when WC' don't o bstruc
t the' air flow from the
mouth in speaking.
V In this book. the symbol V mC'aRS~I sound.
wlIrd ,Ir''''' Word seress is the patte rn of strong and weak syllables in a word. For exampl
e, the
word d«UUd has rhree syllables and tbC' second OOC' is pronou~ more strongly. So
d«4kd
has this word suns pattern; 000.
weak \11w c1, Unst ressed syllabIC'S often co nta in a weak vowel. The most comm
on weak vowel
is /.v. This is tbe first~I sound in about, for example. The vowel iii is also SOtnC'rimC's weak,
in the second syllable of orallgC', for example.
voice Man y pairs of consonant so unds are similar:, bur one of them is voiced
and the oeber is
not. For example, IdJ is similar to It.!, but IdJ is voiced and It.! is not. A consonan
t is voiced wben
there is vib ration in tbC' throat.
Key
1 . 1 LaS!: wult, I _ t my son Jamie to the shops to buy SOt'f'Ie food. He got a pleU of meat
and two pears. On the way home, the bag broke. The food fell onto the road and got
dirty. In the end, Jamie tMtw the food in the bin.
1.2 I dog eve
2 rabbit CVCVC
3 frog CCVC
1. 3 1 Phil the fox A
2 M ary the canary B
3 Ida the spider B
4 Claire the bear B
4 gorilla CVCVCV
5 snake CCVC
6 bee CV
5 Polly the parrot A
6 Deborah the zebra B
1 Myrtle the turtle B
8 Kitty the ca t A
2.1
I/'~ II'"ta bl< ..'" tra in eight h.M cat mop ~t<ok, ~at
2.2 1 eight, ate 3 main 5 rain
2 made. maid o tap' 6 hare
2.3 I uk 3 watch S care 7 he..
21.. 4 said 6 square
2.4 I man 2 ca p 1 heart o pen 5 hay
3. 1 SID: Where are the pears?
JOE: Bun?I!l Did you say lw4n?
SID: No,. pears. you know. fruit!
joe Oil, I sec, pears with a PI They're in the padt..
SID: What, in the badt. of the truck?
JOE: No. in the pack, you know, with a PI
SID: O h, I sec, pad with a PI Would you like one?
JOE: No, I'U have a fN.tUh, please.
Sm: A beac:h?!11
3.2 1 ""'p 2 """ 3 pill O- S spea
3.3 1 lamb 3 cupboard 5 receipt 7 combing
2 climb o phcec 6 psychology
3,4 1 There's a bear in tha t tree, 4 Say 'boil'.
2 He had the peach to himself. 5 This is a nice affair.
1 1bey've earned it.. 6 Would you like a coffee?
	Front cover
	Table of contents
	To the student
	To the teacher
	Unit 1
	Unit 10
	Unit 20
	Unit 30
	Unit 40
	Unit 50
	Unit 60
	D1 - Intro to phonemic symbols
	D2 - Pronunciation test
	D3 - Guide for speakers of specific languages
	D4 - Sound pairs
	D5 - Sentence stress phrasebook
	D6 - Glossary
	Key