introducing english pronunciation text-libre

Introducing English Pronunciation A Teacher's G u i d e t o T r e e o r T h r e e ? a n d

S h i p o r S h e e p ?

T h i s b o o k provides teachers w i t h a l l t h e i n f o r m a t i o n a n d

guidance they need to use Tree or Three? and Ship or Sheep?

enjoyably and successfully in the classroom.

D e t a i l e d notes are p r o v i d e d for each u n i t o f b o t h books

in th is series, i n c o r p o r a t i n g suggested t e a c h i n g procedures

a n d ideas for a d d i t i o n a l pract ice . O n e chapter lists the

errors l i k e l y to be made by students of d i f f e r e n t m o t h e r -

tongues a n d , for students n o t i n c l u d e d in th i s l is t , a

diagnost ic p r o n u n c i a t i o n test is i n c l u d e d .

T h e w e a l t h o f general i n f o r m a t i o n w h i c h t h e b o o k

conta ins o n t e a c h i n g p r o n u n c i a t i o n t o beginner a n d

i n t e r m e d i a t e students is of value to exper ienced a n d

inexper ienced teachers a l ike .

T h e student 's m a t e r i a l consists of:

Tree or Three? Student 's B o o k

Set of 2 cassettes

Ship or Sheep? S tudent 's B o o k

Set of 3 cassettes

'The teacher's guide ... is systematic, thoroughgoing and very

properly oriented towards practical teaching ...It thereby

achieves a notable clarity which any teacher, however

experienced, will appreciate. I have no hesitation in

recommending all three of Ann Baker's books.'

A R E L S Journal

I S B N D - S E l - . ' f t ' . r t l l

CAMBRIDGE lllllllllllllllllllllllll U N I V E R S I T Y P R E S S I I I

Introducing English Pronunciation A Teacher's Guide to Tree or Three! and Ship or Sheep?

Ann Baker

frThree? Tree or Three? Tree or'EJ

ree orThree? Tree or Three? Treec

^ Three? Tree or Three? Tree orTl

:ee or Three? Tree or Three? Tree c

jr Three? Tree or Three? Tree orTl

fce or Three? Tree or Three? Tree c

fc-Three? Tree or Three? Tree orTl

T C orThree? Tree orThree? Tree|l r Three? Tree orThree? Tree orTl

Published by the Press Syndicate of the University of Cambridge

The Pitt Building, Trumpington Street, Cambridge CB2 1RP

40 West 20th Street, New York, NY 10011-4211, U S A

10 Stamford Road, Oakleigh, Victoria 3166, Australia

«3 Cambridge University Press 1982

First published 1982

Ninth printing 1992

Printed in Malta

by Interprint L t d

Library of Congress catalogue card number: 81-17995

British Library cataloguing in publication data

Baker, A n n

Introducing English pronunciation: a teacher's

guide to Tree or three? and Ship or sheep?

1. English language - Text-books for foreigners

2. English language - Pronunciation

I. Title

428.1 PE1128

I S B N 0 521 28580 1

Tree or Three?

I S B N 0 521 28293 4 Student's Book

I S B N 0 521 26355 7 Set of 2 cassettes

Ship or Sheep?

I S B N 0 521 28354 X Student's Book

I S B N 0 521 26358 1 Set of 3 cassettes

Copyright

The law allows a reader to make a single copy of part of a book

for purposes of private study. It does not allow the copying of

entire books or the making of multiple copies of extracts. Written

permission for any such copying must always be obtained from the

publisher in advance.

KY

Contents

Acknowledgements iv

Teaching pronunciation in the early stages of EFL/ESL learning i

Detailed teacher's notes 5

Tree or Three ? 5

Ship or Sheep? 103

Diagnostic tests 134 Teacher's notes 134

T h e tests 135

List of likely errors 138

Acknowledgements

I w o u l d l i k e to t h a n k :

Sally M e l l e r s h o f H a m m e r s m i t h and W e s t L o n d o n Col lege f o r c o m p i l i n g

the list o f l i k e l y e r r o r s ; Professor J . D . O ' C o n n o r o f U n i v e r s i t y Col lege ,

L o n d o n and Claude Boisson o f Univers i te ' L y o n f o r advice w h e n p l a n n i n g

the order of presentation of sounds in Tree or Three ? ; R a l p h Stanfield f o r

advice on the student dif f icult ies sections of the teacher's notes ; Jean C r o c k e r

and J o h n L i p s c o m b f o r valuable discussions on Ship or Sheep ? ; P h i l i p p a

L i p s c o m b f o r h e l p i n g w i t h class t r y - o u t s , and A m i r P i rouzan f o r his advice

and encouragement .

Teaching pronunciation in the early stages of EFL/ESL learning

Beginning pronunciation teaching from the beginning

O f t e n advanced students f i n d that they can i m p r o v e al l aspects of their

pro f i c i ency in Engl ish except their p r o n u n c i a t i o n , and mistakes w h i c h have

been repeated for years are impossible to eradicate. T h e l o n g - t e r m answer to

this p r o b l e m of the 'fossilised accent' is to b e g i n teaching p r o n u n c i a t i o n

f r o m the f irst w e e k of a beginners ' course, and to g i v e students so m u c h he lp

in the early stages that p r o n u n c i a t i o n mistakes are n o t learned by r e p e t i t i o n

as they otherwise i n e v i t a b l y are. In course p l a n n i n g o f t e n l i t t l e or no t i m e is

allocated to p r o n u n c i a t i o n teaching at beginner level , b u t m o r e t i m e is

a l lo t ted as courses progress. Th is process should in fact be reversed w i t h

considerably m o r e t i m e be ing allocated to p r o n u n c i a t i o n teaching at

beginner than at later levels. Better a r a i l i n g at the t o p of the c l i f f than a

hospital at the b o t t o m !

Selecting material appropriate to the students

Students o f di f ferent m o t h e r tongues have di f ferent p r o n u n c i a t i o n prob lems .

Par t i cu lar ly at beginner level , some students m a y be h a p p y to spend some

t i m e on sounds w h i c h are easy for t h e m , d e r i v i n g some encouragement in the

re l ie f o f f i n d i n g an Engl ish sound w h i c h they can p ro n o un c e . B u t t i m e i s

usually precious and i f some of i t is to be spent in this w a y , teachers must be

aware of h o w relevant this practice is to the students' real p r o n u n c i a t i o n

needs. T h e list of l i k e l y errors on page 138 of the Teacher's B o o k gives

i n f o r m a t i o n o n the dif f icult ies o f dif ferent language groups . I n each u n i t o f

the Teacher's B o o k the Student difficulties section gives i n f o r m a t i o n on w h i c h

language groups w i l l have d i f f i c u l t y w i t h that par t icular u n i t , and this can

g ive teachers some i n d i c a t i o n of h o w relevant each u n i t is to the students.

T h e diagnostic tests on page 134 can also be used to de termine p r o n u n c i a t i o n

dif f icult ies o f language groups w h i c h have n o t been i n c l u d e d elsewhere, or

to de termine the errors o f i n d i v i d u a l students.

Teaching pronunciation in the early stages

Providing aids to students' understanding of sound production

Par t i cu lar ly w h e n b e g i n n i n g to learn a language, students o f t e n cannot hear

u n f a m i l i a r sounds or the difference b e t w e e n some sounds. For this reason it is

o f t e n h e l p f u l to s h o w the students h o w the sounds are p r o d u c e d . In some

cases the teacher can demonstrate by p o i n t i n g to the parts of the m o u t h that

are used. H o w e v e r , w i t h large classes this is n o t satisfactory, and i n any case

the p r o d u c t i o n of o n l y a f e w sounds can be demonstra ted successfully in this

w a y . M a n y teachers w o u l d also f i n d i t b o t h d i f f i c u l t and t i m e c o n s u m i n g t o

d r a w suitable diagrams f o r their students i n order t o s h o w h o w the sounds

are p r o d u c e d . For these reasons, each u n i t of Ship or Sheep ? begins w i t h an

i l l u s t r a t i o n and notes on h o w to p r o d u c e the s o u n d to be practised. I t must

be k e p t in m i n d that these are m e r e l y teaching aids and are n o t i n t e n d e d to

be scientif ical ly exact descriptions or diagrams. In Ship or Sheep ?,

v o c a b u l a r y and structures used in these notes are i n t r o d u c e d and practised

beforehand.

In Tree or Three ? each u n i t begins w i t h an i l l u s t r a t i o n s h o w i n g h o w the

s o u n d is p r o d u c e d . Instruct ions on h o w to p r o d u c e the sound have been

i n c l u d e d o n l y in the Teacher's B o o k , as i t i s n o t possible to express t h e m in

language suitable f o r this level of students.

Providing meaningful material

O n e o f the m a i n prob lems o f f i n d i n g p r o n u n c i a t i o n mater ia l f o r students a t

beginner and elementary levels i s the students' l i m i t e d k n o w l e d g e of

v o c a b u l a r y and structures and the resultant meaninglessness of m u c h

p r o n u n c i a t i o n practice m a t e r i a l p r o d u c e d f o r t h e m . In Tree or Three ? and

Ship or Sheep ? an a t t e m p t has been made to o v e r c o m e this p r o b l e m in f o u r

w a y s :

i ) Beginners can have the advantage of an appro pr ia te l y graded

p r o n u n c i a t i o n course by s t u d y i n g the early units of Tree or Three ? in

their order o f presentation.

i i ) V o c a b u l a r y and structures have been a p p r o p r i a t e l y l i m i t e d as m u c h as

possible in the t w o courses. Level i o f Cambridge English Lexicon and the

W o r d List f r o m B o o k i o f Success with English w e r e used as a basis for

vocabulary in Tree or Three ? and Ship or Sheep ? respectively.

Par t i cu lar ly in the i l lustrated m i n i m a l pairs o ther w o r d s have been

i n c l u d e d w h e n necessary, b u t an a t t e m p t has been made t h r o u g h o u t to

use o n l y s imple everyday w o r d s .

i i i ) Students are helped to understand w h a t they are pract is ing by

i l lustrat ions o f the m i n i m a l pairs. W h e n i t i s made visual ly obvious that

there is a difference between ' sh ip ' and 'sheep', students are better


m o t i v a t e d to succeed in this o therwise useful b u t seemingly meaningless

exercise.

i v ) Reading mater ia l in Ship or Sheep ? is in d ia logue f o r m and in Tree or

Three ? each u n i t contains short dialogues, pair w o r k or o ther i l lustrated

practice mater ia l . This mater ia l contains a sufficient concentra t ion of the

s o u n d to be practised w i t h o u t i n c l u d i n g t o n g u e twisters or nonsense.

W o r k on p r o n u n c i a t i o n calls f o r extended practice, and students are

m o r e h i g h l y m o t i v a t e d to listen t o , repeat and even learn dialogues or

other contextual ised practice mater ia l than they are to practise isolated

sentences w h i c h have a v e r y h i g h concentra t ion of the sound to be

practised, b u t w h i c h they are never l i k e l y to use in everyday

conversat ion.

Linking up pronunciation teaching with other course work

Teachers v e r y o f t e n f i n d that students can master a p r o n u n c i a t i o n p r o b l e m

in ' p r o n u n c i a t i o n lessons' b u t i n e v i t a b l y lapse in general class w o r k . T h e

answer to this p r o b l e m is n o t to abandon p r o n u n c i a t i o n teaching as such b u t

to l i n k i t up w i t h general language teaching as m u c h as possible. For

example , i f students have d i f f i c u l t y w i t h the sound / this can be practised in

lessons o n :

a) descr ibing actions using 'she' (she's reading)

b) t a l k i n g about n a t i o n a l i t y ( W h a t n a t i o n a l i t y is Miss X ? Is she Engl ish ?)

c) asking f o r advice ( W h a t shall/should I w r i t e ?).

Ideal ly students s h o u l d f i n d it d i f f i c u l t to say w h e t h e r a par t icular lesson is a

' p r o n u n c i a t i o n ' or a 'course w o r k ' lesson. I t is i m p o r t a n t to realise that f e w

p r o n u n c i a t i o n dif f icult ies w i l l b e o v e r c o m e w i t h one isolated ' p r o n u n c i a t i o n

lesson', and to be prepared f o r a v e r y s low process in w h i c h the p r o b l e m is

approached in as m a n y dif ferent contexts, on as m a n y dif ferent occasions,

us ing as m a n y dif ferent materials - even as m a n y di f ferent teachers - as

possible. Par t i cu lar ly in m u l t i - l i n g u a l classes, students m a y be separated i n t o

language groups w i t h a specialist teacher f o r p r o n u n c i a t i o n lessons, and this

is e x t r e m e l y useful . B u t l iaison is also necessary so that class teachers can

cont inue p r o n u n c i a t i o n practice t h r o u g h other course w o r k .

In this b o o k suggestions are p r o v i d e d f o r l i n k i n g up the p r o n u n c i a t i o n

teaching of each u n i t w i t h other course w o r k under the headings : Linking up

with other course work and Further practice. O n l y a f e w suggestions are made in

each u n i t , and o b v i o u s l y these w i l l n o t always f i t i n w i t h every course p lan .

T h e y are m e r e l y sample l inks , and teachers should l o o k f o r other

o p p o r t u n i t i e s t o l i n k u p their o w n general course w o r k w i t h p r o n u n c i a t i o n

teaching.


Linking up pronunciation teaching and spelling

Students are v e r y o f t e n puzzled by Engl i sh spel l ing, and i t seems to t h e m to

be n o t o n l y a rb i t rary b u t unrelated to any other part o f their course. L i n k i n g

spel l ing and p r o n u n c i a t i o n provides a systematic approach to the teaching of

spel l ing w h i c h is needed, par t i cu lar ly at beginner level . It also provides an

o p p o r t u n i t y for f u r t h e r practice and r e v i e w o f p r o n u n c i a t i o n mater ia l . Each

u n i t of the teacher's notes f o r Tree or Three ? includes mater ia l f o r this l i n k ,

using vocabulary at Leve l i of Cambridge English Lexicon. Teachers using

Ship or Sheep ? m a y w i s h to add items appropr ia te to their students' l eve l .

Th is l i n k i n g up o f p r o n u n c i a t i o n and spel l ing should be left u n t i l after the

c o m p l e t i o n of each u n i t and i n t r o d u c e d in a later lesson. In initial practice of

a n e w s o u n d v e r y o f ten the spel l ing of w o r d s distracts students f r o m the

correct p r o n u n c i a t i o n rather than h e l p i n g t h e m . For this reason the m i n i m a l

pairs mater ia l has been designed so that the w o r d s can be covered and i n i t i a l

practice done w i t h the pictures o n l y . Students should cut o u t the mask

o u t l i n e d at the back of their b o o k for this purpose.

Teaching aspects of pronunciation other than sounds

Last b u t n o t least, i t is essential to r e m e m b e r that a student w h o can

p r o n o u n c e and recognise every Engl ish sound m a y st i l l be u n i n t e l l i g i b l e and

unable to understand the spoken language i f he has n o t mastered Engl ish

stress and i n t o n a t i o n patterns. These are i m p o r t a n t factors in the sk i l l of

c o m m u n i c a t i o n in Engl i sh , and in almost every u n i t of Tree or Three ? and

Ship or Sheep ? some aspect of stress and/or i n t o n a t i o n is i n t r o d u c e d and

practised. Part icular a t ten t ion is g i v e n to w o r d stress patterns in Tree or

Three ? and, in answer to teachers' requests, each u n i t of the teachers' notes

f o r Ship or Sheep ? provides mater ia l f o r w o r d stress practice, usually in the

f o r m of a r e c o g n i t i o n test.

Practice in w e a k f o r m s should also b e g i n as early as possible, and in Tree or

Three ? three units on the sound a p r o v i d e mater ia l on this. In b o t h books the

s y m b o l a has been used in these units as there are so m a n y spellings f o r this

par t icular sound that a s y m b o l helps to m a k e students m o r e aware of its

existence. T h e t ranscr ip t ion system f o l l o w e d is the one adopted by the

Advanced Learner's Dictionary of Current English, and the Longman Dictionary

oj Contemporary English.

Detailed teacher's notes on

Tree or Three? and Ship or Sheep?

Level and aims of the two courses

L e v e l

Tree or Three? Beg inner to e lementary .

Ship or Sheep? L o w e r in termediate to in termedia te .

A i m s

These courses are w r i t t e n to help students s tudy and practise p r o n u n c i a t i o n

m e a n i n g f u l l y a t an early stage by p r o v i d i n g m a t e r i a l w h i c h

a) is appropr ia te to the students' level of Engl i sh ,

b) is as c o m m u n i c a t i v e l y valuable as possible,

c ) can be l i n k e d up w i t h other course w o r k .

T h e Teacher's B o o k aims t o p r o v i d e teachers w i t h

a) the means of selecting mater ia l relevant to the i r par t i cular students'

p r o n u n c i a t i o n needs, i.e. i n f o r m a t i o n on the l i k e l y dif f icult ies o f students

o f di f ferent m o t h e r tongues and mater ia l f o r test ing students o f m o t h e r

tongues n o t i n c l u d e d i n this i n f o r m a t i o n ,

b) suggestions f o r lesson procedures, f u r t h e r practice and l i n k i n g up the

mater ia l w i t h other course w o r k .

Tree or Three ?

Design of the Student's Book

As this course is designed specifically f o r students at beginner or near-

beginner levels, its general p lan departs f r o m the m o r e usual order of

presenting p r o n u n c i a t i o n mater ia l . In p l a n n i n g this course the f o l l o w i n g

cr i ter ia w e r e used in d e c i d i n g the order of presentation :

a ) T h e m o r e language groups h a v i n g d i f f i c u l t y w i t h a sound, the earlier

this sound is presented in the course.

b) T h e h igher f requency w i t h w h i c h a sound occurs in the beginner - early

e lementary v o c a b u l a r y range, the earlier this sound is presented in the

course. (Items f r o m L e v e l i of Cambridge English Lexicon w e r e used to

establish this.)

c ) Sounds w h i c h have a l o w frequency in this vocabulary range b u t w h i c h

Tree or Three ?

occur in w o r d s used f r e q u e n t l y are also presented earlier in the course.

For example , there are f e w v o c a b u l a r y i tems c o n t a i n i n g the sounds d or

z, b u t these occur in f r e q u e n t l y used w o r d s l ike the, this, they and in the

plurals o f nouns and the t h i r d person singular o f verbs.

U l t i m a t e l y the order o f presentation of the sounds has been based on

subjective p e r m u t a t i o n s o f these three cr i ter ia . B u t a n o r d e r i n g o f

p r o n u n c i a t i o n mater ia l in this w a y makes possible a course w h i c h provides

in the i n i t i a l stages mater ia l w h i c h is s t ruc tura l ly graded f o r beginner and early

e lementary students and w h i c h is also relevant to the p r o n u n c i a t i o n needs of

a l l students. O b v i o u s l y teachers m a y choose to teach m u c h of the mater ia l

f r o m this course in a di f ferent order , b u t i t i s suggested that f o r beginners or

near-beginners, the earlier units be t a u g h t in their order o f presentation.

Teachers' material for each unit

T h i s i s usually d i v i d e d under the f o l l o w i n g headings :

S o u n d p r o d u c t i o n

Instruct ions o n h o w t o p r o d u c e the sound b e i n g practised have n o t been

i n c l u d e d in the Student's B o o k . Teachers of single language classes m a y be

able to present this i n f o r m a t i o n in the students' m o t h e r t o n g u e , i f this i s fel t

to be h e l p f u l .

S t u d e n t difficulties

In this section b r i e f notes are g i v e n on the diff icult ies students of di f ferent

m o t h e r tongues are l i k e l y to encounter in each u n i t . Speakers of the

f o l l o w i n g languages are m e n t i o n e d w h e r e r e l e v a n t : A r a b i c , Chinese, D u t c h ,

French, Farsi (spoken by Afghans and Iranians), F innish , G e r m a n , Greek,

Gu jera t i , H e b r e w , H u n g a r i a n , I ta l ian , Japanese, Portuguese, Punjabi ,

Scandinavian languages (Swedish, N o r w e g i a n , Danish) , Serbo-Croat , Slavic

languages (Russian, Pol ish, Czech) , Spanish, T u r k i s h , U r d u , Indo-Chinese

languages (Vietnamese, Lao, T h a i , K h m e r ) . W h e r e dif f icult ies o f Lao

speakers are m e n t i o n e d , this i n f o r m a t i o n applies equal ly to speakers of T h a i .

These notes are e x t r e m e l y brief , and f o r m o r e detai l teachers m a y f i n d i t

useful to refer to the t w o series of publ icat ions Asian Language Notes and

English a New Language prepared by the Language Teach ing B r a n c h of the

C o m m o n w e a l t h D e p a r t m e n t o f Educat ion ( P . O . B o x 826, W o d e n , A . C . T . ,

2606, Austra l ia ) .

Tree or Three ?

L i n k i n g u p w i t h c o u r s e w o r k

In this section some specific suggestions are made f o r l i n k i n g up the mater ia l

i n the u n i t w i t h other course w o r k . I n some units the l i n k i s made w i t h

teaching a specific structure, f o r example , U n i t 14 rj w i t h teaching the

Present C o n t i n u o u s tense. In o ther units the l i n k is m o r e f u n c t i o n a l , fo r

example , U n i t 4 0 j w i t h teaching f o r m a l i n t r o d u c t i o n s .

A s u m m a r y of language i tems is l is ted on pages 8 and 9 to assist teachers

and course planners in d r a w i n g up a teaching p r o g r a m m e w h i c h l inks up

this mater ia l w i t h other course w o r k .

Suggested p r o c e d u r e s

This section contains i n f o r m a t i o n on specific language i tems and suggested

procedures f o r teaching each exercise. Teach ing procedures are o u t l i n e d

par t i cu lar ly f o r less experienced teachers, and it is expected that procedures

used w i l l v a r y according to the students' level and the teachers' o w n

methods .

M I N I M A L P A I R E X E R C I S E S

Procedures f o r teaching these are o u t l i n e d on page 104 (steps 2-3).

T h e m i n i m a l pair sentences can be used to g ive a s o u n d r e c o g n i t i o n test,

and these have been recorded as a test on the cassette, w i t h answers on page

120 o f the Student's B o o k .

Further examples o f m i n i m a l pair w o r d s are g i v e n i n this section o f the

Teacher's B o o k . O f t e n pair w o r d s w i t h i n the beginner -e lementary

v o c a b u l a r y range do n o t exist. Teachers should decide w h e t h e r or n o t to use

these f u r t h e r examples depending on the students' level and need f o r f u r t h e r

practice, and the teachers' a b i l i t y to i l lustrate, expla in or translate the w o r d s

g i v e n .

F u r t h e r p r a c t i c e

This section provides teaching mater ia l for f u r t h e r practice i f this is needed.

In some units this section gives a dif ferent l i n k w i t h course w o r k and teachers

m a y w i s h to use this mater ia l in another lesson.

S p e l l i n g

It is suggested that this mater ia l be i n t r o d u c e d after teaching each u n i t as this

provides a r e v i e w of w o r d s taught in the u n i t . In earlier units the examples

g i v e n f o r each spel l ing of the sound are d i v i d e d under subheadings |B~|

(Beginner) and [E] (E lementary) so that teachers can i n t r o d u c e a shorter list

o f examples to Beginners.

T h e simplest w a y of i n t r o d u c i n g this mater ia l is to ask students, fo r

7

Tree or Three ?

example , ' H o w do y o u write/spell the sound i : ?' and b u i l d up a b l a c k b o a r d

s u m m a r y of l i s t s o f w o r d s for each spel l ing o f the sound, using students'

suggestions whenever possible.

P r o n u n c i a t i o n o f s o m e w o r d s

This section is i n c l u d e d par t i cu lar ly f o r teachers whose m o t h e r t o n g u e is n o t

Engl ish , b u t nat ive speakers m a y also f i n d i t useful to refer t o .

Summary of language items in each unit

1 s W h a t ' s this? It's a ship. T h e y ' r e ships.

2 z Is this a horse ? N o , it isn ' t . These are flowers and those are

trees.

3 e A r e these plates? N o , they aren't .

4 8 O r d i n a l numbers i - i o . W h i c h horse i s t h i r d ?

5 6 W h i c h b o y is in the f irst p ic ture? T h e b o y (one) w i t h the

b o o k .

6 i : O r d e r i n g f o o d in a restaurant. A cheese sandwich , please.

7 I Ad jec t ives : It 's a b i g ship. Stress contrasts in numbers f r o m

13-30 to 19-90.

N o u n plurals e n d i n g i n 'es\

This is a b o x . These are boxes.

8 f Preposi t ions : o n , in f r o n t of .

9 v H a v e they g o t a television? N o , they haven ' t ,

i o w T a l k i n g about the weather .

T i m e s : quarter / t w e n t y past.

1 1 9 A cup o f coffee / b o w l o f f r u i t .

H a v e y o u got the t i m e ? Yes, it 's one o 'c lock.

H a v e y o u got a telephone? Yes, I have.

12 m C o m e to the m a r k e t w i t h m e .

13 n T imes of d a y : a .m. / p . m . ; in the m o r n i n g / a f ternoon /

e v e n i n g .

14 rj Present C o n t i n u o u s tense: W h a t are y o u do ing?

W h a t ' s B e n d o i n g ? W h a t are the c h i l d r e n d o i n g ?

15 e Jenny is better than Ben . Fred is the best student.

16 ae T h e y are all v e r y h a p p y except f o r Jack.

17 A F a m i l y relationships.

Patsy Y o u n g i s D a n M o n d a y ' s m o t h e r .

18 a: C a n y o u see me? Yes, I can / N o , I can't .

A r e the glasses on the table? Yes, they are / N o , they aren't .

19 h W h o s e hat is this? It's his / hers.

H e l l o . H o w are y o u ? I ' m f ine. / A l l r i g h t .

K

Tree or Three?

20 O Requests in a shop:

I w a n t a . . . / H a v e y o u got any . . .

21 o: Adjec t ives : large / s m a l l ; l o n g / s h o r t : ta l l / short .

A l o n g w a l l w i t h a smal l d o o r i n i t .

22 8 C a n y o u hear? Yes, I can.

23 3: S imple Present tense in describing da i ly r o u t i n e :

She walks to w o r k .

24 1 Ad jec t ives :

T h a t h o t e l is f u l l . Those hotels are all f u l l .

25 r W h o ' s t h r o w i n g a ba l l a long the street?

26 silent r W h a t a large f o r k !

I d o n ' t understand the w o r d ' n o r t h ' .

27 r/silent r Possessive p r o n o u n s : her, y o u r , o u r , their .

28 ie/ea A s k i n g for d i rec t ions : Excuse m e . Where ' s the a i r p o r t ? ie/ea

There's a newspaper on the table.

M y newspaper isn't there.

29 u D o n ' t push i t ! P u l l i t !

30 u : Do y o u l i k e music? Yes, I d o .

31 t W h a t a fat cat! W h a t fat cats!

32 d Do y o u l ike h a r d beds ? Yes, I d o . Do y o u ?

33 au H o w m a n y cows are there?

34 ao W h e r e are y o u g o i n g ?

35 s / l i n k i n g ; s Do y o u l ike this seat ? W h o s e seat is it ? W h o ' s sleeping ?

36 J Is she Scottish or English?

37 3 She usually wakes up at seven o 'c lock .

38 t j There's a w a t c h / some cheese on the table.

H o w m u c h cheese is there? There's e n o u g h / t o o m u c h ,

l i t t l e . . .

39 d3 W h i c h f r i d g e is the cheese in ?

40 J I l i k e y o u r glasses. T h a n k y o u .

4 i ei W h a t ' s the baby p l a y i n g w i t h ?

42 01 These are noisy boys.

43 ai I l ike / d o n ' t l ike c l i m b i n g .

44 P/b W h a t ' s his j o b ?

45 k/g Be care fu l ! C a r r y the cups careful ly .

M r Green likes dogs.

46 s/z W h i c h m a n makes clocks?

9

Tree or Three? Unit i

U n i t l s ( s u n )

Note: O t h e r units on s : U n i t 35 (s/l inking s ) , U n i t 46 (s/z in f ina l consonant

clusters).


T o u c h y o u r side teeth w i t h the sides o f y o u r tongue . Put y o u r tongue

f o r w a r d . D o n o t use y o u r voice .


M o s t students can p r o n o u n c e s. M a n y students have considerable d i f f i c u l t y

w i t h consonant clusters c o n t a i n i n g this sound.

S + consonant clusters

E x a m p l e : spoon m a y be p r o n o u n c e d by speakers of the f o l l o w i n g languages:

G e r m a n Jpu:n ; Farsi, A r a b i c , T u r k i s h , Spanish espu:n or i s p u : n ; Portuguese

a j p u : n ; Vietnamese b u : n ; some other Asian languages pu:n or s ipu:n.

consonant + s clusters

E x a m p l e : cats m a y be p r o n o u n c e d by speakers of the f o l l o w i n g languages:

Chinese, Spanish, Indo-Chinese kaet; I ta l ian keetsa; A r a b i c , T u r k i s h , some

Asian languages kaetis.


Structures in this u n i t are usually i n t r o d u c e d v e r y early in most beginner's

courses:

Exercise 1 W h a t ' s this? It 's a penci l .

Exercise 2 W h a t ' s this ? A bus ? Yes/No.

Exercise j T h e y ' r e cups.

For comple te beginners postpone the teaching of Exercise 3 u n t i l plurals

have been i n t r o d u c e d in general s tructure teaching.


E X E R C I S E I

Note: W e a k f o r m o f ' a ' : 8.

For comple te beginners and/or students w i t h part icular d i f f i c u l t y the

f o l l o w i n g can be i n t r o d u c e d separately: items 1-5 (media l or f inal s ) ; i tems

6-12 (s in consonant clusters).

Flashcards made f r o m the pictures in this exercise can be used again in

U n i t s 2-5.

10

Tree or Three? Uniti

Steps

1 Students repeat the w o r d s l o o k i n g at the pictures in the b o o k or

flashcards: bus, a bus, etc. If necessary practise clusters w i t h the aid of a

b l a c k b o a r d b u i l d u p o f sounds, f o r e x a m p l e :

sssss ssssspoon spoon

desssss desssssk desk

2 C h e c k p r o n u n c i a t i o n o f ' i t ' s ' , w h i c h is v e r y d i f f i c u l t f o r some studertfs.

Use f o r w a r d and back cha in ing w i t h aid o f b l a c k b o a r d :

i t i t ' s ; s ts i t 's .

3 E x a m p l e :

Teacher: P ic ture 1 (or flashcard) W h a t ' s this?

Student(s): It 's a bus.

4 C h e c k p r o n u n c i a t i o n o f ' W h a t ' s this?' WDts d i s as in step 2. This is v e r y

d i f f i c u l t f o r m a n y students, and i t i s wise to i g n o r e m i s p r o n u n c i a t i o n of d

here.

5 Pair w o r k as in the E x a m p l e using b o o k or flashcards.

E X E R C I S E 2

Note: L i n k i n g of s sounds i n : Miss S m i t h ; W h a t ' s this, Sam? This is practised

again i n U n i t 35.

Fal l ing i n t o n a t i o n i n ' w h ' ques t ion : W h a t ' s this? R is ing i n t o n a t i o n i n

Yes/No ques t ion : A bus? (Is it a bus?)

Steps

1 I n t r o d u c e the characters in the dialogue w i t h the i l l u s t r a t i o n : It 's a teacher.

It 's Miss S m i t h . Miss S m i t h is a teacher. It 's Sam. It's a student. Sam is a

student.

2 Students l isten to the dialogue on tape or read by the teacher.

3 B l a c k b o a r d practice f o r j o i n i n g s sounds:

MissssSmith Miss_Smith Miss S m i t h W h a t ' s thisssssSam ? W h a t ' s

this_Sam? W h a t ' s this, Sam?

4 R e p e t i t i o n o f dialogue w i t h role p l a y i n g ; pair practice. E X E R C I S E 3

Note: T h e letter Y f o r p l u r a l is usually p r o n o u n c e d 2 b u t f o l l o w i n g the

sounds t/p/k/f/0 it is p r o n o u n c e d S.

Final consonant clusters in E x a m p l e and items 1-2: p s ; i tems 3-5 : t s ;

i tems 6-8 : ks. I t m a y be h e l p f u l to d i v i d e the teaching of this exercise in this

w a y as these consonant clusters are d i f f i cu l t . N o t e p a r t i c u l a r l y i t e m 8, desks.

Flashcards made for this exercise can be used again in U n i t s 2-5. It is useful

to have the singular p ic ture on the f r o n t and the p l u r a l on the back of the

card.

Tree or Three} Vniti

Steps

1 Students l o o k at the b o o k or f lashcards and listen to the sentences read by

the teacher or on tape.

2 T h e f o l l o w i n g b l a c k b o a r d practice m a y help students w h o have d i f f i c u l t y

in m a k i n g these f i n a l consonants re la t ive ly quiet sounds.

C U p C U p S

S H I p S H I p S

S H O p S H O p S

3 Students practise sentences f r o m the b o o k or w i t h f lashcards.

E X E R C I S E 4

R e v i e w o f w o r d stress i n U n i t i . I n t r o d u c t i o n t o symbols used for stress

patterns.

F u r t h e r pract ice

consonant + S clusters

t a x i , six, sixteen, s ix ty

ts boats, skirts, coats, shirts, streets, l ights

ps shapes, tops, stamps

ks backs, clocks, socks, sticks, trucks

s + consonant clusters

stamp, street, sister, school, sk ir t , square, s k y ; a smal l s m i l e ; a s low snai l ; a

sleeping po l i ceman

S sounds

Yes, sir ; house seventeen; class seven; horse s ix ; a bus s t o p ; six spoons; a nice

smile

Spell ing

T h e sound s i s usually w r i t t e n w i t h the letter V .

Examples: sit, sun, sister, desk, stop, bus

Other spellings: (|B] = B e g i n n e r ; JE] = Elementary)

ss [B] class, lesson, Miss ; \E\ dress, grass, across, address

se [5] horse, house; JE] worse

c [B] bicycle , exercise; JE] cinema, ce i l ing

ce IB] po l i c e m an , face; [E] dance, nice, office, once, pence, place

x ( p r o n o u n c e d ks) |B] six, b o x , t a x i , exercise; \E\ next

12

Tree or Three? Unit 2

P r o n u n c i a t i o n of s o m e w o r d s in this unit

bicycle baisikl

p o l i c e m a n pali:sman

penci l pensl

answer a:nsa

listen lisn

picture piktja

student stju:dnt

dialogue daialDg

exercise eksasaiz

unit ju:nit

e x a m p le igza:mpl

repeat npi:t

U n i t 2 z ( z o o )

Note: O t h e r units on z : U n i t 46 (s/z in f ina l consonant clusters). Fur ther

practice of z in f i n a l consonant clusters is also i n c l u d e d in U n i t 24 Exercise 3,

U n i t 32 Exercise 2, U n i t 45 Exercise 4.


First practise the sound S. S h o w students that the voice is used w h e n m a k i n g

the s o u n d z b u t n o t s . Demonstra te by plac ing y o u r h a n d on y o u r t h r o a t ;

show v i b r a t i o n w i t h y o u r h a n d w h e n saying z .


