Ship_or Sheep_2_Vowels

Prévia do material em texto

lul sheep
- Do vou like your tea sweet?
- l-es. Three sugars, please.
Target sound /irl
\5 Open your mouth very little to make
the target sound ir. /irl is a long sound.
Listen and repeat: /irl.
c
2 Sound / ir l
,6
rr.-\d
, " ' ' t ' : '
.1-- t
sheep
Look out for that sheep.
cheeks
What lovely cheeks!
bean
Throw out that bean.
Stop it leakingl
This pcel's got vitamin C in it.
He's going to leave.
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Sound /i:/ words
eo a Listen and repeat the words.
Sound /irl sentences
ez b Listen to the sentences.
'r; c Sentence stress
Notice that the most important words for the meaning of a sentence are
pronounced more LOUDIy and s I o w Iy .
The less important words are said more quietly and quidd5l
Listen to the sentences again and this time look at the underlined
syllables below. Notice that they are louder and slower.
Look out for that sheep.
\Mhat lovely cheeks!
Throw out that bean.
leak
Stop it leaking!
Peel
This peel's got vitamin C in it.
leave
He's going to leave.
nz d Listen again and repeat the sentences.
/D UNIT | /irl sheep
5 Dialogue
fl a First practise the sound /ill in some of the words from this unit. Read the\,/
words aloud or visit the website to nractise.
One-syllable words: cheese beef tea eat meal
three cheap please me
Two-syllable words: Peter people Edam evening
Eastfield biscuit cheesecake
(The stress is always on the first syllable.)
Two-syllable words: Janine repeat
(The stress is always on the second syllable.)
Note on word stress: bold is used here to show you which part of the
word is strongly stressed, i.e. which syllable is pronounced more
LOUDIy and s I o w ly than the other(s). Word stress doesnt usually
change, except in some longer words with stress near the end. (See 4c
and 4d.)
es b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and fill the gaps (1-10) with the correct words from the box.
cheese Peter eat please tea beef
three me teas beef
In a caf6: 'lt's cheaper to eat at Marguerite's'
CHRISTINA: What would you lrke to eat, t_ ? The cheese sandwiches are
the cheapest.
PETER: Er. . mmm... oh, a 2_sandwich, please, Chr ist ina.
CHRISTINA: Cheese . . . mmm Janine? Would vou l ike a I sandwich or a
cheese sandwich?
JANINE: A cheese sandwich, +_
PETER: What about you, Christina? Would you like cheese or s_ ?
WAITRESS: Are you all ready to order? What would you like to e_ ?
CHRISTINA: Er, we'l l have one beef sandwich, two cheese sandwiches and, mmm,
7 for me.
JANINE: Tea for 8_ too, please.
PETER: Yes, make that three g- , please.
wAlTRESS: (wr(ing down the order) One beef sandwich, two cheese sandwiches
and l0 teas.
ee c Listen to the dialogue again to check your answers. Practise reading the
dialogue aloud, and record your voice to compare your production of
the target sound with the recording.
UNIT 1 /ir l sheep 5,
4 Intonation of questions with 'or '
Intonation is the voice going up or dor,vn.
This movement up or dor,rm begins on the most important word in a
phrase or sentence.
In questions with'or' the intonation usually goes dor,rrn at the end.
rs a Listen and repeat.
Would you like veal or bcgfi
Would you like coffee or tea?
Would you like coffee, tea or milk?
a
t b Role play
Use the menu to practise a conversation in a group of four or five. You
are in a restaurant. Take turns to be the waiter. Ask each other questions,
e.g. Would you like ... or ...?Then one person gives the order to the
waiter, who repeats the order to check it. If possible, also practise using
other menus. If it is an expensive restaurant, the waiter or waitress can
be more formal, sa],'lng Good euening before asking for the order.
EASTFIELI] RESTAIJRANT
MENU
Soup
leek Soup on P€zl souP
Meat
veal on beef
Vegetables
beans oR peas
Sweets
cheesecake on ice cream 0R peaches
Drinks
coffee r-rn tea
Biscuits and Cheese
Edam cheese on Brie
[unr | /i:/ sheep
ero c Word stress - nationalities ending in 'ese'
As you listen to the sentences about these nationalities, draw a line
connecting the country and nationality in the two lists below
Countries Nationalities (Note the stress on the last syllable.)
Iapan Nepalese
Nepal Lebanese
Vietnam Portuguese
rrr d Moving stress
The stress of these 'ese' nationalities changes if the next word is strongly
stressed. So we say, This bcef is lapanesebut, It's lqanese bqf.
Listen and respond, like the example.
EXAMPLE Is this bread from Beirut?
Response:Yes, it's Lebanese. It's Lebanese bread.
5 Spell ing
Look back over this unit at words with the target sound, and write what
you noticed about how to spell the sound /i:/.
T
// ship
- \!hat about this fish? Can I eat it?
-Yes. Eat it.
- What about this cheese? Can I eat it?
- No, don't eat it. It's six weeks out of date.
Target sound /r/
Arza a First practise the sound /ill
(see page 3). Listen and repeat.
lrzub Open your mouth a little more to
make the target sound /r/.
Listen and repeat.
Al2c c Listen and repeat both sounds together.
/irl is long. /r/ is short.
Minimal pairs
Sound I
li'^l
sheeP
Look out for that sheep.
leak
Stop it leaking!
cheeks
What lovely cheeks.
i(\
Sound 2
ltl
ship
Look out for that ship.
l ick
Stop it l icking!
chicks
What lovely chicks.
Pil l
This pill's got vitamin C in it.
bin
Throw out that bin.
live
He's going to live.
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ig " r ' :
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Peel
This peel's got vitamin C in it.
bean
Throw out that bean.
leave
He's going to leave.
8 UNIT 2 / r / ship
Minimal pair words
Al3a a Listen and repeat the words.
arsb b You will hear five words from each minimal pair. For each word, write ,l
for ll l (sound l) or 2 for /r/ (sound 2).
EXAMPLE Pair 1: 1,2,2,2,2
Minimal pair sentences
Al.la c Listen to the minimal pair sentences.
nr ru d Listen to six of the sentences and write I for lll (sound l) or 2 for ltl
(sound 2).
e Sentence stress
The most important words in a sentence are strongly stressed. They are
pronounced LOUDeT and s I o w e r. Look at these examples from the
minimal pair sentences. (In the brackets on the right, the big circles are
the strongly stressed syllables and the small circles are the weakly
stressed syllables.)
Pair l: OUT ... SHIP Look OUT for that SHIP! (oOooo)
Pair 2: STOP ... LEAK STOP it LEAKing. (OoOo)
Pair 3: LOVE ... CHICKS \A/hat LOVEIy CHICKS! (oOoO)
Pair 4: PILLS ... C This PILL S got vitamin C in it. (oOooooOoo)
r\l4a Listen to the minimal pair sentences again and underline the strongly
stressed words in each sentence (on page 7).
ars f Tick the words a) or b) that you hear in the sentences.
ra)sheep I b)ship t r
2 a) bean I b) bin I
3 a) cheeks ! b) chicks !
4 a) cheap tr b) chip tr
5 a) heel I b) hill tr
6 a) peel I b)pi l l I
3 Dialogue
'i a First practise the sound /r/ in some of the words from the dialogue. Read
the words aloud or visit the website to practise.
One-syllable words: film ill miss kids quick Kim Bill
Two-syllable words: (lst syllable) cricket tickets children
minutes quickly listen pity
(2nd syllable) begins
Three-syllable words: (Ist syllable) history festival cinema
interesting prize-winning Africa
(2nd syllable) gymnastics olympic excited
beginning terrific gorilla
(3rd syllable) chimpanzee
UNIT 2 /r/ ship 9
' b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and fill the gaps (1-8) with the correct three-syllable words
from the list in 3a.
l-n ree i nteresting films
BtLL: Cood evening, Mrs Lee
GINA: ls Kim in?
BILL: ls he coming to the cinema, Mrs Lee? lt 's the Children's
Fi lm I
MRS LEE: Kim's i l l .
BILL; Here he is!
c lNA: Hi , Kiml
KIM: Hi , Cinal Hi , Bi l l l
BILL: Kim, we've got these three free tickets to see three z films for
children!
MRS LEE; Listen, Kim
KIM: Is i t i ?
CtNA: l/ l /e think rt is First there's a short f i lm about soril las and 4_ in
Africa, and .
