Word by word

The American Accent GuideA

COMPREHENSIVE COURSE

on

THE SOUND SYSTEM

o f

AMERICAN ENGLISH

by

BEVERLY A. LUJAN, M.S. ccc/slp

Speech-Language Pathologist

Edited by

C. J. S. Wallia, Ph. D.Editor, IndiaStar Review of Books

Instructor, Publishing & Editing Program, U.C. Berkeley extension Berkeley, California USA

IS B N 0 -9 6 3 4 1 3 9 -6 -1

© Copyright 2006

A _______________ ______ Lingual ArtsP.O. Box 522168

Salt Lake City, Utah 84152

All Rights Reserved. Printed in the United States of America. No part of this manual or accompanying audio materials may be reproduced, stored, or transmitted, in any form or by any means, electronic, mechanical, photocopying, audio dubbing or otherwise, without prior written permission from Lingual Arts, Inc.

ACKNOW LEDGEMENTS

TO MY MOTHER

My deepest gratitude to those who contributed their talent and support in this

endeavor. First and foremost to T.C. Van Ausdal and her abundant talents and

skills. Other contributors included Jan D. Mayer, Rob Ronald, Rod Burkholz, Brent

M arshall, Christine Thurmond, Amy Norris, Nathan M artinez, Dennis M isurell,

Mark Cantor, Rebecca Waddups, Adam Blackwell, Ron Carpenter, Jeff Hansen,

Mike Maughn, Laura Bedore, and M ilan Claudio.

ABOUT THE AUTHOR

Beverly A . Lujan, M .S. - ccc/slp

Beverly Lujan is from a bilingual fam ily and has always had a great interest in diverse cultures and languages. She brings particular sensitivity to the problems that non-native speakers sometimes have in speaking the English language clearly and effectively.

Beverly studied Linguistics at San Diego State University and attained BS and MS degrees in Speech Language Pathology from the University o f Utah. Her research, teaching, and work in American English speech have focused on the problem s of non-native speakers and o f speech/ language-challenged individuals.

She has been a practicing speech therapist for over 18 years, counseling hundreds o f non-native speakers o f English in Utah from 26 countries around the world. She taught American English pronunciation to international students at Hawthorne University. She founded the Lingual Arts School in Salt Lake City that has conducted courses and seminars on accent m odification for corporate, governm ent and educational clients. As a clinical supervisor at the University o f Utah, she m entored graduate students to provide training in assessment and instruction on accent reduction. She also taught English speaking skills in the public school system. She is certified by ASHA (The Am erican Speech-Language and Hearing Association) and is a member o f TESOL (Teachers o f English to Speakers o f Other Languages).

Ms. Lujan developed The American Accent Guide as a direct result o f her experience in teaching English to non-native speakers. The exercises contained in the Guide were developed as part o f her work in the field.

Beverly A. Lujan offers speech evaluation and

personalized speech coaching for individuals, educational, and corporate clients.

See details at the end of this book.

Contents

INTRODUCTION ...................................................................................... x iTHE PROGRAM x i

APPLICATION xi,

THE PREM ISE xi, THE DIALECT x i i

THE APPROACH x ii, THE LAYOUT x i i i

Suggestions for the Student ......................................................... xvExplanatory Notes .............................................................................................. x ix

Glossary .................................................................................................................... x x

SECTION 1 OVERVIEW OF AMERICAN ENGLISH SPEECH PATTERNS_________

INTONATION & STRESS ...................................................................... 1.1INTONATION 1.1 STRESS 1.2

AT THE WORD LEVEL 1.2

BEYOND THE WORD LEVEL 1.4

FALLING AND RISING INFLECTION 1.5

Questions 1.5

PRIMARY S TRESS AND FINAL INFLECTION 1.6

STRESS FO R EMPHASIS 1.7

Stress for Emphasis and Final Inflection 1.7

RHYTHM .................................................................................................................... 1.8