M a n y students have d i f f i c u l t y w i t h this sound, p a r t i c u l a r l y speakers o f

G e r m a n , I ta l ian, Portuguese, Spanish, T u r k i s h , Scandinavian and Asian

languages. T h e most c o m m o n er ror i s to confuse this sound w i t h s ,

p a r t i c u l a r l y at the end of a w o r d , a l t h o u g h Spanish speakers have d i f f i c u l t y

i n a l l posit ions. Japanese speakers m a y confuse i t w i t h dz, and speakers o f

some other Asian languages m a y confuse i t w i t h d3-

L i n k i n g u p w i t h c o u r s e w o r k :

E X E R C I S E 2

Is this a b o x ? N o , it isn ' t . / Yes, it is.

E X E R C I S E 3

These are flowers and those are trees. For complete beginners Exercise 3 can

be postponed u n t i l after i n t r o d u c i n g plurals and these I those. I f i n t r o d u c i n g

these/those t h r o u g h this exercise, beg in w i t h d e m o n s t r a t i o n . For e x a m p l e :

(standing near tables and p o i n t i n g ) , 'These are tables and those are

w i n d o w s ' ; (standing near w i n d o w s ) , 'These are w i n d o w s and those are

tables.' Practise w i t h other realia before b e g i n n i n g the exercise.

13



E X E R C I S E I

For suggested teaching procedures f o r m i n i m a l pairs, see page 104. Contrasts

for f u r t h e r pract ice : said/z; piece/peas; price/prize; ass/as.

E X E R C I S E 2

Note: R is ing i n t o n a t i o n in Yes/No questions.

P r o n u n c i a t i o n o f i s n ' t : i z n t .

Steps

1 Students l o o k at car toon and listen to the sentences on tape or read by the

teacher. A s k : 'Is it a house or a b o x ? '

2 Students listen and repeat sentences f r o m the car toon .

3 D r a m a t i s a t i o n of the car toon . Sketch the t w o 'pa in t ings ' on the

b lackboard , b r i n g a student to the f r o n t and ask of the first ' p a i n t i n g ' , 'Is i t

a b o x ? ' etc. T h o u g h t w o r d s in the last f r a m e can be said in a whisper aside

to the rest o f the class. T w o students p e r f o r m this.

4 Pair w o r k as in the E x a m p l e .

Extension: Use flashcards f r o m U n i t 1 Exercise 1 f o r pair practice. E x a m p l e :

Picture 1 Teacher: b icycle

Student A: Is this a bicycle?

Student B: N o , it isn't . It 's a bus.

E X E R C I S E 3

Note: Except w h e r e w o r d s end in the sounds t/p/k/f/8 the letter Y f o r p l u r a l

is always p r o n o u n c e d z, so it is i m p o r t a n t that students can m a ke this sound

at the end of a w o r d .

W e a k f o r m s : and e n d ; are a .

P r o n u n c i a t i o n of f ina l letter V before a v o w e f i n f r a m e 6: Those are

aeroplanes.

Steps

1 Practise the w o r d s in each f rame first before b e g i n n i n g sentences. W o r d s

e n d i n g in consonant clusters: gir ls , bicycles, aeroplanes, dogs, b irds . Use

back chain ing f o r these.

2 For comple te beginners start w i t h f irst h a l f of sentence o n l y : These are

flowers. These are boys, etc.

Extension

a) Use p l u r a l side of f lashcards f r o m U n i t 1 Exercise 3. Stand a r o w of

students h o l d i n g cards on either side of the r o o m . T h e first student in

each r o w shows his card and makes an appropr ia te sentence, f o r

e x a m p l e : ( s h o w i n g 'cats') 'These are cats and those are . . . ' etc. Also

�4

Tree or Three? Unit!

students f r o m the b o d y of the class make sentences appropr ia te to their

p r o x i m i t y t o the t w o pictures b e i n g s h o w n ,

b) Use flashcards f r o m U n i t 1 Exercise 3 to practise, f o r e x a m p l e : Pic ture 1

Teacher: shops

Student A: A r e these (those) shops ?

Student B: N o , they aren't .

Note: W e a k f o r m o f ' a r e ' a in the quest ion. See next U n i t Exercise 3.

E X E R C I S E 4

R e v i e w of w o r d stress in U n i t s 1 and 2. Preparat ion f o r Exercise 1 in t h e "

next u n i t w h e r e some letters o f these w o r d s w i l l be p r i n t e d w i t h phonet ic

spel l ing to s h o w p r o n u n c i a t i o n of the sound 9 .


Final z in plurals: W o r d g r o u p s : fami l ies ; bodies ; schools; t i m e s ; r o o m s .

Beginners: I n t r o d u c e and practise one w o r d g r o u p w i t h p ic ture o n

b l a c k b o a r d .

Elementary: Possible class a c t i v i t y : w r i t e t w o or m o r e of these headings on the

b l a c k b o a r d . T h e n read w o r d s f r o m the groups a t r a n d o m . Students decide

w h i c h g r o u p they b e l o n g to and help to make a list under the r i g h t heading

on the b l a c k b o a r d .

families bodies

mothers , fathers

boys, gir ls ,

brothers , sisters

babies

fingers

hands

arms

heads

eyes

ears

legs

toes

schools

teachers, pupi ls ,

lessons, questions,

answers, examples,

w o r d s , n u m be r s ,

letters, pictures,

pens, pencils

times

hours , days,

years, m o r n i n g s ,

afternoons,

evenings

rooms

chairs, tables,

beds, cupboards,

wal ls , corners

1S

Tree or Three?

Spell ing

T h e s o u n d z i s usually w r i t t e n w i t h the letter V .

Examples: (|B] = B e g i n n e r ; |E] = E lementary) |B] is, i sn ' t , trees, b i r d s ; |E]

as, does, has, his, easy, husband, music , present, v is i t , trousers

Plurals: See examples in Exercise 3 and w o r d groups f o r f u r t h e r practice.

O t h e r w o r d s : [E] spoons, stars, balls, bags, f r i ends ; |E] stories, taxis, colours, ,

doctors , r ivers , stairs, animals, hi l ls , hotels, meals, eggs, roads, t o w n s , trains,

farms

Other spellings: x

zjze zoo, size

se |B] please, these, those, exercise, nose; [M] because, whose , noise, lose

x ( p r o n o u n c e d gz) example


Sue s u : i s n ' t iznt

buzz bAZ flowers flausz

zoo zu: aeroplanes eareplemz

pence pens

U n i t 3 8 (a camera)

Note: O t h e r units on 8 : 11, 22.

S o u n d p r o d u c t i o n and s t u d e n t difficulties

8 is close to the Engl ish sound 3 : b u t i t is v e r y short . A l l students seem to

have d i f f i c u l t y , a l t h o u g h 9 (the shwa) m a y n o t be a d i f f i c u l t sound f o r t h e m

to p r o n o u n c e . T h e d i f f i c u l t y f o r in termedia te and advanced students seems

to l ie i n :

a ) s i m p l y n o t h a v i n g been taught to use i t f r o m the b e g i n n i n g - and then ,

h a v i n g n o t used it w i t h such great f requency as this sound occurs, i t is

d i f f i c u l t f o r t h e m t o change;

b ) the lack o f any p r o p f r o m spel l ing to s h o w w h e r e i t can be used;

c ) the fact that students can get a w a y w i t h n o t us ing i t : a l t h o u g h they m a y

n o t always understand, they w i l l always b e u n d e r s t o o d ;

d) lack of awareness of h o w stress can change this sound.

T h e shwa i s used a l o t in w e a k f o r m s o f v e r y c o m m o n w o r d s , and one

p r o b l e m in teaching i t i s that i t disappears w h e n these w o r d s are considered

in i so la t ion . For example , the w o r d s 'have ' and 'are' are p r o n o u n c e d haev

and a: in i solat ion, b u t in r u n n i n g speech most nat ive speakers w o u l d say

16

Tree or Three?

hev and e in sentences l i k e : ' H a v e y o u got a w a t c h ? ' ' W h o are they? '

Students m a y never manage to speak l i k e this, b u t at least by be ing

i n t r o d u c e d t o the shwa at an early stage they w i l l have less d i f f i c u l t y i n

unders tanding spoken Engl i sh .

The symbol a is used in the units on 8 as the n o r m a l spellings do n o t help to

m a ke students aware o f this sound. O n l y w o r d s w h i c h have already been

taught w i t h n o r m a l spel l ing are i n t r o d u c e d i n these uni ts . D u r i n g these

lessons students should practise f r o m the w o r d s w r i t t e n on the b l a c k b o a r d

w i t h n o r m a l spel l ing a s w e l l .


Exercise 1: w e a k f o r m of the indef in i te articles a, an.

Exercise 2: w e a k f o r m of are and and.

Exercise 3: w e a k f o r m of are in questions, for e x a m p l e : ' A r e these plates ?'.

S t r o n g f o r m of are in short answers, f o r e x a m p l e : 'Yes, they are. / N o ,

they aren' t ' .

L i n k u p w i t h practice o f asking questions about nat ional i ty/ job/mari ta l

status, f o r e x a m p l e : ' A r e y o u English/an engineer/married?'

I f these w e a k f o r m s are used constantly in general course teaching, this

u n i t s h o u l d m e r e l y consolidate f o r students w h a t they have already

practised.


E X E R C I S E I

Note: D i f f e r e n t letters can make the s o u n d s , here : o, a, er.

8 is never in the stressed par t of the w o r d or sentence.

Steps

1 Students l o o k at and repeat the w o r d s f r o m U n i t 2 Exercise 4 to r e m i n d

t h e m o f the n o r m a l spel l ing o f these w o r d s .

2 Students l o o k at and repeat w o r d s in the w o r d list a t the b e g i n n i n g of this

exercise.

3 Teacher or students w r i t e n o r m a l spell ing of these w o r d s on the

b l a c k b o a r d . If possible discuss the note on di f ferent spellings f o r 8 (above).

4 Demonst ra te stress patterns of these w o r d s , f o r example , by t a p p i n g w i t h

a ru ler . Students do this too w h i l e repeating the w o r d s again. I f possible

discuss the note on 8 and stress (above).

5 Use the m e t h o d in step 4 to practise items 1-5 and sentences as in the

E x a m p l e .

Extension: Practise again w i t h f lashcards f r o m U n i t 1 Exercise 1 and singular

pictures f r o m Exercise 3, p a y i n g part icular a t tent ion to the sound 8 in 'a'.

17

Tree or Three?

E X E R C I S E 2

Note: W e a k f o r m s of are in the quest ion.

S t r o n g f o r m i n b o t h answers.

Steps

1 Students repeat the sample quest ion and answer and read the quest ion

w i t h n o r m a l spel l ing f r o m the b l a c k b o a r d . Also o n the b l a c k b o a r d show

stress on are in the answers: 'Yes, they are. / No they aren't .

2 Pair practice.

3 Students w r i t e a sentence using the s y m b o l a.

Extension: Use the pictures in this exercise or f lashcards of p l u r a l pictures

f r o m U n i t i Exercise 3 to practise: ' W h a t are these ?' w i t h w e a k f o r m of

are. O n b l a c k b o a r d s h o w contrast o f f a l l i n g i n t o n a t i o n i n this quest ion w i t h

r is ing i n t o n a t i o n i n : ' A r e these plates?'


Students b e g i n a vocabulary list of w o r d s that have or can have this sound.

(See spel l ing lists b e l o w . ) I f students already have their o w n vocabulary list

or n o t e b o o k f o r other lessons, r e v i e w this and m a ke the s y m b o l a w h e r e this

sound occurs. I f possible use the s y m b o l f o r w o r d s w h i c h are always

p r o n o u n c e d w i t h this sound and (a) f o r w o r d s w h i c h can sometimes have

this sound, f o r e x a m p l e : are.

Students can repeat U n i t 2 Exercise 3 w i t h par t i cular a t ten t ion to the

w e a k f o r m s of are and and.

Spel l ing

T h e sound a is usually w r i t t e n w i t h the letters a, o, e or er.

(a) words which can have this sound in a sentence {weak forms):

d a m , a, an, and, as, at, shall

0 f o r , f r o m , of, to

e the

a words which always have this sound: ([B] = B e g i n n e r ; JE] = E lementary)

a [B] again, p o l i c e m a n , w o m a n ; [E] about , across, address, another,

c inema, husband, camera

0 |B] aeroplane, o ' c lock , po l i c em an , t o d a y ; [E] forge t , second, t o n i g h t

c [B] he l lo , open, p o l i c e m a n ; [E] c inema, quiet , camera

er [5] a f t e r n o o n , answer, b ro ther , exercise, father, f lower, letter, m o t h e r ,

n u m b e r , paper, sister, teacher, understand, water [E] after, another,

better, corner, f inger , mat ter , never, other , over , quarter , r e m e m b e r ,

r i v e r , s u m m e r , supper, trousers, under , weather , w i n t e r , yesterday.

iS

Tree or Three?

Other spellings:

|B) c o l o u r kAla

quest ion k w e s t j s n

[E] d o c t o r dDkta

v is i tor v i z i t a

a n i m a l aenaml

p ic ture piktja

a u t u m n o:tam

t i r e d taiad

f i re faia


question kwestjan

answer a:nsa

flower flaua

exercise eksasaiz

d i a l o g u e daialog

aeroplane earaplein

p o l i c e m a n pali:sman

U n i t 4 e ( t h i n )


Put the t i p o f y o u r t o n g u e between y o u r teeth, t o u c h i n g y o u r t o p teeth.

B l o w o u t air b e t w e e n y o u r t o p teeth and y o u r tongue . D o n o t use y o u r

voice. Th is is a quiet sound.


N e a r l y al l except Greek and Spanish students have great d i f f i c u l t y w i t h this

sound, confus ing i t w i t h s or t . There are f e w suitable w o r d s at this level f o r

m i n i m a l pair w o r k and general ly the sound 8 has a l o w frequency in the

beginner's vocabulary range.

S h o w i n g students the tongue p o s i t i o n is v e r y h e l p f u l in teaching this

sound. I t i s i m p o r t a n t to g i v e students a physical d e m o n s t r a t i o n of h o w to

make the sound, saying, f o r e x a m p l e : 'This i s my m o u t h . This i s my tongue .

These are my teeth. Put y o u r tongue between y o u r teeth . ' D r a w a large

c o l o u r e d b l a c k b o a r d sketch o f the t o n g u e p o s i t i o n , and spend e n o u g h t i m e

pract is ing the sound in isolat ion before b e g i n n i n g the exercises. At this stage

p r o v i d i n g students w i t h a sustained m o d e l o f the sound (i.e. p r o n o u n c i n g i t

w i t h o u t s t o p p i n g f o r about 5-10 seconds) helps t h e m to dis t inguish i t f r o m t .

K n o w i n g that the sound they are a i m i n g at is a v e r y quiet sound also seems to

help students.


E X E R C I S E 2

O r d i n a l numbers 1-10 (f irst , second, etc.) Students should have learnt the

19

Tree or Three ?

cardinal numbers I - I O before this u n i t . T h e y m a y already b e f a m i l i a r w i t h

some o r d i n a l numbers t h r o u g h the teacher's class ins t ruc t ions : ' L o o k at the

first p i c t u r e ' etc. I f students have o n l y h e a r d : ' L o o k a t p i c t u r e n u m b e r one '

etc., and par t i cu lar ly if the s i tuat ion used in Exercise 2 (a horse race) is

c u l t u r a l l y u n f a m i l i a r t o t h e m , precede this u n i t w i t h some use o f o r d i n a l

numbers in general class instruct ions .


E X E R C I S E I

For suggested teaching procedures f o r m i n i m a l pairs, see page 104.

Contrasts f o r f u r t h e r pract ice :

s/8 s ing/th ing ; s i n k / t h i n k ; moss/moth

t/8 tree/three; t i n / t h i n ; boat/both ; t r u e / t h r o u g h

E X E R C I S E 2

Note : A b b r e v i a t i o n s f o r o r d i n a l numbers .

Steps

1 Students repeat o r d i n a l numbers .

2 See suggestions f o r l i n k i n g up w i t h course w o r k (above). I f horse rac ing is

c o m p l e t e l y u n k n o w n t o students b e g i n w i t h a s i tuat ion f a m i l i a r t o t h e m ,

f o r example , a nat ional sports c o m p e t i t i o n or a b l a c k b o a r d sketch of

c h i l d r e n r u n n i n g a race.

3 Horses have f u n n y names. W h a t ' s the f i f t h horse's name ? W h i c h horse is

n i n t h ? etc.

4 Students practise the ques t ion : W h i c h horse is f irst ? etc.

5 Practise as in the E x a m p l e .

Extension: Use the current page of a calendar to practise numbers w i t h dates.


IB] Use f a m i l i a r place names to practise: 'Is i t n o r t h or south of here?'

| E | ' W h a t ' s the opposite o f : n o r t h ( south) ; t h i c k ( t h i n ) ; s o m e t h i n g

( n o t h i n g ) ?'

Spel l ing

T h e sound 0 is always w r i t t e n w i t h the letters ' t h ' .

Examples: (|B] = beginners ; [E] = E lementary) [B] m o u t h , m o n t h , th i r s ty ,

three, th i r teen , t h i r t y ; [E] b o t h , n o r t h , south, n o t h i n g , t h i c k , t h i n , t h r o u g h ,

t h r o w , t h i n k

Tree or Three ? Unit}


m o u t h mauG

t h u m b 0Am

second sekand

fifth fifG

seventh sevnB

e i g h t h eitG

s u n n y SAni

M i c k e y miki

S a m m y saemi

B i r d i e b3:di

U n i t 5 6 (feather)

Sound p r o d u c t i o n

First practise the sound 8. Use y o u r voice to m a ke 6.


N e a r l y a l l except Greek and Spanish students have great d i f f i c u l t y w i t h this

sound, confus ing i t w i t h z or d . There are no suitable w o r d s at this level f o r

m i n i m a l pair w o r k on these contrasts, b u t as w i t h the sound 8 , s h o w i n g

students the tongue p o s i t i o n is v e r y h e l p f u l . See suggestions under Student

difficulties in U n i t 4 . W h e n pract is ing the sound in i so la t ion , show use o f the

voice i n 6 b y m o v e m e n t o f y o u r h a n d o n y o u r throat . A sustained m o d e l o f

this sound also helps students to dis t inguish i t f r o m d. A l t h o u g h the sound 6

has a v e r y l o w frequency in the beginner's vocabulary range, i t occurs in

some v e r y c o m m o n w o r d s l ike the, this, that, etc., and it is therefore

i m p o r t a n t f o r students to master it at an early stage.


In most beginner's courses the i n d e f i n i t e article (a, an) is i n t r o d u c e d f irst . In

this course the def ini te article (the) is used f o r the first t i m e in this u n i t . If

students have n o t already m e t the def ini te article in their general course

w o r k o r i f they have part icular d i f f i c u l t y w i t h articles, i t m a y b e h e l p f u l t o

precede w o r k on pictures 1-8 in Exercise 1 w i t h the f o l l o w i n g pract ice :

Pic ture 1 That 's a b o y w i t h a b o o k .

Picture 2 That 's a b o y w i t h a bicycle , etc.


E X E R C I S E I

Note: W e a k f o r m of the: da or 61.

P r o n u n c i a t i o n o f with: Received P r o n u n c i a t i o n (R.P.) Engl ish w i d ; sonic-

varieties o f E n g l i s h : w i 8 .

Tree or Three ? Unit 5

Steps

1 Students listen and repeat w o r d s f r o m the b l a c k b o a r d : this, there, the, with

2 Students read or repeat the i n i t i a l f o u r sentences in this exercise, listen to

the text on Pictures i and 2 , and repeat the answer: ' T h e b o y w i t h the

b o o k . ' ( N o t e that ' T h e b o y w i t h a b o o k . ' i s also correct here b u t n o t ' A

b o y w i t h a b o o k . ' )

3 Students practise the answers f o r pictures 2 -8 .

4 Students practise the questions, f o r e x a m p l e :

Teacher: T h e s ix th p ic ture

Student(s): W h i c h m a n is in the s ix th p ic ture?

5 Pair practice as in the example .

E X E R C I S E 2

This i s an extension o f the structures used in Exercise i , and students should

be able to practise this w i t h o u t any p r e l i m i n a r y d r i l l i n g .


A q u i c k r e p e t i t i o n of al l or some of the f o l l o w i n g exercises provides a

r e v i e w o f U n i t s 1-4 w i t h practice i n the sound d :

Unit 1 Exercise 1: (flashcards or books) W h a t ' s this?

Unit 1 Exercise 2: (flashcards or books) T h e y ' r e cups.

Unit 2 Exercise 3 : These are flowers and those are trees (or use p l u r a l

f lashcards f r o m U n i t 1 Exercise 2 f o r this s tructure) .

Unit 3 Exercise 2: A r e these plates ? N o , they aren't (or use flashcards f r o m

U n i t 1 Exercise 2).

Unit 4 Exercise 2: E x a m p l e :

Teacher: W h a t about F l o w e r ?

Student(s): That 's the seventh horse.

Spell ing

T h e sound 6 is always w r i t t e n w i t h the letters ' t h ' .

Examples: ((B) = Beginners ; [M] = E lementary) g ] b r o t h e r , father,

m o t h e r , that , the, there, these, they, this, those, w i t h ; |E] another, other ,

their , t h e m , then , weather , w i t h o u t


w i t h w i d f a ther fa:Qa

m o t h e r iriAoa feather feSa

b r o t h e r brAda

Tree or Three ? Unit6

U n i t 6 i: (sheep)


O p e n y o u r m o u t h v e r y l i t t l e to m a ke the sound i : . i : i s a v e r y l o n g sound,

a l t h o u g h i t is shorter before f i n a l u n v o i c e d consonants.


M o s t students do n o t have d i f f i c u l t y w i t h this sound, a l t h o u g h some

students, par t i cu lar ly Greek and H e b r e w speakers, do n o t m a ke i t l o n g

e n o u g h and m a y confuse i t w i t h 1. For most students, h o w e v e r , this u n i t

mere ly introduces the sound i: fo r contrast ive w o r k in the next u n i t w i t h 1,

w h i c h m a n y students f i n d d i f f i cu l t .

Note on vowels: Lao speakers have a s t rong tendency to place a g l o t t a l stop

before all v o w e l s a t the b e g i n n i n g of w o r d s .


E X E R C I S E I

Short requests as g iven in a restaurant or shop, for e x a m p l e : ' A cheese

sandwich , please.'

E X E R C I S E 2

P r o n u n c i a t i o n o f numbers (13-19) ; letters i n the alphabet w i t h the sound i : .


E X E R C I S E I

Note: P r o n u n c i a t i o n o f ' c o f f e e ' : R.P. Engl ish kofi, some varieties of Engl i sh

kofi:.

Fal l ing i n t o n a t i o n at the end of a list in these requests.

W e a k f o r m s : ofav; a a ; and a n d ; for fa.

Some students t e n d to over-stress the w o r d 'please'.

Steps

1 I n t r o d u c e the restaurant s i tuat ion w i t h the p i c t u r e : These people are in a

restaurant. Th is is the m e n u . Students repeat i tems on the m e n u .

2 Students listen to the requests on tape or read by the teacher, and repeat or

read these.

3 Practice f r o m the m e n u should come f irst . T h e class should listen to at

least one role play w i t h the teacher p l a y i n g the part of the waitress.

B e g i n b y p o i n t i n g t o the f irst person i n the second p i c t u r e : Miss X , y o u

are the first person. L o o k at the m e n u . A cheese sandwich? A meat

sandwich? Tea? Coffee?


4 Students practise ro le p l a y i n g in groups of 4 or 5 w i t h one of t h e m t a k i n g

the part o f the waitress and t r y i n g to r e m e m b e r the orders.

E X E R C I S E 2

Note: T h e first part of this exercise i s prepara tory to w o r k in U n i t 7 Exercise

3 w h e r e students w i l l be pract is ing the contrast ing stress patterns o f t h i r t e e n ,

t h i r t y , etc.

Some students m i s p r o n o u n c e these letters in the alphabet even t h o u g h the

sound i : has no d i f f i c u l t y f o r t h e m , and this causes confus ion in o r a l spel l ing

of w o r d s . Par t i cu lar ly the letters 'e' and 'a' are confused. Some students also

p r o n o u n c e the letter ' k ' as k i : .

Students s h o u l d practise using ' d o u b l e e' and ' d o u b l e o ' w h e n spel l ing

w o r d s a l o u d .

Extension: I f students have part icular d i f f i c u l t y w i t h p r o n o u n c i n g these

letters of the alphabet, d i v i d e the class i n t o t w o teams f o r a spel l ing

c o m p e t i t i o n w i t h students r e c o r d i n g scores on the b l a c k b o a r d . Each student

takes a t u r n to ask a m e m b e r of the other team to spell a w o r d f r o m this l ist .


Role playing: Requests in a shop based on the f o l l o w i n g ( to be w r i t t e n on the

b l a c k b o a r d ) :

1 k i l o

3 k i los o f please.

cheese peas

meat sweets

beans tea

Each customer gives 2 -4 i tems in his request, w h i c h the shopkeeper s h o u l d

be able to repeat.

Spel l ing

T h e sound i : i s usually w r i t t e n w i t h the letters 'ee', 'ea' or 'e'.

Examples: ([B] = B e g i n n e r ; |E] = E lementary)

ee |B] t h i r t e e n , four teen etc., green, sheep, street, three, tree; [E] be tween ,

need, see, sleep, sweet

ea [B] please, read, tea, teacher; |E] cheap, clean, east, easy, eat, leaf, leave,

meal , sea, speak

e |B] he, she, w e , these; [E] be, b e i n g , evening , me

Other spellings: [5] p o l i c e m a n , people ; |E] ce i l ing , piece.

P r o n u n c i a t i o n of s o m e w o r d s in this u n i t

m e n u menju: coffee k n f i

sandwiches s a e n w i d j i z seventeen sevnti:n


U n i t 7 1 (ship)


First practise the sound i : . T h e n open y o u r m o u t h a little m o r e , i : is a l o n g

sound. 1 is a short sound.


This sound occurs v e r y f r e q u e n t l y in the beginner 's v o c a b u l a r y range and

nearly a l l students have d i f f i c u l t y w i t h i t , confus ing i t w i t h i : . A r a b i c

speakers m a y also confuse i t w i t h e . W h e n pract is ing the t w o sounds i : and 1

in i so la t ion , k n o w i n g that 1 i s a m u c h shorter, quieter s o u n d than i : seems to

help students. Encourage students to use a m i r r o r to check l i p p o s i t i o n .


E X E R C I S E 2

C o m m o n adjectives: It 's a l i t t l e baby .

E X E R C I S E 3

N u m b e r s : 30, 40, 50, 60, 70, 80, 90.

E X E R C I S E 4

F o r m a t i o n o f n o u n plurals w i t h 'es', f o r e x a m p l e : boxes. I f adjectives have

n o t yet been i n t r o d u c e d i n general course teaching, b e g i n w o r k o n the f irst

part o f Exercise 2 w i t h pair sketches on the b l a c k b o a r d of f a m i l i a r objects (or

using realia) to i l lustrate , f o r e x a m p l e : It 's b i g . It 's l i t t l e . It 's a b i g house. It 's a

l i t t l e house/box/glass/pencil/spoon. I f possible do this in a previous lesson.

N o t e that the stress pat tern i n these pairs w i l l be the same as i n the

second h a l f of Exercise 2 , i . e . : It 's a l i t t l e b o x . It 's a b i g b o x .


E X E R C I S E I


for f u r t h e r pract ice : eat/it; cheap/chip; seat/sit; heel/hill .

E X E R C I S E 2

Note: In n o r m a l sentence stress b o t h adjective and n o u n are stressed w i t h

m a j o r stress on the n o u n , f o r e x a m p l e : W h a t ' s that? It's a l i t t l e b e a n . (This

pat tern i s used in the f irst par t o f this exercise.) B u t w h e n t w o or m o r e

adjectives are contrasted m a j o r stress is on the adjective, f o r e x a m p l e : This is

25


a Htt lc b a b y ; That 's a b i g b a b y (This pat tern is used in the second part of

this exercise.)

In Engl ish if the sex of a baby is k n o w n it is re ferred to as 'he ' or 'she', b u t

i f n o t k n o w n , ' i t ' .

Steps

1 Students l isten and repeat: b i g , l i t t l e .

2 Students complete the sentences in the f irst part , f o r example :

Teacher: Picture i . W h a t ' s that?

Student(s): It's a l i t t l e sheep.

3 Students l isten and repeat the adjectives l isted b e l o w the second set of

pictures. N o t e that some Asian students w h o d o n o t have d i f f i c u l t y w i t h

the sound i elsewhere m a y p r o n o u n c e i t i : i n f ina l p o s i t i o n . N o t e that i n

some varieties of Engl ish f ina l I sound is p r o n o u n c e d i : .

4 I f any of these w o r d s are n e w to students s h o w m e a n i n g t h r o u g h the

pictures. ( E x a m p l e : P ic ture 3 : heavy. It 's heavy. It 's a heavy baby.) Check

unders tanding . Students repeat.

5 Students m a ke a sentence f o r each p ic ture as in the E x a m p l e .

E X E R C I S E 3

Note: Students v e r y o f t e n confuse, f o r example , f o u r t e e n fo :ti :n and f o r t y

fo:ti. Par t i cu lar ly i f there is some quest ion about w h i c h n u m b e r is said, they

w i l l stress the last syllable o f f o r t y , m a k i n g the p r o b l e m worse . N o t e that

w h e n c o u n t i n g - 13, 14, 15, etc. - one tends to stress the f irst syllable of these

w o r d s m o r e than in o ther contexts, and as students usually learn these

numbers by c o u n t i n g , they then f i n d i t d i f f i c u l t to stress these w o r d s

correc t ly so as to dis t inguish t h e m f r o m 30, 40, 50, etc.

Steps

1 Students read or repeat these numbers reading the co lumns h o r i z o n t a l l y ,

emphasize stress b y , f o r example , t a p p i n g w i t h a ru ler .

2 W r i t e the numbers f o r the second and t h i r d c o l u m n s at r a n d o m on the

b l a c k b o a r d . Get a student to stand at the b l a c k b o a r d and p o i n t to the

n u m b e r s y o u say; then other students take turns to say the numbers

clearly e n o u g h for a student to p o i n t to the correct one.

E X E R C I S E 4

Note: Th i s exercise provides a r e v i e w of the f o l l o w i n g sounds practised in

U n i t s 1-7: s/z/9/d/i:/i.

W o r d s e n d i n g i n the sounds s/z/J/tJ/3/d3 f o r m the p l u r a l w i t h iz in R.P.

Engl ish (some varieties of Engl ish 9z).

N o t e s p e l l i n g : w o r d s e n d i n g i n 'e', add V ; others, add 'es'. N o t e change

o f p r o n u n c i a t i o n i n the w o r d itself i n haus/hauziz.

W e a k f o r m s of a a and are 9.

9(S


Some students have d i f f i c u l t y w i t h w o r d stress, p r o n o u n c i n g , f o r

example , bDksez instead of boksiz.

Steps

1 Students l isten and repeat p l u r a l w o r d s at the b e g i n n i n g of this exercise.

Emphasise stress b y , f o r example , t a p p i n g w i t h a ru ler .

2 Students practise sentences as in the E x a m p l e .


Final 1 sounds: (R.P. English) Practise p r o n u n c i a t i o n of days of the w e e k :

mAndi/tju:zdi/wenzdi/03 :zdi/fraidi/saet9di/sAndi.

Plurals ending in the sound iz/: dress, class, address, six, size, noise, sentence,

w a t c h , l u n c h , m a t c h , c h u r c h , page, age, f r idge , garage.

Spell ing

T h e sound 1 i s usually w r i t t e n w i t h the letter ' i ' , and w i t h the l e t t e r ' y ' a t the

end o f a w o r d .

Examples: (|B) = Beginners ; [1] = E lementary)

1 |B] b i g , f i f teen, f inger , f ish, g ive , h i l l , i n , is, i t , k i t c h e n , l isten, l i t t l e , m i l k ,

m o r n i n g , p ic ture , sit, ship, sister, six, stick, this, w h i c h , w i n d o w , w i t h

|E] b i t , b r i n g , ce i l ing , c inema, d r i n k , evening , f i n i s h , h i m , his, i l l ,

i m p o r t a n t , l i v e , m i d d l e , music , n o t h i n g , office, q u i c k , r i c h , r i n g , r i v e r ,

spr ing , s t i l l , s w i m , t a x i , t h i c k , t h i n , t h i n g , vis i t , w i l l , w i n d , w i n t e r

y |B] any, a n g r y , baby, d i r t y , easy, e m p t y , f a m i l y , f u n n y , h a p p y , heavy,

h u n g r y , m o n e y , p e n n y , t h i r s t y , v e r y , t w e n t y , t h i r t y , etc.

[E] already, b a d l y , b o d y , carry , c o p y , early, every , l o r r y , m a n y , o n l y ,

p a r t y , real ly , s tory , s tudy

Other spellings:

e [B] eleven i l e v n ; example igza :mpl ; (E| because, before , begin , b e h i n d ,

beside, be tween, m a r k e t , pocket , r e m e m b e r rimemba, television t e l i v ^ n

u, ee [B] m i n u t e minit, coffee kofi

ay |B] yesterday jestgdi, M o n d a y m A n d i , Tuesday t ju .zdi , etc.


b a b y beibi t h i r t y 03:t i

babies beibiz f o r t y fo :ti

h e a v y hevi boxes boksiz

h u n g r y hArjgn noses nguziz

t h i r s t y 03:sti houses hauziz

d i r t y d3 : t i


U n i t 8 f ( f a n )


T o u c h y o u r t o p teeth w i t h y o u r b o t t o m l i p . B l o w o u t air b e t w e e n y o u r l i p

and y o u r teeth.


A l t h o u g h most students do n o t have d i f f i c u l t y w i t h f i t i s a d i f f i c u l t sound f o r

speakers o f H e b r e w and m a n y Asian languages w i t h the except ion o f

Chinese and Vietnamese. I t is usually confused w i t h the sound p. Japanese

students of ter i confuse i t w i t h h.


I t i s assumed here that students k n o w the preposit ions ' o n ' and ' i n f r o n t o f .


1 M i n i m a l pair practice f o r students w i t h part icular d i f f i c u l t y (see above) :

p/f pence/fence; p u l l / f u l l ; p u t / f o o t ; p o r k / f o r k ; copy/coffee

h/f hat/fat; h i l l / f i l l ; h ive/f ive ; hair/fair ; h o n e y / f u n n y

2 Students l isten and repeat the w o r d s in the i l l u s t r a t i o n . C h e c k p a r t i c u l a r l y

p r o n u n c i a t i o n o f consonant clusters: f + 1 ; f + r .

3 Students comple te and read the f ive sentences.


Students read the f o l l o w i n g groups o f w o r d s f r o m the b l a c k b o a r d and

decide w h i c h w o r d doesn't b e l o n g i n each g r o u p :

1 w i f e k n i f e father grandfather

2 f i f t y f o u r f o r k f i f teen

3 f ly fish f r u i t f o o d

4 office floor telephone flower

5 f o o t b a l l f o o t f inger face

6 f u n n y fat careful a f te rnoon

Spell ing

T h e sound f i s usually w r i t t e n w i t h the letter 'P .