BILL: then the next f i lmis about the six best Olvmpic s
competit ions, and then
GINA: then it's the big film - Ihe 6_ of Englsh Cricket.
KIM: Cricket!
BILL: l t 'sa7 f i lm.
MRS LEE: l f you're i l l , Kim
GINA: lt would be a pity to miss it.
MRS LEE: Now listen, you kids
BILL: And it begins in fifty minutes.
MRS LEE: KIM!
KIM: Quick! Or we'l l miss the 8_ of the goril la f i lml
.\16 c Listen to the dialogue again to check your answers. Practise reading the
dialogue aloud, and record your voice to compare your production of
the target sound with the recording.
d Perform the dialogue in a group of four and, if possible, record your voices.
In your group, first practise speaking with feeling. Mrs Lee is getting more
and more angry. The others are getting more and more excited.
In English, if you get more angry, you usually speak more loudly. if you
get more excited, you usually speak more quickly.
lO UNIT 2 / r / ship
4 Numbers
arz a Word stress
Stressed syllables are in bold. Listen and repeat.
three thirteen thirty 3 13 30
four fourteen forty 4 14 40
five fif teen fifty 5 t 5 50
six sixteen sixty 6 16 60
seven seventeen seventy 7 17 70
eight eighteen eighty t] I t] B0
nine nineteen ninety 9 l9 90
b Moving stress
The stress in these'teen numbers is different when we are counting.
thirteen, fourteen, fifteen, sixteen, seventeen, etc.
c Other moving stress
The stress in these'teen' numbers is also different when there is a strong
stress in the next word.
Tim lives at number fifteen.
Tim Iives at number fifteen Green Street.
Ar8 Practise giving As reply in the conversations you hear, like the example.
Example
A: The dentist is at seventeen Mill Street.
B: Seventy?
A: No, not seventy - seventeen.
: d Mini Bingo game
Play in a group of 3-5. One person calls out the numbers from 4a but in
a random order. (Take turns to call the numbers.) The others each
choose one of the boxes A, B, C or D below. Listen to the numbers and if
a number is in your box, cover it with a small piece of paper. When all the
numbers in your box are covered, you are the wirmer and you shout, BINGO!
l 3 .'t fi{} (i0 ,{ lti ir l 5 l 6 (i0 {i ts
'7 Hl 5{i , . t i} 3{} I .} 7(} L}0 . i { i I ' t f i
t7 {}{} f} 7{} 5 ti# 4{) 7 tt]' t} r}(} 80
Self study student: first make a recording, saylng clearly all the numbers
from 4a but in a random order. Then listen and play as many boxes as
you can simultaneously.
5 Spel l ing
Look back over this unit at words with the target sound, and write what
you noticed about how to spell the sound /r/.
DcBA
I t
lel pen
- Is this milk fresh?
Target sound /e/
.\rea a First practise the sound /r/
(see page 7).
arsub Open your mouth alittle more to
make the short target sound /e/.
Listen and repeat.
Alec c Listen and repeat both sounds
together: lt l andlel.
Minimal pairs
Where's the
Sound I Sound 2
ltl lel
pin pen
I need a pin. I need a pen.
bin Ben
That's my bin. That's my Ben.
tin ten
It's a big tin. lt's a big ten.
Peg
Where's the peg?
Prg
pig?
chick cheque
She wants a chick. She wants a cheque.
nimal pair words
.u$a a Listen and repeat the words.
.,.rt*b You will hear five words from each minimal pair. For each word, write I
for A/ (sound l) or 2 for /ei (sound 2).
HGMPLE Pair 1: 2,2,1, I ,2
12 UNIT 5 /e/ pen
Minimal pair sentences
Azla c Listen to the minimal pair sentences.
,rzrt, d Listen to six of the sentences and write I for ltl (sound D or 2 for lel
(sound 2).
,ulae Sentence stress
The most important words in a sentence are strongly stressed. If the
minimal pair sentences were spoken with only one strong stress, which
word would it be? Read the sentences and guess which word it might be.
Then listen to the minimal pair sentences again and underline the
strongly stressed word in each sentence (on page 11).
nzz f Tick the words a) or b) that you hear in the sentences.
la)pin I b)pen tr
2a) pig I b) peg I
3 a) tins I b) tens I
4a) sit I b) set I
5a) disk I b) desk I
6a)pickat I b)peckat I
5 Dialogue
O a First practise the sound /e/ in some of the words from the dialogue. Read- 
the words aloud or visit the website to practise. In words with two or
more syllables, bold is used to show which syllable is strongly stressed.
In the brackets, write the number of syllables in each word before you
practise.
EXAMPTES friend (1) terribly (3) Emma (2) expensive (3)
jealous( ) help( ) everybody( ) any( ) bench( ) Kevin( )
America( ) Mexican( ) Emi ly( ) Ben( )very( ) breadl l Eddie( )
Notice that many words in English have the strong stress on the first
syllable, but some words have the strong stress on the last syllable.
hello Adele again except yourself lemonade
.\?3 b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and fill the gaps (l-7) with the correct questions (a-g)
below.
a) Can I get you a drink, Adele?
b) Is that better?
c) Was it expensive?
d) Are you listening to the Red Hot Chili Peppers?
e) How did you spend your holiday, Adele?
f) Are you a friend of Emma's?
g) Have you met my friend Adele yet, Kevin?
funds
UN|T 5 /e/ pen 
'ffiS
ADELE: Hi, Emma! Hi, Benl Hello, Emilyl Hello; Eddie! Hi,
everybody!
EVERYBODY EXCEPT KEVTN: Hi, Adele!
EMILY: Nice to see you again, Adele. Kevin, this is Adele. Adele,
this is Kevin.
ADELE: Hi, Kevin. l- ? lt 's tenibly loud.
KEVTN: Yes .. (turns the music down) z-? (Adele
nods her head) t-?
ADELE: Yes.
KEVIN: Emma said she had a friend called Adele.
EDDIE: Help yourself to Mexican food, Adele. lt's on the kitchen
bench.
EMILY: And there's French bread on the shelf.
BEN: 4 '?
ADELE: Yes, thanks, Ben. Some lemonade with a bit of ice in it.
EMMA: 5 ?
KEVIN: Yes. l've just met her. She's very friendly.
BEN: 5 ?
ADELE: I went to South America with my best friend Kerrie.
EVERYBODY; Well!
EMMA: We're all jealous
EDDIE:7 ?
ADELE: Not very. But I spent everything. I haven't any money
left.
.l,r3 c Listen to the dialogue again to check your answers. Then practise
reading the dialogue aloud. Record your voice to compare your
production of the target sound with the recording.
4 lntonation
Intonation is the voice going ufor dOvwn on the strongest syllable of the
most important word in a phrase or sentence.
Intonation statements usually goes dovflr at the end.
Intonation in WH questions (rMho? ltVhat? Why? When? 
"4rhere? 
Hown
usually goes domrn at the end.
Intonation inYes/No questions usually goes upat the end.
l f uNIr l lel pen
az+ a Listen and repeat.
Ir14:Iquestion: How did you spend your holiday?
Statement: I went to America.
YeslNo question: Was it expensive?
Statement: Yes. Verv.
No. Not very.
nzs b Word stress
Practise the word stress in these place narnes. In many place names the
strong stress is on the first syllable.
Denmark Venice Edinburgh Mexico
Mecca Melbourne Lebanon
A smaller number of place names have the strong stress on the last
syllable.
Iapm Mumbai Madrid Beirut NewYork
In longer place names the strong stress is sometimes in the middle of
the word.
the Riviera the Mediterranean Australia America Helsinki
Philadelphia
c Now practise the conversation below using the place names in 4b.
A: How did you spend your holiday?
B: lwentto. .
A: Was it expensive?
B: Yes. Very. / Not very.
d Dictionary work: word stress
\,Vhen you meet a new word, you cirn check which syllable is strongly
stressed in a good dictionary @.g. Cambridge Aduanced Lectrner's
Dictionary). The pronunciation of the word is shown in the International
Phonetic Alphabet (IPA), with the symbo| in front of the main strong
stress of the word, e.g. electric /rrlektrrk/. Your dictionary will also show
the secondary stress (usually in longer words) with the symbol , , e.g.
electricity /l,lekrtrrseti/.
In Ship or Sheep? only the main strong stress in a word is in bold to show
you where the stressed syllable ends, e.g. electric, electricity.