Reductions 1.9 Linking 1.9

Practicing Rhythm and Stress 1.10

SECTION 2 THE ENGLISH VOWELS_________________________________________

INTRODUCTION TO ENGLISH VOWELS AND DIPHTHONGS ................................ 2.1

THE IPA SYMBOLS FOR VOWELS 2.1

PRODUCTION AND CLASSIFICATION OF VOWELS 2.2

LENGTHS OF VOWELS AND DIPHTHONGS 2.3

THE SIMPLE VOWELS ......................................................................................................... 2.4

THE SCHWA VOWEL 2.4

/ a / THE STRESSED SCHWA (up) 2.5

/8 / THE UNSTRESSED SCHWA {upon) 2.5

/¡/ {bee) 2.6h (bit) 2.7 Contrast: /i/ - I I I 2.8

Contrast: III- / a / 2.9

V

The c o m p r e h e n s iv e American Accent Guide

THE SIMPLE VOWELS (Continued)

Isl {bet) 2.9 Contrast: / s / - / a / 2 .1 0

Iasi {bat) 2 .11 Contrast: /e /- Iasi 2 .1 2

Contrast: Iasi- / a / 2 .1 2

/a / {ball) 2.14 Contrast: /a / - las/ 2.15Contrast: /a / - / a / 2.16

/ 0 / {ought) 2.17 Contrast: / 0 / - / a / 2.18

/u / (book) 2.18 Contrast: ImI- / a / 2.19

lu l (soon) 2 .2 0 Contrast: lu l- lu l 2 .2 1

lari (other) 2.21 ,2.24

Im I (her) 2 .2 1 Contrast: M r /- /s r / 2.23Contrast: M r/- /o r/ 2.23

THE DIPHTHONGS

leil (bait) 2.25 Contrast: Izl - le il 2.26

lail {bite) 2.28 Contrast: /a i/ - læ l 2.29

/o u / (owe) 2.29 Contrast: /o u / - la l 2.30

/au / (out) 2.31 Contrast: /au / - /ou / 2.32

/01/ (box) 2.32

BONUS EXERCISES 2.31

MINIMAL PAIRS - Vowels/Dipthongs 2.33

SECTION 3 WORD STRESS

STRESS AND MEANING ......................................................................................................

COMPOUND WORDS 3.1 TWO-PART VERBS 3.2

Two-Part Verbs as Idioms 3.4PREFIXES AND SUFFIXES ...............................................................................................

PREFIXES AND WORD STRESS 3.5

SUFFIXES AND WORD STRESS 3.7Meanings Determined by Stress on the Suffix 3.7

SUFFIXES AND STRESS PLACEMENT 3.8PROPER NAMES, TITLES. TIMES ..................................................................................

Abbreviations 3.22 Times and Dates 3.22

BONUS EXERCISE 3.23

Practice Word Lists:, ABBREVIATIONS 3.23 COMMON PREFIXES 3.23COMPOUND WORDS 3.24 VERB & NOUN-STRESS PATTERNS 3.25

Two - Three Syllable Words 3.25 Three - Four Syllable Words 3.25 Three - Five Syllable Words 3.26

2.25

3.1

3.5

3.21

v i

SECTION 4 THE RHYTHM OF AMERICAN ENGLISH

IDENTIFYING SPEECH RHYTHM 4 .1

REDUCED FORMSAND RHYTHM 4.3

REDUCING FUNCTION WORDS 4.4

Simplifying Vowels 4.4 The English Articles 4.4

Underlying Rules for Use of Articles 4.5

Simplifying Consonants 4.10


REDUCED WORD GROUPS 4.15

Combining Consonants 4.15

Linking with the Tapped t 4.16

Common Two-Word Reductions 4.16

BONUS EXERCISES 4.18 Omissions of h and t 4.19

CONTRACTED FORMS .................................................................................................... 4.20