Examples: ( [ 5 ] = B e g i n n e r ; [E] = E lementary) |B] face, f a m i l y , fat, father,

f i f teen, f i f t y , f inger , f i re , f irst , f ish, f ive , f l o o r , f l o w e r , f l y , f o o t , f o r k , f o r t y ,

f o u r , four teen , f r i e n d , f r o n t , f r u i t , f u n n y , grandfather , leaf

7.8

Tree or Three? Unit g

|E~1 after, a f t e r n o o n , before, careful , f a r m , f i n d , f in ish , f o l l o w , f o o d ,

f o o t b a l l , f o r , forget , f r o m , f u l l , half, o f ten

Other spellings:

ph te lephone

f f of f , office

/(� w i f e , k n i f e


Fred fred t e lephone telafaun

Fay fei k n i f e naif

fire faia there's a 6ez a

f r u i t f r u : t are i n f r o n t o f e r m f r A n t a v

fly flai

U n i t 9 v ( v a n )


First practise f. T h e n use y o u r voice to make v.


This sound is d i f f i cu l t f o r speakers of A r a b i c , Japanese, Spanish, Chinese, Lao

and K h m e r . Some D u t c h , Vietnamese, G e r m a n , and T u r k i s h speakers m a y

also have some d i f f i c u l t y . T h e most c o m m o n Engl ish sound w i t h w h i c h v i s

replaced is f, p a r t i c u l a r l y at the end of w o r d s . Japanese and Spanish speakers

m a y replace i t w i t h b , Chinese w i t h w . Contrast o f the sound i n isolat ion

w i t h f i s h e l p f u l , especially w i t h a physical demonst ra t ion of the l i p p o s i t i o n

and a large b l a c k b o a r d sketch. S h o w use of the voice in v b u t n o t f. For

students w h o replace v w i t h w, contrast of these t w o sounds is also

i m p o r t a n t .


I X l i R C I S E I

T h e y ' v e g o t a te levis ion. H a v e they got a television? Yes, they have. / N o ,

they haven ' t .

L i n k w i t h teaching o n the v e r b ' to have' . Par t i cu lar ly i f students have n o t

already practised this w i t h ' g o t ' in their general course, use classroom realia


or selected flashcards f r o m U n i t i Exercise i and 3 (s ingular) as p r o m p t s to

practise requests. For e x a m p l e :

Student A: H a v e y o u g o t a b o o k ?

Student B: Yes, I have. H e r e y o u are. / S o r r y . N o , I haven ' t .

N o t e w e a k f o r m o f ' h a v e ' i n the q u e s t i o n : hav.


M i n i m a l pair practice as relevant to students (see above) :

f/v fan/van; f ine/vine; leaf/leave

b/v b e r r y / v e r y ; B / V ; best/vest

w/v U n i t 10, Exercise 1, pract is ing S o u n d 2 f irst .

E X E R C I S E 1

Note: In spoken Engl i sh i t is m o r e usual to say, f o r example , ' I ' v e g o t a p e n '

than ' I have a pen . '

W e a k f o r m of have in questions: hav. S t r o n g f o r m o f have in short

answers: haev, hsevnt.

W e a k f o r m s o f : ares; as; of av ; somesam.

L i n k i n g of v and f sounds i n : have Victor; of fruit; offlowers; five fish; twelve

forks.

Steps

1 Students listen and repeat: Victor, Vera, visitor, visiting, they're, then repeat

or read sentences b e l o w pic ture .

2 Students practise the f o l l o w i n g w o r d s f r o m the b l a c k b o a r d : have,five, of,

twelve, eleven, very, vase; then listen a n d repeat the t w o subst i tut ion lists at

the end o f this u n i t p a y i n g a t tent ion t o the w e a k f o r m s and l i n k i n g sounds

l isted above.

3 Students practise short answers to the quest ion, for e x a m p l e :

Teacher: H a v e they got f ive fish ?

Student(s): N o , they haven ' t .

4 Students practise the quest ion, m a k i n g substi tutions, then beg in pair

practice as in the E x a m p l e .


1 Use pictures in U n i t 7 Exercise 2 to practise, f o r e x a m p l e : It 's a v e r y

h e a v y b a b y .

2 L i n k w i t h teaching o f the v e r b ' t o g i v e ' , f o r example , w i t h f l a s h c a r d s :

' G i v e me a fork/flower/some wine/water . '


S p e l l i n g

T h e sound v i s usually w r i t t e n w i t h the letter V .

Examples: ((Bj = B e g i n n e r ; [E] = E lementary) |B] te levis ion, v e r y , v is i t ,

v is i tor , heavy, seven, eleven, seventeen, seventy [E] never, over , r iver

Other spellings:

ve [B] g ive , have, f ive, t w e l v e . [E] leave, l i v e , love , m o v e , evening , every

/ of


a b o w l of f r u i t a baul af fru:t

T h e y ' v e g o t some f lowers deiv got s a m f lauaz

Have they g o t a te levis ion? hav 6 e i got a t e l i v ^ n

Yes, they h a v e , jes dei haev

N o , they h a v e n ' t , nau dei haevnt

V i c t o r vikta

V e r a viara

vis i tors vizitaz

vase va:z

v e r y v e n

U n i t 10 w ( w i n d o w )


This i s close to the Engl ish sound u . M a k e y o u r lips r o u n d a n d h a r d f o r w.

w is a short sound.


Speakers of D u t c h , G e r m a n , T u r k i s h , Farsi, Scandinavian languages,

Japanese, H e b r e w , Spanish and Greek have d i f f i c u l t y w i t h this sound.

( I c r m a n , I ta l ian, Scandinavian and T u r k i s h speakers replace w w i t h v .

I h i t c h , Lao and Farsi speakers also confuse w and v or m a ke an in termediate

sound f o r b o t h . Spanish and Greek speakers m a y replace this sound w i t h gw

or ,1 s imilar sound. H e b r e w speakers m a y confuse this sound w i t h r. Japanese

sometimes replace w w i t h a sound close to f. Speakers o f Spanish, Japanese

and some other Asian languages have part icular d i f f i c u l t y in p r o n o u n c i n g

1 his sound w h e n it is f o l l o w e d by u or u: . Seeing the correct l i p pos i t ion f o r

w t h r o u g h b o t h physical demonst ra t ion and d i a g r a m is h e l p f u l f o r all

students. It m a y also help to practise saying u: before vowels and practise

s . lying this s m o o t h l y (e.g. y o u - u: - al l - w a l l ; y o u - u: - i l l - w i l l ) .



E X E R C I S E S 2 A N D 3

W h a t ' s the weather l ike? It 's w e t .

W h a t ' s the w a t c h l ike? It 's square.

L i n k w i t h physical descriptions, f o r e x a m p l e : ' W h a t ' s y o u r car/your

house l i k e ?

Also l i n k w i t h general teaching o f ' w h ' questions.

E X E R C I S E 3

T i m e s : quar ter/twenty past. L i n k i n g w i t h t e l l i n g the t i m e : W h a t ' s the t i m e ?

quar ter/twenty t o .


E X E R C I S E I


Contrasts for f u r t h e r practice relevant to student di f f i cul t ies :

v/w V / w e ; vest/west; veal/wheel

f/w f a l l / w a l l ; f i g h t / w h i t e ; f i r s t/worst ; f u l l / w o o l

b/w b a l l / w a l l ; B/we; b e l l / w e l l ; b i r d / w o r d

E X E R C I S E 2

Steps

1 Students l isten and repeat the quest ion and answers at the b e g i n n i n g of

this exercise.

2 Students practise the answers in prepara t ion f o r pair practice. W i t h a

m i x e d n a t i o n a l i t y class, ask the quest ion about the students' c o u n t r y . W i t h

a single n a t i o n a l i t y class ask about di f ferent t o w n s or regions k n o w n to the

students.

3 Pair practice as in the E x a m p l e .

E X E R C I S E 3

Steps

1 Students first practise w o r d s w i t h consonant clusters, k + w, t + w : square,

quiet , quarter , t w e n t y , t w e l v e .

2 Students l isten and repeat the questions and answers at the b e g i n n i n g of

this exercise.

3 Pair practice of t e l l i n g the t i m e , f o r e x a m p l e :

C l o c k 1.

Student A: W h a t ' s the t i m e ?

Student B: It 's quarter past one.

Tree,or Three? Unit 11


1 Repeat questions and answers in U n i t 5 Exercise 2 . E x a m p l e : ' W h i c h one

is Sue's m o t h e r ? ' ' T h e one w i t h the d o g . '

2 Students choose the correct w o r d to b e g i n these questions about the

p ic ture i n U n i t 9 .

Which, what or where'?

1 w o m a n has got a hat o n ? Fay.

2 is under the table? A leaf.

3 is the f r u i t ? On the table.

4 m a n has g o t a f o r k in his hand? V i c t o r .

5 is on Fred's head? A fly.

Spell ing

T h e sound w i s usually w r i t t e n w i t h the letter ' w ' .

Examples: ([B] = B e g i n n e r ; [E] = E lementary)

|B] t w e l v e , t w e n t y , w a r m , w a t c h , w e , weather , w e t , w i n d , w i n d o w ,

w i t h , w o m a n , w o r d

|E ]be tween, sweet, s w i m , w a i t , w a l k , w a l l , w a n t , w a y , water , wear , w e l l ,

west, w i d e , w i f e , w i l l , w i n t e r , w o o d , w o r k , w o r l d , worse , w o r s t

Other spellings:

w h [B] w h a t , w h e n , w h e r e , w h i c h , w h i t e ; |E] w h y

qu ( p r o n o u n c e d k w ) |B] quarter , question, quiet , square; [E] q u i c k , queen

0 one, once

P r o n u n c i a t i o n of

vine vain

w i n e w a i n

vei l veil

whale w e l l

weather wed9

me w o r d s in this unit

w a r m wo:m

w i n d y w i n d i

square skwee

quiet kwaist

quarter kwo:t8

U n i t 11 a (a camera)

Sound p r o d u c t i o n and s t u d e n t difficulties

See notes on U n i t 3.


This u n i t provides a r e v i e w of three aspects of language i n t r o d u c e d in Uni t s

9 and 10:


E X E R C I S E I

W e a k f o r m o f of in, f o r e x a m p l e : a vase o f f l o w e r s . L i n k w i t h teaching o f

short requests as g i v e n in a restaurant or shop, f o r e x a m p l e : a glass/bottle of

m i l k / w h i t e w i n e , etc; a packet/tin/kilo of biscuits/tea etc.

E X E R C I S E 2

W e a k f o r m of the and o in o'clock. L i n k w i t h t e l l i n g the t i m e , f o r e x a m p l e :

H a v e y o u g o t a watch/the t i m e ? Yes, it 's eleven o 'c lock .

E X E R C I S E 3

W e a k f o r m o f have i n questions. L i n k w i t h structure teaching o f this v e r b o r

w i t h teaching o f requests us ing this s tructure , f o r e x a m p l e : ' I w a n t a penci l .

H a v e y o u got one?' 'Yes, here y o u are.' Requests in a shop, f o r e x a m p l e :

' H a v e y o u g o t a t i n o f biscuits?' etc.


E X E R C I S E I

Steps

1 Students l isten and repeat sentences f o r i tems 1,3,5,7-

2 Students read the sentences and m a ke sentences f o r i tems 2, 4, 6, 8.


Pair practice as in the Examples .


Use of the verb 'have' in requests: G i v e the f o l l o w i n g items to students: a b o o k ,

pen, penci l , ru ler , piece o f chalk, cigarette, m a t c h , c o i n , note .

T h e n ask, f o r e x a m p l e : H a v e y o u got a m a t c h , (please) ? to el ic i t the

response of g i v i n g the object to y o u . T h e n students practise the question and

response w i t h these objects. N o t e possible verba l responses: 'Here y o u are./

S o r r y . '

Spell ing

See U n i t 3.


U n i t 12 m ( m o u t h )


Close y o u r l ips . Use y o u r voice . T h e sound m comes t h r o u g h y o u r nose.


Students general ly do n o t have d i f f i c u l t y in p r o n o u n c i n g this sound, b u t

Japanese, Spanish and Portuguese speakers confuse n w i t h m at the end o f

w o r d s . Lao speakers m a y nasalise some vowels after m and n. This u n i t can

be taught q u i c k l y in preparat ion f o r the next u n i t on n.


It is assumed here that students understand i n v i ta t i o n s using the verb ' to

come' . I f this has n o t yet been i n t r o d u c e d i n course w o r k , students w i l l

p r o b a b l y have some unders tanding o f this f r o m i n v i ta t i o n s expressed i n

classroom instruct ions , fo r e x a m p l e : ' C o m e i n ' ; ' C o m e here ' ; ' C o m e t o the

b lac kboard ' .


Students l isten and repeat w o r d s and sentences on the pictures, and then

make sentences as in the E x a m p l e . N o t e weak f o r m s o f : to td, the dd.


Use the pictures in this u n i t to practise the longer , m o r e p o l i t e f o r m of

i n v i t a t i o n , f o r e x a m p l e : ' W o u l d y o u l ike t o come t o the m a r k e t ? ' N o t e

r is ing i n t o n a t i o n i n this f o r m .

Spell ing

T h e sound m is w r i t t e n w i t h the l e t t e r ' m ' .

Examples: ( B J = B e g i n n e r ; [E] = E lementary) BJ f a m i l y , f a r m , me , m a n ,

meal , m o t h e r , r o o m

[E~l f r o m , h i m , make, m i l k , small , s tamp, s w i m

Other spellings:

me BJ name, come, h o m e , t i m e |EJ game, same

run a u t u m n

mm s u m m e r , s w i m m i n g

i s

Tree or Three? Unit /.?

P r o n u n c i a t i o n of s o m e w o r d s in this u n i t

market ma :kit home h s u m

s w i m m i n g pool swimirj pu:l come kAm

farm fa:m

U n i t 13 n (nose)


T o u c h the r o o f o f y o u r m o u t h w i t h the t i p o f y o u r tongue . T o u c h y o u r side

teeth w i t h the sides of y o u r tongue . Use y o u r voice, n comes t h r o u g h y o u r

nose.


At the end of w o r d s Spanish, Portuguese and Japanese speakers confuse n

w i t h m , w h i l e Chinese speakers m a y p r o n o u n c e n close to rj- Greek students

m a y o m i t this sound b e f o r e ' d ' o r V . Some students m a y have d i f f i c u l t y

w i t h syllabic n in w o r d s l i k e : seven s e v n ; lesson lesn ; isn't iznt.


L i n k w i t h a ) teaching the t i m e and times o f d a y : i n the morning/af ternoon/

evening ,

b ) practice o f negative short answers c o n t a i n i n g w o r d s w i t h

syllabic n - isn't, haven't, hasn't. Students h a v i n g d i f f i c u l t y w i t h

these w i l l be l i k e l y to have the same p r o b l e m later o n w i t h :

doesn't, didn't, couldn't, wouldn't, shouldn't.


E X E R C I S E I


Contrasts f o r f u r t h e r pract ice : some/sum; them/then ; mine/nine ;

m u m m y / m o n e y ; m o o n / n o o n .

E X E R C I S E 2

Note: A b b r e v i a t i o n s a .m. (ante m e r i d i e m : before n o o n , i.e. t imes f r o m

m i d n i g h t t o m i d d a y ) ; p . m . (post m e r i d i e m : a f t e r n o o n , i.e. t imes f r o m

m i d d a y t o m i d n i g h t ) .

T h e p o i n t o f t i m e w h e n ' a f t e r n o o n ' changes to ' e v e n i n g ' i s n o t clearly

def ined. A p p r o x i m a t e l y 6.00 p . m . o n w a r d s is ' i n the e v e n i n g ' .

l6


Steps

1 Students listen and repeat numbers and times and answer the question

' W h a t ' s the t i m e ? '

2 In the second section students are pract is ing w o r d s w i t h syllabic n. N o t e

p r o n u n c i a t i o n : lesn/sevn/lisn/ilevn/sevnti:n/stju:dnts/sevnti/iznt. A

s i m p l i f i e d t ranscr ip t ion o f some w o r d s o n the b l a c k b o a r d w i t h stress

s h o w n should help students w h o f ind syllabic n d i f f i c u l t .

Example:

� � � . lessn sevn

L i s n to lessn e levn

I X F R C I S E 3

Steps

1 Students l isten and repeat the w o r d s at the end of this exercise.

2 Students listen to the dialogue on tape or read by the teacher.

3 Students practise B's part in the dia logue. S h o w the contrast in i n t o n a t i o n

o f these t w o questions w i t h gestures and/or a r r o w s on the b lackboard .

Teacher takes A's part , g i v i n g substitutions.

4 Students practise the dia logue in pairs after some examples have been done

w i t h the class l i s tening.


Syllabic n in short answers w i t h haven't, hasn't, isn't.

Example: Short answers to questions about the p ic ture in U n i t 9:

1 Is V ic tor/Vera a v is i tor?

2 Has Vera g o t a hat/fly/flower on her head ?

3 Has Fred g o t a fork/knife/picce of fruit/fly/bag/hat in his hand ?

4 H a v e V i c t o r and Vera got a television/a fan/a telephone/four visitors/five

fish?

Spell ing

The sound n is usually w r i t t e n w i t h the letter ' n ' .

Examples: ([B] = B e g i n n e r ; JO = Elementary) [B] name, n u m b e r ,

po l i ceman, m o o n , pen, c i n e m a ; [E] a n i m a l , m a n y , m i n u t e , begin , r u n , t h i n

()ther spellings:

hn kn i fe , k n o w

//// (B) f u n n y , p e n n y , J e n n y , sunny, beg inner ; [E] b e g i n n i n g , r u n n i n g ,

th inner


tie [Bj one, n ine , nineteen, n i n e t y , aeroplane, te lephone; [E] m i n e , none ,

sunshine

Syllabic n :

en BJ l isten, eleven, haven' t , seven, seventeen, seventy, s tudent ; [E]

garden, present, o f ten

on lesson, person

an i m p o r t a n t

ion te levis ion


mice mais lesson lesn

nice nais seven sevn

a . m . ei em e leven i l e v n

p . m . pi: em l i s ten lisn

m o r n i n g mo:nirj students stju:dnts

a f t e r n o o n a:ftanu:n seventy sevnti

e v e n i n g i:vnir) i s n ' t iznt

U n i t 14 rj ( r ing)


T o u c h the back o f the r o o f o f y o u r m o u t h w i t h the back o f y o u r tongue .

Use y o u r voice, rj comes t h r o u g h y o u r nose.


This sound occurs in f e w w o r d s i n the beginners ' vocabulary range. B u t

once students learn the Present C o n t i n u o u s tense they w i l l be using this

sound v e r y f r e q u e n t l y , and a l t h o u g h mistakes rarely cause confusion in

m e a n i n g , they are v e r y noticeable. A r a b i c , French, some G e r m a n , Farsi,

H e b r e w , I ta l ian, Spanish, T u r k i s h and Slavic speakers have d i f f i c u l t y w i t h

this sound, p r o n o u n c i n g it r jg , rjk or n. For students w h o add g or k to this

sound i t sometimes helps to get t h e m to sing the sound ( for e x a m p l e : the

w o r d 'sing') and end i t by gradual ly g e t t i n g softer. I t m a y also help to

practise, fo r example , ' longer ' or ' t h i n k e r ' and gradual ly s low d o w n the

p r o n u n c i a t i o n and increase the gap between the first and second syllables.


L i n k w i t h descr ipt ion o f actions in the Present C o n t i n u o u s tense.



E X E R C I S E I



nk/n. bank/bang; w i n k / w i n g ; r i n k / r i n g

n/n. t h i n / t h i n g ; R o n / w r o n g ; l o o k i n / l o o k i n g ; come i n / c o m i n g , etc.

E X E R C I S E 2

Note: T h e purpose of this exercise is to practise w o r d stress in verbs e n d i n g in

' i n g ' . As students w i l l be concentra t ing on the sound rj in this u n i t , they m a y

t e n d to over-stress the last syllable of these w o r d s .

Steps

Students listen and repeat the w o r d s and phrases, reading the co lumns

ver t i ca l ly . T a p w i t h a ru ler to show stress patterns.

E X E R C I S E 3

N o t e : J o i n i n g o f z a n d s sounds i n : M r L o n g i s sleeping.

Steps

For students w h o have had l i t t l e or no practice in the Present C o n t i n u o u s

tense:

First lesson

1 Students l o o k at the p ic ture and listen to sentences on tape or read by the

teacher: B e n is reading. A n n e is was h ing her hair . Mr L o n g is sleeping.

G r a n d m o t h e r is d r i n k i n g tea. Grandfather is w a t c h i n g te levis ion. R o n and

D a n are p l a y i n g table tennis.

2 Students l isten and repeat these sentences and/or f in ish sentences started by

the teacher.

3 Students m a ke sentences as in Example 1.

4 O t h e r sentences f o r f u r t h e r pract ice : Ben is eating an apple. T h e cat is

sleeping. A n n e is l i s tening to the radio and s inging . Grandfather is

s m o k i n g a pipe . T h e telephone is r i n g i n g .

Second lesson

1 Students practise the ' w h ' question, for e x a m p l e :

Teacher: A n n e

Student(s): W h a t ' s A n n e d o i n g ?

Check f a l l i n g i n t o n a t i o n in these questions.

2 Students practise in pairs as i n Example 2.

3 This can be extended to p l u r a l questions: ' W h a t are R o n and Dan/

G r a n d m o t h e r and G r a n d f a t h e r / M r L o n g and the cat d o i n g ? '


E X E R C I S E 4

Steps

1 Students l isten to the d ia logue on tape or read by the teacher. A f t e r

pract is ing Exercise 3 students should have no d i f f i c u l t y in unders tanding i f

they have already practised, ' G o o d m o r n i n g . H o w are y o u ? ' and the

r e p l y .

2 Students read or repeat a l l or part of the dia logue .

3 Role p l a y i n g using i n i t i a l l y o n l y the f i rs t f o u r lines of the dia logue.

E x a m p l e : conversations b e t w e e n M r s Y o u n g and R o n , M r s Y o u n g and

G r a n d m o t h e r , etc.


T h e visual i n Exercise 3 can b e used t o l i n k u p w i t h o ther w o r k o n the

Present C o n t i n u o u s tense f o r practice in negat ive sentences and other

quest ion f o r m s .

Examples:

M r s L o n g isn't w a t c h i n g te levis ion.

M r s L o n g is c o o k i n g , isn't she? Yes, she is.

M r s L o n g isn't sleeping, is she? N o , she isn ' t .

Is M r s L o n g c o o k i n g ? Yes, she is.

W h o ' s sleeping? M r L o n g is.

Spell ing

T h e sound n i s usually w r i t t e n w i t h the letters ' n g ' .

Examples: (|B] = B e g i n n e r ; |E] = E lementary) §$] evening , m o r n i n g , r i n g ,

l o n g , y o u n g , reading, s i n g i n g ; [E] b r i n g , ce i l ing , n o t h i n g , spr ing , s t rong ,

t h i n g , w r o n g

Other spellings:

n d r i n k , i n k , p i n k , t h i n k , sink

a n g r y , h u n g r y , f inger , E n g l a n d , Engl ish , stronger


sink sirjk her h a i r h3: hee

sing sir) l i s t e n i n g to the r a d i o l i snir j ta 6a reidiau

s i n k i n g s i n k i r j M r L o n g mista Ion

s i n g i n g s i n i n M r s Y o u n g misizJArj

pipe paip


U n i t 15 e ( p e n )


First practise the sound 1. T h e n open y o u r m o u t h a little m o r e , e is a short

sound.


M o s t students d o n o t have d i f f i c u l t y w i t h this sound. H o w e v e r , speakers o f

D u t c h , Farsi and A r a b i c m a y confuse i t w i t h 1, and Chinese speakers m a y

confuse i t w i t h a o r A .


L i n k w i t h teaching o f comparisons using the w o r d s better/best.


E X E R C I S E I


E X E R C I S E 2

Note: weak f o r m s : a a ; the d a ; than dan.

Steps

1 Students l isten and repeat w o r d s and sentences at the b e g i n n i n g of this

exercise.

2 Practise the questions and answers as in the t w o Examples. N o t e r is ing

i n t o n a t i o n i n the quest ion. S h o w stress pat tern o n the b l a c k b o a r d w i t h

w e a k stresses m a r k e d i f students have d i f f i c u l t y w i t h the w e a k f o r m o f

than. E x a m p l e :

� � � � �

Is F r e d be t ter than B e n ?

3 Pair practice of question and answers using the cues g i v e n in i tems 1-9.

E X E R C I S E 3

Note: Beginners m a y m i s p r o n o u n c e letters of the alphabet because of

confus ion w i t h their p r o n u n c i a t i o n i n their o w n language. See suggestion

under the heading Extension in U n i t 6 Exercise 2.

P r o n u n c i a t i o n of letter z zed ; A m e r i c a n p r o n u n c i a t i o n z i : .


Further p r a c t i c e

Q u e s t i o n and answer d r i l l us ing the pictures in U n i t 7 Exercise 2 . Example:

pic ture 3:

Teacher: Is he heavy ?

Student: Yes. He's v e r y heavy.

Spel l ing

T h e sound e i s usually w r i t t e n w i t h the letter 'e'.

Examples: (|B] = B e g i n n e r ; |E] = E lementary) |B] pen, penci l , desk, lesson,

t w e l v e , t w e n t y ; [E] dress, quest ion, forget , r e m e m b e r , h o t e l , yesterday

Other spellings:

ea |B] heavy, bread, w e a t h e r ; [E] head, breakfast, already

a any, m a n y

ie f r i e n d

ai again


B e t t y beti c l e v e r Id eve

J e n n y d 3 e n i t h i e f 8i:f

bet ter t h a n bete den

U n i t 16 33 (man)


First practise the sound e. T h e n open y o u r m o u t h a little m o r e .


M o s t students have d i f f i c u l t y w i t h this sound. D u t c h , G e r m a n , Portuguese

and T u r k i s h speakers usually confuse i t w i t h e ; French, I ta l ian , Greek,

Japanese and Spanish speakers and others m a y confuse i t w i t h A . Chinese

speakers confuse i t w i t h e and A . Speakers of Slavic languages also have

d i f f i c u l t y w i t h this sound.


Use this u n i t to i n t r o d u c e or re inforce the structures ' T h e y are a l l . . . ' and

'except f o r

I f using the suggestions f o r f u r t h e r practice, l i n k w i t h practice o f short

answers using the w o r d s : am, can, have, haven't, has, hasn't.

42

Tree or Three} Unit 16

Suggested procedures

E X E R C I S E I

For suggested teaching procedures f o r m i n i m a l pairs see page 104.

Further practice of contrasts relevant to language groups a b o v e :

e/ee M / a m ; m e n / m a n ; bed/bad; end/and; head/had; send/sand

A/ae U n i t 17 Exercise 1 (pract is ing sound 2 f i r s t ) . A l s o : bud/bad ; bug/bag;

much/match

a.jee First p a r t of U n i t 18 Exercise 1 (pract is ing s o u n d 2 f i r s t ) . A l s o : arm/

a m ; bark/back; aunt/ant; aren't/ant; hard/had

E X E R C I S E 2

Steps

1 Students l isten and repeat names and sentences in b o t h parts of this

exercise. T a p w i t h a ru ler to show stress patterns. N o t e that in section 1

students s h o u l d take the same l e n g t h of t i m e to say names in the t h i r d

c o l u m n as in the f irst c o l u m n . S i m i l a r l y in section 2 , a l t h o u g h the

sentences increase in l e n g t h , a l l have f o u r s t rong stresses and the last

sentences s h o u l d therefore be said in about the same l e n g t h of t i m e as the

f irst .

2 Pair practice as in the Example using sentences f r o m section 2. For

beginners or w e a k students B's response can be l i m i t e d t o , f o r e x a m p l e :

' T h e y are al l v e r y fa t . '

3 Students m a y be able to m a k e other sentences about the p i c t u r e f o l l o w i n g

this p a t t e r n : ' T h e y a r e a l l s tanding/wearing black shoes/smiling except f o r

Jack.'


Several short answers w h i c h the students w i l l have already practised have the

sound ae.

1 Practise f r o m the b l a c k b o a r d :

Short answers:

Yes, I a m .

can.

have.

N o ,

he has.

I haven ' t ,

he hasn't.

43

unit 17

Students g i v e short answers to r a p i d ora l questions. Choose questions at

r a n d o m f r o m the three examples b e l o w or make questions relevant to the

part icular students:

a) A r e y o u

b) C a n y o u

s t u d y i n g Engl ish

l i s tening

(student's name)

(student's n a t i o n a l i t y )

s i t t ing next t o M r X

understand

speak

read

w r i t e

(student's language) ?

c ) H a v e y o u got a* b o o k

Has M r X a pen

a penc i l

. . „ I U U V n u i g . a J l d i ; d HUlCUUUK/a

ruler/a car/a bicycle/a watch/a cat/a television/a telephone/a farm/a

s w i m m i n g pool/an axe/an aeroplane

Spell ing

T h e sound 33 is always w r i t t e n w i t h the letter 'a'.

Examples: (|B] = B e g i n n e r ; g ] = E lementary) g ] bag, f a m i l y , fat, happy ,

hat, m a n ; [M] a n g r y , bad, carry, m a t c h , s tamp, tax i


N en P a t r i c k paetnk

A n n e aen Janet d3aen9 t

X eks except f o r ikseptfa

axe aeks are a l l aro:l

U n i t 17 A (cup)


First practise the sound ae. T h e n p u t y o u r t o n g u e back a l i t t l e , A is a very

short sound.


M a n y students have d i f f i c u l t y w i t h this sound. Japanese, T u r k i s h and

G e r m a n speakers m a y confuse i t w i t h ae. D u t c h and French speakers usually

44

lreeor ihreer Unit i 7

confuse i t w i t h 3:. Greek, Chinese and Lao speakers m a y confuse i t w i t h a:.

O t h e r students w h o can p r o n o u n c e the sound A are confused by the spel l ing

w i t h the letter ' o ' o f s o m a n y w o r d s w i t h this sound and say, f o r example ,

I D V instead o f I A V f o r the w o r d ' l o v e ' .

C o n f u s i o n is also caused because the sound is close to one w h i c h is spelt 'a'

in m a n y European languages. Hence cup m a y be p r o n o u n c e d kaep and

spel l ing errors m a y also occur.


L i n k w i t h teaching o f f a m i l y relat ionships: m o t h e r , b r o t h e r , husband, etc.

W o r d s n o t i n c l u d e d i n this u n i t : father, daughter , w i f e , sister, aunt ,

grandfather , grand-daughter .

Students s h o u l d be f a m i l i a r w i t h the possessive ' Y , f o r e x a m p l e : Dan's book.


E X E R C I S E I


Further practice of contrasts relevant to language groups above :

ae/A bat/but ; fan/fun; m a t c h / m u c h ; ran/run; t rack/truck

3 : / A Ber t/but ; shirt/shut; h u r t / h u t ; b i r d / b u d ; g i r l / g u l l

E X E R C I S E 2

Note: Students f i n d some w o r d s f o r f a m i l y relationships d i f f i c u l t i f these are

classified d i f fe rent ly in their o w n language. L i k e l y di f f i cul t ies : in Engl ish a n

uncle i s y o u r m o t h e r o r father's b r o t h e r O R the husband o f y o u r m o t h e r o r

father's sister. A cousin is y o u r aunt or uncle's c h i l d (same w o r d f o r a b o y or

a g i r l ) .

Students m a y also have d i f f i c u l t y i f their n a m i n g system is dif ferent f r o m

the Engl i sh one of f irst name/surname (father's f a m i l y name) .

W e a k f o r m s : and a n d ; are a ; has haz.

Steps

1 Practise p r o n u n c i a t i o n of names at the b e g i n n i n g of this exercise and

check unders tanding by asking, for e x a m p l e : ' W h a t ' s y o u r first name/

surname?' 'Is A n d r e w a boy's name or a gir l ' s name? ' etc.

2 I f y o u expect students w i l l have d i f f i c u l t y i n unders tanding the f a m i l y

tree, beg in by d r a w i n g the f a m i l y tree on the b l a c k b o a r d w h i l e e x p l a i n i n g

and ques t ion ing . For example , A n d r e w Y o u n g i s m a r r i e d to A n n e L o v e .

A n n e i s A n d r e w ' s w i f e . A n d r e w is Anne's husband. T h e y have t w o

c h i l d r e n , Patr ick and Patsy. Patr ick is A n d r e w ' s son. W h o is Patrick's

m o t h e r ? W h o is A n d r e w ' s son? W h o is A n n e Love's husband? W h o is

Patsy Y o u n g ' s b r o t h e r ?

4>


1 Students listen and repeat the w o r d s b e l o w the f a m i l y tree. Check

unders tanding o f these w o r d s and i f necessary expla in w i t h reference t o

the f a m i l y tree.

4 Students comple te the sentences at the end of this exercise. N o t e that all

the sentences have f iv e s t rong stresses and s h o u l d therefore be read in the

same l e n g t h of t i m e . T h e sentences can be used to practise this.

Example: I t e m i .

Student A: Patsy Y o u n g is D a n M o n d a y ' s m o t h e r .

Teacher: (Taps s t rong stresses w i t h ru ler to show l e n g t h o f t ime)

Students: (Repeat sentence w h i l e teacher taps again. Students say the

sentence w i t h this speed and r h y t h m ) .

Further practice

M a k e a b l a c k b o a r d list us ing students' suggestions f r o m k n o w n vocabulary

o f w o r d s spelt w i t h the letter ' o ' b u t p r o n o u n c e d A .

Words from this unit: l ove , y o u n g , L o n d o n , M o n d a y , m o t h e r , b ro ther , son,

m o n e y , another, one, doesn't, cousin, c o u n t r y

Other words at this level: n o t h i n g , honey , g l o v e , co lour , m o n t h , once, other ,

come, none, does

Spelling

T h e sound A i s usually w r i t t e n w i t h the letter ' u ' .

Examples: (BJ = B e g i n n e r ; EJ = E lementary) BJ bus, cup, sun, u p , unde

husband; E J f u n n y , g u n , j u m p , r u n , shut, understand

Other spellings:

o (See w o r d s listed under Further practice)

ou c o u n t r y , cousin, y o u n g

oe does

Pronunciation of some words in this unit

A n d r e w aendru:

Patsy paetsi

Sa l ly saeli

L o v e I A V

L o n d o n U n d a n

M o n d a y m A n d i

f a m i l y faem(i) l i

husband hAzband

uncle Arjkl

c o u s i n kAzn

another an Ada

country kAntn

telegram teligraem

46

Tree or Three ? Unit IB

U n i t 18 a: (heart)

Sound production

Put y o u r t o n g u e d o w n and back, a : i s a l o n g sound.

Student difficulties

M a n y students have d i f f i c u l t y in m a k i n g this l o n g sound and substitute a

shorter v o w e l .

Linking up with course work

Practice of short answers: Yes, I can./No, I can ' t ; Yes, they are./No, they

aren't .


E X E R C I S E I


Further practice of contrasts relevant to language groups above :

ae/a a m / a r m ; back/bark; ant/aunt; ant/aren't; had/hard

A/a duck/dark ; m u c h / M a r c h ; come/calm; p u t t y / p a r t y

n/a cot/cart; hot/heart ; pot/part ; box/barks; shop/sharp

3 :/a f i r m / f a r m ; stir/star; heard/hard; burn/barn

E X E R C I S E 2

Note: P r o n u n c i a t i o n of can: in Yes/No questions, kaen or w e a k f o r m k a n ; in

the a f f i rmat ive short answer, kaen. P r o n u n c i a t i o n of can't: k a : n t .

P r o n u n c i a t i o n of are: in Yes/No questions a : or w e a k f o r m a ; in the

a f f i rmat ive short answer a:. P r o n u n c i a t i o n o f aren't: a :nt .