Look up some of these words in a dictionary and mark which syllable
has the main strong stress.EXAMPLE execpl or exrcept
except exercise expect expedition
expel experiment expenditure expert
expression extend extra extrovert
5 5p;el i ing
Look back over this unit at words with the target sound, and write what
you noticed about how to spell the sound /e/.
t5
lllnl man
- Let s have a chat about that cat.
- \tr cat?
- les ... em ... it 's too fat.
- tl-ell, it is a bit fat. But it's ... mm ... a very happy cat.
I -arget sound lrel
utla a First practise the sound /e/
(see page ll). Listen and repeat.
r:oo $ Qpsn your mouth a little more to
make the target sound /a/.
Listen and repeat.
\26c c Listen and repeat both sounds together:
le landla ' l .
2 Minimal pairs
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Sound I
lel
x
Put the 'x' here.
Pen
Canlbonowapen?
men
Look at the men.
send
l 'm sending the table.
gem
It 's a lovely gem.
bread
We had bread for lunch.
Sound 2
lnl
axe
Put the axe here.
Pan
Canlbonowapan?
man
Look at the man.
sand
I'm sanding the table.
iarn
It's a lovely jam.
Brad
We had Brad for lunch.
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16 untr 4 /iei man
Minimal pair words
A27a a Listen and repeat the words.
azzu b You will hear five words from each minimal pair. For each word write l
for /e/ (sound 1) or 2 for lal (sound 2).
EXAMPLE Pair 1: 2,2,1, , I ,2
Minimal pair sentences
A28a c Listen to the minimal pair sentences.
ezar d Listen to six of the sentences and write I for lel (sound I or 2 for lel
(sound 2).
A2Ba e Sentence stress
Listen to the first two minimal pair sentences again and look at the
circles on the left. The big circles are the strongly stressed syllables, and
the small circles are the weakly stressed syllables.
OoOO Put the'x' here./Put the axe here.
ooOooO Can I borrow a pcq?/Can I borrow a pA!!?
\28a Listen to the rest of the sentences and underline the sentence stress (the
strongly stressed syllables in the most important words in the sentence).
OooO Look at the men./Look at the man.
oOooOo I'm sending the table./I'm sanding the table.
ooOoO It's a lovely gem./It's a lovely jam.
ooOoO We had bread for lunch./We had Brad for lunch.
rzs f Tick the words a) or b) that you hear in the sentences.
la)pen I b)pan I
2a)men tr b)man I
3a)end I b)and I
4 a) feta tr b) fatter I
Sa)pet tr b)pat tr
6a) bed I b) bad tr
3 Dialogue
i=, a First practise the sound /re/ in some of the words from the dialogue.\-
Read the words aloud or visit the website to practise.
I Allen salad habit travel Ianet absent sandwich contracts
cancelled
2 animals Africa antelope Annabelle Anthony passengers
anchovy
3 alligator advertising
\tVhich of the list of words (1, 2, 3) above have the word stress patterns
below? The big circles are the strongly stressed syllables and the small
circles are the weakly stressed syllables.
a) Ooo b) Oooo c) Oo
UNIT 4 /ie/ rnan t?:
Match the sentences (1-3) below with the sentence stress patterns (a-c).
The big circles are the strongly stressed words and the small circles are
the weakly stressed words.
I He hasn't done the backup. a) ooOooO
2 Aaron doesnt have to come back. b) oOoooOo
3 The computer has crashed. c) OooooooO
b Aaron's recorded messages
ro Listen to the recorded messages, pa)'lng attention to the target sound.
Now listen again and complete the sentences below. Each missing word
has the sound /e/. Number I has been done as an example.
I Aaron works atlhe Ajox Trovel Agency.
2 Hes on holiday in _ .
3 His boss is Mrs
4 Aaron left an and on his desk.
5 He - to contact Anthony about the of -
he on
6 Aaron has a _ habit of being _ from work.
7 Aaron booked a _to San with three - : an
anteater, an _ , and an
8 The computer has and Aaron hadn't done the - up
for the programmes. Mrs Allen is very _ .
9 The best advertising have been because of Aaron's
bad
l0 Aaron doesnt to come to the - agency
because he's been
A3l Listen to the complete sentences and check your answers then practise
reading the sentences aloud. Record your voice to compare your
production of the target sound with the recording.
j Sentence stress: the rhythm of English
A3z a Practise first with the names Annabelle and lanet. Notice how the
important words are strongly stressed - we say them LOUDeT and
s I o w er. Listen and repeat.
Question: How do you shorten Annabelle and Ianet?
Answer: Ann and lan.
Listen to seven possible answers to the next question (see page 18).
AtJ3 Notice that when we add more weakly stressed words or syllables to
these sentences, we still say them in about the same length of time. We
do this by saying all the weakly stressed words more +dddyand quietlv:
Question: \Mho works with Aaron?
Answers:
I OO Ann,Ian.
2 OoO Ann and lan.
3 Oooo0o Annabelle and Tanet.
tB uNtT 4 lnl man
4 oOooooOo There's Annabelle and there's Ianet.
5 ooOoooooOo Well there's Annabelle and then there's Tanet.
6 oooOoooooooOo Well first there's Annabelle and then there's
also Ianet.
7 oooooOooooooooooo Well first of all there's Annabelle and then you
know there's also lanet.
(Note that although sometimes native speakers of English do speak like
this with a lot of weakly stressed words, at other times they may use
more strongly stressed words, e.g. 'Well, first of all there's Annabelle and
then you know there's also lanet.' Both are correct. Both have the same
rhythm of strong and weak stress.)
as+ b Listen to the seven answers in 4a again and try to say them all in the
same length of time. Try a few times. First practise putting your energy
into the strongly stressed words. Next practise saying the weakly stressed
words with less energy, so that you say them more quietly. Then practise
saying the weakly stressed words more and more quickly. Record your
voice and compare this with the recording.
c Match the questions (f -3) with the pairs of answers (a-c) below. (In the
brackets, the big circles are the strongly stressed syllables and the small
circles are the weakly stressed svllables.)
Questions:
I \fhat kind of animals did Aaron book on the San Salvador flight?
2 rffhat were two of the mistakes Aaron made before he went on holiday?
3 \Mho else works at the tlavel agency?
Answers:
a) Anthony, Mrs Allen. (Ooo, ooOo)
Well, there's Anthony, and then there's Mrs Allen. (ooOoo, oooooOo)
b) An anteater, an antelope, and an alligator. (oOoo, oOoo, oooooo)
He booked an anteater, as well as an antelope, and also an alligator.
(oooOoo, ooooOoo, ooooOooo)
c) The l1t4p, the backup, (oO, oOo)
He lost the map, and he didn't do the backup. (oooO, ooooooOo)
Practise reading the questions and answers aloud. Try to say the pairs of
answers in the same length of time.
Spel l ing
Look back over this unit at words with the target sound, and write what
you noticed about how to spell the sound /re/.
l,tl cup
t9
- I m hungry. Howmuch money's in the hat? J\
- \ rhing.
- \ - thing? I'm hungry too.
- Oh shutup!Everybody's hungry.
I Target sound tnt
\35a a First practise the sound /re/
(see page I5). Listen and repeat.
r.rit b Put your tongue back a little to make
the short target sound /,r/.
Listen and repeat.
rssc c Listen and repeat both sounds:
la l andrnr.
2 Minimal pairs
Sound I
lnl
caP
Where's my cap?
hat
There's a hat in the garden.
track
See the tracks on the road.
Sound 2
cuP
Where's my cup?
hut
There's a hut in the garden.
truck
See the trucks on the road.
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ban bun
There's a ban on it. There's a bun on it.
bag bug
She's got a bag. She's got a bug.
ankle uncle
My ankle was injured. My uncle was injured.
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20 UNIT 5 /n/ cr,rp
Minimal pair words
es6a a Listen and repeat the words.
aroub You will hear five words from each minimal pair. For each word write I
for lal (sound I) or 2 for /n/ (sound 2).
EXAMPLE Pair l : 2,1,2, I , I
Minimal pair sentences
A3za c Listen to the minimal pair sentences.
, eszr d Listen to six of the sentences and write I for lnl (sound I) or 2 for lnl
(sound 2).
ffi7a e Sentence stress
Listen to the pairs of sentences again and match themwith the sentence
stress patterns below. The big circles are the strong syllables and the
small circles are the weak syllables.