RED U CED SEGMENTS WITH CONTRACTED FO RM S 4.24

SECTION 5 THE AMERICAN ENGLISH CONSONANTS: The Stops & The Continuants

THE IPA SYMBOLS FOR CONSONANTS 5.1 CLASSIFICATION OF CONSONANTS 5.2

Tongue Tip Placement 5.3 Use of Voice for Consonants 5.3

Aspiration 5.3

/p, b / It, d / Ik, g / THE STOP CONSONANTS .................................................. 5.5

INITIAL STOP CONSONANTS 5.5

FINAL STOP CONSONANTS 5.6

MIDDLE STOP CONSONANTS 5.7 M id d le /, d 5.7

The Glottal Stop 5.7 The Tapped t 5.8

LINKING: STOP CONSONANTS - VOWELS 5.9

LINKING: CONSONANTS - CONSONANTS 5.10

THE S U F F IX -e d 5.11

S top C o n so n an ts + S u ffix -ed 5.11

Contrast: Voiceless -ed - Voiced -ed 5.12

Linking: Suffix -ed — Vowels 5.12

Linking: S u ffix -e rf— Consonants 5.13


MINIMAL PAIRS - FINAL STOP CONSONANTS 5.16

SILENT SPELLINGS - p, b t, d k, g 5.17

PUTTING IT ALL TOGETHER ...........Conversational Exercise 4.28

4.26

INTRODUCTION 5.1


SECTION 6

THE CONTINUANT CONSONANTS

/0, 5 / (thin, then) .....................................................................................

Contrast: /0/ - IV 5.19 Contrast /5/ - Id/ 5.20

Contrast /0/ - /si 5.21 Contrast /5/ - Izl 5.22

Sound Clusters /0,5/ 5.22

PRACTICE WORDS 5.24


/f,V / ................................................................................

Contrast IV - M 5.26

Contrast /f, v/ - /0,5/ 5.27

Suffix -s, Suffix -ed 5.27

Contrast: /v / - Ibl 5.28

Irregular Plurals / I v z / 5.29

PRACTICE WORDS 5.29

BONUS EXERCISE 5.30

THE AMERICAN ENGLISH CONSONANTS: The Sibilants

Is, z/ ............................................................................................................/f, 3 / {share, rouge) /tj, d3 / {chair, jam) ......................................

INITIAL SIBILANT SOUNDS 6.3/s/ BLENDS 6.5FINAL SIBILANT SOUNDS 6.6

Contrast: /s/ - Izl 6 .6 Contrast: /J/- /t j/ 6 .8

Contrast: /t|/ - AJ3 / 6 .8

Contrast: /3 / - Other Sibilant Sounds 6.9

STOP CONSONANTS + S 6.10

Suffix -S 6.10Contrast: S u ffix -s Voiceless - Suffix-s Voiced 6.11

CONSONANT CLUSTERS WITH Isl 6.14 Contrast Isl Clusters 6.14

/p s /- /b z / 6.11 /k s /- /g z / 6 .1 2

/k s /- /s k / 6.12 / ts /- /d z / 6.13Suffixes:

-es 6.15 -ize 6.16 -tion,- sion, -cian 6.17 -cial, -tial 6.17 -cious, -tious, -xious 6.17-sian, -sion 6.18 -geous, gious 6.18 -est 6.19 -ist 6.19

5.18

5.26

6.1

6.2

THE SIBILANT SOUNDS (C o n tin u e d )

SIBILANTS + Suffix -ed 6 .1 8 Contrast: /-st/ - l-zdlLinking Sibilants - Other Sibilants 6.21

Linking Sibilants + Suffix -ed - Vowels 6 .2 2 Conversational Exercise 6 .23

Silent Spellings of S 6 .2 4

Spelling “ch” Pronounced l\l 6 .2 4

MINIMAL PAIRS - FINAL SIBILANT SOUNDS 6 .2 4

SECTION 7 THE AMERICAN ENGLISH CONSONANTS: The Glides & The Nasals

/ r / ...................................................................................................................... 7.1