Steps

1 Students l isten and repeat w o r d s and dialogue in the p ic ture , then read the

tex t b e l o w the p ic ture . I f students have d i f f i c u l t y in m a k i n g the sound a :

l o n g e n o u g h , practise w o r d s f r o m the b l a c k b o a r d w i t h m o d i f i e d s pe l l ing :

Grandfaaather, Chaaarles, Aaaunt , graaass, banaaanas, tomaaatoes,

plaaants, glaaasses, caaan't.

2 Q u e s t i o n and answer pair w o r k using the w o r d s for subst i tut ion .

Extension: Students can learn to say 'Pardon ?' as a request for repe t i t ion .

Practise questions and answers, fo r e x a m p l e :

Student A : A r e the glasses on the table ?

Student B : Pardon?

Student A : A r e the glasses on the table?

Student B : Yes, they are.

�17

Tree or Three? Unit tg

Further practice

Practice of short answers w i t h can/can't. Students g ive answers to r a p i d o r a l

questions:

y o u C a n

M i s s X

M r Z

people in (name c o u n t r y )

any students in this class

speak

read

w r i t e

understand

(name languages

k n o w n / n o t k n o w n

by students)

Spelling

T h e sound a: is usually w r i t t e n w i t h the letter 'a'.

Examples: ( [B] = B e g i n n e r ; E = E lementary) g ] a f te rnoon , answer, ask,

can't , class, example , father, glass, grass, p l a n t ; [E] after, dance, last, nasty,

fast

Other spellings:

ar |B] are(n' t ) , p a r d o n , f a r m , garden, m a r k e t , star; [E] dark , hard , large,

p a r t y , M a r c h

an aunt

ear heart

al h a l f


a s k i n g a : s k i n

a n s w e r i n g r x n s e r i n

cart ka : t

heart hd:t

U n c l e C h a r l e s Ankl t j a : l z

A u n t A n n a : n t a e n

G r a n d f a t h e r g r aend fa :09

bananas b e n c e n s z

t o m a t o e s t a m c r t a u z

a r e n ' t a :nt

C a n y o u k a n j u

I c a n a i kaen

I c a n ' t a i k a : n t

U n i t 19 h (hat)


Push a lot of air out very quickly. Do not touch the roof of your mouth with your tongue.

S t u d e n t d i f f i c u l t i e s

This sound occurs very frequently at beginner level in words like he, his, etc. and it is very difficult for some students.

4 N


Group 1

H e b r e w , I ta l ian, French and Portuguese speakers t e n d to o m i t this sound

and/or p u t i t i n f r o n t o f w o r d s b e g i n n i n g w i t h a v o w e l . P u t t i n g h i n the

w r o n g place seems to increase as students get m o r e w o r r i e d about n o t b e i n g

able to say this sound. I f students are g e t t i n g to this stage, i t m a y help to

r e m i n d t h e m that some nat ive Engl ish speakers never p r o n o u n c e i t !

Group 2

Greek, Slavic and Spanish speakers p r o n o u n c e h l i k e the s o u n d x in loch. For

these students:

a) Emphasize that the t o n g u e is n o t used.

b) S h o w that i t i s l ike p a n t i n g h a r d after r u n n i n g .

c) S h o w that a l o t of air is needed to make this sound. H o l d a str ip of paper

in f r o n t o f y o u r m o u t h , a n d make the sounds x and h to s h o w the

difference in effect.

Group 3

Japanese speakers confuse the sound h w i t h f before m o s t v o w e l s b u t confuse

it w i t h J before the sounds i : or 1. Chinese speakers also confuse the sounds s,

J and h i n i t i a l l y before the sounds i : or 1. This d i f f i c u l t y w i l l be p a r t i c u l a r l y

noticeable in d is t inguish ing the w o r d s he and she. Students in G r o u p 2 m a y

also share this d i f f i c u l t y .


L i n k w i t h a ) practice o f k n o w n question f o r m s b e g i n n i n g w i t h this s o u n d :

H o w m u c h . . . ? H o w m a n y . . . ? H o w o f t e n . . . ? W h o . . . ?

W h o s e . . . ? Exercise 2 provides practice in questions

b e g i n n i n g w i t h whose and answers w i t h possessive pronouns

his I hers.

b ) practice o f the gree t ing ' H e l l o . H o w are y o u ? ' and answers t o

this t y p e o f ques t ion : 'F ine/Al l r i g h t / V e r y w e l l / O K . '


E X E R C I S E I


N o t e that this contrast i s h e l p f u l f o r b o t h groups o f students w h o have

d i f f i c u l t y w i t h this sound. Fur ther pract ice : at/hat; and/hand; air/hair;

ear/here; o l d / h o l d ; O w !/how. M i n i m a l pair sentences w i t h this contrast are

rare, a n d f o r this reason omiss ion of the sound h seldom causes

misunders tanding in m e a n i n g at sentence level .

Tree or Three?

I XI RCISI. 2

Steps

1 Students l isten and repeat the w o r d s in the pictures.

2 Students practise the questions, f o r e x a m p l e :

Teacher: handbag.

Student: W h o s e handbag is this ?

Teacher: It 's hers.

3 Pair practice as in the Example

4 T h e answer can be extended i f students already k n o w : G i v e i t to him/her

G i v e h i m his horse/ G i v e her her elephant.

E X E R C I S E 3 '

Note: Stress a n d i n t o n a t i o n change in the second ' H o w are y o u ? ' T h e weak

f o r m of are a is used here.

P r o n u n c i a t i o n o f your jo:, your uncle'p:x Arjkl. In r a p i d speech this is o f ten

shortened t o : ja, jar.

Steps

1 Students l isten to the dialogue on tape or read by the teacher.

2 Practise answers to the quest ion ' H o w are y o u ? '

3 Students read or repeat the dialogue, then practise in pairs.

4 W o r d s f o r subst i tut ion can be extended to i n c l u d e : w i f e , husband,

m o t h e r , son, etc. Check the d i s t i n c t i o n in p r o n u n c i a t i o n between he/she.

E X E R C I S E 4

Steps

1 I f necessary i n t r o d u c e vocabulary i t e m s : o l d , u n h a p p y , afraid, hospital ,

opera t ion , h u r t , a bath , a nurse.

2 Students listen to the j o k e on tape or read by the teacher, then practise

reading i t .

Further practice

Use the p ic ture in U n i t 14 Exercise 3 (Student's B o o k ) to practise questions

w i t h ' w h o ' . Example: ' W h o ' s w a t c h i n g televis ion? '

L i n k u p w i t h teaching o f f o r m a l i n t r o d u c t i o n s using ' H o w d o y o u do? '

(See U n i t 40.)

Spelling

T h e sound h is w r i t t e n w i t h the letter ' h ' .

Examples: ([BJ = B e g i n n e r ; \E\ = E lementary) BJ have, hel lo , happy,

h o m e , house, horse; |EJ b e h i n d , heavy, h o l d , help, hote l , h o w .

50


Other spellings:

wh w h o , whose


h i g h h a i

elephant e la fnt

apple aepl

whose hu : z

h e l l o h e l a u

f ine f a i n

o p e r a t i o n o p a r e i j n

u n h a p p y Anhaepi

a f r a i d a f r e id

nurse n3:s

b a t h b a : 8

a r r i v e s a r a i v z

al l r i g h t o:l rait h u r t h3:t

h o s p i t a l h o s p i t l

U n i t 20 D (clock)

Sound production

First practise the sound ae. T h e n p u t y o u r t o n g u e s l i g h t l y back and b r i n g

y o u r lips s l i g h t l y f o r w a r d . D is a short sound.


This sound i s n o t a m a j o r p r o b l e m , b u t most students w i l l benefit f r o m

pract is ing i t in contrast w i t h ae, A and a: as the p r o n u n c i a t i o n of o m a y be

close to these.


L i n k up w i t h a) teaching of requests in a shop using ' H a v e y o u g o t . . . ?'

and ' I w a n t a . . . ' .

b ) practice o f ' a l o t o f .


E X E R C I S E I



ae/o A n n e / o n ; tap/top; backs/box; b lack/block; L a r r y / lorry

A / D n u t / n o t ; bus/boss; gun/gone; shut/shot; run/Ron

a:/o sharp/shop; barks/box; par t/pot ; last/lost

s 1

Tree or Three? Unit 2i

E X E R C I S E 2

Students practise the question and answer about each of the shops.

E X E R C I S E 3

Students listen to the dialogue on tape or read by the teacher, then practise in

pairs.

Note: W e a k f o r m of have hav and of a v in Exercises 2 and 3.

Further practice

Practice of requests (see Further Practice f o r U n i t 11.) Example:

A: H a v e y o u g o t a pen ?

B: Here y o u are./Sorry, I haven ' t go t one.

Spelling

T h e sound D i s w r i t t e n w i t h the letter ' o ' .

Examples: (BJ = B e g i n n e r ; EJ = E lementary) BJ b o x , d o g , g o t , shop,

n o t , o n ; E J copy , doctor , d r o p , h o t , l o n g , stop.

Other spellings:

a: w a n t , w a t c h , wash, w h a t

au: because, sausage


sack seek watches WDtJiz

sock SDk cus tomer kAStama

w h a t WDt s h o p assistant {Dp asistant

w a n t w o n t a l o t o f a lot a v

U n i t 21 o : ( b a l l )

Sound production

First practise the sound o. T h e n p u t the back of y o u r tongue up a little, o: is a

l o n g sound.


M a n y students have d i f f i c u l t y w i t h this sound, usually m a k i n g i t t o o short

and confus ing i t w i t h n . W h e r e the letter V f o r m s part o f the spell ing of this

sound most students pronounce this w h e n it should be silent. (See U n i t 26:

silent r.)



L i n k w i t h practice i n describing th ings and people using w o r d s : large/small ;

tal l/short ; long/short .


E X E R C I S E I

Fo$ suggested teaching procedures f o r m i n i m a l pairs, see page 104.

Further practice of this contrast : spot/sport; n o t / n o u g h t ; shot/short.


Note: In n o r m a l sentence stress b o t h adject ive and n o u n are stressed w i t h

m a j o r stress on the n o u n , for e x a m p l e : It's a l a r g e b a l l . B u t w h e n the

adjectives are contrasted (as in Exercise 2) m a j o r stress is usually on the

adjective, f o r e x a m p l e : It 's a l a r g e ball./It 's a s m a l l b a l l . In Exercise 3 the

adjectives are n o t contrasted and m a j o r stress is on the n o u n , f o r e x a m p l e : a

s m a l l d o o r .

E X E R C I S E 2

Steps

1 Students practise sentences using the w o r d s large/small w i t h n o r m a l

sentence stress. Sketch the f o l l o w i n g on the b l a c k b o a r d to el ic i t sentences:

It's a l a r g e cat./small dog/large box/small clock/large sock/small

pot/large fork/smal l f o x . ( I f y o u can't d r a w and the sketches are v e r y bad,

students w i l l feel m o r e conf ident about d r a w i n g i n Exercise 3 !)

2 Students l isten and repeat the pairs of sentences in the f irst h a l f of this

exercise. Stress: It 's a l a r g e b a l l .

3 Students m a k e sentences about the second set of p ic tures : He's a tall/short

doc tor . It 's a small/large b o x . It's a long/short piece of chalk.

E X E R C I S E 3

Steps

1 Students read or repeat the first f o u r descriptions corresponding to the

pictures. Each i t e m has f o u r stressed syllables and al l s h o u l d therefore be

s i

tree or Three? Unit 21

said in about the same l e n g t h of t i m e . T a p w i t h a ru ler to help students

practise this.

2 Choose an i t e m at r a n d o m f r o m the list o f things to d r a w and sketch i t

r a p i d l y on the b lackboard . Students say w h a t i t is, f o r e x a m p l e : That 's a

ta l l glass w i t h a l i t t l e water in i t .

3 A s k students to d r a w the other i tems. ( S h o w each student w h i c h i t e m to

d r a w f r o m the list as the o ther students s h o u l d n o t k n o w w h i c h one he is

d r a w i n g . ) O t h e r students i d e n t i f y the d r a w i n g f r o m the list .

Further practice

a ) L i n k u p w i t h practice o f the g r e e t i n g : G o o d m o r n i n g .

b) T e l l i n g the t i m e : quarter to, quarter past. Repeat i tems 1-4 in U n i t 10

Exercise 3 and g ive f u r t h e r examples.

Spelling

T h e sound 0 : i s w r i t t e n w i t h m a n y dif ferent spellings, usually c o n t a i n i n g the

letter 'a' or ' o ' :

( B 1 = B e g i n n e r ; |E] = Elementary)

a BJ a l l , ba l l , w a l l , water , s m a l l ; [E] already, call

ar w a r m , quarter

al chalk, w a l k , ta lk

au A u g u s t , a u t u m n

aw d r a w , a w f u l

0 s tory

or BJ f o r k , f o r t y , horse, m o r n i n g , or , s h o r t ; [E] corner, i m p o r t a n t , n o r t h

our y o u r , f o u r , four teen , p o u r

oor d o o r , f l o o r

ore m o r e , before

ure sure


D a w n do :n

p o r t po:t

f o x f oks

forks fo :ks

large

smal l

short

d o c t o r

l a : d 3

smo: l

Jo:t

d o k t a

w a r m w o : m

w a t e r w o : t a

bath ba :0

f o o t b a l l e r fu tbo : la

chalk tJo:k

a l o t o f a l n t a v

a p i e c e o f a p k s a v

54


U nit 22 8 (a camera)

Sound production and student difficulties

See notes on U n i t 3.

W o r d s e n d i n g in the letters 'er' usually end w i t h the sound 8. M a n y

students have d i f f i c u l t y w i t h this sound w h e n the next w o r d begins w i t h a

v o w e l and the letter ' r ' i s p r o n o u n c e d .


L i n k w i t h a) practice of w e a k f o r m s of and and but,

b) practice of requests using the w e a k f o r m of can. (See examples

under Further practice.)


E X E R C I S E I

Note: Th i s exercise gives practice in m a k i n g the sound 8 w i t h the letter V

p r o n o u n c e d before a v o w e l . Th is introduces the p r o b l e m o f p r o n o u n c e d and

silent V w h i c h w i l l b e m e t i n U n i t 27.

P r o n u n c i a t i o n o f your: jo : . C a n be shortened to js in r a p i d speech.

Steps

1 Students practise the w o r d s at the b e g i n n i n g of this exercise.

2 Practise these w o r d s using the pictures n u m b e r e d 1-10. Example: 1 brAda

2 brAdar a n d s is ta/s is tar a n d brAda.

3 Students m a k e questions f o r i tems 1-10 as in the Examples.

E X E R C I S E 2

Note: In U n i t 18 students practised short answers using can/can't. H e r e the

same s i tuat ion is used to practise questions w i t h the weak f o r m o f can: k a n .

W e a k f o r m o f but bat i n the riddles. W e a k f o r m o f o f a v i n the answers.

Steps

1 Students f irst l o o k at the p ic ture in U n i t 18 Exercise 2, and g ive short

answers to questions asked by the teacher, fo r e x a m p l e : ' C a n

he/grandfather see, w a l k , r u n ? ' etc.

2 Students l o o k at the pictures in U n i t 22 Exercise 2 and practise the

questions.

3 Students practise in pairs, ro le p l a y i n g : A u n t A n n , Grandfather .


Further practice

Practice of requests f o r f o o d . Examples:

a) C a n I have some *water/butter/pepper , please ?

* Substitute: water and ice ; b u t t e r and j a m ; pepper and salt.

b) A: C a n I have * a n apple, please ?

B: Yes, of course.

A: C a n I have another apple, please ?

B: S o r r y . There aren't any m o r e apples.

* Substitute: an orange, a biscuit , an egg, a cake, an o n i o n , an icecream, a

banana.

Note: W e a k f o r m s : can k a n ; have h a v ; some s a m ; a a ; an a n ; o f a v ; there 6ar.

P r o n u n c i a t i o n o f V before v o w e l s in another, more, there.

Spelling

(See U n i t 3.)


t e lev i s ion tel i»rjn r i d d l e n d l

l i s ten lisn a n o t h e r anAda(r)

r a d i o r e i d j a u

U n i t 23 3: (g ir l )

Sound production

First practise the sound o:. T h e n p u t y o u r t o n g u e f o r w a r d and up a l i t t l e . 3 : is

a l o n g sound.


M a n y students have d i f f i c u l t y w i t h this sound, confus ing i t w i t h o:, e , A o r

a:. W h e n the sound is w r i t t e n ir, er or ur, students t e n d to t r y to p r o n o u n c e

the v o w e l and the V . I t i s o f t e n h e l p f u l to emphasise that the lips should be

spread by asking students to beg in by m a k i n g a j a d face w i t h the Hps t u r n e d

d o w n at the corners to m a ke this sound.


L i n k u p w i t h practice o f the S imple Present tense i n t a l k i n g about dai ly

w o r k r o u t i n e (see Further practice).

56

Tree or Three? Unitij


E X E R C I S E I


Further practice of contrasts relevant to students' diff icult ies m e n t i o n e d

a b o v e :

o:/3: w a r m / w o r m ; b l a c k b o a r d / b l a c k b i r d ; f o u r / f u r ; call/curl

e/3: b e d / b i r d ; west/worst ; t e n / t u r n ; Ben/burn

A/3: shut/shirt ; but/Ber t ; b u d / b i r d ; b u n / b u r n

a:/3: b a r n / b u r n ; far/fur ; C a r l / c u r l ; Pa/purr

E X E R C I S E 2

Note: Change in p r o n u n c i a t i o n o f the before a v o w e l in the p r o v e r b : 6i: 3:1 i

D3 :d; 6a W3:m.

W e a k f o r m : that 6at.

Steps

1 Students repeat w o r d s and sentences in the p i c t u r e .

2 Discussion of the m e a n i n g of the p r o v e r b appropr ia te to students' level ,

f o r e x a m p l e : People w h o get u p early i n the m o r n i n g are m o r e successful

o r m a k e m o r e m o n e y .

3 Students learn and practise saying the p r o v e r b .

E X E R C I S E 3

Note: I f students have n o t yet learnt the S imple Present tense, check their

unders tanding of m e a n i n g here, for e x a m p l e : Pic ture 1: It 's (say present

t i m e ) o ' c lock n o w . Pearl isn't g e t t i n g up n o w . B u t she gets up at 6.30 every

m o r n i n g ( b l a c k b o a r d : M o n d a y J Tuesday J Wednesday V etc.)

W e a k f o r m s : at a t ; a a ; and a n d ; to t a ; the 6a.

A working girl ( m a i n stress on working): a y o u n g w o m a n w h o goes to

w o r k .

Steps. S tudents :

1 l isten to the narrat ive on tape or read by the teacher, f irst w i t h books

closed then repeat w i t h books open, "

2 read a l o u d or repeat the narra t ive ,

3 answer questions w i t h short answers.

Examples:

Is Pearl a student or a w o r k i n g g i r l ? (a w o r k i n g g i r l )

Does Pearl get up late or early ? (early)

Does she get up at 6.30 or 7.30? (6.30)

Is she h u n g r y or t h i r s t y in the m o r n i n g ? ( thirs ty)

Does she p u t on a l o n g shirt or a short shirt ? (a short shirt)

57


Does she p u t on a l o n g skir t or a short skir t? (a l o n g skirt )

W h a t t i m e does she w a l k to w o r k ? (7.30)

W h a t t i m e does she arr ive at w o r k ? (8.30)

Is Pearl the t h i r d person or the first person at w o r k ? (the f irst person)

Further practice

Students ta lk about dai ly w o r k r o u t i n e . Example:

M y father w o r k s i n a

H e starts w o r k a t i n the m o r n i n g .

H e walks/doesn't w a l k t o w o r k .

M a k e these sentences appropr ia te to the student's age and circumstances, f o r

example , w o r k i n g adults ta lk about their o w n r o u t i n e , housewives about

the i r husband's r o u t i n e , etc.

Spelling

T h e sound 3 : i s usually w r i t t e n w i t h the letters ' i r ' .

Examples: b i r d , f irst , g i r l , shirt , sk ir t , th i r s ty , t h i r t y , th i r teen , d i r t y

Other spellings:

o r w o r k , w o r m , w o r l d , worse , w o r s t

er her, person, w e r e n ' t

ear early, learn, year

ur T h u r s d a y , nurse, c h u r c h


Paul po:l w o r m W3:m

Pearl p3:l ear ly 3:li

shorts Jo:ts catches kaet j iz

shirts J3:ts arrives a r a i v z

walks w o : k s person p3:sn

w o r k s W3:ks p r o v e r b prov3:b

w a r m wo:m

U n i t 24 I ( letter, ball)

Sound production

Clear I ( l e t ter ) : First practise n. To m a ke I the air goes over the sides of y o u r

tongue and o u t o f y o u r m o u t h .

D a r k I (ba l l ) : the m i d d l e of y o u r tongue is s l ight ly l o w e r e d to make this

sound.



Speakers of Lao and Vietnamese have great d i f f i c u l t y in d i s t inguish ing n and

I at the end of w o r d s .

Some students find syllabic I d i f f i c u l t ( w o r d s l i k e apple a e p l ; bottle bot l ) .

Some students m a ke no d i s t i n c t i o n between the t w o dif ferent I sounds in

E n g l i s h :

clear I ( f o l l o w e d by a v o w e l , f o r e x a m p l e : letter, lovely)

dark I ( f ina l sound or f o l l o w e d by a consonant, f o r e x a m p l e : ball, old).

Use o f o n l y one o f these sounds causes no confus ion in m e a n i n g , b u t

contr ibutes to an accent d i f ferent f r o m that of a na t ive Engl ish speaker.

Teachers therefore m a y or m a y n o t expect students to m a k e the d i s t i n c t i o n

be tween these t w o sounds, depending on w h e t h e r the student's a i m is to

speak l i k e a nat ive Engl ish speaker or to be u n d e r s t o o d .


L i n k u p w i t h use o f adjectives i n descriptions. Adject ives used i n this u n i t :

y e l l o w , black, b lue , l o v e l y , clean, clever, s l o w, smal l , f u l l , o l d , c o l d , l i t t l e ,

d i f f i c u l t .


Note: Exercises for S o u n d A p r o v i d e practice in clear I , those f o r S o u n d B

d a r k I . Exercise 3 provides practice in b o t h .

Sound A E X E R C I S E 1


Contrasts f o r f u r t h e r pract ice : n o t / l o t ; n o / l o w ; snow/slow.

E X E R C I S E 2

Students listen and repeat each i t e m .

Note: Students m a y find part (i i) of this exercise m o r e d i f f i c u l t as this

contains examples of I in consonant clusters. I f necessary practise f r o m the

b l a c k b o a r d , for e x a m p l e :

l l l l o w e r f l l l l o w e r f l o w e r : l l l l ack , b l l l l ack , black.

M a i n stress o n the f i n a l w o r d i n each i t e m , f o r e x a m p l e : a l e m o n j e l l y :

^ >

a y e l l o w te lephone as in n o r m a l sentence stress for adjective + n o u n

(see notes on U n i t 21 Exercises 2-3).

N o t e that t w o nouns are used as adjectives here : lemon, colour.

SoundB E X E R C I S E I

Contrasts f o r f u r t h e r pract ice : ten/tel l ; w i n / w i l l ; m i n e / m i l e ; rain/rail .


E X E R C I S E 2

Students l isten and repeat each i t e m .

Note: Section (i) - dark I in f ina l p o s i t i o n . Section (ii) - dark I in consonant

clusters. (Here i g n o r e any m i s p r o n u n c i a t i o n of the sound au in the w o r d s

old, cold as this sound w i t h dark I seems a p a r t i c u l a r l y d i f f i cu l t c o m b i n a t i o n . )

Section (i i i) - syllabic I . W r i t i n g these w o r d s in m o d i f i e d phonet i c script on

the b l a c k b o a r d m a y help, f o r e x a m p l e : a p p l , p e o p l , b i c y c l , etc. H o w e v e r , i f

students tend to p r o n o u n c e this as clear I and do n o t m a ke a syllable of the

sound, w r i t e : a p p a l , p e o p a l , b i c y c a l , etc. S h o w w o r d stress o n the

b l a c k b o a r d and check that students do n o t stress the f ina l syllable in these

w o r d s . T a p p i n g w o r d stress w i t h a ruler m a y help here.

E X E R C I S E 3

Note: In the second sentence of each pair of practice items students are

pract is ing the f i n a l consonant cluster i z . Examples in the second c o l u m n are

m o r e d i f f i c u l t as these are f ina l clusters w i t h three or m o r e consonants:

b a i s i k l z , a en im lz , t e i b l z , p ju :p lz , i g z a : m p l z , p e n s l z . I f necessary practise these

f r o m the b l a c k b o a r d first i n m o d i f i e d phonet ic script , f o r e x a m p l e : bicycls,

animls , tabls etc. or bicycals, animals , tabals etc.

P r o n u n c i a t i o n of are allsx o:l.

Steps. Students :

1 read the sentences in i tems 1-12,

2 practise p lura l s : meals, balls, g ir ls , etc.,

3 practise B's sentence in the Example ,

4 m a ke B's sentence for each i t e m ,

5 practise in pairs as in the E x a m p l e .

Further practice

Students practise saying w h a t they l ike/don' t l i k e , m a k i n g sentences

b e g i n n i n g : I d o n ' t l ike/don' t mind/l ike/love

large aeroplanes/televisions/pencils/pills/hotels/flowers

black walls/telephones/glasses/plates/tables/bicycles

c o l d meals/schools/apples/milk/hotels/people

clever people/pupils/animals/children/girls.

Example:

Blackboard cue: large

Teacher: hotels

Student: I d o n ' t l ike large hotels.

Spelling

T h e sound I i s w r i t t e n w i t h the letter T .

Examples: l i k e , l o v e , clever, c o l d , g i r l , t w e l v e .


Other spellings: ( B J = B e g i n n e r ; EJ = Elementary)

le apple, example , l i t t l e , people, b icycle , m i d d l e , smile , hole

// B a l l , b a l l , f u l l , he l lo , h i l l , i l l , w a l l , w e l l , y e l l o w , spel l ; E call , f o l l o w ,

p u l l , real ly , shall, shell, t e l l , w i l l

doubling I careful - careful ly .


l i g h t lait

l ine l a in

J e n n y d3eni

j e l l y d3el i

l e m o n l e m a n

c o l o u r kAla

l o v e l y I A V I I

c l e v e r k l e v a

B i l l bi l

h o t e l hau te l

apple aepl

pupi l p ju:p l

people pi : pi

example i g z a : m p l

bottle bot l

table t e ib l

pencil pens l

bicycle b a i s i k l

little litl

a n i m al aen iml

U n i t 25 r ( r a i n )

Sound production

T u r n the t i p o f y o u r tongue u p and s l ight ly back. D o n o t t o u c h the r o o f o f

y o u r m o u t h . T h e sides o f y o u r t o n g u e should t o u c h y o u r back teeth.


M o s t students have some d i f f i c u l t y w i t h the sound r .

Speakers of m a n y Asian languages confuse I and r, p a r t i c u l a r l y Japanese,

L ao and Chinese speakers.

French, G e r m a n , H e b r e w and Portuguese speakers o f t e n m a k e a sound

w h i c h is t o o far back (uvular r ) .

M a n y students t r i l l r, f o r e x a m p l e : speakers o f A r a b i c , I ta l ian , Greek,

Spanish, T u r k i s h and Slavic languages.

N e a r l y al l students p r o n o u n c e r w h e r e it s h o u l d be silent. Th is is a reading

d i f f i c u l t y rather than a p r o n u n c i a t i o n one, and is dealt w i t h in the next t w o

units .

A trilled r does n o t cause any diff icult ies in unders tanding , and Engl ish

speakers are used to this i n , f o r example , a Scottish accent. B u t repeated

b l a c k b o a r d w o r k w i l l help t o d r a w students' a t t en t ion t o this p r o b l e m , f o r

e x a m p l e : N o t R R R R o a d b u t road ( w i t h the letter V of the second road

d r a w n v e r y l i g h t l y ) . P o i n t o u t that the Engl ish r is a v e r y quiet sound.


Uvular r also causes no misunders tanding in m e a n i n g . B u t the sound r

occurs so f r e q u e n t l y that i t i s v e r y d i f f i c u l t to l isten to Engl ish p r o n o u n c e d in

this w a y . D e m o n s t r a t i o n of the correct t o n g u e p o s i t i o n and practice of the l/r

m i n i m a l pairs s h o u l d help students to use the f r o n t of the t o n g u e rather than

the back.

Confusion of\ and r causes v e r y m a n y misunderstandings in m e a n i n g . In

d e m o n s t r a t i n g the tongue p o s i t i o n emphasize that the t o n g u e must n o t

t o u c h the r o o f of the m o u t h f o r r . This seems to be m o r e d i f f i c u l t w h e n r i s in

consonant clusters.


L i n k w i t h descriptions o f actions us ing the Present C o n t i n u o u s tense.


Note: T h e letter V is always p r o n o u n c e d in a l l the w o r d s used in this u n i t .

C h e c k students' unders tanding o f the rule a t the b e g i n n i n g o f the u n i t . Some

students l i k e to learn w i t h a r u l e , b u t others learn o n l y t h r o u g h practice.

E X E R C I S E 1


Contrasts f o r f u r t h e r pract ice : led/red; l i g h t / r i g h t ; lane/rain;

collect/correct;

f l u t e / f r u i t ; f l a m e / f r a m e ; f l y / f r y ; p lay/pray ; c l o u d / c r o w d .

E X E R C I S E 2

Note: Possible difference in m e a n i n g be tween ' r o a d ' and 'street ' : a r o a d

usually goes b e t w e e n t o w n s ; a street is in a t o w n .

A b b r e v i a t i o n s f o r road (Rd.) and street (St.) are used o n l y in the names. .

T h e w o r d s ' t r u c k ' and i o r r y ' have the same m e a n i n g i n B r i t i s h Engl ish.

In A m e r i c a n Engl ish o n l y t r u c k is used.

Section B practises r in consonant clusters.

Steps: Q u e s t i o n and answer pair w o r k .

Examples:

1 Questions as in Student's B o o k and short answers.

2 Q : W h a t ' s R o n d o i n g ?

A: He's r u n n i n g a long the street.

3 Q : Is Jenny t h r o w i n g a ba l l a long the street ?

A: N o , she isn ' t . She's d r o p p i n g f r u i t .

4 Q : Ross isn ' t d r i v i n g a l o r r y a long the street, is he ?

A: N o , he isn't . He's pract is ing f o o t b a l l .

5 ( o m i t Ron) Q : W h a t ' s Jenny carry ing?

A: A te levis ion.

62


Further practice

U s i n g students' suggestions, m a ke a b l a c k b o a r d list f r o m k n o w n vocabulary

o f w o r d s w i t h V w h i c h i s always p r o n o u n c e d . W o r d s a t this level n o t

i n c l u d e d in this lesson: red , r i c h , r i g h t , r o u n d , repeat, rest, r i n g , aeroplane,

s tory , t o m o r r o w , orange, v e r y .

Words in consonant clusters: t r a i n , address, dress, present, bread, c r o w d , A p r i l ,

February , F r i d a y , B r a z i l , A f r i c a , B r i t a i n , t r y , d r i n k , break, c r y , s t rong , d r y ,

grey , green, across, three, t h r o u g h , f r o m , f r o n t , every

Spelling

T h e sound r i s w r i t t e n w i t h the letter ' r ' .

Examples: See list of w o r d s in Further practice (above).

Other spellings:

r r t o m o r r o w , carry , l o r r y , n a r r o w

wr w r i t e , w r o n g


w r o n g r o n .

j e l l y d3el i

J e n n y a^en i

M a r y m e a n

R i v e r a l l nve ro : !

A n d r e w a snd ru :

t h r o w i n g 9reuir j

l o r r y I o n

p r a c t i s i n g praektisin.

w a t e r i n g w o : tanr j

U n i t 26 silent r (g ir l )

Note: T h i s u n i t provides practice of w o r d s in w h i c h V is always silent. I t

also reviews the v o w e l sounds: 0:, a:, 3:, 9.


In some varieties of Engl ish ( for example , A m e r i c a n , Scottish) the letter V is

always p r o n o u n c e d , b u t students l earn ing Received P r o n u n c i a t i o n Engl ish

f i n d i t d i f f i c u l t t o k n o w w h e n n o t t o p r o n o u n c e V .


E X E R C I S E I

L i n k u p w i t h teaching o f adjectives and practice o f expressing surprise i n

exclamations, f o r e x a m p l e : L o o k at that/Just l o o k at that/What a/Isn't that a

d i r t y g a r d e n !


E X E R C I S E 2

L i n k u p w i t h students' requests i n class f o r explanat ion o f w o r d m e a n i n g , f o r

e x a m p l e : I d o n ' t unders tand/Could y o u please e x p l a i n / W o u l d y o u please

explain/What 's the m e a n i n g o f the w o r d ' n o r t h ' ?


C h e c k students' unders tanding o f the rule a t the b e g i n n i n g o f this u n i t in the

Students' B o o k , f o r e x a m p l e : silent (not p r o n o u n c e d , has no sound) , before

consonants (p, b, I, m, n, etc.). As m e n t i o n e d in U n i t 25, some students

prefer to learn w i t h a rule , b u t others do n o t .

E X E R C I S E i

Note: In these sentences students are pract is ing the n o r m a l

[adjective + n o u n ] stress and i n t o n a t i o n pat tern w h e r e m a i n stress is on the

n o u n .

Steps: In each section students first repeat the w o r d s on the pictures, then

choose the correct w o r d to m a k e sentences as in the Examples.

E X E R C I S E 2

Note: T h e list o f w o r d s in this exercise provides the o p p o r t u n i t y f o r r e v i e w

o f w o r d stress patterns.

Steps

1 Students read the text and then practise the sentence, ' I d o n ' t understand

the w o r d '.

E x p l a i n any w o r d s students use to m a ke this m o r e m e a n i n g f u l .

2 R e v i e w of v o w e l s o:, a:, 3:, a. W r i t e the th i r teen w o r d s on the b l a c k b o a r d

thus :

four teen a r m t h i r t y yesterday

f o r t y dark worse exercise

n o r t h par ty hers forget

i m p o r t a n t

A s k students w h i c h sound i s repeated in each w o r d , f o r example , in

Column 1.0:. A f t e r pract is ing these w o r d s , students f i n d other w o r d s in

this u n i t w i t h the same sound, and add these to the list fo r practice

( m o r n i n g , horse, w a r m , short , f o r k ) .

Column 2: a: (a f ternoon, h a r d , large, garden, card, f a r m , carpet, market )

Column 3: 3 : (wors t , T h u r s d a y , I r m a , l earn ing , w o r k i n g , th i r teen , w o r d s ,

f irst , w o r l d , b i r d , g i r l , church , th i r s ty , d i r t y , b i r t h d a y )

Column 4: a (Saturday, a f t e r n o o n , understand, I r m a , a f ternoon)

64


Further practice

O t h e r w o r d s at this level in w h i c h the letter V is always s i lent : dark ,

exercise, hers, person, quarter (the f irst V is always silent), stairs, t i r e d ,

careful .

Encourage students t o m a r k any n e w w o r d s l i k e this i n their v o c a b u l a r y

lists, f o r example , w i t h the s y m b o l S .