EXAMPLE ooO (Pair 1) Where's my cap? / \Mhere's my cup?
a) oooO b) ooOoo c) oooooO d) ooOooOo e) oOooOo
Notice that if we put too many strong stresses in a sentence, we may
sound angry especially if the intonation keeps going down. Practise the
sentences below.
OOO lVhere's my cup?
OOooOo IVIy uncle was !4jured.
eee f Tick the words a) or b) that you hear in the sentences.
1a)cap I b)cup tr
2a)har f b) hut I
3a)bas tr b)bug tr
4a)mad tr b)mud tr
5a)hang I b)hung I
6a) ran tr b) run I
5 Dialogue
Q-a First practise the sound i,r/ in some of the words from the dialogue.
Listen and repeat.
lunch just much one love cousin doesn't funny rubbish
enough untrue shutup unhappy understand unattractive
worry lovely honey brother other nothing company
wonderful month does
esg b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and fill the gaps (l-10) with the correct words from the box.
They are all words llke loue spelled with o but pronounced l,rl .
worry lovely honey brother other nothing company
wonderful month does
UNIT 5 /,r/ cup Sl
-i-e doesn't love him
JASMINE: Honey, why are you so sad?
(Duncon soys t_ )
JASMINE: 2_, why are you so unhappy? I don't understand.
DUNCAN: You don't love me, Jasmrne.
JASMINE: But Duncan, I love you very much!
DUNCAN: That's untrue, Jasmine. You love my cousin.
JASMINE: Just in?
DUNCAN: No, his 3-.
JASMINE: Dud|ey?
DUNCAN: No. Stop being funny, Jasmine. Not that one. The + brother.
Hunter. You think he's s and I'm unattractive.
JASMINE: Duncan! That's utter rubbish!
DUNCAN: And Hunter loves you too.
JASMINE: No he doesn' t
DUNCAN: Yes he e
JASMINE: Duncan, just once last 7_ | had lunch with Hunter. You mustn't
8_ . I like your 9_ much better than Hunter's.
Hunter's
DUNCAN: Oh, just shut up, Jasmine!
JASMINE: But honey, I think you're ro
DUNCAN: Oh, shut up, Jasmine.
JASMINE: Now that's enough! You're just jealous, Duncan. You shut up!
$e c Listen to the dialogue again to check your answers. Then practise
reading the dialogue aloud. Record your voice to compare your
production of the target sound with the recording.
4 Stress and intonation
Stress and intonation are used to show feelings in English. In the dialogue
in 3b, you may have noticed that Iasmine's stress and intonation changed
at the end when she got angrywith Duncan.
22 uNtr 5 /,,r/ cuo
n+o a Study the sentences below and then listen to the recording.
Emotions N (neutral) A (angry)
I No, he doesn't. ooOo OOOo
2 Yes, he does. ooO OOO
3 Now that's enough. oooO OOoO
4 I don't understand. ooooO OOOoO
5 Oh just shut up. oooO OOOO
A4r Listen to the sentences and write A for angry or ^|y' for neutra-.
I2345
Complete this statement.
If someone speaks with a lot of _ly stressed words, with the
intonation going - all the time, they can sound very angry.
,\rz b Intonation in a l ist
The intonation goes up on the last strongly stressed word in each
phrase, and then dor,rm at the end. Listen and repeat.
He bought a cup and some nuts.
He bought a cup, some nuts and some honey.
He bought a cup, some nuts, some honey and a brush.
c Game
'My uncle (motheri brother/cousin) went to London'
Practise this game with a group of five people. Choose any words from
the list below.
EXAMPLE
A: My uncle went to London and he spent a lot of money. He bought a
bus comoanv.
B: My uncle went to London and he spent a lot of money. He bought a
bus company and a toy duck.
Each player remembers what the others have said and then adds
something to the list.
Practise saying these phrases before you start.
an onion field some sacks of nuts
a bus company a toy duck
a brush
a cup
a cuddly monkey
some honey a lovelv butterflv
some comfortable gloves a bun shop a hundred buttons
some sunglasses
5 Spel l ing
Look back over this unit at words with the target sound, and write what
you noticed about how to spell the sound /,r/. Make a list of all the words in
this unit that are pronounced ltt lbttt spelt with the letter o,hke loue. Add
other words to this list when you see them.
llsul heart
- \[arvellous cars, arenit they?
- \\ onderful .. . fantastic ... so fast . ..
- They are ... they are ...
I Target sound /or/
\43a a First practise the sound /re/
(see page 15). Listen and repeat.
r lsu b Put your tongue further back and
down to make the longer target
sound /ori. Listen and repeat.
\.r3c c Listen and repeat both sounds together.
/e/ is short. /or/ is long.
2 Minimal pairs A .t i
za-- : ., \>-o: \
\ \
' , ' l nimal pair words
\+4a a Listen and repeat the words.
l++u b You will hear five words from each minimal pair. For each word write l
for lal (sound I) or 2 for lstl (sound 2).
EXAMPLE Pair 1: 2,1,1,2,2
....t2
&
a--d,
( r , '
i (i )_ 5
Sound I Sound 2
le,l lstl
caP carP
What a lovely cap! What a lovely carpl
hat
He touched his hat.
heart
He touched his heart
cat cart
It's a farm cat. lt's a farm cart.
ban barn
There's a ban on it. There's a barn on it.
pack park
l ' l l pack the car. l ' l l park the car.
24 uNlT 6 /o:l heart
Minimal pair sentences
A4sa c Listen to the minimal pair sentences.
n+su d Listen to five of the sentences and write I for lal (sound D or 2 f.or ls'^l
(sound 2).
.q,45a e sentence stress
In English sentences, the important words have a strongly stressed
syllable that is LOUDeT and s I o w er. The unstressed syllables are
cluieter and quid<er This gives English its rhythm.
Listen to the minimal pair sentences again and underline the sentence
stress (on page 23).
E)(AMPLE lVhat a lovely carp!
Minimal pairs B
Sound I Sound 2
l,tl lstl
cuP calP
What a beautiful cup! What a beautiful car^l
come calm
'Come down,' she said. 'Calm down,' she said.
Minimal pair words
rlr,e a Listen and repeat the words.
rrer b You will hear five words from each minimal pair. For each word write I
for /e/ (sound 1) or 2 for lal (sound 2).
HGMPLE Pair I: 1, 2, 1, 2, 2
Minimal pair sentences
\4ia c Listen to the minimal pair sentences.
rrzu d Listen to five of the sentences and write I for /n/ (sound t) or 2 for ls'^l
(sound 2).
\t:e e sentence stress
Listen to the minimal pair sentences again and underline the sentence
stress (above).
EXAMPLE lVhat's in that bun?
/@
$
ffi
nu, .A'aR
€;qs
ENT
@
ffi
hut
There's a problem with
my hut.
bun
What's in that bun?
cut cart
He covered his cut. He covered his cart.
heart
There's a problem with
my heart.
barn
What's in that barn?
UNIT 6 /r:r/ heart 25
f tick the words a), b) or c) that you hear in the sentences.
la)hat I b)hut tr c)heart I
2a) cat I b) cut tr c) cart I
3a) cap tr b) cup tr c) carp I
4a) bun tr b) barn I
5 a) come tr b) calm I
6 a) Patty's ! bl parties !
3 ) ia logue
fi a First practise the sound /o:/ in some of the names in the dialogue. Readb 
the names aloud or visit the website to practise. Remember that when
we say both the first and last names, the last name has the strongest
stress.
It's Tara. It's Tara Darling.
Bart lackson Margaret Markus Marsh Alana
The sound /qr/ is also in some of the words in your instructions.
example answer the target sound the mask the last name
,, b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and fill the gaps (1-5) with the correct adjectives from the
box.
marvellous attractive fantastic fabulous smart
:: 3 party
(Morgoret ond Alono ore ot the bor. People ore loughing in the gorden.)
ALANA: What a l_ party this isl I 'm having so much fun, Margaret.
MARCARET: Where's your glass, Alana?
ALANA: Here you are. Thanks. That's enough.
MARTIN: Alana! Margaret! Come into the garden. Tara Darling and Markus
Marsh are dancing on the grass.
MARGARET: In the darl<?
MARTIN: They're dancing under the stars
ALANA: z I And Bart Jackson is playing his gurtar.
MARCARET: Just look at Tara! She can't dance but she looks very 3-.
MARTIN: Look atMarkus. What a + dancer!
ALANA: What an s couple they arel Let's take a photograph of them
26
4
UNIT 6 /qr/ heart
n+s c Listen to the dialogue to check your answers. Then practise reading the
dialogue aloud. Record your voice to compare your production of the
target sound with the recording.