/r/ BLENDS 7.2Contrast /r/ Blends: Voiceless - Voiced 7.3

MIDDLE M BLENDS 7.4 FINAL IM BLENDS 7.5 Contrast: Irtl - Irdl Contrast Irsl - Irzl

More Practice Words - /r/ Blends 7.6 BONUS EXERCISES 7.6-

/1 / ........................................................................................................................ 7.8

THE CLEAR HI 7.8 LONG VOWEL + HI 7.8 /1/ BLENDS 7.9

C ontrast/1/ Blends: Voiceless - Voiced 7.10 FINAL HI 7.10

A final consonant + /1/THE BACK l\l / 7.11

Contrast:/ 1 / - / r/ 7.12Contrast:/1 / Blends - /r/ Blends 7.12The Suffix -ly 7.13Conversational Exercise - Sounds /r/ & /1/

Silent I 7.14

MORE PRACTICE WORDS - M & /1/ 7.14 BONUS EXERCISES 7.14

/w / ...................................................................................................................... 7.15C o n tras t:/v /- /w/ 7.16

BONUS EXERCISE 7.17l\l (yet) .............................................................................................................. 7.17

Contrast / j / - Id?,/ 7.17IU I ........................................................................................................................ 7.19

Silent h 7 .19

BONUS EXERCISE 7.19

IX


THE NASAL SOUNDS

Iml, I n i .......................................................................................................... 7.20Contrast: /m/ - /n/ 7.20Contrast: Voiceless - Voiced Endings 7.21Contrast: /1/ - In i 7.21

/□ / (sing) ........................................................................................................ 7.22Contrast: Ini - / 13/ 7.22 Contrast: Inkl - /( ]/ 7.23 Contrast Suffix Endings -s, -d 7.23

The Suffix - ing 1.24 Contrast Endings -nking - nging 7.24

BONUS EXERCISE 7.24

SECTION 8 MORE ON STRESS AND INTONATION

INTONATION AND MEANING ................................................................................. 8.1

Polite Tones 8.1 Mildly Rising Inflection 8.2

Sharply Rising Inflection 8.3 Swinging pitch inflection 8.3

Sharply Falling Inflection 8.4

VARIATIONS AND EXCEPTIONS ............................................................................ 8.5Yes/No Question Form with Falling inflection 8.5 Declarative Form with Rising Inflection 8.5 w h Questions with Rising Inflection 8.5

VARIATIONS IN STRESS 8.5Stress on Descriptive Words 8.7 Degrees of Stress 8 .8

Conversational Exercise 8 .8

Stress with Lower Pitch 8.9PRACTICING STRESS FOR EMPHASIS ..................................................... 8.10

CLARIFYING AND EXPLAINING 8.10 INTONATION AND PAUSES .......................................................................... 8.12

MESS A G ES THAT REQ U IRE PA USES 8.13Addressing the Listener by Name 8.13 Responses beginning with Yes or No 8.14

Messages with Tag Forms 8.14 PAUSES IN LONGER SENTENCES 8.16

Compound sentences 8.16 Parenthetical Statements 8.17

STATING OPTIONS 8.18 Two Options 8.18 Conversational Exercise 8.18 More than Two Options 8.19

STATING ITEMS OR SEQ UEN CES 8.19Indefinite Listings or Choices 8.20 Conversational Exercise 8.20

DESCRIPTIONS, DIRECTIONS or INSTRUCTIONS 8.21Conversational Exercises - Putting it All Together....... 8.21


X

In tr o d u c tio n

THE PROGRAM

The American Accent Guide, Second Edition, is a complete book and audio instructional program on the sound system of American English. This program provides comprehensive instruction on the intonation, stress, and rhythm o f American English as well as on pronunciation of the speech sounds. The interactive approach makes the instruction engaging and efficient.