Spelling

See notes on spel l ing of the sounds o: ( U n i t 21), a: ( U n i t 18), 3: ( U n i t 23),

a ( U n i t 3).


si lent sailant

v o w e l vaul

c h u r c h t |3 :t |

t h i r s t y 83:sti

carpet ka.pit

f o r k fo:k

I r m a 3.ma

w o r s t W3:st

Saturday saetadi

T h u r s d a y 83:zdi

u n d e r s t a n d Andastaend

w o r l d W3:ld

worse W3:s

yesterday jestadi

f o r g e t faget

i m p o r t a n t impo:tnt

n o r t h no:0

U n i t 27 r/silent r (her apples/her books)


Students have a l o t of d i f f i c u l t y w i t h w o r d s e n d i n g in V or ' re ' as the

p r o n u n c i a t i o n changes i f the next w o r d begins w i t h a v o w e l . This has

already been practised in U n i t 22 Exercise 1: 'That 's my m o t h e r (mAda).'

b u t 'That 's my m o t h e r (mAdar) and father. ' Students need a l o t of this k i n d

of practice before correct p r o n u n c i a t i o n becomes automat ic .


L i n k u p w i t h teaching and practice o f :

- possessive p r o n o u n s : her, y o u r , o u r , t h e i r ;

- descriptions of l o c a t i o n u s i n g : over there, near, i n , at, under , next to ,

b e h i n d , i n f r o n t of.



E X E R C I S E I

Steps: Students read or repeat the w o r d s on the pictures, then practise the

three sentence patterns w i t h the pictures. I f students have a l o t o f d i f f i c u l t y ,

g r o u p the w o r d s o n the b l a c k b o a r d and practise f r o m this f i r s t :

A B

pencils apples

books eggs

flowers icecreams

oranges

umbrel las

E X E R C I S E 2

Note: T h e f inal ' r ' in w o r d s in c o l u m n s 2 and 4 i s p r o n o u n c e d w h e n the n e x t

w o r d begins w i t h a v o w e l .

Steps

1 A s k students to cover c o l u m n 5 w i t h a b o o k , and c o l u m n 3 w i t h a pen or

s tr ip of paper. Practise sentences using w o r d s f r o m co lumns 1, 2 and 4

o n l y , f o r e x a m p l e : That 's o u r teacher.

2 Students u n c o v er c o l u m n 3. C h e c k unders tanding of v o c a b u l a r y . Practise

sentences using co lumns 1, 2, 3 and 4, f o r e x a m p l e : That 's their Engl ish

teacher.

3 Students u n c o v er c o l u m n 5. C h e c k unders tanding . Practise sentences

us ing w o r d s f r o m al l co lumns as in the E x a m p l e . N o t e that al l sentences

have f i v e m a i n stresses; a l t h o u g h the sentences v a r y in l e n g t h they should

be said in about the same l e n g t h o f t i m e . T a p w i t h a ru ler to show m a i n

stresses.

4 A f t e r practice in reading these sentences, students can be asked to m a ke

sentences f r o m cue w o r d s in c o l u m n 3 and d e m o n s t r a t i o n f r o m c o l u m n 5.

Example:

Teacher: (stands under the l i g h t ) f u n n y

Student(s): That ' s o u r f u n n y teacher under the l i g h t !

Further practice

Students practise sentences f r o m :

m o t h e r understands this

father is v e r y angry

sister sings w e l l

b r o t h e r eats a l o t

d o c t o r likes music

teacher asks too m a n y questions

66

Tree or Three ? Unit z8

Spelling

Students o f t e n have d i f f i c u l t y in spel l ing w o r d s e n d i n g in V or ' re ' as there is

no sound r a t the end to help t h e m w h e n the w o r d i s practised in i so la t ion or

before a consonant. Students s h o u l d hear these w o r d s b o t h in i so la t ion and in

a sentence w h e r e the next w o r d begins w i t h a v o w e l . I f possible construct

sentences f o r the students us ing the w o r d s in brackets :

'er' words

another (apple) ; better (eggs); letter ( A ) ; n u m b e r ( 8 ) ; quarter ( o f a n h o u r ) ;

r e m e m b e r ( i t ) ; s u m m e r (and w i n t e r ) ; under (a t ree ) ; w a t e r ( i n a c u p ) ;

weather (is fine); paper (and pencils)

're' words

w h e r e (is t h e ) ; here (it is ) ; there (are some) ; p i c t u r e ( o f a)

other words

star ( i n the s k y ) ; f o r ( e v e r y b o d y ) ; d o o r (is o p e n ) ; f loor (is d i r t y ) ; dear ( o l d

l a d y ) ; near (a t o w n ) ; hear ( i t ) ; chair (over there) ; wear (a hat)


si lent s a i l e n t

her h3:

p r o n o u n c e d p r a n a u n s t

v o w e l v a u l

M a r y m e a n

apples aeplz

icecreams a i s k r i :m z

oranges onnd3iz

u m b r e l l a s Ambre l az

y o u r jo:

o u r a:

the i r 6ea

in teres t ing i n t r a s t i n

a n g r y aengr i

n e x t t o n e k s ta

U n i t 28 ia (beer) ea (chair)

Sound production

ia Th i s has t w o sounds: 1 and a. First make the sound 1. T h e n add 9.

ea Th i s has t w o sounds: e and a. First practise the sound e. T h e n m a k e it a

l i t t l e l o n g e r and add a.


These sounds are d i f f i c u l t f o r m o s t students. A l t h o u g h they w i l l be used

qui te f r e q u e n t l y in the w o r d s here, there, their, they're, at Beginner to

E l e m e n t a r y leve l there are v e r y f e w other w o r d s to practise these sounds.

As w e l l as the p r o n u n c i a t i o n of the actual sounds, there is also the p r o b l e m

67


of w h e t h e r the letter V s h o u l d be p r o n o u n c e d , and i t i s i m p o r t a n t f o r

students to have practised U n i t s 25, 26 and 27 before b e g i n n i n g this u n i t .

18 M o s t students p r o n o u n c e this i:r w i t h the V always p r o n o u n c e d . This

causes l i t t l e misunders tanding as nat ive speakers are used to this in a

Scottish or A m e r i c a n accent, b u t i f students are l earn ing Received

P r o n u n c i a t i o n Engl ish ia s h o u l d be practised,

ea M o s t students p r o n o u n c e this er w i t h the V always p r o n o u n c e d . A r a b i c

speakers m a y also confuse i : andea.

Beginners w i l l be using the w o r d there f r e q u e n t l y , and m a y be confused

by the di f ferent uses o f this w o r d and the change in p r o n u n c i a t i o n in its

unstressed f o r m . C o m p a r e :

There's a b o o k on the table.

It 's there.

In the f irst sentence the w o r d ' there ' is used to i n t r o d u c e a sentence in w h i c h

the subject (a b o o k ) f o l l o w s the v e r b (is). T h e w o r d ' there ' is unstressed, and

in r a p i d speech most nat ive speakers w o u l d t e n d to say 6ez or 6az, and

w o u l d say 6eaz o n l y w h e n speaking s l o w l y or v e r y correc t ly . In the second

sentence the w o r d ' there ' i s an adverb of place, contrasted w i t h 'here' . T h e

w o r d ' there ' is stressed and p r o n o u n c e d dea.


L i n k u p w i t h practice i n asking w h e r e people and places are.

See Further practice ( b e l o w ) .


E X E R C I S E I

Note: In this exercise the letter V is p r o n o u n c e d o n l y in the w o r d s : aeroplane,

hairdresser's (second V ) .

Fa l l ing i n t o n a t i o n i n statements and ' w h ' questions. R is ing i n t o n a t i o n i n

the Yes/No questions: 'Is it near here?' and ' H e r e ? ' (Is it here?).

Steps

1 Students l isten to the tape or teacher reading the w o r d s in the c o m i c s tr ip ,

then repeat these.

2 C h e c k unders tanding of w o r d s f o r subs t i tu t ion .

3 Students practise ro le p l a y i n g in pairs.

E X E R C I S E 2

Note: W o r d s f o r s u b s t i t u t i o n : b o o k , hat, pen, penci l , p ipe , bag.

P r o n u n c i a t i o n of f ina l V in newspaper before vowels .

P r o n u n c i a t i o n of There's a 6ez a in A's sentence; in B's sentence: there dea,

here hia. See Student difficulties.

68


Steps

1 Students practise chora l ly f irst A 's sentences, t h e n B's. T a p w i t h a ru ler to

s h o w stress t i m i n g f o r b o t h sentences. A l t h o u g h the t w o w r i t t e n sentences

are a p p r o x i m a t e l y the same l e n g t h , A's sentence should be said in a m u c h

shorter t i m e as this has o n l y t w o m a i n stresses.

2 Students practise in pairs as in the E x a m p l e .

E X E R C I S E 3

Note: P r o n u n c i a t i o n o f ' r ' before the w o r d ' i t ' i n the last l ine .

Steps

1 Students l isten to the dia logue on tape or read by the teacher.

2 Practise the f irst and last lines of the dialogue.

3 Students practise the w h o l e dia logue in pairs.

Further practice

Asking where places are. E x a m p l e :

A: Excuse m e . Where ' s the * ? Is it near here ?

B: Yes. It 's over there./Sorry. I d o n ' t k n o w w h e r e i t is.

A: T h a n k y o u .

* to i le t/way i n / w a y out/cafeteria/staff room/other examples relevant to

students' e n v i r o n m e n t .

Asking where people are. E x a m p l e :

G i v e students' names as cues.

T: M r X .

A: Where ' s Mr X ? Is he here ?

B: Yes. He's over there.

T : M r X and Miss Y .

A: W h e r e are Mr X and Miss Y ? A r e they here ?

X and Y: W e ' r e here !

B: T h e y ' r e over there !

Spelling

T h e sound ia is usually w r i t t e n w i t h the letters 'ea'.

Examples: dear, ear, hear, near, real ly .

Other spellings: here, w e ' r e

T h e sound ea is usually w r i t t e n w i t h the letters 'are' or 'ere'.

Examples: careful , square, w h e r e , there

Other spellings: their , they 're , wear , aeroplane

Tree or Three? Unit zg


beer bie

near nie

here hie

chair t jee

where w e 9

there flee

aeroplane eeraplein

hairdresser's hesdresaz

airport eepoit

excuse me ekskju:zmi:

square skwee

U n i t 2 9 o ( b o o k )

Sound production

First practise the sound D . T h e n p u t the back o f y o u r t o n g u e f o r w a r d and u p

a l i t t l e , u is a v e r y short sound.


M a n y students have d i f f i c u l t y in d i s t inguish ing the sounds u ( foot ) and u :

( b o o t ) . This is p a r t i c u l a r l y d i f f i c u l t f o r French, Portuguese, Greek, Farsi,

I ta l ian and Spanish speakers. T u r k i s h , Chinese and Indo-Chinese speakers

m a y also have some d i f f i c u l t y . In this u n i t u is contrasted w i t h another short

v o w e l , D. Students should t r y to m a k e u short , as this w i l l help in

d i s t inguish ing i t f r o m u:. C o n f u s i o n of these sounds is no d o u b t increased by

spel l ing as b o t h sounds are o f t e n spelt w i t h ' o o ' and this looks as t h o u g h it

s h o u l d be a l o n g sound. I t w o u l d help students to beg in practice of Exercise

I w i t h the w o r d s masked.


L i n k u p w i t h teaching and practice o f imperat ives i n descr ibing h o w t o d o

s o m e t h i n g , for e x a m p l e : h o w to start/stop a car. See suggestions in Further

practice.


E X E R C I S E I


Contrasts f o r f u r t h e r pract ice : p o t / p u t ; G o d / g o o d .

E X E R C I S E 2

Note: C o o k e r y books = books about h o w to cook .

P r o n u n c i a t i o n of f ina l V in water: water is ; water i n .

Students repeat w o r d s on the p ic ture .


( D o n ' t ) Put y o u r f o o t o n the

E X E R C I S E 3

Note: Fa l l ing i n t o n a t i o n .

Steps

1 Practise the t w o examples t a p p i n g w i t h a ru ler to establish stress patterns.

2 Students m a k e sentences as in the examples, then repeat the exercise

g i v i n g answers at the same pace as the stress pa t te rn is tapped o u t w i t h a

ru ler .

Further practice

Students m a ke sentences f r o m the b l a c k b o a r d w h i c h are appropr ia te to the

teacher's verba l cues:

Blackboard:

brake

accelerator

c lu tch

Teacher's cues:

I w a n t to start the car/stop the car/change gear/go up a hi l l/go d o w n a

hi l l/go faster/go slower/overtake another car.

Note: brake b r e i k ; accelerator e k s e l a r e i t a ; c l u t c h kl At J.

Spelling

T h e sound o i s usually w r i t t e n w i t h the letters ' 0 0 ' or ' u ' .

Examples:

0 0 b o o k , cook, f o o t , g o o d , l o o k , w o o d , r o o m ( rum)

u f u l l , p u l l , push, p u t , sugar

Other spelling: 0 w o m a n


c o o k e r y k u k a n l o o k luk

sugar Juge push p u j

w o m a n w u m a n p u l l pu l

e m p t y e m p t i w o o d w u d

71


U n i t 30 u:(boot)

Sound production

First practise the sound u again, u is a short sound. T h e n p u t y o u r t o n g u e up

and back, u: is a l o n g sound.


See notes on student diff iculties in U n i t 29.


L i n k u p w i t h practice i n asking w h a t people l i k e .


E X E R C I S E I


Contrasts for f u r t h e r pract ice : f u l l / f o o l . Stress that sound 2 is a l o n g

sound. I f students have d i f f i c u l t y i n unders tanding this, w r i t e the m i n i m a l

pair w o r d s o n the b l a c k b o a r d :

l o o k L u u u u k e

p u l l p o o o o l

and students use this to practise the w o r d s and sentences.

E X E R C I S E 2

Note: W o r d s for subst i tut ion in c o l u m n A practise U ; c o l u m n B : u:; c o l u m n

C :u/u:.

Ris ing i n t o n a t i o n in the Yes/No quest ion.

P r o n u n c i a t i o n of the unstressed w o r d s 'do y o u ' in the ques t ion : da ju: or

in v e r y r a p i d speech: dju:.

Steps

1 Students listen to the dialogue on tape or read by the teacher, then practise

i t .

2 Students practise the w o r d s f o r subst i tut ion in c o l u m n s A, B and C .

Par t i cu lar ly w i t h c o l u m n C i t w i l l b e v e r y h e l p f u l t o practise f r o m the

b l a c k b o a r d first as in Exercise 1:

B C

m u u u u s i c g o o d f o o o o d

f r u u u u i t b l u u u u e r o o m s

schooool g o o d schooools

b l u u u u e shooooes l o o k i n g at pooools

s w i m m i n g pooools l o o k i n g a t the m o o o o n

72

Tree or Three? Unit

3 Practice the quest ion w i t h di f ferent cues f r o m A, B , C . For e x a m p l e :

Teacher: f o o t b a l l

Students: Do y o u l i k e f o o t b a l l ?

4 Students practise the dialogue w i t h substitutions in pairs.

Further practice

a) Students practise f r o m the b l a c k b o a r d :

b lue suits l o o k i n g at n e w books

apple j u i c e g o o d students

r a i n y afternoons w e a r i n g w o o d e n shoes

p o p music w e a r i n g f o o t b a l l boots

(suits su:ts; j u i c e d3u:s; students stju.dnts; w o o d e n wudn;

boots bu:ts)

b) C o n v e r s a t i o n in pairs and r e p o r t i n g on likes and dislikes using the

b l a c k b o a r d mater ia l .

Example:

Student A: Do y o u l i k e apple j u i c e ?

Student B: Yes, I d o . / N o , I d o n ' t . / 1 d o n ' t m i n d it ( them) .

Student A asks f i v e questions, makes notes on B's answers, then gives a

r e p o r t , f o r e x a m p l e : ' H e likes apple j u i c e and p o p music . He doesn't

m i n d blue suits. H e doesn't l i k e w e a r i n g w o o d e n shoes o r f o o t b a l l b o o t

Spelling

T h e sound u: i s usually w r i t t e n w i t h the letters ' u ' or ' 0 0 ' .

Examples:

u music , p u p i l , student, January, February, June

00 a f t e r n o o n , f o o d , m o o n , school, soon, spoon, t o o

Other spellings:

o/oe do , t o , w h o , whose , lose, m o v e , shoe

ui f r u i t , suit

ou y o u , g r o u p

ew n e w , f e w

others t w o , t h r o u g h


b o o t bu:t m u s i c mju:zik

L u k e lu:k g o o d food gudfu:d

p u l l pul b lue r o o m s blu: rumz (or ru:mz)

June d3u:n g o o d s c h o o l s gudsku:lz

Sue su: l o o k i n g at p o o l s lokirj at pu:lz

m o o n mu:n l o t s o f sugar lotsavjoga


U n i t 31 t ( d n )

Sound production

Step 1 Put the f r o n t of y o u r t o n g u e b e h i n d y o u r t o p teeth. Push air f o r w a r d

i n y o u r m o u t h .

Step 2 T h e n m o v e y o u r tongue a w a y , releasing the air.

Note: This describes the p r o d u c t i o n of aspirated t, as it is p r o n o u n c e d before

a v o w e l . C o m p a r e the sound t in the w o r d ' w h a t ' i n : What a fat cat!

(aspirated t) and What fat cats! (unaspirated t ) . In the unaspirated t Step 2 is

o m i t t e d , m a k i n g it a quieter sound before a consonant.


At the end of w o r d s Spanish speakers m a y confuse the sounds t and t j , I tal ian

speakers m a y confuse t and t s . M a n y students - f o r example , Greek, I ta l ian,

Spanish, D u t c h , French and speakers of Slavic languages - t e n d to use an

unaspirated t w h i c h t o Engl ish speakers w i l l o f t e n sound l ike d . A l s o nat ive

Engl ish speakers o f t e n do n o t aspirate t in the f i n a l pos i t ion , and m a n y

students f i n d this d i f f i c u l t .


L i n k u p w i t h teaching o f h o w t o express surprise i n exclamations, f o r

e x a m p l e : L o o k at that/Just l o o k at that/What a/Isn't that a p r e t t y te lephone!


E X E R C I S E I

Note: In all examples here t is f o l l o w e d by a v o w e l and is a l o u d sound

(aspirated t ) .

S t r o n g l y f a l l i n g i n t o n a t i o n i n exclamations o f surprise.

Steps: Students l isten and repeat w o r d s on the pictures, then m a k e

exclamations, as in the Examples, us ing the w o r d s pretty or dirty as

appropr ia te to the p i c t u r e .

E X E R C I S E 2

Note: W i t h the except ion of What a, all examples of the sound t here are

unaspirated and should be a quiet sound.

M a n y students have d i f f i c u l t y w i t h the f ina l consonant cluster t s i n : i t 's ,

that's, what ' s , cats, hats, etc.

T h e mater ia l in this exercise can be used to g i v e I ta l ian speakers practice in

the contrasts: a fat cat ja fatter cat; a wet hat fa wetter hat. Use b l a c k b o a r d

d r a w i n g s and d r i l l , f o r e x a m p l e :

74


Student A: That 's a fat cat.

Student B: B u t that's a fatter cat.

Steps

1 Students l isten and repeat singular items f i r s t : a fat cat, a w e t hat etc.

2 For each i t e m practise the contrasts: a fat cat; fat cats and the

exc lamat ions : W h a t a fat cat! W h a t fat cats!

3 Practise the f irst t w o lines of the dialogue f o r several i tems.

4 Students practise the dialogue in pairs as in the Example, m a k i n g a

d ia logue f o r each i t e m .

Further practice

Use a teaching c lock to practise: W h a t ' s the t i m e ? It's two/ten/twelve/

twenty/eight/sixteen m i n u t e

Final t s : There are lots o f pockets in those suits

l ights streets

students boats

Spelling

T h e sound t i s w r i t t e n w i t h the letter V .

Examples: t i m e , tree, t w e n t y , hat, w h a t , street

Other spellings:

te plate, late, w h i t e , w r i t e , m i n u t e

tt better, letter, mat ter , l i t t l e

doubling t before 'ing' sit - s i t t i n g ; cut - c u t t i n g ; shut - s h u t t i n g ; p u t

p u t t i n g ; get - g e t t i n g

doubling t before 'er' fat - fa t ter ; h o t - h o t t e r ; w e t - w e t t e r


t e l e p h o n e t e l a f aun

t o y toi

p r e t t y p n t i

d i r t y d3:ti

b i s c u i t b i s k i t

q u i e t k w a i a t


U n i t 32 d ( d o o r )

Sound production

First practise t. Use y o u r voice to m a ke d.


Speakers o f G e r m a n , D u t c h , T u r k i s h , Spanish, Chinese, Indo-Chinese

languages and most Slavic languages have d i f f i c u l t y w i t h this sound,

p r o n o u n c i n g it as t, p a r t i c u l a r l y at the end of a w o r d . Spanish speakers tend

to p r o n o u n c e d close to f l in the m i d d l e of a w o r d .

S h o w students that the voice is used f o r d b u t n o t t.


L i n k u p w i t h a ) asking w h a t people l i k e ;

b) teaching of adjectives (adjectives used in this u n i t : sad,

h a r d , w i d e , o l d , c o l d , r o u n d , r e d , b a d , g o o d ) .


E X E R C I S E I


Contrasts f o r f u r t h e r pract ice : t w o / d o ; t o w n / d o w n ; bat/bad; t r y / d r y ;

B e r t / b i r d .

E X E R C I S E 2

Note: In the f irst par t of the exercise, students are pract is ing d at the end of a

w o r d .

For I ta l ian speakers this mater ia l can also be used to contrast, f o r example ,

a hard bedja harder bed as suggested f o r U n i t 31 Exercise 2.

In the Sentence practice:

a) R is ing i n t o n a t i o n in the questions ' D o y o u l i k e . . . ?' and ' D o y o u ?'

b) W e a k f o r m o f do in the questions: de.

c ) Change in stress and p r o n u n c i a t i o n in the w o r d ' y o u ' f r o m the unstressed

je in ' D o y o u l i k e . . . ?' to the stressed ju: in ' D o y o u ? '

d) Students m a y have d i f f i c u l t y w i t h the f ina l consonant cluster dz w h i c h is

be ing practised here : bedz; b3:dz; hedz; frendz; reudz; windz.

Steps

1 Students practise the w o r d s l isted at the b e g i n n i n g , then comple te the

phrases for each p i c t u r e : a h a r d b e d ; a sad b i r d ; a r o u n d head ; an o l d

f r i e n d ; a w i d e r o a d ; a c o l d w i n d .

2 Students practise the dia logue in the Examples.

76

Tree or Three? Units*

3 Practise w o r d s in note 4 above, then students m a ke dialogues for the other

pictures, pract is ing in pairs.

E X E R C I S E 3

Note: H e r e students are pract is ing the l i n k i n g of d sounds be tween w o r d s ,

f o r e x a m p l e : a b a d d o g .

Steps

1 Students practise the list of w o r d s at the b e g i n n i n g of this exercise.

2 S h o w on the b l a c k b o a r d h o w d sounds are l i n k e d between w o r d s , f o r

e x a m p l e : a g o o d d o g , a r e d d o o r , an olddress .

3 Students choose and read the correct answers f o r each i t e m : a b a c k l o g ; a

c o l d d a y ; a w i d e desk; a g o o d d o c t o r ; an o l d d o o r ; a reddress.

Further practice

Pair practice f o r t and d :

A: W h a t w o u l d y o u l i k e t o d o

B: I ' d l i k e to

t o n i g h t ?

t o m o r r o w n i g h t ?

o n Saturday n i g h t ?

go to bed early.

read a g o o d b o o k .

eat delicious f o o d in a restaurant.

w a t c h a g o o d show o n T V .

g o danc ing w i t h a n o l d f r i e n d .

l isten to the r a d i o .

Spelling

T h e sound d i s w r i t t e n w i t h the l e t t e r ' d ' .

Examples: d o g , dress, hand , bed, o l d , under

Other spellings:

de beside, side, w i d e , r ide

dd address, m i d d a y


dead ded

r ide raid

card ka:d

h a r d ha:d

w i d e waid

77


U n i t 33 au (house)

Sound production

This has t w o sounds. First practise the sound ae. T h e n add u . T h e second

s o u n d is a v e r y short sound.


M a n y students have l i t t l e d i f f i c u l t y w i t h this sound. T h e most c o m m o n error

i s t o o m i t the second par t o f the d i p h t h o n g , thus confus ing i t w i t h ae, o r t o

m a ke the first part of the d i p h t h o n g t o o short . Lao, Vietnamese, and - to a

lesser extent - K h m e r speakers tend to d r o p any f ina l consonant after a

d i p h t h o n g .


L i n k u p w i t h a ) practice o f questions b e g i n n i n g w i t h the w o r d ' h o w ' , fo r

example , ask ing : h o w people get t o w o r k and h o w l o n g i t

takes; h o w far a w a y places are; h o w m u c h things cost;

b) teaching of questions f o r countables and uncountables :

H o w m a n y . . . ?/How m u c h . . . ?


E X E R C I S E I


E X E R C I S E 2

Note: P r o n u n c i a t i o n of the letter V in ' there are a'.

Questions b e g i n n i n g w i t h H e w ? have the same f a l l i n g i n t o n a t i o n as ' w h '

questions.

Steps

1 Students repeat the w o r d s in the p ic ture and the sentences b e l o w i t .

2 Practise the f a l l i n g i n t o n a t i o n in Student A's quest ion, us ing the w o r d s f o r

subst i tu t ion .

3 Students practise in pairs as in the Example.

Further practice

Students practise asking the teacher questions b e g i n n i n g :

H o w far is i t f r o m y o u r house to ?

H o w l o n g does i t take to get to by car ?

78


W r i t e these questions on the b l a c k b o a r d and encourage students to ask t h e m

using f a m i l i a r place names. R e p l y ' A b o u t 2 k i lometres ' , ' A b o u t an h o u r ' ,

etc. T h e n have a student answer the questions.

Spelling

T h e sound au i s w r i t t e n w i t h the letters ' o u ' o r ' o w ' .

Examples:

o u about , m o u t h , o u t , south, c o u n t , r o u n d

oil' c o w , c r o w d , d o w n , n o w , t o w n , b r o w n


f l o w e r ( s ) f l aua (z ) There are a d e r a r a

mouse m a u s c o w s are there k a u z a : 6 e a

mice m a i s There are t h r e e 6 e r a 8 r i :

thousand Qauznd pairs o f trousers peaz av t r auzaz

U n i t 34 a u (phone)

Sound production

This has t w o sounds a and u . First practise a ; t h e m m a k e i t longer . A d d u ;

this is v e r y short . T h e first part of this d i p h t h o n g is very close to 3:.


N e a r l y all students have d i f f i c u l t y w i t h this sound. M a n y students'

p r o n u n c i a t i o n of i t is close to the Scottish p r o n u n c i a t i o n oi this sound, and

this is noticeable as an accent b u t is usually understandable to nat ive speakers.

M o s t students confuse this sound w i t h D or o:. B e g i n w i t h some r ev i ew

practice of w o r d s f r o m U n i t 23 Exercises 1 and 2 to make students aware

that the first element in this d i p h t h o n g is close to the sound 3:. Stressing the

change in l i p p o s i t i o n in p r o n o u n c i n g the t w o elements in this d i p h t h o n g is

usually v e r y h e l p f u l . H a v e students begin by m a k i n g a sad expression w i t h

the lips spread and the corners o f the m o u t h t u r n e d d o w n for 3:. T h e n show

h o w the lips are gradual ly r o u n d e d as the tongue gradual ly rises to make u.


L i n k up w i t h practice in asking people w h e r e they are g o i n g and r e p l y i n g to

this (Present or Future m e a n i n g ) .



E X E R C I S E I



3:/so sir/so; w o r k / w o k e ; g i r l / g o a l ; cur led/cold ; learn/loan

o:/9U b a l l / b o w l ; called/cold; cork/coke; call/coal; chalk/choke

E X E R C I S E 2

Note: Fa l l ing i n t o n a t i o n i n e x c l a m a t i o n o f surprise, ' O h ! ' .

Steps. Students:

1 l isten and repeat the w o r d s and sentences a c c o m p a n y i n g the p ic ture at the

b e g i n n i n g o f this exercise;

2 l isten to the dia logue on tape or read by the teacher;

3 l isten and repeat dia logue and phrases f o r s u b s t i t u t i o n ;

4 practise the dia logue in pairs.

Further practice

Practice o f the quest ion ' W h e r e are y o u g o i n g ? ' w i t h Future m e a n i n g :

A: W h e r e are y o u g o i n g t o m o r r o w ?

B: * W h e r e are y o u g o i n g ?

A: *

* I ' m g o i n g b o w l i n g . / I ' m g o i n g b o a t i n g . / N o w h e r e . I ' m staying a t h o m e . /

I d o n ' t k n o w .

Spelling

T h e sound e u i s usually w r i t t e n w i t h the letters ' o ' , 'oa' , o r ' o w ' .

Examples:

0 g o , he l lo , n o , o l d , o n l y , h o t e l

0 . . . e h o m e , hole , pole , nose, telephone, those

oa boat , coat, r o a d , Joan

o w k n o w , l o w , n a r r o w , s h o w , s l o w , t h r o w , t o m o r r o w , w i n d o w , y e l l o w

Other spellings: O h , sew, toe


B e r t b3:t h e l l o he teu

Boat beu t Joan d38un

Pearl p3:l Paul po.l

pole p9ul Jones's d39unziz

saw so : grocer ' s g r e u s a z

sew s a c h o t e l hgute l

c o r n e r ko .na b o w l i n g alley beul i r ) sel l


U n i t 35 s / l i n k i n g s

Note: T h i s u n i t :

a ) provides practice in l i n k i n g s ; b) re-practises the sound s in prepara t ion for the f o l l o w i n g units on J and t j .

Sound production

See notes on U n i t s 1 and 2.


M a n y students have d i f f i c u l t y i n l i n k i n g s sounds b e t w e e n w o r d s . L i n k i n g o f

these sounds occurs f r e q u e n t l y at beginner leve l as these sounds occur at the

ends o f w o r d s n o t o n l y i n the p l u r a l o f nouns, b u t also i n m a n y k e y structure

w o r d s , f o r e x a m p l e : is, it's, this.

Note: z a t the e n d of a w o r d becomes s w h e n the n e x t w o r d begins w i t h V

or ' sh ' . Example:

W h o s e is i t? h u : z i z i t

Whose/eat is it ? hu : (s )si :t i z it

This applies to k e y w o r d s such as: these, those, whose, who's, his.


L i n k u p w i t h descr ibing actions i n the Present C o n t i n u o u s tense us ing 3rd

person singular . L i n k i n g s w i l l occur w h e n the v e r b begins w i t h V , f o r

e x a m p l e : He's s t u d y i n g Engl i sh . She's sleeping. See Exercise 2.


E X E R C I S E I

Steps. S tudents :

1 l isten and repeat the w o r d s and phrases under the pictures. If students have

part icular d i f f i c u l t y in j o i n i n g s sounds, practise some examples f r o m the

b l a c k b o a r d f i r s t :

thisssseat; thissssuit; thisssstick, etc.

B a c k - c h a i n i n g is also very h e l p f u l , f o r e x a m p l e :

i : t ; s i : t ; i s i : t ; 6isi:t.

2 m a ke questions and answers in pairs as in the Example. B's answer can be

negat ive : ' N o . I t isn ' t a v e r y nice seat.'

E X E R C I S E 2

Note: 's is p r o n o u n c e d :

s f o l l o w i n g u n v o i c e d consonants, f o r e x a m p l e : Luke's, Janet's, Pat's.

81


z following vo iced consonants and vowels , f o r e x a m p l e : Paul's, Ted's, Sue's,

Sam's, who's. ( B u t see note under Student difficulties.)

L i n k i n g of s sounds in bus stop.

Steps

1 Students listen and repeat the f o l l o w i n g l o o k i n g a t the pic tures : i . L u k e .

Luke's s t u d y i n g . 2. Janet. Janet's sewing . 3. Pat. Pat's saying

H e l l o . 4. Paul . Paul's s t o p p i n g a bus. 5. T e d . Ted's sleeping. 6. Sue.

Sue's s w i m m i n g .

Practise examples f r o m b l a c k b o a r d as suggested in Exercise 1 i f students

have d i f f i c u l t y i n l i n k i n g sounds.

2 Students practise the answers to questions made f r o m the list of

substitutions, f o r e x a m p l e : T : W h o ' s s m i l i n g ? S: Sue's s m i l i n g .

Students m a y be able to g i v e several answers to some of these questions.


Further practice

I f appropr ia te , m a ke a list of students' names on the b lackboard . Practise

sentences w i t h these, f o r e x a m p l e : Mr Lee's s t u d y i n g Engl ish . Miss

T r i p p ' s j t u d y i n g Engl ish.

Students all change seats at r a n d o m . T h e n practise:

Teacher: Miss A . M r B .

Miss A : W h o s e seat are y o u in ?

Mr.B: M r Y W a t .

Miss A: W h o ' s j i t t i n g i n y o u r seat?

Mr. B: Miss Z ' s j i t t i n g in my seat.

H a v e the t w o questions w r i t t e n on the b l a c k b o a r d as p r o m p t s .


suit su:t Paul's po:lz

supper SApe Ted's tedz

Sam's seemz Sue's su:z

Luke's lu:ks w h o ' s hu:z

Janet's d33enits Pat's paets

82


U n i t 36 I (shoe)

Sound production

First practise s. T h e n p u t y o u r t o n g u e up and back a l i t t l e to make J .


T h e sounds s and J are confused by Spanish, D u t c h and, p a r t i c u l a r l y , Greek

speakers. Portuguese and Chinese speakers m a y also have some d i f f i c u l t y

w i t h this sound. Speakers of Spanish, Lao and Vietnamese m a y confuse J and

tj. Japanese and Chinese speakers m a y tend to confuse J and h at the

b e g i n n i n g of w o r d s before the sounds i : or 1, and this w i l l be p a r t i c u l a r l y

noticeable in d i s t inguish ing the w o r d s 'he' and 'she'. For students w h o f i n d J

a v e r y d i f f i c u l t sound, spend some t i m e on the m o u t h p o s i t i o n and pract is ing

the sound i n i so lat ion.


L i n k u p w i t h practice i n asking and t a l k i n g about n a t i o n a l i t y .


E X E R C I S E I


Contrasts f o r f u r t h e r pract ice : sort/short; sew/show; sell/shell; suit/shoot.

Note: T h e first sentence in (a) m a y be heard in conversat ion, b u t i t is m o r e

correct to say ' the sea'.

E X E R C I S E 2

Note: L i n k i n g of z and J sounds in 'is she'. Th is is usually p r o n o u n c e d i j i : .

(See note on Student difficulties in U n i t 35.)

I n t o n a t i o n in questions w i t h or: r i s ing i n t o n a t i o n before the w o r d or ,

f a l l i n g i n t o n a t i o n at the end.

P r o n u n c i a t i o n of French: frent J or fren J.

Steps

1 Example: P ic ture 1.

Teacher: She comes f r o m E n gl a n d . Is she Scottish or English?

Student(s): She's Engl ish .

2 Example: P ic ture 1.

Teacher: Is she Scottish?

Student(s): N o , she isn't . She's Engl ish.

3 Students practise the questions, e.g. Is she Scottish? Is she Scottish or

Engl ish ? w i t h part icular a t ten t ion to i n t o n a t i o n in these.

4 Students practise in pairs as in the Examples.


Further practice

a) A s k questions about n a t i o n a l i t y of female students in the class - or of

w o m e n k n o w n t o the class.