Intonation in exclamations
We often show the feeling of surprise in an exclamation where the
intonation goes a long way up and then down.
eso a Listen and repeat.
lVhat a fast car!
What a funny dancer!
What a marvellous phetograph!
What a fantastic guital!
b Use these words to make exclamations about the pictures.
dark dirty fast marvellous smart unusual funny fantastic
Spel l ing
Look back over this unit at words with the target sound, and write what
you noticed about how to spell the sound /ql/.
glass
27
REVIEW
l : :d game: Pick up pairs
t 
Photocopy and cut out cards from all minimal pairs in units 1-6.
Shuffle the cards and deal them face down all over the table.
- :ST
Turn over any two cards and read their sentences aloud. If they are
minimal pairs, you keep them and you continue playtng.
If these two cards aren't minimal pairs, turn them face down again and the
next person plays.
Collect as many pairs as you can in a time limit, e.g. ten minutes.
You can use a dictionary if you wish, but you dont need to understand
every word to do this test.
rsr 1 For each line (1,2,3,4, 5), f irst l isten to the whole l ine. Then circle the
one word that is said twice. Note that meaning is not important in this
exercise. The purpose is to review the sounds by hearing them in
contrast. Some of the words are rarely used in everyday English, and this
is shown by an asterisk *.
ti'^t tU tCJ"l/8,/tet
I bean bin Ben ban bun barn
2 beal bit bet bat but Bart
3 bead bid bed budbad bard*
4 peak pick peck pack Puck* park
5 peaty* pity petty Patty putty party
Score
2 Circle the words with
I cup
the same vowel sound as 1-3.
done sad
doesn't does
match comb
copy come hot
us yes
2 heart
t(I i/
jump half
am arm cut
home are
aren't can
carry
can't
28 uNtT 7 Review
3 sheep
li'^l
slip people
bread piece any
these stick shop
she this need
Score
3 Intonation jumble
Match the correct intonation pattern items a-f with the conversation
items t-6. Number I has been done.
I 'I'm going to make some jelly.' -----r,\ a) (a list)
2 'Would you like lemon or cherry?' \ b) Sreslno question)
3 'Cherry.' "- c) (statement)
4 'Can I help?' d) (short statementr
5 'I need a spoon, a bowl, some jelly e) (exclamation)
crystals and some hot water.'
6 '\A/hat a lovelv colour!'
f) (question with'or')
Score
4 Word stress
Underline the main stressed syllable in these words. (Score half a mark
per item.)
advertising understand Lebanon lemonade sandwich
expensive sunglasses fantastic photograph guitar
Score
Total score
Additional review task using dialogues from Units t-6
Unit l23456
Target sound litl ltl lel lal l,rl latl
sheep ship pen man cup heart
From the above table, choose any target sounds that you had difficulty
with.
I Listen again to the dialogue in that unit, listening for the target sound.
2 Circle the target sound in any words in the dialogue.
3 Listen to the dialogue again and check your answers.
4 Check your answers in the key.
5 Listen to the dialogue again, listening for the target sound.
6 Practise reading the dialogue aloud, and record your voice to compare
your production of the target sound with the recording.
You can also use this review task as a quick self-test, by doing steps 2 and
4 only.
29
Irar clock
- \\hat's wrong?
- ['ve got a reallybad backache.
- I'm sorry to hear that.
I Target sound /o/
, ., a First practise the sound /a/
(see page l5). Listen and repeat.
,.::b b Put your tongue slightly back and
bring your lips slightly forward to make
the target sound /o/. Listen and repeat.
i-2! c Listen and repeat both sounds together:
lel andror.
2 14inimal pairs n:
Sound I
lal
hat
It's hat weather.
cat
He's got a white cat.
fax
Look for the fax.
(
. "e l , ( f \(s-*d?;:t)
c--a''
&
qs-
ru
e
&
S&-
sack sock
Put it in a sack. Put it in a sock.
Sound 2
lol
hot
It's hot weather.
cot
He's got a white cot.
fox
Look for the fox.
toP
Turn that top slowly.
taP
Turn that tap slowly.
backs box
I can see their backs. I can see their box.
lO unr 8 /o/ clock
Minimal pair words
As3a a Listen and repeat the words.
eseu b You will hear five words from each minimal pair. For each word, write l
for lal (sound I) or 2 for /o/ (sound 2).
H(AMPLE: Pair I : 2,2,1,2,1
Minimal pair sentences
As4a c Listen to the minimal pair sentences.
es,ru d Listen to six of the sentences and write I for la,l (sound l) or 2 for lol
(sound 2).
A54a e sentence stress
The most important words for the meaning of a sentence are spoken
with a strong stress. Listen to the minimal pair sentences again and
match them with the sentence stress patterns below. The big circles are
the strong syllables and the small circles are the weak syllables.
EXAMPLE oOOo (Pair 1) It's hat weather./It's hot weather.
a) OooO b) oooOO c) ooOoO d) OoOOo e) OoooO
nss f Tick the words a) or b) that you hear in the sentences
Ia)cat I b)cot I
2 a) sack t] b) sock tr
3a)tap I b) top t r
4a)Pat t r b)pot I
5a) baddie E b) body I
6 a) black I b) block I
5 Dialogue
fl a First practise the sound /o/ in some of the words from the dialogue. Readv 
the words aloud or visit the website to practise.
soft hot long strong popular horrible wants what wrong
socks job got often sorry washing Mrs Bloggs
nso b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and fill the gaps (l-6) with the correct adjectives from the
box.
soft hot long strong popular horrible
UNIT 8 lol clock If;
-. aCvertisement for 'Onwash'
VOICE A: What's wrong with you, Mrs Bloggs?
MRS BLOGCS: What's wrong with me? | want a holiday from this r_ job of
washing socks!
VOICE B: Buy a bottle of 'Onwashi Mrs Bloggs!
VOICE C: 'Onwash' is so z and r
vOICE D: You don't want lots of + water with 'Onwash'.
VoICE A: lt 's not a s _ job with 'Onwash'.
VOICE B: Use'Onwash' often.
VOICE C: You won't be sorry when you've got 'Onwash'.
VOICE D: Everybody wants 'Onwash'.
EVERYBODY: 'Onwash' is so 6 !
{56 c Listen to the dialogue again to check your answers. Then practise
reading the dialogue aloud. Record your voice to compare your
production of the target sound with the recording.
4 Intonation in suggestions and commands
Intonation is the voice going qi or dOrim. Sometimes this shows whether
the speaker is more polite and friendly or less friendly.
esz a Listen.
Intonation goes up in a Intonation goes dornin in a
suggestion, and this sounds command, and this sounds less
polite and friendly: friendly:
Have a holiday, Mrs Bloggs. Have afu4iday, Mrs Bloggs.
Stop wdshing, MrWong. Stop washing, MrWong.
Don't dfop that pol!, Ms Morris. Dont drep that pe!, Ms Morris.
Put it on the box, Miss Iohnson. Put it on the box, Miss |ohnson.
S ur.rre /o/ clock
)tsr ass b lntonation dictation
Listen to the intonation in the sentences below. Decide if they are
suggestions (which are polite and friendly as the intonation is going ufl
or commands (which are less friendly as the intonation is going tfotryn).
Draw an ilrowup or dorrm in the space before the strongly stressed
word. Number I has been done.
I Put these socks in the top-\ dfalger, Iohn. commond
2 Put it on top of the box.
3 Make the coffee hot, MrsWong.
4 Dor/t wash these socks in the washing machine,
Robin.
5 Don't go to the wrong Ofrce.
6 Go to the shops, Oscar.
7 Dont go to the wrong doctor, Bronwen.
AFB c Listen again and then practise the sentences. Record yourvoice to
compare your production of the intonation with the recording.
5 Spelling
'>r Lookback over this unit at words with the target sound, and write what
you noticed about how to spell the sound /o/.
5t
a lc'^l ball
- D.rrr n .rlways goes for a jog in the morning.
- Don?Iogging? In the morning?
- \o, not Don! His daughter-in-law, Dawn. She's very sporty.
-arget sound icl l
, a First practise the sound /o/
(see page 29). Listen and repeat.
b The back ofyour tongue goes up a
little more to make the long target
sound /c:/. Listen and repeat.
c Listen and repeat both sounds together.
/o/ is short. /c:/ is long.