The American Accent Guide consists of a manual and eight hours of easy-to-foliow audio instruction, along with additional exercises and practice word lists.

APPLICATION___________________________________________________

The approaches and techniques used in The American AccentGuide have proven effective over the past 15 years with non-native students of many language backgrounds who speak English at low intermediate to advanced levels.

The American AccentGuide can be used by individuals as a self-study program, and by speech-language pathologists and ESL teachers as a main instructional resource. It has been successfully used with individuals or with groups of same or of mixed language backgrounds.

THE PREMISE

The American Accent Guide is based on the premise that improving speech and communication in a new language is more efficient if the student gains an understanding of the sound system of that language while practicing new skills.

In the process of learning to identify and apply new sounds and voice patterns, the student also attains improved comprehension of the language as it is spoken.


THE DIALECT

The dialect referred to by many as Standard American English is the model for this program. This dialect is used w idely in the United States as well as in parts of Canada. As the preferred standard of communication, it is also known as “ broadcaster English.”

Exercises in The American Accent Guide reflect the communication style of American culture, and they typify the use of language in everyday social and professional situations.

The International Phonetic Alphabet (IPA)

For the non-native speaker, a difficult part of learning how to speak English well is a result of written spellings. W hile there are 41 speech sounds in American English, there are only 26 letters to represent them. This Program uses the International Phonetic Alphabet (IPA), a system that provides a symbol fo r each English vowel and consonant sound. Several d ictionaries featuring IPA symbols are now available at bookstores. It is recommended that each student obtain one for personal use.

THE APPROACH

Interactive

Students participate in a variety of exercises. These involve listening and repeating, listening and responding, and many types of in te ractions u tiliz ing ana log ies, synonym s, paraphrasing, and verbal exchanges.

Exercises lend themselves to interaction between teacher and student or student and student.

Integrative

An integrative approach makes The American Accent Guide compact. It gives continuity to instruction and makes every lesson w idely applicable to students of all language backgrounds.

While each section is complete in itself, the lessons address subject matter from previous sections, i.e.,

• Word Stress - Practice words in most lessons are grouped according to their stress patterns in order to facilitate using proper word stress.

• Linking - Lessons on consonants show how to link sounds in order to facilitate English rhythm.

x i i

Various lessons facilitate improved grammar and vocabulary, e.g.,

• Grammar and Usage

The section on Rhythm includes a lesson on the pronunciation and use of articles a, an, and the and reviews the underlying rules for their use.

The section on Consonants addresses pronunciation and usage of suffixes and provides repeated practice o f the suffixes - e d , -s, -es, and -s.

• Vocabulary

Exercises using synonyms, antonyms, and paraphrasing are designed to help the student learn new vocabulary.

THE LAYOUT

The book is divided into eight sections, each with its own numbering sequence and a corresponding CD.

Following is a summary of sections in The American Accent Guide:

Section 1 AN OVERVIEW OF AMERICAN ENGLISH SPEECH PATTERNS______________

The overview shows how stress, intonation, and rhythm work together to create the voice patterns of the English dialect that is standard in North America. It illustrates the key role that vowel sounds have in stressed and in unstressed segments.

Section 2 THE AMERICAN ENGLISH VOWELS_______________________________________

Because of their impact on intelligibility and their role in stress and in rhythm, vowel sounds are addressed early in the program. A lesson on each of the 17 simple vowels and diphthongs gives attention to the varying lengths of the sounds based on the different contexts in which they normally occur.

Exercises contrast sounds that are often confused by learners of English, and brief probes survey the student’s ability to differentiate between these sounds.

Section 3 WORD STRESS___________________________________________________________

Lessons demonstrate the correlation between grammatical function and stress patterns of various word types, including compound words and two-part verbs. They show how the suffix can determine which syllable is given primary stress, and they feature exercises that compare and contrast word stress patterns.