Examples;

Teacher: Is Miss X Ir ish or Scott ish ?

Studerit(s): She isn't Irish or Scott ish! She's Swedish.

Teacher: Is M r s Y f r o m T u r k e y ?

Student(s): Yes. She's T u r k i s h .

b) U s i n g students' suggestions m a ke a list of famous people of each

n a t i o n a l i t y m e n t i o n e d in this u n i t . T h e n practise questions and answer:

W h a t n a t i o n a l i t y i s X? He's/She's

Examples: M a r g a r e t Thatcher ( E n g l i s h ) ; James Joyce ( I r i sh ) ; James W a t t ,

Sir W a l t e r Scott (Scott ish) ; A l f r e d N o b e l (Swedish) ; Hans C h r i s t i a n

A n d e r s o n (Danish) ; General de Gaulle (French) ; General Franco

(Spanish); K e m a l A t a t u r k ( T u r k i s h ) ; L e o n i d Brezhnev, V . L e n i n

(Russian); Jean Sibelius (Finnish) .

Spelling

T h e sound J is w r i t t e n w i t h the letters 'sh'.

Examples: f ish, ship, shop, push, sunshine, f in ish

Other spellings: Russia, Russian, sugar


Scot t i sh sknti j

I r e l a n d aialand

I r i s h a iar i j

S w e d e n swi:dn

S w e d i s h s w i : d i j

D a n i s h d e i n i j

P o l i s h pauli j

French frentj

Spain s p e i n

Spanish spaeni j

Russia rAja

Russ ian rAjn

F i n n i s h f m i j

T u r k e y t3 :ki

T u r k i s h t3 :ki J

U n i t 37 3 (television)

Sound production

First practise J . Use y o u r voice to m a k e 3 .


M a n y students f i n d this sound d i f f i cu l t , p a r t i c u l a r l y D u t c h , G e r m a n ,

84


Scandinavian, Greek, I ta l ian , Spanish, Lao , K h m e r , Chinese and Japanese

speakers. A r a b i c speakers m a y also have some d i f f i c u l t y w i t h this sound. Th is

s o u n d is replaced by sounds close to J or z or d3- H o w e v e r , at beginner leve l

there are v e r y f e w w o r d s that students w i l l learn w i t h this sound.


L i n k u p w i t h t a l k i n g about w h a t people d o every day us ing the w o r d

'usua l ly ' .


I f necessary, check students' unders tanding of the Present S imple tense and

the w o r d 'usual ly ' (nearly always, nearly every day) us ing the list o f days o f

the w e e k at the b e g i n n i n g of this exercise.

Steps

1 Students l isten and repeat or m a ke sentences using the w o r d 'usual ly ' f o r

each p i c t u r e . Picture 1: Sue usually wakes up at seven o ' c lock .

2 Students practise questions and answers in pairs as in the Example.

Further practice

Practise questions and answers about the students' o w n da i ly r o u t i n e using

the pictures as p r o m p t s , fo r e x a m p l e : Pic ture 1. W h a t t i m e do y o u usually

get up ? I usually get up at

Spelling

T h e s o u n d 3 i s usually w r i t t e n w i t h the let ters 's ' o r 'ge' .

Examples:

s usually, unusual , Asia, measure, pleasure, te levision

ge garage


l u n c h I Ant J o 'c lock aklok

breakfast brekfast usual ly jugli

«5

a r e t i/r 1 fircc f Unit 38

U n i t 38 tJ ( cherry)

Sound production

First practise t a n d J. B e g i n t o m a k e t . T h e n s l o w l y m o v e y o u r t o n g u e f r o m

the r o o f o f y o u r m o u t h .


Portuguese, French, Chinese, D u t c h , Scandinavian and Greek speakers have

d i f f i c u l t y w i t h this sound. A v e r y c o m m o n e r ror i s to confuse i t w i t h J .

Greek students m a y p r o n o u n c e i t t s a n d Danes t j . Speakers o f Indo-Chinese

languages have some d i f f i c u l t y w i t h this sound a t the end of w o r d s : Lao and

K h m e r speakers m a y confuse i t w i t h t and some Vietnamese speakers m a y

confuse i t w i t h \.


L i n k u p w i t h :

a ) teaching o f countables and uncountables and w i t h practice in asking

a b o u t and descr ibing quantit ies us ing the expressions how much/too much;

b ) practice i n asking h o w m u c h things cost.


E X E R C I S E I


Contrasts f o r f u r t h e r pract ice : ship/chip; shop/chop; shoe/chew;

w i s h / w h i c h .

E X E R C I S E 2

Note: Examples of countables in this exercise: chair , p i c t u r e , w a t c h , m a t c h ,

b o t t l e o f sherry. T h e classification of uncountables i s m o r e debatable. Cakes,

pies, chickens and fish can of course be counted . B u t here it is best to classify

t h e m as uncountables as they are b e i n g considered as quantit ies of f o o d , and

f o r this reason are s h o w n in the i l l u s t r a t i o n as i n c o m p l e t e , f o r e x a m p l e : n o t a

w h o l e cake b u t a q u a n t i t y of cake.

W e a k f o r m o f some sam.

J o i n i n g of 2 and s sounds in ' t h e r e ' s j o m e ' .

Steps

1 Students listen and repeat w o r d s in the i l l u s t r a t i o n .

2 M a k e sentences as in Examples A (countables) and B (uncountables) . See

N o t e above.

86


E X E R C I S E 3

Note: U n l i k e o ther fr icat ives, the sounds t j and d 3 are n o t j o i n e d be tween

w o r d s ; b o t h sounds are p r o n o u n c e d separately.

F a l l i n g i n t o n a t i o n a s i n ' w h ' questions f o r questions b e g i n n i n g w i t h the

w o r d ' h o w ' .

W e a k f o r m s : there's daz,for fa .

Steps

1 Practise the quest ion, p a y i n g part icular a t ten t ion to i n t o n a t i o n and the

separate p r o n u n c i a t i o n o f t j and J sounds i n H o w m u c h cheese/chicken/

cherry pie/chocolate cake/chinese food/sherry/sugar is there?

2 Practise some examples of the answers, c h a n g i n g the n u m b e r - one c h i l d ,

t w e n t y ch i ldren , etc. - to check the students' unders tanding of m e a n i n g .


Further practice

Students l o o k at the f o o d in the i l l u s t r a t i o n f o r Exercise 2. I m a g i n e these are

in a restaurant or canteen. Choose an i t e m and ask the cost, f o r e x a m p l e :

' H o w m u c h i s a p o r t i o n o f ch icken? '

' H o w m u c h does a p o r t i o n o f chicken cost?'

T h e teacher or another student s h o u l d g i v e answers to the questions.

Spelling

T h e sound t j i s usual ly w r i t t e n w i t h the letters ' c h ' .

Examples: cheap, c h i l d , c h u r c h , r i c h , teacher, w h i c h

Other spellings:

tch k i t c h e n , m a t c h , w a t c h , butcher

t p i c t u r e , quest ion


c h e r r y tjen pie p a i

l u n c h lAntJ k i t c h e n k i t Jin

c h o c o l a te t j o k l a t m a t c h maetj

p i c t u r e p i k t j a chalk t[o:k

c h i l d r e n t J i ldrn c h i c k e n t j i k m

e n o u g h inAf

87

iree or ihree? Unit 39

U n i t 39 d 3 ham)

Sound production

First practise tj. Use y o u r voice to m a k e d 3 .


M a n y students have d i f f i c u l t y w i t h this sound. Portuguese, A r a b i c , French

and Vietnamese speakers m a y p r o n o u n c e i t 3 , Danes dj, and Greeks dz.

Spanish speakers m a y confuse j and d 3 . G e r m a n , D u t c h , T u r k i s h and

Chinese speakers m a y confuse i t w i t h tj.


L i n k u p w i t h practice i n asking questions b e g i n n i n g w i t h ' w h i c h ' .


E X E R C I S E I


Contrasts f o r f u r t h e r pract ice : H/age; larch/large; chain/Jane; chess/Jess;

chin/gin . It m a y be h e l p f u l to contrast the sounds d and 03 as w e l l .

Examples: day /Jay; dust/just; d a m / j a m ; deep/jeep; door/ jaw.

E X E R C I S E 2

Note: Fa l l ing i n t o n a t i o n i n ' w h ' questions.

P r o n u n c i a t i o n o f V in ajar of jam.

Fridge f r i d 3 , (plural) fridges f n d 3 i z : short f o r refrigerator.

I n pair practice w o r k students s h o u l d m a ke the quest ion p l u r a l : ' W h i c h

f r i d g e are the oranges/vegetables in ?'

Steps

1 Students practise the questions and w o r d s in the f irst i l l u s t r a t i o n of the

t w o fridges. I t m a y b e h e l p f u l t o d i v i d e the sounds tj and d 3 i n i n i t i a l

pract ice :

t j ch icken, cheese, cherry pie, chocolate cake

d 3 cabbage, Japanese f o o d , G e r m a n sausage, orange j u i c e , oranges, j e l l y ,

a j a r o f j a m

2 Students practise in pairs as in the Example. There is constant r e p e t i t i o n of

the sound 1 here, and this is a g o o d o p p o r t u n i t y to check students'

p r o n u n c i a t i o n o f this sound.

88


E X E R C I S E 3

Note: T h i s exercise provides an o p p o r t u n i t y f o r r e v i e w practice in the

f o l l o w i n g sounds:

s centre, shops, w r i t e s , entrance, rest, largest

z his, Joe's, letters

J s h o p p i n g , shop

t j butcher , each, cheapest

d 3 Joe, Joe's, large, largest

Steps

1 I n t r o d u c e any n e w vocabulary , f o r e x a m p l e : butcher, shopping centre, each,

main entrance, next to each other.

2 Students l isten to the j o k e on tape or read by the teacher.

3 I f y o u w i s h to use this mater ia l f o r a r e v i e w of fr icatives, w r i t e (or collect

f r o m the j o k e w i t h students' help) w o r d s o n the b l a c k b o a r d a s i n the note

above and practise f r o m this.

4 Students read the j o k e a l o u d in pairs or groups .

Further practice

U s i n g the i l lustrat ions in their b o o k , each student wr i tes and asks a quest ion,

f o r e x a m p l e :

Student: On w h i c h page is there a p ic ture of a zoo ?

Teacher: Page 10.

Student: N o . Page 6.

T h e n u m b e r o f pages c o u l d be l i m i t e d , e.g. i l lustrat ions f r o m U n i t s 1-10

o n l y , and students c o u l d m a ke a team game of this quest ion.

Spelling

T h e sound d 3 i s usually w r i t t e n w i t h the letters ' j ' o r 'ge' .

Examples:

j j o b , j u m p , j o k e , January, June, J u l y , jeep

ge age, large, orange, vegetable, sausage, cabbage

g G e r m a n , gent leman

dge b r i d g e , f r i d g e


choke t j a u k Japanese d 3 a e p a n i : z

j o k e d 3 a u k cabbage k a e b i d 3

f r i d g e f n d 3 vegetable v e d 3 t a b l

G e r m a n d 3 3 : m a n oranges o n n d 3 i z

sausage s o s i d 3 a j a r o f j a m a d 3 a : r a v d 3 a e m

large l a : d 3 choco la te t j ok l a t

Hi)


U n i t 40 j ( y e l l o w )

Sound production

First practise i : . Very quickly m o v e y o u r tongue to m a k e the next sound. Do

not t o u c h the r o o f o f y o u r m o u t h w i t h y o u r tongue .


This sound is p r o n o u n c e d close to d3 by Spanish and some G e r m a n speakers.

Some P o r t u g uese speakers m a y tend to o m i t i t . This sound is also d i f f i c u l t

f o r Chinese and Japanese speakers before the sounds i : or 1. A l t h o u g h this

sound is used f r e q u e n t l y by beginners in the w o r d s 'yes' and ' y o u ' , there are

f e w other w o r d s for practice at this level .

S h o w students that the tongue pos i t ion f o r this sound is i n i t i a l l y the same

a s i : . B e g i n w i t h practice o f some w o r d s w i t h this sound, f o r e x a m p l e : E , eat,

easy. Some of students' confus ion over the sound j is caused by spel l ing, and

the phonet i c s y m b o l does n o t he lp . I f necessary practise some w o r d s f r o m

the f irst c o l u m n in Exercise 1 on the b lackboard , t h u s :

W r i t e you, then r u b o u t the letter ' y ' and replace i t w i t h E E o r i : : E E o u ,

EEes, etc.


L i n k u p w i t h

a) f o r m a l i n t r o d u c t i o n s ,

b ) m a k i n g and r e p l y i n g t o c o m p l i m e n t s .


E X E R C I S E I

See suggestion under Student difficulties above.

I f necessary, expla in the g r e e t i n g : ' H a p p y N e w Year ' . A s k : ' W h i c h day

of the year do people say ' H a p p y N e w Year ' ?'

E X E R C I S E 2

Steps

1 Students listen to the conversations on tape or read by the teacher. B o o k s

open .

2 B o o k s closed. Students listen again. Stop the tape after the first person in

each conversat ion has spoken. Students t r y to r e m e m b e r w h a t the second

person said.

3 Students practise reading the conversations in pairs.

90

Tree or Three ? \jn\141

Further practice

Introductions E x a m p l e :

Student A: M r . B, this is M r . C .

M r . C , I ' d l i k e y o u t o meet M r . B .

Student B: H o w do y o u do ?

Student C: H o w do y o u do ?

( N o t e f a l l i n g i n t o n a t i o n i n this question.)

Compliments E x a m p l e :

Student A: I l i ke y o u r *

Y o u r * is (are) very nice.

Student B: T h a n k y o u .

* hat, bag, t ie , dress, coat, sk ir t , shirt , socks, shoes, trousers, glasses.

( N o t e r is ing i n t o n a t i o n i n the c o m p l i m e n t . )

S p e l l i n g

T h e sound j i s usually w r i t t e n w i t h the letters ' y ' or ' u ' .

Examples:

y yes, y o u , y e l l o w , year, y o u n g , yesterday

u music , student, p u p i l , January, usually

Other spelling: n e w

P r o n u n c i a t i o n o f s o m e w o r d s i n t h i s u n i t

y e l l o w j e l a u J anuary d333njuar i

year J3: s tudent s t ju :dnt

n e w n j u : P o r t u g u e s e po : t |ug i : z

m u s k mju .z ik p r o n o u n c e p r a n a u n s

H o w d o y o u d o h a u d e j u : d u :

U n i t 41 e i ( t a i l )


This has t w o sounds: e and 1. First m a ke the sound e. M a k e it longer . T h e n

add 1. This second sound is v e r y short .

S t u d e n t d i f f i c u l t i e s

A r a b i c , French, I ta l ian, Greek, Japanese, Lao, Portuguese, G e r m a n , H e b r e w ,

Scandinavian, Chinese and T u r k i s h speakers have some d i f f i c u l t y . A very

I 91

i rcc or i nree r Unit 41

c o m m o n error is to confuse i t w i t h e. Some students, f o r example I ta l ian and

Greek speakers, m a y confuse ei and ai. Scandinavians m a ke the 1 e lement in

this d i p h t h o n g t o o l o n g . Lao, Vietnamese, and - to a lesser extent - K h m e r

speakers tend to d r o p any f inal consonant after a d i p h t h o n g , and Chinese

speakers f ind this d i p h t h o n g harder before f inal consonants. It is usually v e r y

h e l p f u l t o emphasise the gradual change i n l i p p o s i t i o n i n m a k i n g this

d i p h t h o n g .


L i n k u p w i t h practice o f questions b e g i n n i n g w i t h ' W h a t ' s ' (Present

C o n t i n u o u s tense).


E X E R C I S E I


f o r f u r t h e r pract ice :

e/ei get/gate; w e t / w a i t ; te l l/ta i l ; L/ale; test/taste; letter/later

ai/ei 1/A; m y / m a y ; w h y / w a y ; l ike/lake; die/day; bike/bake

E X E R C I S E 2

Note: I t e m 6 . T h e letters 'a', j ' and ' k ' have the sound ei. A s k the students

w h i c h other letter has the same sound (h) .

I t e m 7 . W e usually say, ' T h e e i g h t h o f M a y ' . O t h e r examples f o r practice

of e i : 18 A p r i l , 28 M a y .

Steps

1 Students repeat w o r d s in the p i c t u r e and sentences b e l o w .

2 Students read and answer the questions in pair w o r k .

Further practice

W r i t e the f o l l o w i n g o n the b l a c k b o a r d . Students comple te i t and practise

r e a d i n g :

A g r e y o l d l a d y f r o m S p a i n

Was a f r a i d to f ly on a

B u t she w e n t u p one d a y

A n d she s a i d : ' It 's O

It's be t ter than g o i n g by !'

( p l a n e , K , t r a i n )

92


Spelling

T h e sound ei i s usually w r i t t e n w i t h the letters 'a' , ' ay ' or ' a i '

Examples:

a baby , face, late, page, place, same, take

ay day, say, stay, t o d a y , w a y

ai r a i n , Spain, t r a i n , w a i t

Other spelling: grey , they , break, e ight


pepper pepa r a d i o reidiao

paper peipe James d3eimz

sail sell Fay fei

pain pein r a i l w a y reilwei

grey grei s t a t i o n steijn

aeroplane eeraplein n e w s p a p e r nju:speipe

date deit

U n i t 42 oi (boy)

Sound production

T h i s has t w o sounds: o: and 1. First say o:. M a k e it l o n g e r . T h e n add 1; this

second sound is v e r y short .


French speakers tend to d r o p the second part of the d i p h t h o n g , and

Scandinavians and D u t c h speakers m a y m a ke the second part t o o l o n g .

Some students, f o r example Farsi speakers, m a y confuse oi w i t h ai. Lao,

Vietnamese, and to a lesser extent K h m e r speakers t e n d to d r o p any f inal

consonant after a d i p h t h o n g . 01 f o l l o w e d by I is the hardest c o m b i n a t i o n of

this sound f o r m a n y students. There are f e w w o r d s f o r practice o f this sound

at beginner level .


Students :

1 practise w o r d s and sentences a c c o m p a n y i n g the i l l u s t r a t i o n ;

2 m a k e sentences as in the Example: t o y train/railway/gate/aeroplane/station

(not newspaper) .


Spelling

T h e sound oi i s w r i t t e n w i t h the letters ' o i ' o r ' o y ' .

Examples:

oi noise, o i l

oy b o y , t o y


noise norz

n o i s y no i z i

U n i t 43 ai (fine)

Sound production

This has t w o sounds: a: and i. First practise a: ; this is a l o n g sound. T h e n add

I ; this i s a short sound.


M o s t students have l i t t l e d i f f i c u l t y w i t h this sound. Scandinavians m a y m a k e

the second part o f the d i p h t h o n g t o o l o n g , and French speakers t e n d to d r o p

the second part of the d i p h t h o n g . Farsi speakers t e n d to confuse this sound

w i t h oi. I ta l ian and Greek speakers m a y confuse i t w i t h e . Lao, Vietnamese,

and to a lesser extent - K h m e r , speakers t e n d to d r o p any f ina l consonant

after a d i p h t h o n g .


L i n k u p w i t h

a ) practice in saying w h a t y o u l ike/don ' t l i k e ;

b) t a l k i n g about the f u t u r e using the Present C o n t i n u o u s tense.


E X E R C I S E I

For suggested teaching procedures f o r m i n i m a l pairs see page 104. Contras t

f o r f u r t h e r pract ice : M a / m y ; tar/tie; bar/buy.

For students w h o confuse ai w i t h 01, f irst practise: b o y / b u y ; toy/t ie ; g o o d

boy/goodbye .

For students w h o confuse ai and ei, practise: A / I ; lake/like; late/l ight ;

M a y / m y ; t r a y / t r y ; w a i t / w h i t e ; bake/bike.

94


E X E R C I S E 2

Note: In Section A the sound ai is f o l l o w e d by a v o i c e d consonant (or

silence), and the f irst part of the d i p h t h o n g should be a re la t ive ly l o n g sound.

Students m a y m a k e the sound a: t o o short here.

In Section B the sound ai is f o l l o w e d by an u n v o i c e d consonant and the

first par t of the d i p h t h o n g should be a shorter sound than in the examples in

Section A .

Steps: Students practise w o r d s on the pictures and then make sentences (as in

the Examples) us ing phrases f r o m b o t h sections.

E X E R C I S E 3

Note: H e r e the Present C o n t i n u o u s tense is used f o r f u t u r e actions. If students

have n o t already practised this, m a k e sure that they understand that the

d ia logue is about the f u t u r e .

Fa l l ing i n t o n a t i o n in ' H a v e a nice t i m e ! ' . Th i s p o l i t e expression is

f r e q u e n t l y used. O t h e r examples : H a v e a nice day/trip/holiday/weekend/

e v e n i n g .

Steps. Students :

1 l isten to the dia logue on tape or read by the teacher;

2 l isten and repeat the dialogue and w o r d s f o r s u b s t i t u t i o n ;

3 practise in pairs.

Further practice

Use the f o l l o w i n g b l a c k b o a r d cues to p r o m p t students to practise

conversations about f u t u r e actions: today/at the weekend/in the

holidays/this evening .

Example:

Student A: W h a t are y o u d o i n g at the w e e k e n d ?

Student B: I ' m staying at h o m e .

Student A: H a v e a nice w e e k e n d !

Student B: T h a n k y o u .

Spelling

T h e sound ai i s usually w r i t t e n w i t h the letters ' i ' o r ' y ' .

Examples:

i I , c h i l d , f i n d , Fr iday , f i v e , smile , t i m e

y m y , fly, c ry , sky, d r y

igh h i g h , l i g h t , n i g h t , r i g h t , b r i g h t

ye eye, g o o d b y e

ie l ie , tie

uy b u y



Pa pa:

pie pai

cart ka:t

k i t e kait

c l i m b i n g klai'min

r i d i n g raidin.

rice rais

b r i g h t brait

i ce -skat ing ais skeitirj

i ce -cream aiskrhm

g o o d n i g h t gudnait

F r i d a y fraidi

U n i t 44 p, (pen) b (baby)

Sound production

p Close y o u r lips h a r d . Push air forward in y o u r m o u t h . T h e n open y o u r

lips q u i c k l y . D o n o t use y o u r voice ,

b First practise p. Use y o u r voice to make b.

Notes on aspiration o f t (see U n i t 31) also apply to these sounds.


p A r a b i c and Vietnamese speakers t e n d to p r o n o u n c e it b, speakers of

some Asian languages and H e b r e w m a y confuse f and p. Speakers of

I ta l ian , Spanish, Greek, French, D u t c h , Japanese and Slavic languages

m a y fa i l to aspirate this sound, causing confus ion w i t h b.

b Spanish and Portuguese speakers m a y p r o n o u n c e this close to v in some

posit ions. At the end o f w o r d s the f o l l o w i n g m a y pronounce this p:

G e r m a n , T u r k i s h , Chinese, Indo-Chinese , some Slavic and Spanish

speakers.


L i n k u p w i t h practice i n asking and saying w h a t somebody's j o b is.


E X E R C I S E I

For suggested teaching procedures f o r m i n i m a l pairs, see page 104. This

exercise gives practice in p/b contrasts at the b e g i n n i n g of w o r d s . Exercise 3

gives practice in p/b contrasts at the ends of w o r d s .

Contrasts f o r f u r t h e r pract ice : p i g / b i g ; p e n n y / B e n n y ; p u l l / b u l l ; pack/back;

pie/buy.

For students w h o confuse p w i t h f: f o o t / p u t ; f u l l / p u l l ; fast/past;

fence/pence; coffee/copy.

06


E X E R C I S E 2

Note: Examples in the f o l l o w i n g sections p r o v i d e practice i n :

A p at the b e g i n n i n g of w o r d s ;

B f i n a l p;

C b at the b e g i n n i n g of w o r d s .

Steps. Students l isten and repeat.

E X E R C I S E 3

There are f e w w o r d s at this level to g i v e practice in this contrast.

E X E R C I S E 4

Students practise w o r d s and sentences at the b e g i n n i n g of this exercise, t h e n

quest ion and answer f o r each p ic ture as in the Example.

E X E R C I S E 5

Note: I n t o n a t i o n f o r i tems in a l i s t : r i s ing i n t o n a t i o n on each i t e m , f a l l i n g

i n t o n a t i o n on the last i t e m .

Steps: Each student p a r t i c i p a t i n g in the game adds a n e w i t e m to the l ist , as

in the Example. T h e game ends w h e n the list becomes t o o l o n g f o r students

t o r e m e m b e r i t .

Further practice

Students practise the f o l l o w i n g f r o m the b lackboard , then use these to play

the game described in Exercise 5:

a baby's b o t t l e a b o o k of stamps

a p i n g - p o n g ba l l a paper boat

a d o u b l e bed some Spanish bread

some f o o t b a l l boots a p r e t t y b i r d

a b i g cup a blue plate

a black sheep a b o x of pencils

Spelling

T h e sound p i s w r i t t e n w i t h the letter ' p ' .

Examples: paper, people, p u p i l , shop, help

pp h a p p y , supper

doubling p shop - s h o p p i n g ; stop - s t o p p i n g

T h e sound b i s w r i t t e n w i t h the letter ' b ' .

Examples: b i g , baby, about , b r i n g , n u m b e r



pear p e s

b u t c h e r b u t j a

bear b e a

b a r m a n b a : m a n

p i c t u r e p i k t j a

Paris paeris

footba l ler fu tbo: la

potatoes patei tauz

c a b d r i v e r kaeb dra iva

envelope envalaup

pipe p a i p

b o u g h t bo:t

some b r e a d and b u t t e r s a m bred an bAta

a b o t t l e of b e e r a b o t l av b ia

U n i t 45 k ( k e y ) g (g ir l )

Sound production

k T o u c h the back o f the r o o f o f y o u r m o u t h w i t h the back o f y o u r

t o n g u e . Push air f o r w a r d i n y o u r m o u t h . T h e n m o v e y o u r t o n g u e

a w a y .

g First practise k. Use y o u r voice to m a ke g .

Notes on aspirat ion o f t (see U n i t 31) also a p p l y to these sounds.


k F e w students have d i f f i c u l t y w i t h this sound. Greek and T u r k i s h speakers

m a y have some d i f f i c u l t y p a r t i c u l a r l y before the sounds i : or 1.

g A t the end o f w o r d s G e r m a n , D u t c h , T u r k i s h , Chinese and speakers o f

some Slavic languages p r o n o u n c e this k, and Japanese speakers m a y also

have some d i f f i c u l t y . Indo-Chinese and some A r a b i c speakers f i n d this

sound di f f i cu l t in a l l posit ions.


L i n k u p w i t h

a) teaching of adverbs ; (Adverbs used here : careful ly , q u i c k l y , q u i e t l y . )

b ) practice i n t e l l i n g someone h o w t o d o s o m e t h i n g , f o r e x a m p l e : C a r r y the

cups. Be careful ./Carry the cups careful ly .


E X E R C I S E I


This gives practice in the k/g contrast at the b e g i n n i n g of w o r d s . Greek

speakers should practise sound 2 f i r s t : glass/class, etc. Contrasts f o r f u r t h e r

pract ice : cot/got; c o l d / g o l d ; c r o w / g r o w ; c o m e / g u m ; carry/Garry.


E X E R C I S E 2

Steps

1 Students practise w o r d s and sentences at the b e g i n n i n g of this exercise.

Each pair of sentences has f o u r m a i n stresses. T a p w i t h a ruler to s h o w this

stress pat tern as students read or repeat the sentences.

2 Practise the sentences using adverbs - carefully, quietly, quickly - as in the

Example. T h e second sentence has three m a i n stresses.


E X E R C I S E 3

This gives practice in the k/g contrast a t the end of w o r d s . N o t e that t w o

sounds are contrasted in D i c k ' s d i k s and digs d i g z . O t h e r examples :

l o c k / l o g ; f r o c k / f r o g ; p i c k / p i g ; peck/peg; dock/dog.

E X E R C I S E 4

This gives practice in the sound g a t the end of w o r d s , and in the f i n a l

clusters ks and g z , w h i c h m a n y students f i n d d i f f i c u l t .

Further practice

J o i n i n g k and g sounds be tween w o r d s . Practise the f o l l o w i n g f r o m the

b l a c k b o a r d , then students practise in pairs : quest ion and answer - r e p o r t i n g

o f answers.

k k Do y o u l i k e : cooking/questions/cold coffee/careful dr ivers/crowded

places/quiet girls/clean kitchens/cutt ing cakes?

k g Do y o u l i k e : games/guns/gardening/getting presents/giving presents/

g o i n g to parties/green gloves/grey skies?

g g Do y o u l i k e b i g : girls/gardens/guns/gloves/goats/glasses/green frogs/

grey snakes ?

g k Do y o u l i k e b i g : classes/crowds/keys/clocks/kitchens/cups/coats/cows ?

Spelling

T h e sound k i s w r i t t e n w i t h the letters ' k ' , 'c', ' ck ' , ' q u ' or ' x ' .

Examples:

k k i n d , ask, d r i n k , sky, speak, dark

ke l i k e , make , take

ck back, black, pocket , t h i c k , t r u c k , c lock, chicken

c can, come, c o l d , copy , doc tor , music

qu ( p r o n o u n c e d k w ) quarter , quest ion, qu ic k , quiet , square

x ( p r o n o u n c e d ks ) b o x , next , six, t a x i

Other spelling: school


T h e sound g i s w r i t t e n w i t h the letter ' g ' .

Examples: go , get, grass, beg in , bag, again

gg egg

doubling g b i g - b i g g e r ; f o g - f o g g y

Pronunciation of some words in this unit c u r l k3:l

g i r l g3: l

q u i e t l y k w a i a t l i

q u i c k l y k w i k l i

c a r e f u l l y keaf l i

co f f ee kn f i

dogs dDgz

eggs egz

cakes keiks

figs figz

frogs frogz

clocks klDks

U n i t 46 s (sun) z (zoo)

Note: Th i s u n i t :

a) gives practise in f i n a l consonant clusters e n d i n g in S or z ;

b) reviews consonant clusters practised in U n i t s 24, 31,32 and 45.

Sound production

See U n i t s 1 and 2.


T h e f i n a l consonant clusters practised in this U n i t are d i f f i c u l t f o r m a n y

students. At beginner level these clusters e n d i n g in s or z occur m a i n l y in the

w o r d s ' i t ' s ' , ' w h a t ' s ' and ' that 's ' and the plurals o f nouns, w h i c h w e r e

practised in U n i t s 1 and 2. U s i n g the S imple Present tense, e lementary

students have n o t o n l y the p r o b l e m of r e m e m b e r i n g to add s or z to the

t h i r d person singular, b u t also the d i f f i c u l t y o f f ina l consonant clusters w i t h

m a n y o f these w o r d s .

T h e letter Y added to the t h i r d person singular is p r o n o u n c e d :

s after u n v o i c e d consonants: p/t/k/f/8. Examples: stops, eats, cooks,

z after vowels or vo iced consonants: b/d/g/v/l/n/m/rj/d. Examples: plays,

rides, digs, sings.

( B u t see note under Student difficulties in U n i t 35.)

T h e letters 'es' ( p r o n o u n c e d iz or az) are added after fricatives

s/z/J/tJ/CI3/3. Examples: washes, watches.

T h e t w o exercises in this u n i t p r o v i d e , f o r e lementary students, qui te

extensive practice and, par t i cu lar ly w i t h a w e a k to average class, i t w o u l d be

best to teach t h e m in t w o separate lessons.

100



L i n k u p w i t h t a l k i n g about w h a t w o r k dif ferent people do .


E X E R C I S E I

Note: W o r d s in the f irst t w o co lumns b e l o w the i l lustrat ions all end in the

sound S . W o r d s in the t h i r d c o l u m n end in s or z .

T h e sounds w, 6 and 8 are repeated f r e q u e n t l y in pract is ing this exercise.

Steps

1 C h e c k that students understand that the S imple Present tense is be ing used

here. Example: T h e first m a n makes clocks on Monday/Tuesday ,

etc./every day.

2 C h e c k o r d i n a l numbers w i t h questions and short answers on pictures

1-12:

Teacher: W h i c h m a n makes clocks - the first m a n or the second m a n ?

Student: T h e first m a n .

3 Students l isten and repeat w o r d s in the first t w o co lumns and the sentence

in the Example: wr i tes b o o k s ; T h e t h i r d m a n wr i tes books .

4 Students listen and repeat the question in the Example. Check f a l l i n g

i n t o n a t i o n . T h e n practise, fo r e x a m p l e :

Teacher: wr i tes books .

Student A: W h i c h m a n wri tes books ?

Student B: T h e first m a n wri tes books .

5 Repeat steps 3-4 above for w o r d s in c o l u m n 3.

6 Students practise alone in pairs.

E X E R C I S E 2

Note: W o r d s in the f irst c o l u m n after the i l lustrat ions end in s or z . W o r d s in

c o l u m n 2 a l l end in z and w o r d s in c o l u m n 3 end in z or az. N o t e

p r o n u n c i a t i o n of clothes klaudz, w h i c h even nat ive speakers f i n d d i f f i c u l t

and sometimes p r o n o u n c e klaoz.

Students o f some c u l t u r a l backgrounds m a y have d i f f i c u l t y i n

unders tanding even the first three of the titles at the b e g i n n i n g of this

exercise. Check that students can p r o n o u n c e these and that they understand

that they are used o n l y w i t h surnames: M r mista f o r m e n ; M r s misiz fo r

m a r r i e d w o m e n ; Miss mis fo r u n m a r r i e d w o m e n ; Ms miz or maz a n e w t i t le

f o r w o m e n . Check p r o n u n c i a t i o n o f the s/z contrast i n mis/miz.

Steps

1 C h e c k that students understand that the actions described happen

regularly/every day, i.e. S imple Present tense.

1 o 1


2 Students practise the titles at the b e g i n n i n g of the exercise.

3 Students listen and repeat or read the name on each p i c t u r e . Th is exercise

reviews m a n y names i n t r o d u c e d i n previous units .

4 As f o r Steps 3-6 in Exercise 1, f o l l o w i n g the Example in this exercise.

Further practice

O t h e r w o r d s a t this leve l w i t h f i n a l consonant clusters e n d i n g in z .

U n d e r l i n e d w o r d s in this list have three or m o r e consonants in the cluster,

bz Bob 's , jobs , cabs, pubs

dz beds, b irds , c r o w d s , roads, sides, w o o d s , needs, rides, holds, finds,

sends, stands, hands, fr iends, husbands, seconds

gz bags, eggs, legs

vz lives, wives , knives , loaves, leaves

mz arms, farms, games, homes, names, r o o m s , t imes, comes, s w i m s

nz aeroplanes, guns, kitchens, pens, questions, sons, spoons, telephones,

t o w n s , trains, begins, cleans, learns, opens, runs, shines, listens, gardens,

lessons, televisions

nz m o r n i n g s , evenings, ceilings, th ings , r ings, br ings

Iz balls, gir ls , hi l ls , hotels, meals, schools, smiles, wal ls , calls, pul ls , pupils ,

apples, examples, animals, pencils, bicycles


M r mista

M r s mis iz

Miss m i s

M s miz or maz

Jones d 3 8 u n z

S m i t h smiB

Y o u n g JArj

loves I A V Z

watches w n t j i z

horses ho:siz

clothes k laudz

James d 3 e i m z

W i l s o n w i l s n

breakfasts brekfasts

students s t ju :dnts

rides raidz

bicycles bais ik lz

telephones te lafaunz

washes W D J I Z

teaches t i : t j i z

matches maetjiz

102

Ship or Sheep ? Teacher's notes on Ship or Sheep? are considerably shorter than f o r Tree or

Three ? As most units of Ship or Sheep ? f o l l o w the same general p lan it is

possible to m a k e suggested lesson procedures f o r all units ( o u t l i n e d b e l o w ) .