' .1 in imal pairs
;€5F.- This cod was in th
He wa
--4/I_
t i I l t 'sasmal l
H-z!rt fox
Look for the fox.
-tA spot\-/' I don't like tnese spots.
r , ' r imal pair words
. a Listen and repeat the words.
,' b You will hear five words from each minimal pair. For each word write
for /oi (sound 1) or 2 for lc;l (sound 2).
EXAMPLE Pair 1: I ,1,2,2,1
D
Ji-
Sound 2
Dawn
ls your name Dawn?
cord
This cord was in the sea.
short
He was short.
Port
It's a small port.
forks
Look for the forks.
sPort
I don't like these sports.
*-Z--
=jy4:="a
t{ unlr 9 lctlball
Minimal pair sentences
eora c Listen to the minimal pair sentences.
aaru d Listen to six of the sentences and write I for lol (sound I) or 2 for lctl
(sound 2).
A6ra e sentence stress
Listen to the minimal pair sentences again and underline the sentence
stress (on page 33). Notice that the strongly stressed words are LOUDeT
and s I o w er. The weakly stressed words are quieter and quidcu.
eoz f Tick the words a) or b) that you hear in the sentences.
I a) spots I b) sports f
2 a) pots I b) ports I
3 a) cod I b) cord I
4a) shot I b) short f
5 a) Rod I b) roared tr
6 a) what a ! b)water f
5 Dialogue
$ a First practise the sound /crl in some of the words from rhe dialogue.
Read the words aloud or visit the website to practise.
Laura morning walking towards airport awful always
reporter report sports York fault (/fcrlt/ or /folt/)
A football match
a footballer has fallen over a forward
aoe b Listen to the dialogue, paying particular attention to the target sound.
Sports report from Radio Station 4
ANNOUNCER: This morning the Roarers football team arrived back from yorr.
Laura Short is our sports reporter, and she was at the airport.
LAURA sHoRT: cood morning, l isteners. This is Laura short. All the footballers are
walking towards me. Here's Ceorge Ball, the goalkeeper. Cood
morning, Ceorge.
cEORcE BALL: Cood morning. Are you a reporter?
UNIT 9 /cr/ ball 55
LAURA sHoRT: Yes. Ceorse. l 'm Laura Short from Radio Station 4. Tell us about
the football match with York
cEoRcE BALL: Well, it was awful. We lost And the score was forty-four, four. But
it wasn't mv fault. Laura
LAURA SHORT: Whose fault was it, Ceorge?
CEORCE BALL: The forwards.
LAURA SHORT: The forwards?
cEORcE BALL: Yes. The forwards. They were always fall ing over or losing the ball!
c Practise reading the dialogue aloud. Record your voice to compare your
production of the target sound with the recording.
4 'r tonation
Intonation is the voice going up or dornrn. We can show a feeling of
surprise with an intonation that goes a long way up.
-.r a Listen to the speakers expressing surprise.
A: Mr Short always plays football in the morning.
B: In the rnorning?
C: Mr Short?
D: Football?
e: fways?
In this conversation B, C, D and E are all surprised by what A says. B is
surprised that he plays in the morning. C is surprised that Mr Short plays.
D is surprised that he plays footbal/. E is surprised that he always pIays.
roi b Listen and then express surprise about the part of the sentence in italics,
like the example.
EXAMPLE I sawVictoriaat the qilport.
Response: At the airport?
I I've put the ball in the drawer.
2 lt's too warm ro go walking.
3 Georgia was looking gorgeous this morning.
4 Morgan has boughtprty-ftue fotks,
5 I'm going tobuy a horse.
6 You ought to get up at fuurin the morning.
7 I saw Orlando when I was in New York.
8lt'syoutfault.
s Spel l ing
Look back over this unit at words with the target sound, and write what
you noticed about how to spell the sound /crl.
56
il lu t book
-We should put all these books in that boxnow, shouldn't
-Yes, we should.
I Target sound /u/
,\6ro a First practise the sound /o/
(see page 29). Listen and rePeat.
{6br, b The back of your tongue goes forward
and up a little more to make the target .-:)
sound /o/. 
'(-")
\bh( c Listen and repeat both ofthese short
sounds: lol and lul .
2 Minimal pairs
r*hl.
fffi r,, rock y K you up.
.A rock rook
The wind blew around the rock. The wind blew around the
Minimal pair words
{i:4 a Listen and repeat the words.
\,; bb You will hear five words from each minimal pair. For each word write l
for /o/ (sound 1) or 2 for lal (sound 2).
EXAMPLE Pair l : 2,2,1,2, I
Minimal pair sentences
r,.', 6 lislsn to the minimal pair sentences.
r,-r, d Listen to five of the sentences and write I for /o/ (sound l) or 2 for lul
(sound 2).
e
UNIT l0 /u/ book SI
Sentence stress
Any word in a sentence can become the most important word, and have
the strongest stress to give the sentence a special meaning. Listen to the
minimal pair sentences again and write the word which has the
strongest stress in each pair in the table. Then read the special
meanings.
Strongest stress Special meaning
Pair I IN Not just anywhere, e.g. near or beside it.
Pair 2 Evervbodv else has a different answer.
Pair 3 Nobody else would do that,
Pair 4 But not under it or above it.
Pair 5 Don't trust anvbodv else.
, r f Tick the words a) or b) that you hear in the sentences:
I a) cock tr b) cook I
2 a) lock I b) look tr
3 a) god I b) good I
4a)cod I b)could I
f ia logue
$Ia Eirst practise the sound /u/ in some of the words from this unit. Read the
words aloud or visit the website to practise.
good book foot cook look took should could would full
sugar football bookshelf cookery shouldn't couldn't wouldn't
.'i b Listen to the dialogue, paying attention to the target sound.
I :st book
MR CooK: Could you tell me where you've put my book, Bronwen?
MRS COOK: lsn't it on the bookshelf?
MR CooK: No, The bookshelf is full of your cookery books.
A4RS COOK: Then you should look in the bedroom, shouldn't you?
MR CooK: l 've looked. You took that book and put it somewhere, didn't you?
MRS COOK: The living room?
MR COOK: No. l 've looked. l 'm going to put all my books in a box and lock it!
MRS CoOK: Look, John! lt 's on the floor next to your foot
MR COOI(: Ah! Cood!
Practise reading the dialogue aloud. Record your voice to compare your
production of the target sound with the recording.
ffi urrr to /u/ book
4 Intonation: down tags
E)(AMPLE We should put all these books in that box now, sheuldnt we?
The intonation in most question tags is going down. This means that the
speaker expects agreement. So doum tags are used a lot in conversations to
create agreement and rapport between the speakers.
azz a Listen and repeat.
shauld you? shquldnt you? cerld you? eoraldn't you? wo{rld he?
weldnt he?
He couldnt cook, cotrld he? She could play foatball, eogldn't she?
You wouldn't look. wauld vou? Thev would like suear. worldnt thev?
il .rzs b Practise in pairs. Listen and respond, like the example.**-:,= r 
E)(AMPLE She couldnt cook.
A: She couldn't ewk, eErld she?
B: No, she co*rldnt.
I We couldnt cook a cake without sugar.
2 Good footballers shouldn't eat too much pudding.
3 You should look at some good cookery books.
4 You wouldnt'put your foot in it'*.
(*idiom meaning say or do the vwong thing)
5 They wouldnt'cook the books'*.
(*idiom meaning change the accounts to steal money)
5 Spell ing
Look back over this unit at words with the target sound, and write what
you noticed about how to spell the sound /u/.
59
- : 'get sound /ur/
-- a First practise the sound /u/
(see page 36). Listen and repeat.
-- b Put your tongue up and back a little
more to make the long target
sound /ur/. Listen and repeat.
-. c Listenandrepeatboth sounds together.
/u/ is short. /ur/ is long.
I ' " 'n imal pairs
lut l boot
- , :n full of good food.
- >uch beautiful puddings!
- 3ur too much sugar ...
- . hrad a huge serving of chocolatemousse with stewed fruit.
- "" trad the blueberry souffld andthe rhubarb strudel.
- .' "ir€6 very foolish. I had servings of gooseberry fool.
- -'!hat a fool you are!
(Note:pol has two meanings: I a stupid person; 2 mousse, souffl6, strudel
and fool are desserts)
'd..
u4
ffi
' t6
d*lr i
*;=l'/'
i%i
(
- ' - \
PUILt
€_*_
rhf>
!l
4v
Sound I Sound 2
lul lu'^l
look Luke
Look, a new moon! Luke, a new moon!
could cooed
The bird could. The bird cooed.
would wooed
'He would, Jul ie, He wooed Jul ie
at the full mooni at the full moon.