Section 4 THE RHYTHM OF AMERICAN ENGLISH___________________________________

The student is shown how to identify and apply new rhythm patterns. Focus is given to common reduced form s o f function w ords and to co lloqu ia lism s that give the American English dialect its characteristic rhythm.

Sections 5, 6 & 7 THE AMERICAN ENGLISH CONSONANTS______________________

A lesson on each of the English consonants addresses variations of the sounds. Sounds that occur frequently and are commonly d ifficult for the non-native speakers, such as, I, r, and th, are given greater focus.

Exercises contrast sounds often confused by learners of English, and they help to survey the student’ s ability to differentiate between sounds that are similar.

Main focus is g iven to consonan t sounds at ends o f w ords, the con tex t m ost commonly d ifficult for non-native speakers. The contrasts between voiceless and voiced endings are addressed, for example: bat versus bad; lack versus lag.

P a rticu la r a tten tion is g iven to a rticu la tio n o f consona n t b lends and c lus te rs . Contrasting voiced-voiceless endings that include suffixes (-ed and -5 as in backed

= kt, bagged = gd; backs = ks, bags - gz) are practiced repeatedly.

Section 8 MORE ON INTONATION AND STRESS________________________________

Lessons in troduce m ore pa tte rns o f in tona tion and s tress and the u n de rly ing m eanings they convey. A tten tion is given to the use o f pauses and pitch inflections that serve to emphasize and clarify meaning. Exercises include longer, more complex sentences, and conclude with paragraphs.

x i v

Suggestions for the Student

Before you begin to work on speaking English more clearly, here are some hints to help you get started:

• Set your goals and establish your priorities

Try to identify what you want to improve and determine how much effort you want to put against your goals. Work on as many goals at one time as you find comfortable. For example, focus on a single pattern that is quite difficult for you or on several that are relatively easy.

• Practice Faithfully

Make a commitment to practice daily and repeat each lesson as often as is necessary. Give yourself the practice time to do the job. It has been our experience that it takes at least three hours per week to make steady improvement in pronunciation. Language is an art, and it is the most complex of human behaviors — so there is no quick and easy way to master speaking a new language clearly. It does take dedicated practice and persistence.

As you learn to interpret and apply new speech sounds, you may achieve the additional benefits of improved comprehension o f spoken English and improved English grammar, particularly in using articles and suffixes. This can also help you become better aware of correct English spellings, particularly at ends of words.

• Focus on Good Listening

Increase your awareness of English pronunciation by focusing on the speech sounds and patterns of the spoken language as you listen to The American Accent Guide.

Remember that listening, not reading, is the key to learning English pronunciation. It is recommended that you use the book along with the audio instruction at least the first time you study a section. Then practice again and again relying primarily on the audio instruction.

Listen to all o f the American English conversational speech that you can. American movies and television programs are also good ways to focus on American English speech.

x v


•Relax, relax

New speech postures will feel unnatural at first. Learn to relax, because unnecessary tension can interfere with your speech movements. Try not to tighten the muscles in your throat, your jaw, or your face. W hatever tension you need to speak English is focused only in the tongue and the lips.

Proper breathing is im portant in order to relax and to speak effectively. Avoid holding your breath when you feel nervous. A llow each breath to flow deeply and smoothly. You can practice proper breathing by closing your eyes and relaxing as you focus entirely on your breathing. Feel each breath flow past your throat into your abdomen and out again. On a daily basis, practice meditation or another relaxation technique that will improve your concentration for speech and will promote good breathing practice.

A llow yourself to yawn and experience the feeling of openness in the throat area. An open, relaxed posture in the back of the mouth and throat is essential for achieving the proper sound for English speech.

• Record Your Own Speech Frequently

Often you are not aware of how you are speaking a language until you hear your own voice played back to you. Use a tape recorder to practice as you work on those sounds, words, and concepts with which you are having the most difficulty. This will allow you to track your progress and see the improvement you are making. As you do this, you will gain confidence in your ability to produce with ease new sounds and patterns. This experience will provide you with enormous encouragement to continue practicing.