Suggestions f o r f u r t h e r practice are n o t i n c l u d e d as extensive practice

mater ia l i s already p r o v i d e d i n the student's b o o k . T o a v o i d d u p l i c a t i o n o f

mater ia l , f o r i n f o r m a t i o n on student diff iculties in each u n i t teachers are

referred to the relevant pages under the section on Tree or Three ?

Teacher's material for each unit

This i s usually d i v i d e d under the f o l l o w i n g headings:


(See page 6 of this b o o k ) .


In this section some specific suggestions are made f o r l i n k i n g up the mater ia l

i n the u n i t w i t h other course w o r k . I n some units the l i n k i s made w i t h

teaching a specific s tructure, fo r example , U n i t 6 a : w i t h practice of short

answers using are/aren't; can/can't. In other units the l i n k is m o r e f u n c t i o n a l ,

f o r example , U n i t 31 z w i t h practice o f f o r m a l i n t r o d u c t i o n s .

Word stress practice

This section has been i n c l u d e d in answer to teachers' requests f o r m o r e

practice mater ia l on w o r d stress patterns at this level . I t general ly contains

w o r d s f r o m the u n i t b e i n g taught , b u t occasionally w o r d s f r o m other units

are i n c l u d e d . O f t e n the mater ia l i s presented in the f o r m of a r e c o g n i t i o n

test, b u t it is suggested that the stress patterns be practised first before the test.

S U G G E S T E D T E A C H I N G P R O C E D U R E S F O R W O R D S T R E S S P R A C T I C E

i ) D r a w one of the stress patterns on the b lackboard , m a k i n g the dots

larger and darker to represent stressed syllables and smaller and l i g h t e r to

represent unstressed syllables. T a p o u t this pat tern w i t h a ruler or penci l

and/or show the pattern by c l a p p i n g . Students should j o i n i n .

i i ) Students listen to and repeat the w o r d s w i t h this stress pat tern to the

a c c o m p a n i m e n t o f t a p p i n g or c lapping . W h e n e v e r possible inc lude

other w o r d s o f this stress pat tern f r o m the students' k n o w n vocabulary .

111) W r i t e the w o r d s on the b l a c k b o a r d and repeat step (ii) above,

iv ) Students read the w o r d s f r o m the b lackboard .

103

Ship or Sheep ?

v) Repeat steps ( i ) - ( i v ) above for the other stress pattern(s) .

v i ) R e c o g n i t i o n Test. Erase all o f this mater ia l f r o m the b l a c k b o a r d except

the stress pat tern dots n u m b e r e d A, B etc. as in the tex t of the test.

Students w r i t e numbers i - i o i n their notebooks , then listen t o each i t e m

of the test and w r i t e the letter to represent the correct pat tern .


This section is i n c l u d e d par t i cu lar ly for teachers whose m o t h e r t o n g u e is n o t

Engl ish , b u t nat ive speakers m a y also f i n d i t useful to refer t o .

Suggested lesson procedures

Note: Steps 2-4 are o m i t t e d in lessons w h e r e the m i n i m a l pairs are n o t yet

i n t r o d u c e d : p, t , k, s , m, I , i : . A s l ight ly di f ferent approach has also been used

in the lessons on the sounds 3 and Q.

1 Diagram and notes

M a k e sure that students understand h o w the sound is made. Demonst ra te

w h e r e possible and m o d e l the sound.

Students practise the sound in i so lat ion. Even w i t h a large class it is

possible to check every student's per formance at this stage. T h e teacher w i l l

be free to g ive f u r t h e r i n d i v i d u a l help to those w h o need i t d u r i n g the g r o u p

w o r k later.

2 Minimal pairs

Check unders tanding o f vocabulary . W h e r e necessary i l lustrate b y

d e m o n s t r a t i o n or p u t t i n g the w o r d in a sentence suitable to the class level .

Students listen and repeat the w o r d s , reading f r o m the list first ver t i ca l ly

then h o r i z o n t a l l y .

Example: sound 1 sound 2

sheep ship

bean b i n

seat sit

Practise in this o r d e r :

a) sheep, bean, seat

b) ship, b i n , sit

c) sheep/ship; bean/bin; seat/sit

T h e last stage i n this practice (c) can be left t i l l after step 3 b e l o w .

104

Ship or Sheep ?

3 Recognition practice

T h e teacher reads w o r d s a t r a n d o m f r o m the list o f m i n i m a l pairs and

students say i f they heard sound 1 or sound 2 .

Example: Teacher: bean

Students: sound 2

Teacher: ship

Students: sound 1

Step (c) above can be practised here. Later, i n d i v i d u a l students can be asked

to take the part o f the teacher in the r e c o g n i t i o n practice.

4 Recognition test

Students t i c k the w o r d s they hear in the sentences read by the teacher or

recorded on cassette. See page 165 of the Student's B o o k .

5 Word list

These are the uni l lus t ra ted Practice lists. Students l isten a n d repeat, reading

the lists ver t i c a l ly . These are w o r d s the students w i l l meet i n the D i a l o g u e . I n

the lessons on the sounds p and t this section has been o m i t t e d as the

v o c a b u l a r y has already been covered in the earlier practice lists.

6 Dialogue

This is a reading a c t i v i t y , b u t students m a y w i s h to l isten and repeat

sentences after the teacher f irst , depending on their reading a b i l i t y .

7 Stress/intonation

Students l isten and repeat.

8 Conversation/group work

In most lessons the f ina l a c t i v i t y is a g u i d e d conversat ion or some other

g r o u p w o r k w h i c h is designed so that students practise b o t h the sound and

the stress/intonation learnt in the lesson. First check that the students k n o w

w h a t to do by d o i n g a f e w examples w i t h the w h o l e class l i s tening.

W h i l e the students are i n v o l v e d in g r o u p w o r k the teacher should be free

t o g ive f u r t h e r i n d i v i d u a l help t o those w h o need i t . D u r i n g the g r o u p w o r k

t i m e students can be asked to act the D i a l o g u e in parts as w e l l as the a c t i v i t y

suggested in this section.

105

urny vr pricey r units 1-2

U n i t l i : (sheep)


See page 23.


L i n k w i t h practice o f

a) language used to choose items f r o m a m e n u and m a k e orders in a

restaurant ;

b ) questions w i t h ' w o u l d ' , f o r e x a m p l e : ' W h a t w o u l d y o u l i k e t o . . . ?'

' W o u l d y o u l ike . . . o r . . . ?'


� � E d i t h , evening , sandwich , ice-cream, restaurant, m e n u , wai ter , order ,

coffee

� � � vegetables, sandwiches, s om ebod y , dia logue

Pronunciation of some words in this unit:

E d i t h i:di8 e v e n i n g i:vnir)

Jean d3i:n restaurant restr6(t)

Peter pi:ta vegetables ved3tablz

m e n u menju: peaches p i i t f i z

w a i t e r weita

U n i t 2 1 (ship)


See page 25.



a) n u m b e r s 20, 30,40, etc.

b ) c o n d i t i o n a l sentences us ing ' i f .


See page 26 Suggested procedures f o r Exercise 3 Step 2.

106

Ship or Sheep ?


in teres t ing intrast in. t h i r t y 83:t i

Indians i n d i e n z seventy s e v n t i

L y n l in b i n g o b i n g a u

U n i t 3 e (pen)


See page 41.



a ) ' w h ' questions;

b ) t a l k i n g about h o l i d a y s : ' H o w d i d y o u spend y o u r h o l i d a y ?' ' I w e n t

to ' ;

c) o f f e r i n g f o o d etc. at a social f u n c t i o n , f o r e x a m p l e : H a v e some sugar (a

biscuit )/Help y o u r s e l f to sugar (biscuits).


� h o l i d a y , e v e r y t h i n g , a n y t h i n g , interest ing

� � � � e v e r y b o d y , E d i n b u r g h , te levision, hel icopter


E d d i e edi V e n i c e venis

E l l e n e l an B e l g i u m beld3am

J e n n y d3eni D e n m a r k denma:k

statements s t e i t m a n t s E d i n b u r g h edinbAra

107

Ship or Sheep ? Units 4-5

U n i t 4 33 (man)


See page 42.


L i n k u p w i t h practice i n describing people t o s h o w w h i c h one i s meant , f o r

e x a m p l e :

' L o o k at that m a n . '

' W h i c h one? T h e m a n w i t h the black slacks ?'

' N o . T h a t one w i t h the camera. '


B r a d l e y braedli A m s t e r d a m aemstedaem

A l l e n aelen conversa t ion konvesei jn

stressed strest

U n i t 5 A (cup)


See page 44.


L i n k w i t h practice o f :

a) mustn't I must (stressed);

b ) comparisons using ' m u c h . . . t h a n ' , f o r example , i n c o m p a r i n g dif ferent

types of cars:

X is m u c h better/cheaper/riicer/faster/stronger/bigger/less expensive/

m o r e c o m f o r t a b l e than Y ;

c ) asking the price o f things using ' H o w m u c h i s t h i s . . . ? ' ;

d) short answers using does/doesn't.


R e c o g n i t i o n test: A � � � B . « .

1 c o m p a n y ( A ) 2 w o n d e r f u l (A) 3 u n h a p p y (B) 4 b u t t e r f l y ( A )

5 sunglasses (A) 6 sentences (A) 7 d ia logue ( A ) 8 r e m e m b e r (B)

9 example (B) 10 c o m f o r t a b l e (A)

108

Ship or Sheep ? units 0-7


L o n d o n lAndsn comfortable kAmftebl

dozen dAzn o n i o n Anian

tongue tArj coloured kAlsd

blood blAd

U n i t 6 a: (heart)


See page 47.



a) short answers w i t h are/aren't; can/can't;

b) t e l l i n g the t i m e using ' h a l f past'.


R e c o g n i t i o n test: Am»» B » « »

1 vegetables (A) 2 w o n d e r f u l (A) 3 fantastic (B) 4 expensive (B)

5 c o m f o r t a b l e (A) 6 c o m p a n y (A) 7 u n h a p p y (B) 8 example (B)

9 r e m e m b e r (B) 10 p h o t o g r a p h ( A )


M a r g a r e t m a g r i t

B a r b a r a ba :bra

M a r t h a ma: 6s

A r n o l d a:nld

Charles t ja:lz

g u i t a r gita:

m a r v e l l o u s ma:vlas

photograph f8utagra:f

unusual Anju^uel

U n i t 7 Review

Word stress recognition test

A * . B . «

1 r e v i e w (B) 2 l o v e l y (A) 3 uncle (A) 4 gui tar (B) 5 perhaps (B)

6 cousin ( A ) 7 minutes ( A ) 8 yourse l f (B) 9 hel lo (B) 10 M r s ( A )

1 o<;

amp or sneep f Units 8-9

U n i t 8 o (clock)


See page 51.



a) ' W h a t ' s w r o n g ?' ' I ' v e got a headache, backache, e t c ' ;

b ) t e l l i n g the t i m e using ' W h a t ' s the t i m e ? ' and ' o ' c l o c k ' ;

c) apologis ing u s i n g ' S o r r y ' .


� �� h o r r i b l e , popular , hospital , h o l i d a y , f o l l o w i n g

� �� advertisement, binoculars , A m e r i c a , unusual


adver t i sement 8dv3:tism8nt h o s p i t a l hr jspi t l

o n w a s h o n w o j b inoculars b i n o k j u l e z

restaurant restro(t) c o m p e t i t i o n kDmpa t i J n

U n i t 9 o: (ball)


See page 52.


L i n k u p w i t h practice o f :

a) the greet ing ' G o o d m o r n i n g ' ;

b) t e l l i n g the t i m e using quarter to/past.


R e c o g n i t i o n test: A � � B � �

1 r e p o r t (A) 2 repeat (A) 3 m o r n i n g (B) 4 always (B) 5 a rr ive (A)

6 a i r p o r t (B) 7 a w f u l (B) 8 surprise ( A ) 9 f o o t b a l l (B)

10 towards (A)

110

Ship or Sheep f u m u 10—11

Pronunciation of some words jn this unit

A u d r e y o:dn a n n o u n c e r snaunse

George d3o:d3 audience o:dians

D a w n do:n d r a w e r dro:

Paul po:l

U n i t 10 u ( b o o k )


See page 70.



a) greet ings : ' G o o d m o r n i n g / a f t e r n o o n / e v e n i n g ' ;

b) quest ion tags using should I could/would;

c) p o l i t e requests us ing could and would, f o r e x a m p l e : ' C o u l d y o u open the

door/shut the window/pass the sugar, please?'

Stress practice

� � w o m a n , bookshelf , b e d r o o m , somewhere , d i d n ' t , c o u l d n ' t , w o u l d n ' t ,

s h o u l d n ' t

� c o o k e r y , l i v i n g - r o o m , d i d n ' t y o u , c o u l d n ' t he, w o u l d n ' t w e , s hould n ' t

y o u


b e d r o o m b e d r u m / b e d r u . m s h o u l d n ' t f u d n t

c o u l d n ' t k u d n t w o u l d n ' t w u d n t

U n i t 11 u : ( b o o t )


See page 72.

1 1 1

antp or aneepr Units 12-13



a) the greet ing ' G o o d a f t e r n o o n ' ;

b) questions b e g i n n i n g w i t h who or whose;

c) short answers or quest ion tags using do (S imple Present tense).


� � � nuisances, shoelaces, c h e w i n g g u m , f o o t b a l l boots , s w i m m i n g p o o l

� � � � supermarket , te levis ion, c o o k e r y books , newspaper stand


f r u i t j u i c e fru.t d3u:s supermarke t su:psma:kit

excuse me ikskju:zmi:

U n i t 12 3: (g ir l )


See page 56.


L i n k up w i t h practice of short answers and quest ion tags using were/weren't.


� � nurses, d i r t y , t h i r s t y , G e r m a n , T u r k i s h , co lonel , H e r b e r t , B u r t o n ,

T h u r s d a y (other days of the w e e k except Saturday) .


c o l o n e l k3 :nl T u r n e r t3:na

B u r t o n b3:tn cur ta ins k3:tnz

H e r b e r t h)3:bet w o r s t W3:st

U n i t 13 a (a camera)


See page 16.

112



L i n k u p w i t h practice o f use o f w e a k f o r m s i n :

a) questions and statements w i t h the f o l l o w i n g : do, does, was, were, have, am,

are, has, can;

b) t a l k i n g about the t i m e : ' W h a t ' s the t i m e ? ' ' I t 's one o'clock/It's a quarter

t o six. '


R e c o g n i t i o n test: A � B » » » C » « »

1 shoelaces (B) 2 i m p o r t a n t (C) 3 envelope (B) 4 a f te rnoon ( A )

5 cigarettes ( A ) 6 italics (C) 7 c o m f o r t a b l e (B) 8 understand ( A )

9 address b o o k (C) 10 envelope (B)


S u p e r m a r k e t su :p9ma :k i t tobacconist 's t s b a e k e n i s t s

c o m f o r t a b l e kAmftsbl

U n i t 14 Review


A . * B » .

1 perhaps ( A ) 2 p o l i t e (A) 3 o p e n (B) 4 instead ( A ) 5 s tupid (B)

6 f o o l i s h (B) 7 a l o u d ( A ) 8 spel l ing (B) 9 correct ( A ) 10 real ly (B)

U n i t 15 e i (tail)


See page 91.


L i n k u p w i t h practice o f apologies b e g i n n i n g ' I ' m a f ra id . . . ' , fo r e x a m p l e :

I ' m afra id y o u ' v e made a mis take/you' l l have to w a i t / y o u ' r e late. I ' m afraid

I ' m late/I've b r o k e n this plate/I've f o r g o t t e n y o u r name/I've lost y o u r

newspaper/I d o n ' t k n o w the date/I haven ' t any change.

1 1 3

Unit 16



1 t o d a y (B) 2 mistake (B) 3 A p r i l ( A ) 4 a f ra id (B) 5 r a i l w a y ( A )

6 s tat ion ( A ) 7 surprise (B) 8 b i r t h d a y ( A ) 9 a w a y (B) 10 repeat (B)


p o r t e r po:te G r e y g re i

dangerous demd39ras s t a t i o n s t e i j n

U n i t 16 a i ( f i n e )


See page 94.



a) t a l k i n g about likes and dislikes, f o r e x a m p l e : I l ike/don' t l ike/don' t m i n d

ice-cream/white wine/fr ied rice/pies/pineapple/trifle;

b ) o f f e r i n g things using ' W o u l d y o u l ike . . . ? ' , f o r e x a m p l e : ' W o u l d y o u

l ike some ice-cream ?';

c) Goodbye I Goodnight.



1 t y p i n g ( A ) 2 never ( A ) 3 sometimes ( A ) 4 t o n i g h t (B)

5 typis t ( A ) 6 g o o d b y e (B) 7 b e h i n d (B) 8 never ( A ) 9 silence ( A )

10 a l l r i g h t (B)


M i k e m a i k M i l e s m a i l z

M y r a m a i a r a l i b r a r y l a ibr i

V i o l e t v a i a l a t i c e skat ing a i s ske i t i r j

N i g e l naid3l e x c i t i n g iksa i t i r j

114

Ship or Sheep? Units 17-19

U n i t 17 01 (boy)


See page 93-


L i n k u p w i t h practice i n t a l k i n g about w h a t students en joy, f o r e x a m p l e : ' I

en joy/don' t en joy (horser id ing , f o o t b a l l , w a l k i n g , water s k i i n g , d r a w i n g ,

sports, noisy parties) . '


� � garage, a w f u l , b o y f r i e n d , m o t o r , v is i t , m a d a m ,

� � perhaps, en joy, destroyed, a n n o y , Rolls Royce .


Joyce 0301s a n n o y i n g snonrj

a w f u l o.fl

U n i t 18 Review


A * . B . «

1 paper ( A ) 2 en joy (B) 3 perhaps (B) 4 b i r t h d a y (A) 5 b e h i n d (B)

6 t r y i n g ( A ) 7 letter ( A ) 8 t o n i g h t (B) 9 beside (B) 10 r a i l w a y ( A )

U n i t 19 a u (house)


See page 78.



a ) f o r m a l i n t r o d u c t i o n s : ' H o w do y o u do ?';

b) ' H o w are y o u ?' ' H o w ' s y o u r sister ?' etc. ;

c) questions b e g i n n i n g How manyjHow much.

I I s

UtlitS 20-22


lounge Iaund3 o u r a u a (weak f o r m a.)

t h r o w 0rau ours a u a z

U n i t 20 e u (phone)


See page 79.



a ) t a l k i n g about f u t u r e actions, f o r e x a m p l e : ' W h a t are y o u g o i n g to do

t o m o r r o w ? ' ' I ' m g o i n g t o ' ;

b) negat ive short answers: ' N o , I d o n ' t / N o , I w o n ' t . '


� � sleeping, minutes , w i n d o w , o n l y , s n o w b a l l , r h y m i n g , crossword,

answer, m e a n i n g , l o n e l y , p i l l o w , y e l l o w

� � he l lo , ago, again


r h y m e r a im Jones d3aunz

U n i t 21 Review


� � Jones's, m o u n t a i n , n a r r o w , y e l l o w , roses, g r o w i n g , over

� � hote l , he l lo , ago, a r o u n d

U n i t 22 18 (beer)


See page 67.

116

Ship or Sheep? Unit 23



a ) ' H e r e y o u are', w h e n g i v i n g s o m e t h i n g t o someone ;

b) toasts w h e n d r i n k i n g : 'Cheers! Here's t o . . . '


R e c o g n i t i o n test: A � B » « »

1 cigarette ( A ) 2 sentences (B) 3 t err ib le (B) 4 disappear ( A )

S h o l i d a y (B) 6 t y p e w r i t e r (B) 7 understand ( A ) 8 atmosphere (B)

9 mounta ineer (A) 10 Japanese ( A )


b e a r d e d b i a d i d A u s t r i a n s t r i a

atmosphere a e tmas f i a m o u n t a i n e e r m a u n t i n i a

U n i t 23 e a (chair)


See page 67.


L i n k u p w i t h practice o f questions b e g i n n i n g Where.


� �� careful ly , envelope, hairbrushes, e v e r y w h e r e , a n y w h e r e .


Claire k l ea p r o n o u n c e d p r a n a u n s t

M a r y m e a n e v e r y w h e r e e v n w e a

amp or aneepr Units 24-25

U n i t 24 p ( p e n )


See page 96.


L i n k up w i t h practice of requests b e g i n n i n g Please ..., Help me to . . .


R e c o g n i t i o n test: A � � B e *

1 passport (B) 2 surprise (A) 3 a i r p o r t (B) 4 present (B)

5 repeat ( A ) 6 upstairs ( A ) 7 Paris (B) 8 pocket (B) 9 plastic (B)

10 perhaps ( A )


p i a n o p j aenau s p i d e r s p a i d a

Peter p i : ta expensive i k s p e n s i v

U n i t 2 5 b ( b a b y )


See page 96.



a) the gree t ing ' H a p p y B i r t h d a y ' ;

b) sentences w i t h but.


R e c o g n i t i o n test: A � � � B « « *

1 r e m e m b e r (B) 2 p o l i c e m a n (B) 3 t o m o r r o w (B) 4 be a u t i f u l ( A )

5 b u t t e r f l y ( A ) 6 i m p o r t a n t (B) 7 passenger (A) 8 t e r r i b l y (A)

9 December (B) 10 example (B)


e x a m p l e i g z a : m p l p o l i c e m a n p a l h s m a n

p o s t m a n p a u s t m a n B a r b a r a b a : b r a

b i r t h d a y b3 :9dei

118

Ship or Sheep ? Units 26-27-

U n i t 26 t ( t i n )


See page 74.


L i n k u p w i t h practice i n :

a ) asking a n d t e l l i n g the t i m e ;

b) negat ive short answers.


R e c o g n i t i o n test: A � � � B � � �

1 assistant (B) 2 opposite ( A ) 3 d e p a r tm e n t (B) 4 gent leman ( A )

5 l a v a t o r y ( A ) 6 te lephone (A) 7 exact ly (B) 8 quieter ( A )

9 t o m a t o (B) '10 agency ( A )


restaurant restro ( t ) p h o t o g r a p h e r ' s f a tog ra fez

l a v a t o r y laevatn cafeteria kae f i t i ana

basement b e i s m a n t t o m a t o t a m a t e u

U n i t 2 7 d ( d o o r )


See page 76.


L i n k u p w i t h descriptions o f actions i n the past u s i n g :

a) the S imple Past tense;

b) the Past Perfect tense.



1 f o r g o t (A) 2 g o o d b y e (A) 3 d a r l i n g (B) 4 repaired ( A )

S answered (B) 6 c h i l d r e n (B) 7 damaged (B) 8 he l lo ( A )

9 t o d a y ( A ) 10 decide ( A )

110



damaged d e e m e d D o n a l d donald

D a i s y deizi D u n s t o n dAnstan

T V t i :vi:

U n i t 2 8 k ( k e y )


See page 98.



a) t e l l i n g the t i m e using the w o r d s o'clock, quarter;

b ) t h i r d person singular o f S i m p l e Present tense o f verbs e n d i n g w i t h this

sound, f o r e x a m p l e : asks, makes, likes, looks, speaks, takes, walks, drinks,

cooks, thinks.



1 electric ( A ) 2 coffee cup (B) 3 e x c i t i n g ( A ) 4 col lector ( A )

5 exact ly ( A ) 6 coke b o t t l e (B) 7 expensive ( A ) 8 c o m f o r t a b l e (B)

9 cuckoo c lock (B) 10 excuse me ( A )


co l lec tor ka l ek ta e lectr ic i l e k tnk

c u c k o o k u k u : c h o c o l a t e t j o k l a t

U n i t 2 9 g ( g i r l )


See page 98.


L i n k u p w i t h practice o f requests b e g i n n i n g ' C o u l d y o u g i v e m e . . . ' .

120

Ship or Sheep ? Unit 30



1 again (B) 2 gui tar (B) 3 f o r g e t (B) 4 E n g l a n d ( A ) 5 A u g u s t ( A )

6 b e g i n (B) 7 repeat (B) 8 garden ( A ) 9 about (B) 10 p a r t y (A)


A u g u s t o :gast C a r o l keerl

C r a i g k re ig f o r g e t f age t

U n i t 3 0 s ( s u n )


See pages 10, 81, 100.



a) suggestions b e g i n n i n g Let's;

b) the S i m p l e Present tense of verbs t a k i n g the sound s in the t h i r d person

singular , fo r e x a m p l e : asks, breaks, cooks, counts, drinks, drops, eats,forgets,

gets, keeps, likes, looks, makes, puts, shuts, sits, sleeps, speaks, stops, takes,

waits, walks, wants, works, writes.


� � outside, instead, h o t e l , upstairs

� � headaches, seaside, suitcase, special, biscuits, basket

� �� sensible, p h o t o g r a p h s , Saturday, interest ing, s t u p i d l y

� � � expensive, e x c i t i n g


Al i c e ael is special s p e j l

biscuits b i s k i t s cigarettes s i g a r e t s

121


U n i t 31 z ( z o o )


See pages 13, 81, 100.



a ) f o r m a l i n t r o d u c t i o n s - 'This i s M r s X / M r Y ' ;

b) S imple Present tense of verbs t a k i n g the sound z in the t h i r d person

singular .



1 t e legram ( A ) 2 surprises (B) 3 post office ( A ) 4 sentences ( A )

5 expensive (B) 6 sun-glasses (A) 7 electric (B) 8 amazing (B)

9 jazz records ( A ) 10 surpr is ing (B)


Jones d39unz cousins kAznz

s u r p r i s i n g sgpraizirj Susan su:zn

scissors sizez clothes klgudz

U n i t 32 J (shoe)


See page 83.



a) t a l k i n g about n a t i o n a l i t y ;

b) structures w i t h shall; should; she.


� � �� conversat ion, i n t o n a t i o n , d e m o n s t r a t i o n , i n f o r m a t i o n , opera t ion ,

electrician

� � � � te levis ion, e v e r y b o d y , a n y b o d y , supermarket , hel icopter

122



M a r s h ma: J d e m o n s t r a t i o n demanstreijn

Shaw Jo: shrunk frAnk

m a c h i n e mgji:n special spej l

U n i t 33 3 (television)


See page 84.



a) the r e p l y ' I t 's a pleasure' ;

b ) descriptions of dai ly r o u t i n e using the w o r d usually.


R e c o g n i t i o n test : A � � � � B � � � � C � � � �

1 d e m o n s t r a t i o n (C) 2 unusual (B) 3 var ie ty (B) 4 he l icopter (A)

5 A m e r i c a (B) 6 i n t o n a t i o n (C) 7 te levision ( A )

8 d e p a r t m e n t store (B) 9 conversat ion (C) 10 advert isement (B)


Asia ei39 t reasure tre39

pleasure plese m e a s u r i n g me39rin

U n i t 34 tJ (cherry)


See page 86.


L i n k up w i t h practice of questions b e g i n n i n g Which, How much.

123

anip or ancep r Units 35-36



1 ch icken ( A ) 2 m u s h r o o m s (A) 3 shallots (B) 4 machine (B)

5 c h i l l i ( A ) 6 p o w d e r ( A ) 7 m i x t u r e ( A ) 8 shampoo (B)

9 contains (B) 10 salad ( A )


Cheshire t j e j a sha l lo ts JalDts

cheddar t j e d a m u s h r o o m s mAfrumz

recipe r e s a p i

U n i t 35 d 3 ( j a m )


See page 88.


L i n k up w i t h practice o f the Present Perfect tense w i t h just.


� � � dangerous, manager, agency, passenger, orange j u i c e , minis ter ,

d i f f i c u l t , recipe


i n j u r e d ind3ad d a n g e r o u s l y deind3arasli

d a m a g e d d e e m e d C h u r c h i l l t j3.tj i l

U n i t 36 f ( f a n )


See page 28.


L i n k up w i t h practice o f c o n d i t i o n a l sentences using if.

124



� � � p h o t o g r a p h , c o m f o r t a b l e , te lephone, b e a u t i f u l , Grandfather , d i f f i c u l t

� � � � p h o t o g r a p h e r


p h o t o g r a p h f au tag ra : f i n f o r m a t i o n i n f a m e i j n

p h o t o g r a p h e r f a togra fa c o m f o r t a b l e kAmftabl

U n i t 37 v ( v a n )


See page 29.


L i n k u p w i t h practice i n asking and t a l k i n g about past experiences using

' H a v e y o u ever . . . ?' ' N o . I 've never . . . '


� � � vi l lagers , p h o t o g r a p h , s o m e b o d y

� a r r i v i n g , N o v e m b e r .


V e r a v i a r a F e b r u a r y f e b r u n

V i c t o r v i k t a v i l l a g e r s vilid3az

U n i t 38 W ( w i n d o w )


See page 31.



a) asking questions b e g i n n i n g : why, what, where, when, which;

b) t a l k i n g about the f u t u r e using will;

c) c o n d i t i o n a l sentences w i t h would;

d) o f f e r i n g t h i n g s : ' W o u l d y o u l ike a . . . ?'



� � r a i l w a y , weather , squirrels, quiet , c o u n t e d , q u i c k l y

� � � sandwiches, e v e r y w h e r e , w o n d e r f u l


W e d n e s d a y wenzdi V i c t o r vikta

W e n d y wendi squirre ls skwirlz

G w e n gwen q u i e t kwaiat

U n i t 39 j ( y e l l o w )


See page 90.



a) pos i t ive short answers b e g i n n i n g Yes;

b) t a l k i n g about the past us ing used to;

c) i n t e r v i e w i n g someone by asking questions b e g i n n i n g Do you/Are

you/Have you/Can you etc.


R e c o g n i t i o n test: A � � � B « » « C»m»

1 sausages (B) 2 newspaper (B) 3 yesterday (B) 4 m i l l i o n a i r e ( A )

5 r e m e m b e r (C) 6 b e a u t i f u l (B) 7 produces (C) 8 understand (A)

9 w o n d e r f u l (B) 10 excuse me (C)


u n i v e r s i t y ju:niv3:sati t u b a t ju :be

H u g h Y o u n g hju:jArj E u r o p e jo:rap

m i l l i o n a i r e milianea

126


U n i t 4 0 h(hat)


See page 48.



a ) the greetings ' H e l l o ' and ' H o w are y o u ? ' ;

b) questions b e g i n n i n g who, whose, how;

c) structures w i t h have/has and his/her/hers;

d) exclamations b e g i n n i n g How.


R e c o g n i t i o n tests: A � � B � �

1 hel lo ( A ) 2 b e h i n d ( A ) 3 husband (B) 4 i n j u r e d (B) 5 perhaps ( A )

6 express ( A ) 7 a w f u l (B) 8 herself ( A ) 9 happened (B)

10 a l l r i g h t ( A )

A « . . B . » .

1 ambulance ( A ) 2 hospi ta l (A) 3 h o r r i b l e ( A ) 4 i m p o r t a n t (B)

5 t e r r ib le ( A ) 6 u n h a p p y (B) 7 accident ( A ) 8 a n y t h i n g ( A )

9 h o l i d a y ( A ) 10 example (B)


i n j u r e d ind3ad H e l e n helan

o p e r a t i o n - opareijn H i l d a hilda

hel i copter helikopte H a r o l d haerld

U n i t 41 9 ( th in)


See page 19.



a ) saying ' T h a n k y o u ' ;

b) structures w i t h anything / something / nothing / every thing;

c) expressing opin ions , b e g i n n i n g J think.

127


Stress practice

Oh no! The Smiths' house is worth thirty thousand pounds.

Students listen to the following sentences and reply to each w i t h this

sentence, stressing the appropriate w o r d s :

1 T h e Smiths' house is w o r t h thirty thousand dollars.

2 T h e Smiths' house is w o r t h thirty mil l ion pounds.

3 T h e Smiths' house is w o r t h twenty thousand pounds.

4 T h e Smiths' house isn't w o r t h thirty thousand pounds.

5 T h e Smiths' car is w o r t h thirty thousand pounds.

6 T h e Jones's house is w o r t h thirty thousand pounds.


mathematician maeGemet i J n E d i t h i :di8

Judith d 3 u : d i 0 E t h e l eBI

theatre Giate

U n i t 42 6 (the feather)


See page 21.



a) thisjthatjthesejthosejthe other(s);

b ) stat ing preferences, b e g i n n i n g ' I ' d rather . . . than . . . ' ;

c) m a k i n g comparisons, f o r e x a m p l e : ' T h e first car is faster t h a n the second

car ' ;

d ) t a l k i n g about f a m i l y photographs , f o r e x a m p l e : 'Th i s i s m y mother/

father/brother/grandmother/grandfather . '



1 assistant ( A ) 2 pre t t ier (B) 3 c o m f o r t a b l e (B) 4 Miss Brothers ( A )

5 together ( A ) 6 a n y t h i n g (B) 7 expensive ( A ) 8 another (A)

9 ug l ie r (B) 10 cer ta inly (B)


m a d a m m aeda m c o m f o r t a b l e kAmf tab l

c e r t a i n l y S3:tnli

128


U n i t 43 m ( m o u t h )


See page 35.



a) m a k i n g guesses using must, f o r e x a m p l e : He m u s t be i l l / H e must have

lost i t ;

b) t a l k i n g about o b l i g a t i o n s : I m u s t s tudy, etc ;

c) questions b e g i n n i n g How many/How much.


R e c o g n i t i o n test: A � � � B . � .

1 interest ing ( A ) 2 marmalade ( A ) 3 i m p o r t a n t (B) 4 example (B)

5 c inema ( A ) 6 g r a n d m o t h e r ( A ) 7 p o l i c e m a n (B) 8 t o m o r r o w (B)

9 r e m e m b e r (B) 10 f a m i l y ( A )


M i t c h a m m i t j a m m a r m a l a d e m a : m a l e i d

C a m b r i d g e k e i m b r i d 3 m a r v e l l o u s m a : v l a s

U n i t 44 n (nose)


See page 36.



a) greetings ' G o o d m o r n i n g / a f t e r n o o n / e v e n i n g ' ;

b ) asking and t a l k i n g about abi l i t ies : ' C a n y o u swim/speak G e r m a n ? ' etc. ;

c) negat ive short answers using No ... isn't/haven't/hasn't etc.


� � � agency, avenue, cer ta inly

� � � apar tment , f o r b i d d e n , eleven, g o o d m o r n i n g

� � � � inexpensive, o p e r a t i o n

� � � � � a c c o m m o d a t i o n

129



a p a r t m e n t a p a : t m a n t te lev i s ion t e l i v r j n

M a s o n meisn A v e n u e aevanju:

b i n g o b i n g a u

U n i t 45 rj ( r ing)


See page 38.



a ) greetings ' G o o d m o r n i n g / G o o d e v e n i n g ' ;

b ) cont inuous tenses w i t h ' i n g ' v e r b endings ;

c) asking and t a l k i n g about preferences in sport and other leisure act ivi t ies :

' D o y o u l i k e s w i m m i n g / p l a y i n g tennis/watching footbal l/dancing? ' etc.


� � m o r n i n g , s inging , b a n g i n g , s tanding, h a n g i n g , h o l d i n g , s h o u t i n g ,

r u n n i n g , sleeping.