(Note: proolhas two meanings: I evidence that something is true;
2 foolproof - made so that it can't be damaged, even by a fool)
Pull
The sign said 'Pull'.
full
This isn't really full proof.
Pool
The sign said 'Pool'.
fool
This isn't really foolproof.
40 uNlr | | /u lr boor
Minimal pair words
8'rr d List€fl and repeat the words.
t rr' b You will hear five words from each minimal pair. For each word write I
for /u/ (sound 1) or 2 for lw,l (sound 2).
EXAMPLE Pair l : 2,2, ) . ,2, I
Minimal pair sentences
Iilr c Listen to the minimal pair sentences.
tut, d Listen to five of the sentences and write I for /u/ (sound l) or 2 for lu;l
(sound 2).
sr e Listen to the strong and weak stresses in: oOoooo a foolproof compllter.
Then listen and underline the strong stresses in:
OooO waterproof boots oOoOo a wind-proof jacket
OooOo childproof containers oOooO an ovenproof dish
oOooO a waterproof coat oOooO a bullet-proof vest.
rk, f Tick the words a) or b) that you hear in the sentences.
r a) look I b) Luke tr
2 a) full I b) fool
3 a) pull I b) pool 
-
4 a) fullish tr b) foolish !
5 a) would E b) wooed I
5 Dialogue
fl a First practise the sound /ur/ in some of the words and phrases from the\-
dialogue. Read the words aloud or visit the website to practise.
who school soup threw unit rudeness rudest student
continue computer chewing gum excuse me good afternoon
it was you!
n; b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and guess which words are strongly stressed. The number
in brackets tells you how many strong stresses there are in that line. The
first line has been done.
sz c Listen to the dialogue again and underline the strong stresses. Check
your answers.
UNIT ll /ur/ boot ffi
-re two rudest students in the school
MlSs LUKE: (l) Cood afterngen girls.
GIRLS: (2) Cood afternoon, Miss Luke.
MISS LUKE: (a) This afternoon we're going to learn how to cook soup.
(5) Turn on your computers and look at unit twenty-two.
LUCY: (2) Excuse me, Miss Luke.
MISS LUKE: (l) Yes, Lucy?
LUCY; (2) There's some chewing gum on your shoe.
MISS LUKE: (5) Who threw their chewing gum on the floor? Was it you, Lucy?
LUCY: (2) No, Miss Luke. lt was Susan.
MISS LUKE: ( l ) Who?
LUCY: (2) Susan Duke.
SUSAN: (3) lt wasn't me, stupid. lt was Julie.
JULIE: (1) l t was you!
SUSAN: (8) lt wasn't me! My mouth's full of chewing gum. Loo( Miss Luke!
JULiE: ( ) Stop pull ing my hair, Susan. lt was youl
SUSAN: ( l ) YOU!
JULIE: (1) YOU!
MISS LUKE: (11) Excuse me! lf you two continue with this rudeness, you can stay
after school instead of going to the pool.
{ Sentence stress
na a Listen to this conversation. Notice how the strongly stressed words are
LOUDer, and the weakly stressed words are said very quiddy.
A: Excuse me.
B: Yes?
A: Could you tell me where I can get some (1) shoelaces?
B: Yes. There's a shop next to the (2) supermarket that sells vsry good
(l) shoelaces. l 'm going there too.
b use the words below to make more conversations like the one in 4a. Trv
to say the unstressed syllables quickly.
I
shoelaces
herbal shampoo
toothpaste
tools
football boots
tuna
chewing gum
fresh fruit juice
2
supermarket
swimmingpool
computer shop
newspaper stand
school
5 Spell ing
Look back over this unit at words with the target sound, and write what
you noticed about how to spell the sound /u:/.
/*3
lst^l girl
- {l my co- rkers have started ... er ... walking
:o rr-ork ... er ... very early in the morning.
- 'lh. -{nd do yoz walk to rk?
' - : 'get sound /sr/
* a First practise the sound /crl
(see page 33). Listen and repeat.
'-r-t' b Put your tongue forward and up a
little more to make the target sound
/sll. Listen and repeat.
.-c c Listen and repeat both ofthese
long sounds together: lctl and lstl .
: ' , i in imal pairs A ' :
#
ft
Sound I Sound 2
lctl lsl
four fur
She's got four. She's got fur.
torn turn
It's a torn sign. lt's a turn sign.
uvarm wolm
I wouldn't like warm soup. I wouldn't like worm soup.
walker workel
He's a fast walker. He's a fast worker.
mal pair words
"rua 
a Listen and repeat the words.
rrrrr b You will hear five words from each minimal pair. For each word write I
for lcll (sound L') or 2 for lstl (sound 2).
EXAMPLE Pair l : 1,2, I ,1,2
, " f " t \
V' -51
rt *a--_-
si fenq*9
3i<
g
,+*t
#,ru
44 UN|T 12 l':;l girl
Minimal pair sentences
trr ra C Listen to the minimal pair sentences.
nr ru d Listen to four of the sentences and write 1 for lctl (sound l) or 2 for lstl
(sound 2).
Blla e sentence stress
Listen to the minimal pair sentences again and underline the sentence
stress (on page 43).
EXAMPLE I wouldn't like warm soup.
Minimal pairs B
Sound I Sound 2
lel ls'^l
ten turn
The sign says ten. The sign says turn.
Ben burn
Look at it, Ben. Look at it burn.
bed bird
It's a colourful bed. lt's a colourful bird.
west wolst
It 's the west wind. lt 's the worst wind.
Minimal pair words
Errd a Listen and repeat the words.
Hl;l b You will hear five words from each minimal pair. For each word write l
for /e/ (sound l) or 2 for lsl (sound 2).
EXAMPLE Pair I : 2,2,2,I , I
Minimal pair sentences
BlJa c Listen to the minimal pair sentences.
nreu d Listen to four of the sentences and write I for /e/ (sound 1) or 2 for ls.^l
(sound 2).
Bt.ra e Sentence stress
Listen to the minimal pair sentences again and underline the sentence
stress (above).
EXAMPLE It's the west wind.
6)
f
A
h
,Hw
L/r
vil
t
Y.
' ,4
L
R
UN|T 12 lstl g,ir l 45
'Q et
- 'nal pairs C : i
u
.b
t l
Sound I Sound 2
I 't l l3ll
fun fern
Fabulous fun! Fabulous fern!
bun burn
Look at that bun. Look at that burn.
w
'6\
ti
-qJl
G
H
5-
#
,Si
.[t
bud bird
That's a tiny little bud. That's a tiny little bird.
-O ll girl$ There's a gull on the b :h. ih.,.', a girl on the beach.
- nal pair words
a Listen and repeat the words.
b You will hear five words from each minimal pair. For each word write I
for /,r/ (sound l) or 2 for ls.^l (sound 2).
EXAMPLE Pair 1: 1,2,1,2, I
- 
"ral 
pair sentences
c Listen to the minimal pair sentences.
d Listen to four of the sentences and write I for /n/ (sound l) or 2 for lll
(sound 2).
e Sentence stress
Listen to the minimal pair sentences again and underline the sentence
stress (above).
EXAMPLE Fabulous fun!
f Tick the words a) or b) that you hear in the sentences:
t a)bed I b) bud I c) bird I
2 a) Ben's tl b) buns f c) burns tr
3 a)ward tr b) word I
4 a) walk I b) work I
5 a) short tr b) shirt I
6a)or I b)er I
i I a logue
o'' a First practise the sound /srl in words from the dialogue below. Read the
words aloud or visit the website to practise.
were weren't nurse worst world shirts hurts thirstv
Thursday dirty Sir Herbert Colonel Burton
b Listen to the dialogue, paying attention to the rarget sound.
$. UN|T l2 lstl girl
The worst nurse
SIR HERBERT: NUTSe!
COLONEL BURTON: Nurse! l 'm thirstyl
SIR HERBERT: Nurse! My head hurts!
COLONEL BURTON: Nurse Sherman always wears such dirty shirts.
SIR HERBERT: He never arrives at work early.
COLONEL BURTON: He and er ... Nurse Turner weren't at work on Thursdav,
were thev?
SIR HERBERT: No, they weren't.