• Take Every Opportunity to Converse in English

To attain mastery of English speech requires that you also involve yourself as often as you can in situations where you speak English. The more you engage in English conversation, the better chance you have to improve your English speech. It will be especially helpful to converse with others who speak Am erican English.

x v i

* Familiarize yourself with the International Phonetic Alphabet (IPA)

In English, there are 41 speech sounds, represented by 26 letter symbols. Each letter represents more than one sound. In addition, many of the sounds are spelled more than one way.

To alleviate confusion with English spellings T he A m e ric a n A c c e n t G u id e uses the International Phonetic Alphabet (IPA), a system that provides one symbol for each sound. The IPA symbols will help you to identify more easily the individual sounds of American English. Remember to focus on sound rather than on spelling and to use the IPA symbols to identify the individual sounds. As a sound is addressed in a lesson, practice writing its symbol.

Various dictionaries featuring IPA symbols are now available at bookstores. It is recommended that you obtain one for personal use.

* Facial Expressions and Gestures

All communication has non-verbal aspects. You can see how speakers of a language in a culture use facial expression and gestures as part of their communication. Become aware of how speakers of American English use these in conjunction with voice patterns to convey underlying meaning. Note how facial expression and/or gestures often accompany words that are stressed for emphasis.

As a part of learning English, pursue information on non-speech aspects of communication as used by speakers o f the language. There is increasingly more literature and other resources available on the non-speech aspects of communication. You can also increase your insights through watching movies and television. If you can, videotape yourself conversing or delivering a speech, and make notice of how you use non-speech aspects in your expression. Anyone who wishes to become a better speaker could benefit from observing him- or herself in this manner.

* Use a mirror to learn new speech movements and postures

A m irror can help you as you practice new articulation movements and postures, such as learning to place your tongue for the “ th ” sound, or learning to round or retract your lips for a vowel sound. It is important that you be aware of visible speech movements and postures required to produce sounds correctly. These movements and postures also provide the listener visual cues when you communicate in person.

x v i i


• Train your Muscles for Speech

The use of muscles for speech varies from one language to another. Learning to speak a new language usually requires learning to position your mouth and tongue in new ways and training new muscles. Some vowel sounds in American English require rounding the lips and some require retracting them. It may be that you will need to achieve greater flexib ility as well in tongue movement in order to speak the sounds of American English.

At right are tongue postures that are used in English speech. These postures can be difficult for many non-native speakers. To train them, practice in front of a mirror. Use your fingers and a spoon if necessary to help you position your tongue as shown

• Be Aware of Your Voice

Become aware of how you use your voice as you learn new intonation patterns. Voice originates in the larynx, which is commonly referred to as “ the voice box.” The larynx, houses the vocal cords and is located in the throat area. To feel the vocal cords vibrate as you speak, place your fingers on your throat. Sing or hum different tones and you will feel the larynx vibrate higher in the throat for higher- pitched tones and lower for lower-pitched tones.

* Incorporate New Sounds Gradually into Your Conversational Speech

Incorporating a new sound or speech pattern with ease into your conversational speech is usually a gradual process. Begin by using the new sound or pattern during short periods of conversational speech (perhaps five minutes) a few times a day to increasingly longer periods until you can use it effortlessly.

tongue spread tongue narrowed

Explanatory Notes

• In the audio instruction, some consonants are referred to by their sound, others by their spelling. This is because some sounds when produced by them selves, cannot be heard clearly on a recording.

• D ifferent words that have identical pronunciation, are w ritten together, separated by slash marks. For exam ple,

cite/sigh t/site.

• In word exercises, most words are grouped according to their stress pattern, as in the following examples:

day m any about im portanttim e m inute today accoun ting

I

m

LISTEN - This icon appears where audio instruction begins on a lesson.