P r i n g pnr j K i n g kin.

p i n k p i n k

U n i t 46 I ( letter) P a r t i


See page 59.



a) the gree t ing ' H e l l o ' ;

b) requests w i t h please;

c) t e l l i n g the t i m e using o'clock.

130




1 lettuce ( A ) 2 olives ( A ) 3 salad ( A ) 4 repeat (B) 5 m e l o n ( A )

6 j e l l y ( A ) 7 o ' c lock (B) 8 c o m p l a i n (B) 9 hel lo (B) 10 waitress ( A )


olives D I I V Z A l l e n aelan

usual ly j u ^ l i L i l y l i l i

U n i t 47 I (ball) Part 2


See page 59.



a) asking and t a l k i n g about the f u t u r e using the S imple Future tense;

b) myself/yourself/himself etc.


� � � b e a u t i f u l , d i f f i c u l t , b icycle , gent leman, w o n d e r f u l , sensible, h o r r i b l e ,

miserable, c o m f o r t a b l e , hospital


sensible s e n s a b l special s p e j l

faul t fo:lt m i s e r a b l e m i z r ab l

c o m f o r t a b l e kAmftab l

U n i t 48 r ( r a i n ) Part 1


See page 61.

111




a) replies to ' H o w are y o u ?': Very well/All right;

b) t a l k i n g about colours . T h e f o l l o w i n g g i v e practice in the sound I and r :

red , green, grey , b r o w n , orange, cream, y e l l o w , blue , black, p u r p l e , l i lac,

pale green, pale blue etc.


R e c o g n i t i o n test: A � � � B . « . C * « * « D . . # .

I sensible ( A ) 2 l i b r a r i a n (C) 3 secretary (A) 4 e v e r y w h e r e (A)

5 Austra l ia ' (C) 6 interest ing (A) 7 A m e r i c a (C) 8 electrician ( D )

9 expensive (B) 10 p h o t o g r a p h e r (C)


R a n d a l reendl R u t h ru:9

R i t a ri:ta L a u r a b : r a

R o s e m a r y r a u z m a n R o l a n d r au l and

A u s t r a l i a DStreilia A u s t r i a o s t n a

p h o t o g r a p h e r fatDgrafa restaurant restro or restrot

l i b r a r y l a i b n e lec t r ic ian e l e k t n j n

E u r o p e jo : rap l i b r a r i a n l a i b r e a n a n

U n i t 49 r (g i r l ) Part 2


See pages 63 and 65.


L i n k u p w i t h practice o f o f f e r i n g f o o d :

W o u l d y o u l i k e biscuits or

some m o r e

eggs

olives

apples

ice-cream

omelet te

onions

apricots

oranges

o i l

apple pie

* A l s o use w o r d s s tar t ing w i t h a consonant to practice silent 'r ' in more and

T 12

Ship or Sheep? Unit 49


Recognition test: A � � B � �

1 upstairs (B) 2 quarter ( A ) 3 G e r m a n ( A ) 4 weather ( A )

5 depart (B) 6 N e w Y o r k (B) 7 forbid (B) 8 airport ( A )

9 bookshop ( A )


passengers paesnd38z e m e r g e n c y im3:d3ansi

forbidden fabidn departure dipa:t ja

w o n d e r f u l WAndafl forecaster fo:ka:sta

133

Diagnostic tests

Teacher's notes

T h e purpose of these tests is to de termine students' weaknesses in

p r o n u n c i a t i o n i n order t o f i n d o u t w h i c h sounds need the most i m m e d i a t e

a t tent ion f o r a part icular class or language g r o u p . Each i t e m in the reading

passages ( ' Shopping List i and 2') tests one or t w o sounds.

T w o al ternat ive tests are i n c l u d e d here, a n d the same result sheet can be

used f o r ei ther of these. T h e f irst of these tests is m o r e suitable f o r near-

beginners, w h o m a y i f necessary be asked to repeat the i tems rather than

read t h e m .

Example:

S H O P P I N G L I S T 2

1 three peaches (Get the Scotch peaches. These are cheaper.)

R E S U L T S H E E T

1 i: (sheep)

t j (cherry)

T h e Result Sheet shows that in i t e m 1 the teacher must l isten f o r the sounds i:

a n d t j , and r e c o r d the students' per formance in these.

Administering the test

T h e test can be g i v e n to the w h o l e class together i f the students are of one

m o t h e r t o n g u e . A s k a n u m b e r of students to read each test i t e m and r e c o r d

an average of the results. I f the class i s of m i x e d n a t i o n a l i t y , i t can be g i v e n to

groups of students or to i n d i v i d u a l s . Students ' p e r f o r m a n c e can be tape-

recorded, or students can be asked to repeat an i t e m as m a n y times as is

necessary f o r the teacher to r e c o r d the results.

T h e reasons f o r m i s p r o n u n c i a t i o n are m a n y , and a large par t of errors are

spel l ing p r o n u n c i a t i o n . I t is therefore advisable to check errors by saying the

m i s p r o n o u n c e d w o r d s correc t ly and asking the student to repeat t h e m .

134

Diagnostic tests

Suggested symbols for grading

J = no d i f f i c u l t y w i t h this sound

x x = e x t r e m e d i f f i c u l t y

x = d i f f i c u l t y

x yj = m i n o r d i f f i c u l t y .

The tests

Shopping list 1

1 some cheese (cheap cheese); some tea (Chinese tea)

2 fifty biscuits ; f o u r fish

3 ten eggs ( b i g eggs)

4 j a m ; apples and oranges; a cabbage

5 ten tomatoes (large tomatoes)

6 f ive ki los of veal (very g o o d veal)

7 some s t rong s t r ing ( l o n g string)

8 f o u r forks (small f o r k s ) ; spoons; cups; smal l paper plates

9 some g o o d sugar; m i l k ; coffee; a cake

10 shoes f o r M o t h e r (blue shoes); t w o ki los o f f r u i t ; r ice ( b r o w n rice)

11 n u t s ; h o n e y ; one b u n (a h o t b u n )

12 one l e m o n ; n ine b r o w n o n i o n s ; f lowers f o r the house

13 some paper f o r M o t h e r ' s letters (the cheaper paper ) ; a pair of trousers f o r

Father

14 a g ir l ' s shirt and a s k i r t ; some c o l d d r i n k s ; bread ( g o o d bread)

15 e ight cakes and paper plates; some sausages f o r supper

16 some y e l l o w roses f o r y o u r sister

17 w h i t e w i n e (sweet w i n e ) ; some ice

18 beer f o r B o b (not the dear beer)

19 some shampoo f o r M a r y ' s h a i r ; some pears

20 tins of peas and beans (tins, please)

21 f ish f r o m the f ish shop (Engl ish f ish)

22 a t o y f o r the b o y (a l i t t l e b lue or y e l l o w ball)

2 3 s o m e t h i n g f o r M r S m i t h (it's his b i r t h d a y o n T h u r s d a y )

24 a te levis ion

Diagnostic tests

Shopping list 2

1 three peaches (Get the Scotch peaches. These are cheaper.)

2 fifty biscuits ( I f they are cheap.)

3 ten eggs (Get b i g eggs.)

4 a j a r o f apple j a m f o r Jack's sandwiches

5 tomatoes (Ask y o u r aunt . H e r garden isn ' t far f r o m the m a r k e t , and her

tomatoes are marvel lous . )

6 f ive servings of veal f o r this evening and some v e r y g o o d v o d k a

7 (Get a smal l b o t t l e of v o d k a , because U n c l e O l i v e r is b r i n g i n g s o m e t h i n g

s t rong t o d r i n k . )

8 a p o r k c h o p or some soup f o r Paul's supper ; also f o u r p r a w n s f o r George

9 a g o o d c o o k e r y b o o k

10 choose t w o r ipe g r a p e f r u i t or b u y some real f r u i t j u i c e , perhaps orange

or pear j u i c e

11 a dozen h o t buns f o r o u r u n h a p p y uncle , perhaps h o n e y buns

12 one p o u n d nine ounces o f b r o w n f lour

13 bacon (Remember that the bacon Father b o u g h t f r o m Feather's was

better than the bacon f r o m the other grocer . )

14 a b i r d for D a v i d ' s t h i r t e e n t h b i r t h d a y

15 e ight small cakes ( M r s M a y makes some tasty cakes.)

16 some y e l l o w onions (Go t o o l d M r Jones i n Y o r k Road.)

17 b u y some sweet or d r y w h i t e w i n e , and some ice

18 beer for B o b and R o b e r t ( B u y i t f r o m the p u b near here.)

19 some pears ( C o m p a r e the pears in the m a r k e t w i t h the pears in Mr

Claire's.)

20 a dozen tins of N e w Zealand peas, or f rozen peas

21 fresh Engl ish fish f r o m the fish shop

22 a l o i n or j o i n t f o r b o i l i n g ; some o l i v e o i l ; a leg o f l a m b

23 three unusual things f o r A r t h u r S m i t h :

24 a t e lev is ion ; a measuring tape; some rouge

Diagnostic tests

Result sheet

1 i : (sheep)

t j ( cherry)

2 1 (ship)

f (fan)

3 e (pen)

9 (girl)

4 ae (man)

d3 ( jam)

5 a: (heart)

t ( t in)

6 v (van)

7 D (c lock)

rj ( r ing)

8 a: (ball)

P (pen)

9 u ( b o o k )

k (key)

10 u: (boot)

r (rain)

11 A (cup)

h (hat)

12 n (nose)

au (house)

13 9 (a camera)

6 (the feather)

14 3: (g i r l )

d (door )

15 e i (tail)

s (sun)

16 a u (phone)

j ( y e l l o w )

17 a i (fine)

w ( w i n d o w )

18 19 (beer)

b (baby)

19 e9 (chair)

m ( m o u t h )

20 z (zoo)

21 J (shoe)

22 o i (boy)

I ( letter)

23 0 ( th in)

24 3 ( television)

List of likely errors

This is an index of common errors made by different language groups. The page

references in bold type are to Tree or Three? Other page references are to Ship or

Sheep ?

Arabic speakers

Vowels

Meaning is carried by consonants in Arabic; all vowels need practice.

i (ship) confused w i t h e (pen), 37, 10

ae (man) confused w i t h A (cups) and a : (heart) 41, 43,17, 20

a (a camera) 10, 27, 55, 42

ei (tail) confused w i t h e (pen) or ai (fine) 102,106, 48,36

av (phone) confused w i t h o: (ball) or 3: (girl) 87, 86, 63, 62

0: (ball) too short or confused w i t h s u (phone) 52, 87, 27, 63

u: (boot) confused w i t h u (book) 77,33

ie (bear) pronounced as spelling 72, 66

ea (chair) as spelling or confused w i t h 1: (sheep) 72, 69

Consonants

Diff icul ty w i t h groups of consonants especially at the beginning of a w o r d ,

p sounds close to b 108, 79

r strongly tri l led 65, 160

pronounced where normally silent 68, 70, 33, 163

w pronounced v 24,125

6 (thin) 12, 133 (but the sound exists in classical Arabic)

fl (feather) 14,138 (but the sound exists in classical Arabic)

v pronounced f or b 23, 121, 122

g confused w i t h k 112, 95

3 (television) pronounced J (shoe) o r z 93, 106

rj (ring) pronounced rjg or r)k 34,148

t f (cherry) may be pronounced J (shoe) 95, 108

d may be pronounced t in final position 81, 86

Intonation and stress

Arabs may sound abrupt, commanding.

Rising tune. 7, 29, 45,39 (and almost all intonation exercises)

Joining words. 89, 69, 71, 105

List of likely errors fjmnete

Chinese speakers

Vowels

1 (ship) 18, 6

e confused w i t h as (man) 39,13

ae (man) confused w i t h A (cup) or e (pen) 41, 39,17,13

A (cup) confused w i t h a: (heart) 44, 21

u (book) confused w i t h u: (boot) 77,35

u: (boot) may be pronounced y (as in French tu) 77,34

ei (tail) pronounced e 102, 48

Final consonants may be dropped, especially after:

ei (tail) 102, 48

au (phone) 87, 61 and other diphthongs.

Consonants

Great difficulty w i t h groups of consonants, especially finally, where one or more

may be dropped. confused w i t h r 65,161

sounds close to S, especially finally 6, 116,101

sounds close to tj (cherry) 97,112

confused w i t h J (shoe) or z 93,106

confused w i t h S especially before i: or may sound close to h

91,103

confused w i t h w or f 24, 23,125,121

may be confused w i t h n 60,154

confused w i t h n 34,148

14,138

12,133

pronounced p f inally 108, 74, 78

pronounced t finally 81, 87

pronounced k finally 112, 95

d3

3 (television)

J (shoe)

I

n

6 (feather)

9 (thin)

b

d g

Intonation

Falling tune. 4, 13, 47,5, 22,33 (and almost all intonation exercises)

Expressing emotion. 75, 107, 113, 22,30, 49 etc.

Stress and rhythm

Sounds staccato.

Joining words. 89, 69, 71,103

"39

List oj ititeiy errors Lizecn/Polish/Dutch

Czech and Polish speakers

Vowels

ae (man) pronounced e 39,13

ae (man) confused w i t h A (cup) 41,17

i: (sheep) confused w i t h 1 (ship) 16, 18,3, 6

eo (phone) pronounced D 86, 61


a (a camera) 10, 27, 55, 42

Consonants


6 (thin) ' 12,133

6 (the feather) 14,138

n (ring) pronounced n, rjk, or rjg 34,148

z pronounced s in final position 6,116, 101

b pronounced p in final position 108, 74, 78

d pronounced t in final position 81, 87

g pronounced k in final position 112, 95

v pronounced f in final position 23, 121

d3 (jam) pronounced t j (cherry) i n final position 97,112

r strongly tri l led 65,160

pronounced where normally silent 68, 70, 53,163

Dutch speakers

Vowels


A (cup) sounds close to 3: (girl) 41, 16, 40

au (phone) pronounced o 86, 61

01 (boy) second sound (1) too long 104, 53

ei (tail) second sound (1) too long 102, 47

Consonants

w sounds close to v or b 24,124

z pronounced s 6, 116,100

8 (thin) 12,133

o (the feather) 14,138

g pronounced k or x (loch) 112, 94

3 (television) pronounced J (shoe) 93,106

J (shoe) pronounced s in final position 91,104

d3 (jam) pronounced tJ (cherry) i n final position 97,113


v may be pronounced f 23,121

b pronounced p in final position 108, 79

rj (ring) confused w i t h n or nk in final position 34, 148

140

List oj lineiy errors

Finnish speakers

A tendency to pronounce words as they are spelt.

Vowels

as (man) pronounced e 39,13

3: (girl) 58,37

a (a camera) 10, 27, 55, 42

au (phone) 86, 61

Consonants

Final groups of consonants may cause difficulty.


8 (thin) 12,133

6 (the feather) 14,138

g confused w i t h k 112, 95

b confused w i t h p especially finally 108, 79

f confused w i t h v especially finally 23,121

z pronounced s or ts 6, 116, 101

3 (television) pronounced s or ts 93,106

d confused w i t h t especially finally 81, 87

\ (shoe) pronounced s or ts 91,103

tj (cherry) confused w i t h J (shoe) 95, log

d3 (jam) pronounced tJ (cherry) or j (yellow) 97,113

French speakers

Vowels

1 (ship) sounds close to i: (sheep) 18, 7

A (cup) confused w i t h 3: (girl) 41, 40

ao (phone) pronounced D 86, 61


v (book) sounds close to u: (boot) 74, 77, 31,35

0: (ball) m a y be confused w i t h av (phone) 52, 27

ae (man) confused w i t h A (cup) 41, 17

a (a camera) 10, 27, 55, 42

01 (boy) m a y be pronounced 0: (ball) 104, 53

Consonants

h omitted or put in the w r o n g place 46, 130

8 (thin) 12, 133

d (feather) 14,138

x too far back 65, 160

pronounced where normally silent 68, 70, 1

«->i*> yj uKtiy errors

n may be nasalized in final position 31, 145

rj (ring) may be nasalized in final position 34,148

tj (cherry) may be pronounced J (shoe) 95, log

t has a different quality in French 79, 82

Intonation

Tends to be flat.

Falling tune. 4,13,16,5, 22,30 (and almost all intonation exercises)

Questions. 7, 28, 45, 5, 33,126,144, etc.

Exclamations. 79, 80, 113, 22,132, i$g

Surprise. 79, 80,30, 49

Stress

An area of great difficulty. A l l syllables tend to be stressed equally.

W o r d stress. 5,10, 55, 8, 15, 55, 81, etc.

Sentence r h y t h m . 10, 27, 55,34, 44, 60 etc.

German speakers

Vowels


8U (phone) confused w i t h o: (ball) 86, 61

9 (a camera) 10, 27, 55, 42

0: (ball) sounds close to D 52, 28

3: (girl) has a different quality in German 58,37

au (house) has a different quality in German 84,37

Consonants


8 (thin) 12, 133

6 (feather) 14,138

z pronounced s in final position 6,116,101




v pronounced f i n final position 23,121

3 (television) may be pronounced J (shoe) 93, 106

d3 (jam) may be pronounced tj (cherry) 97,113

or confused w i t h j (yellow) 128

tj (cherry) sometimes pronounced J (shoe) 95, log

rj (ring) may be confused w i t h ng or rjk 34,148

r too far back 65,160

s may be pronounced z at the beginning of a w o r d 3, 6,101

s + consonant may be pronounced J (shoe) at the beginning of a w o r d 1

142

List of likely errors Creek


Joining words. 89, 6g, 71,105

Greek speakers

Vowels

i: (sheep) confused w i t h 1 (ship) 18, 7

33 (man) confused w i t h a: (heart) 43, 20


au (phone) pronounced D 86, 61

0: (ball) confused w i t h r> 52, 28

u: (boot) confused w i t h u (book) 77,35

ei (tail) may be confused w i t h ai (fine) or pronounced e 102, 47

Consonants

J (shoe) pronounced s 91,104

3 (television) pronounced z 93,106

t j (cherry) pronounced ts 95, 108

d3 (jam) pronounced dz 97,112

w may be pronounced gw or g 24,124

h pronounced x (loch) 46,130

g sounds close to j (yellow) in the middle of a w o r d 112, 94

r strongly tr i l led 65,160

pronounced where normally silent 68, 70,163

p may sound close to b initially 108, 74, 7g

t may sound close to d initially 79, 81, 82, 87

k may sound close to g init ially 112, go, 95

b in final position may be confused w i t h p 108, 79

d in final position may be confused w i t h t 81, 87

g in final position may be confused w i t h k 112, 95

v in final position may be confused w i t h f 23,121

8 (feather) in final position may be confused w i t h 9 14,141

z in final position may be confused w i t h s 6, 116,101

nd and nt confused w i t h d (sound d wr i t ten 'nt ' in Greek) 82, 8g

mp confused w i t h b (sound b wri t ten ' m p ' in Greek) 109, 76

rjk and rjg confused w i t h g 34,150

Intonation

Falling tune. 4, 13, 16, 5, 22,30 (and almost all intonation exercises)

Joining words. 89, 6g, 71,105

143

List of likely errors Gujerati/Hebrei

Gujerati speakers

Vowels

ae (man) confused w i t h e 39,13

0: (ball) confused w i t h D 52, 28


9V (phone) pronounced D 86, 61

Consonants

Diff iculty w i t h groups of consonants, expecially at the beginning of a w o r d ,

w pronounced v or b 24,124

8 (thin) 12, 133

d (feather) 14,138

t pronounced w i t h the tongue curled back 79, 82

d pronounced w i t h the tongue curled back 81, 78

z sounds close to s especially finally 6,101

3 (television) may sound like / (shoe) or j (yellow) 93, 106

J (shoe) may be confused w i t h s 91, 103

I found difficult at the end of a w o r d 62, 158

r pronounced where normally silent 68, 70,163

Intonation

Falling tune. 14,13, 16, 5, 22,33 (and almost all intonation exercises)

Stress and Rhythm

W o r d stress. 5, 10, 55, 15, 55, 82 (and all w o r d stress exercises)

Hebrew speakers

Vowels

Meaning is carried by consonants in Hebrew. A l l vowels need practice. _ - . r ^ ^ v . ^ v . .

ae (man) confused w i t h e or A (cup) 39, 41,13,17

i : (sheep) confused w i t h 1 (ship) 18, 7

a (a camera) pronounced close to e or as spelling 10, 27, 55, 42

3: (girl) pronounced close to e or as spelling 58,38

Consonants

Diff iculty w i t h groups of consonants. Vowels inserted between consonants. d (feather) 14,138 6 (thin) 12,133

r pronounced too far back or confused w i t h w 65, 160

w confused w i t h r 24,124

p confused w i t h f 22,108, 74,116

(p and f represented by the same letter in Hebrew) h may be omitted 46, 130

144

List of likely errors Hungarian I Iranians (Farsi)

Stress

T o o even. W o r d stress. 5,10, 55.15,55, 82 (and all w o r d stress exercises) Sentence r h y t h m . 10, 27, 55,34, 44, 60 (and all sentence r h y t h m exercises)

Hungarian speakers

Vowels


1 (ship) confused w i t h i : (sheep) 18, 7

D (clock) confused w i t h 0: (ball) 49, 28

o: (ball) confused w i t h A (cut) 41, 52, 16, 27




8 (a camera) 10, 27, 55, 42

Consonants

w pronounced v 24, 125

8 (thin) 12, 133

6 (feather) 14,138 q pronounced qk or ng 34, 149

d3 (jam) pronounced dj (due) o r t j (cherry) 97, 113

N O T E

letter c may be pronounced ts

letter j may be pronounced j (yellow)

letter s may be pronounced [ (shoe)

Intonation

Sounds a little flat.

Exclamations. 79, 80, 113, 22, 132,159

Surprise. 79, 80, 30, 49

Iranians (Farsi speakers)

Vowels

A l l vowels need practice.


a: (heart) sounds close to 0: (ball) 43, 53, 19, 27

ai (fine) sounds close to oi (boy) 105, 50, 56

9U (phone) confused w i t h 0: (ball) 87, 63

List of likely errors Italian


8 (a camera) 10, 27, 55, 42

e confused w i t h 1 (ship) and ae (man) 37, 39,10,13

ae (man) confused w i t h A (cup) 41,17

i a (beer) 72, 66

ee (chair) 72, 69

Consonants

Diff iculty w i t h groups of consonants especially at the beginning of a w o r d , w confused w i t h v 24,125

8 (thin) 12,133

6 (feather) 14,138

s + consonant difficult at the beginning of a w o r d 3,100

rj (ring) pronounced rjg 34,148


Stress

W o r d stress. 5, 10, 55,15,55, 82 (and all w o r d stress exercises)

Italian speakers

Vowels


ei (tail) sounds close to e or confused w i t h ai (fine) 102, 105, 47, 56

9U (phone) sounds close to D 86, 61

o: (ball) confused w i t h au (phone) 52, 87, 27, 63

3: (girl) confused w i t h o: (ball) 58,38

se (man) confused w i t h A (cup) 41,17

A (cup) confused w i t h a : (heart) 44, 21 V (book) confused w i t h u: (boot) 77,35 a (a camera) 10, 27, 55, 42

Consonants

Diff iculty w i t h groups of consonants.

h omit ted or put in the w r o n g place 46, 130

9 (thin) 12, 133

6 (feather) 14,138

z confused w i t h s 6,116,101

s pronounced z before m, I, n 4, 89, 98, 100

r strongly tri l led 65, 160


3 (television) confused w i t h d3 (jam) or J (shoe) 93, 106

j (yellow) confused w i t h d3 (jam) 100,128

n (ring) 34,148

146

List of likely errors Japanese


Joining words : an extra vowel may be added at the end o f a w o r d . 89, 69, 71,105

Japanese speakers

Vowels

Usually too short. 3: (girl) sounds close to a: (heart) 58, 43, 37

a (a camera) pronounced a: (heart) or as spelling 10, 27, 55, 42


ae (man) confused w i t h e (pen) 39,13

A (cup) confused w i t h ae (man) 41,17

u (book) confused w i t h u : (boot) 77,35

ei (tail) sounds close to e 102, 48

au (phone) sounds close to D 49, 86, 24, 61

or confused w i t h o: 87, 63

id 72,66

ea 72,69

Consonants

I sounds close to r 65,161

f confused w i t h h 22, 46,116, 130

9 (thin) 12, 133

6 (feather) 14, 138

v sounds close to b 23,122

w found difficult in front of u: (boot) or u (book) 24, 124

when wr i t ten wh may be pronounced f 25, 126

z confused w i t h s, especially finally 6,101

or pronounced dz or d3 (jam)6, 100

r confused w i t h I 65, 161

h may sound close to f (shoe) or f 46, 130

g confused w i t h k in final position 112, 95

3 (television) pronounced d3 (jam) or f (shoe) 93, 106

n confused w i t h m or rj in final position 31,146

j (yellow) found difficult before 1 (ship) or i : (sheep) 100, 128

Intonation

Falling tune. 4, 13, 16, 5, 22,33 (and almost all intonation exercises)

Stress and rhythm

Sounds staccato; an extra vowel may be added at the end of a w o r d .

Joining words. 89, 69, 71, 105

147

vj iHcciy errors Kampucheans (Khmer)/Portuguese

Kampucheans (Khmer speakers)

Vowels

I (ship) confused with i: (sheep) 18, 7

u (book) confused with u: (boot) 77,33

a (a camera) pronounced as spelt 10, 27, 55, 42

ae (man) confused with A (cup) and e 39, 41,13,17

3: (girl) sounds close to o: (ball) 58,38


au (phone) pronounced close to 0: (ball) 87, 63

Final consonants may be dropped after diphthongs.

Consonants

Great difficulty with groups of consonants, especially finally where one or more may be dropped.

z may sound like s 6, 116,101

f found difficult especially finally 22,116

s may sound close to h 3, 97

6 (thin) 12, 133

6 (feather) 14, 138

v may be confused with w or sound close to b 23, 24,125,122

3 (television) confused with d3 (jam) 93,106

J (shoe) confused with tf (cherry) 91, 95,103, log

d3 (jam) may be pronounced t j (cherry) in final position 97,112 j (yellow) may sound like d3 (jam) 100, 127 k may sound like t in final position 112, go

I confused with r after k or g 65, 161

Intonation

Falling tune. 4, 13, 16, 5, 22, 33 (and all intonation exercises)

Expressing emotion. 79, 80,113, 22, 30, 49, 132, i$g

Stress and rhythm

Sound staccato.

Joining words. 89, 69, 71,10}

Portuguese speakers

Vowels


ae (man) confused w i t h e 39, 13

a: (heart) pronounced 3: (girl) before m or n 43, lg

or confused w i t h ae (man) 43, 20

148

List of likely errors Punjabi


0: (ball) confused with o 52, 28

8 (a camera) 10, 27, 55, 42

eu (phone) sounds close to o or 0: (ball) 86, 61


Consonants

Difficulty with groups of consonants; final consonants dropped or not pronounced

clearly.

r too far back, may sound close to h 65,160

h sometimes omitted 46,130

9 (thin) 12,133

fl (feather) 14,138

b may sound close to v 108,122

t j (cherry) pronounced J (shoe) 95, 108

d3 (jam) pronounced 3 (television) 97,112

j (yellow) sometimes omitted 100, 127

z confused with s and 3 (television) 6,101

n in final position may be nasalized or confused with m 31, 146


s + consonant found difficult at the beginning of a word 3,100

Punjabi speakers

Vowels

ae (man) confused with e 39,13

D: (ball) 52, 27

9 (a camera) sometimes confused with A (cup) or as spelling 10, 27, 55, 42

ao (phone) pronounced D 86, 61


Consonants

Difficulty with groups of consonants especially at the beginning of a word.

v confused with w 24,125

9 (thing) pronounced close to 112, 133

6 (feather) pronounced close to d 14,138

p may sound like b 108, 79

t pronounced with the tongue curled back 79, 82

d pronounced with the tongue curled back 81, 86

r strongly trilled 65,160


rj may be pronounced rjg 34,148

List of likely errors

Intonation


Stress and rhythm

W o r d stress. 5 , 10, 5 5 , 1 5 , 55, 82 (and all word stress exercises)

Russian speakers

Vowels


1 (ship) / confused w i t h i : (sheep) 18, 7

3: (girl) as spelling 58,37

e (a camera) as spelling 10, 27, 55, 42



D confused w i t h 0: (ball) 52, 28

v (book) confused w i t h u: (boot) 77,35

Consonants

6 (thin) 12,133

6 (feather) 14,138



rj pronounced n, nk or ng 34,148

z pronounced s in final position 6, 116,101





h pronounced x (loch) 46,130

p may sound like b at the beginning of a w o r d 108, 74, 79

N O T E

Because of the Cyr i l l i c alphabet:

letter B may be pronounced v

letter C may be pronounced s

letter P may be pronounced r

letter H may be pronounced n

letter d may be pronounced g

150

List of likely errors Swedish/Norwegian/uamsniaeroo-Ksrow

Speakers of Swedish, Norwegian, Danish

Vowels



ei (tail) final sound 1 too long 102, 47

a i (fine) final sound 1 too long 105, 50

01 (boy) final sound 1 too long 104, 53

Consonants

9 (thin) 12,133

O (feather) 14,138

w often pronounced v 24,125

d3 (jam) confused w i t h j (yellow) or pronounced dj (due) by Danes

97,100,112

z may be pronounced s 6, 116,100

3 sounds close to J (shoe) 93, 106

tf (cherry) confused w i t h J (shoe) or pronounced tj (tube) by Danes 95,

iog

Intonation

Statements may sound like questions; sentences may sound incomplete.

Falling tune. 4, 13,16, 5, 22,33 (and almost all intonation exercises)

Serbo-Croat speakers

Vowels


32 (man) pronounced e 39,13

or confused w i t h A (cup) 41,17

3: (girl) confused w i t h 0: (ball) or as spelling 58,37

a (a camera) as spelling 10, 27, 55, 42



u (book) confused w i t h u : (boot) 77,35

i s (beer) confused w i t h i : (sheep) 72, 67

ea (chair) confused w i t h e 72, 6g

Consonants

w pronounced v 24, 125

B (thin) 12,133

& (feather) 14, 138

n (ring) pronounced rjg or nk 148,34


p may sound close to b 108, 79

151

usi oj meiy errors Spanish

z pronounced s in final position 6, 116, 101





N O T E

Because of the Cyrillic alphabet:

letter B may be pronounced v

letter C may be pronounced s

letter P may be pronounced r

letter H may be pronounced n

letter d may be pronounced g

Spanish speakers

A strong tendency to pronounce words as they are spelt.

Vowels

1 (ship) confused with i: (sheep) 18, 7

ae (man) confused with A (cup) 41,17

a (a camera) pronounced as spelling 10, 27, 55, 42

3: (girl) pronounced as spelling 58,37

o: (ball) confused with au (phone) 87, 63

or with D 52, 28




ia (bear) pronounced as spelling 72, 66

ea (chair) pronounced as spelling 72, 6g

Consonants

Difficulty with groups of consonants. Final consonants dropped or not pronounced

clearly. Sometimes t is substituted for other final consonants.

v pronounced b at the beginning of a word 23, 122

h pronounced x (loch) 46, 130

j (yellow) confused with d3 (jam) 100,127

z pronounced s 6, 116,101

w found difficult in front of u: (boot) or u (book): may be

pronounced b or gw 24,124

d sounds close to 6 (feather) in the middle of a word 81, J39

J (shoe) pronounced tj (cherry) or s 91, 95,103, log

m confused with n in final position 30,143, 146

rj (ring) confused with n 34,148

r strongly trilled 65, 160


b sounds close to v in the middle of a word 108, 78, 122

s + consonant difficult at the beginning of a word 3, 100

152

ust oj itieeiy errors 1 UTKlin/ I

Intonation

Sounds a little flat.

Exclamations. 79, 80,113, 22, 132,139

Surprise. 79, 80,30, 4g

Turkish speakers

A strong tendency to pronounce words as they are spelt.

Vowels

ae (man) confused with e 39,13

A (cup) confused with ae (man)4i, 17

a: (heart) close to A (cup) 43, 21

u (book) pronounced u: (boot) 77,35

ei (tail) close to e 102, 48

au (phone) pronounced o or 0: (ball) 86, 61

ia (beer) pronounced as spelling 72, 66

ee (chair) pronounced as spelling 72, 6g

Consonants

Difficulty with groups of consonants, especially at the beginning of a word.


6 (thin) 12,133

6 (feather) 14,138

rj (ring) pronounced ng or rjk 34. '48

r strongly trilled 65,160

or pronounced where normally silent 68, 70,163

z pronounced s in final prositon 6, 116,101





Thai and Lao speakers

Vowels

May be nasalized after h, m or n.


a: (heart) confused with A (cup) 43, 21

ae (man) confused with e or A (cup) 39, 41,13,17

Final consonants may be dropped especially after diphthongs.

ei (tail) 102, 48

au (phone) 86, 62

List oj imety errors Urdu

Consonants Great difficulty w i t h groups of consonants, especially finally where one or more

may be dropped.

I confused w i t h r 65,161

or may be pronounced n finally 60,154

12,133

14,138

confused w i t h w 24,125

or pronounced b i n the middle o f a w o r d 23,122

may be pronounced s 6,116,101

confused w i t h J (shoe) or z 93,106

pronounced tJ (cherry) 97,113

may be pronounced k 112,95

8 (thin)

0 (feather)

v

3 (television)

d3 (jam)

g

Intonation

A l l intonation exercises w i l l be useful.

Stress

Sounds staccato.


Urdu speakers

Vowels

M a y be nasalized.

A (cup) confused w i t h a (a camera) 41, 10,16, 42


3: (girl) pronounced as spelling 58,37

19 (beer) pronounced as spelling 72, 66

ea (chair) pronounced as spelling 72, 69


90 (phone) pronounced o 86, 61

Consonants

Diff iculty w i t h groups of consonants.

w confused w i t h v 24,125

9 (thin) 12,133 d (feather) 14,138



t pronounced w i t h the tongue curled back or may sound like d

at the beginning of a w o r d 79, 81, 82, 87

d pronounced w i t h the tongue curled back 81, 86

p may sound like b at the beginning of a w o r d 108, 79

k may sound like g at the beginning of a w o r d 112, 95

154

List of likely errors Vietnamese

Intonation


Stress

W o r d stress. 5 , 10, 5 5 , 8,15,55 (and all w o r d stress exercises)

Vietnamese speakers

Vowels


ae (man) confused w i t h A (cup) or e 39, 41,13,17


0 confused w i t h 0: (ball) 52, 28

3: (girl) may sound close to 0: (ball) 58,38

Final consonants may be dropped, especially after diphthongs:

ei (tail) 102, 48

au (phone) 86, 62

Consonants

Great difficulty w i t h groups of consonants, especially finally where one or more

may be dropped.

8 (thin) 12,133

A (feather) 14,138

z pronounced s in final position 6,116,101

S confused w i t h t in final position 3, 79, 98

f confused w i t h p i n final position 22,117

b confused w i t h p in final position 108, 79


1 confused w i t h n finally 60,154

r may be pronounced z 65,160

d3 (jam) pronounced 3 (television) 97,112

t J (cherry) may be confused w i t h t or f (shoe) especially in final

position 95,108

J (shoe) may be confused w i t h S or t 91,103

Intonation

A l l intonation exercises w i l l be useful.

Stress and rhythm

Sounds staccato.


155