COLONEL BURTON: Nurse Sherman is the worst nurse in the ward. isn't he. Sir
Herbert?
SIR HERBERT: No, he isn't, Colonel Burton. He's the worst nurse in the
world!
c Practise reading the dialogue aloud. Record your voice to compare your
production of the target sound withthe recording.
4 lntonation: up or down tags
Bls a The intonation of question tags is usually going down. This means the
speaker expects agreement. Down tags are used a lot to create
agreement and rapport between the speakers.
EXAMPLE A: We were at work early, werent we?
B:Yes, we were.
Sometimes the intonation goes up. This means the speaker is not sure if
the information is correct and is asking the listener to check it. Before an
up tag there is often a slight pause..
EXAMPLE A: The nurses were at work on Thursday, werent they?
B: Yes, thev were.
UNIT 12 /sr/ girl S
. r b Up or down?
Listen and mark intonation arrows on the tagsSlexpects agreement) or
I (not sure). Number I has been done.
I They werent walking to work, rqdre they? not sure
2 Those dirfy shirts were Nurse Tqlner's, werent they?
3 The wards werert't dtW, were they?
4 They werent speaking Gelman, were they?
5 Those nurses were thirsw, weren't thev?
6 The Colonel and Sir Herbert were the worst patients in the ward,
wererlt they?
c Practise reading the questions above with the same intonation. Record
your voice to compare your production of the intonation with the
recording.
5 Spelling
Look back over this unit at words with the target sound and write what you
noticed about how to spell the sound /srl.
lel acamera
48
- Remember to telephone your sister the day after tomorrow
for her birthday.
- And dont forget to send a letter to your brother.
- Shall I send you a letter?
- Of course. But dont forget to telephone as soon as you arrive.
I Target sound /a/
B20a a First practise the sound /sl/
(see page 43). Listen and repeat.
szou b Make the same sound but very very
short to make the target sound /e/.
Listen and repeat.
Bzoc c Listen and repeat both sounds together:
/srl is long. /e/ is very short.
3 e pair ef binoculas
4 e photegraph efhe
mother end fathe
5 a book ebout
South americe
Cover the words on the left and practise questions and answers.
EXAMPLE A: \Mhat's in picture two?
B: e glass ef wate
2 lel in unstressed words and svllables
epil rllt"ggggrc
a photograph ofher
mother and father
a book about
South America
Bzra a Listen and repeat. The spelling has been changed in the words on the
right to show you when to use the sound /e/.
*@ I e photegraph efBarbere
a glass of water 2 e glass af wate
(.-
) --'------..t;1
r@
Telling the time
Listen and repeat.
Look at the clock.
\Mhat's the time?
It's six o'clock.
It's a quarter to seven.
Now practise these.
EXAMPLE A: \ /hat's the time?
B: It's e quarte te twelve.
UNIT 15 /e/ a carnera 4!f
Look et the clock.
\Mhat's the time?
It's six a'clock.
It's e quarte ta seven.
o
o
t,
3 ;eading
ooeoooo@
aloud
Q 
a Read this story aloud or visit the website to practise. The spelling has
been changed to showyou when to make the sound /e/. Record your
voice to listen to your production of the target sound.
Barbere spent Sateday aftenoon Iooking et e beautifal book ebout South
emerice.
'I want te go te South emerice,' she said te heself.
The next morning, when Barbere woke up it wes six e'clock, end he
brothes end sistes we still esleep. Barbere looked et them, end then
closed her eyes egain.
Then she quietly got out af bed end started te pack he suitcase.
She took same comfeteble clothes out ef tha cupbed. She packed e
pair ef binocules end he siste's camera. She packed e photegraph ef
haself end one ef he mothar and fathe.
'I musn't feget te have same breaKest,' she said ta haself. Bet then she
looked et the clock. It wes e quarte to seven.
'I'll jest drink e glass ef wate,' she said.
'e glass ef wate,' she said.
'Wate,' she said, end opened her eyes.
She wes still in he bed, and he brothes end sistes we laughing et he.
'Tell es what you we dreaming ebout,' they said te he.
Bat Barbere didn't answe. She wes thinking ebout he wondeful
iourney te South americe.
f unrr tt lat acamera
szz b Weak forms
Listen to the example of the weak form and the strong form of uras.
H(AMPLE
Wes she dreaming?
This is the sound /a/. This is the weak form of uas.
Yes, she was.
This is a different sound. This is the strong form of uras
Then listen and repeat.
Wes she thinking about South America? Yes, she was.
Wa her brothers and sisters asleep? Yes, they were.
De they like reading? Yes, they do.
Heve you read about SouthAmerica? Yes, I have.
Das your friend like reading? Yes, he does.
e we working hard? Yes, we are.
Has your friend been to South America? Yes, he has.
Can you swim? Yes, I can.
nzs c Tick the words a) or b) that you hear in the sentences.
la)has f b)hes I
2a) can I b) cen I
3a)was I b)was I
4a)does I b)das I
5a)am I b)em I
6 a) them tr b) them I
,U,NIT l5 /e/ a camera ffi
- - 3rOgU€
a Read this dialogue and circle the sound lal.The first line has been done
for you.
' l t r :COlf l$
A: t'm going 6thd libr&y.
B: Can you buy something for me at the newsagent's?
A: But the newsagent's is a mile from the library.
B: No. Not that newsagent's. Not the one that's next to the fish and chip shop.
I mean the one that's near the butche/s.
A: Oh, yes. Well, what do you want?
B: Some chocolates and a tin of sweets and an address boor.
ir:r b Listen and check your answers, then practise reading the dialogue
aloud. Record your voice to compare your production of the target
sound with the recording.
t Spel l ing
Look back over this unit at words with the target sound, and write what
you noticed about how to spell the sound /a/.
52
TI REVIEW
Cardgame: Pick up same sounds
TEST
Photocopy and cut out cards from all minimal pairs in Units B-13.
Shuffle the cards and deal them face down all over the table.
Turn over any two cards and read their sentences aloud. If they are the
same vowel sound you keep them and you continue playing.
If those two cards aren't the same vowel sound, turn them face down again
and the next person plays.
Collect as many same sound pairs as you can in a time limit, e.g. ten
minutes.
You can use a dictionary if you wish, but you don't have to understand
every word to do this test.
nz-, I Foreachl ine ( I ,2,3,4), f i rst l is tentothewholel ine.Thencirc letheone
word - or part of a word - that is said twice. Note that meaning is not
important in this exercise. The purpose is to review the sounds by
hearing them in contrast. Some of the words are rarely used in everyday
English, and this is shown by an asterisk*. Incomplete words have the
rest of the word written in brackets, e.g. foll(ow).
lvl/uttDt
I Poll(y) Paul pull pool Pearl
2 foll(ow) fall fooltull furl*
3 cod cord could cooed curd*
4 wad ward would wooed* word
Score
2 Circle the words with the same vowel sound as 1-4.
I bird
t3'^/
bed were
rude burn
early board shirt
worst shot
2 ball,
torn water
girl all glass
four log
talk nurse
3 boot
/u" l
4 book
hv,l
UNIT 14 Review 55
full box
cook who
lock threw
would look
tool good
Iook
shoe two
could
though
mornrng
super do
clock
score f -l-z-ol
3 Listen to the sentences and mark which kind of question tag is being
used:
agreement (expected) unsure (so checking the information)
I You can buy bootlaces at the shoeshop, can't you?
2 That carpet shop sells cushions too, doesnt it?
3 Sue bought her flute at the music shop, didn't she?
4 You'd like a new cookerv book, wouldn't Vou?
5 The bookshop's next to the newsagent's, isn't it?
6 You do want your birthday presents to be a surprise,
don't you?
score | 7b]
Total score [- ]
:- : ional review task using dialogues from Units 8-12
Unit I I 10 l l L2 13
Target sound lol lc;l htl lutl l'rtl lal
clock ball book boot girl a camera
From the above table, choose anytarget sounds that you had difficulty
with.
1 Listen again to the dialogue in that unit, Iistening for the target sound. If
you have chosen the target sound /e/, listen for that sound in any of the
dialogues from Units 8-12.
2 Circle the target sound in any words in the dialogue.
3 Listen to the dialogue again and check your answers.
4 Check your answersin the key.
5 Listen to the dialogue again, Iistening for the target sound.
6 Read the dialogue aloud, and record your voice to compare your
production of the target sound with the CD.
You can also use this review task as a quick self-test, by doing steps 2
and 4 only.