READ ONLY - This icon appears when information is provided in w riting only.

TO PS ODU CE: HoM dwsttfte tip of your A shaded box contains inform ation that is not included in the audio instruction. Stop the audio to read the contents.

SHADOW THE SPEAKER

Traveling (s undoubtedly one of the most enjoyable things you can do. provided you

A box with a shadow invites you to shadow the speaker. This means, read along and follow as closely as you can the voice and speech patterns of the speaker.

x i x


Glossary

Airflow: The breathed air used in speech.

Aspiration: The audible rush of air produced with some voiceless consonants.

Articulators: The structures that produce the speech sounds.

Articulation: The production of speech sounds.

Carryover: The process of applying newly-learned patterns in conversational speech.

Continuant: A linguistic classification for sounds that are produced with a continuousair flow.

Diphthong: A vowel produced as the articulators move from one place to another.

Final position: The occurrence of a sound at the end of a word.

Intelligibility: Speech clarity; the degree to which speech is understandable.

Intonation: The changes in voice during speech.

Inflection: The changes in pitch on intonation.

Initial position: The occurrence of a sound in the beginning of a word.

Larynx: The structure that contains the vocal cords. These vibrate the airflow toproduce voice. The larynx is sometimes referred to as the “voice box.”

Linking: The airflow is held on one sound and released on the next sound.

Linking connects sounds between adjacent words and thereby gives flow to speech.

Middle position: The occurrence of a sound in the middle of a word.

Pitch: This term, usually associated with musical notes, refers in this course to the voice tones in speech.

Reduced forms: The simplification of sounds or words.

Stress: The accent given a specific syllable by increasing its loudness and length,and changing its pitch.

Utterance: Any verbal expression.

Voiced consonant: A consonant sound produced as the vocal cords vibrate.

Voiceless consonant: A consonant sound produced without the use of voice.

XX

An O v e r v ie w

of A m e r ic a n E n g lish

S peech P a t t er n s

This overview gives main focus to the vocal patterns o f standard American English speech. We want to show you how intonation, stress, and rhythm work together and with the individual sounds, particularly the vowel sounds, to create the English dialect that is considered standard in Am erica and is also spoken widely in parts o f Canada.

INTONATION AND STRESSIn verbal com m unication, we do not express ourselves w ith words alone. In addition to our facial expressions, gestures, and other body m ovem ents, our vocal patterns add underly ing m eaning to w hat we say. One sentence can, therefore, have a variety o f m eanings depending on how it is expressed.

Each language has its own basic vocal patterns and w ays in w hich these are m odified to convey underly ing m eaning. To com m unicate c learly and effectively in a new language, it is, therefore , im portan t to learn to apply the vocal patterns used by speakers o f that language.

INTONATIONIn tonation is sim ply how we use and change our voice. As we speak, the pitch tones in our voices change in a way that is sim ilar to when we sing. These changes are called pitch inflections.

• • • •

Do you know what I mean?

1.1


STRESS

In English speech, intonation works together with stress to make certain parts in a message clearer and more distinct. Stress is given to a word by accentuating certain syllables. Normally, one syllable is accentuated more strongly than others. This is, therefore, the syllable with primary stress. Other stressed syllables are given secondary stress.

A stressed syllable is spoken longer and louder and with higher pitch. The vowel within a stressed syllable is pronounced fully. An unstressed syllable, on the other hand, is spoken shorter and quicker, making the vowel reduced.

THE S Y L L A B L E

VOWEL PRONOUNCED FULLY

VOWEL REDUCED

• P R IM A R Y STRESS

’ S E C O N D A R Y STRESS

u n s t r e s s e d s y l l a b l e •

(/>2 c 13 =3

_o

T3 C (O

len g th of vow el

As a result o f reductions made to stressed syllables, most vowels in these syllables are pronounced as the schwa, /8/, as in, condition or available. This vowel is represented by a symbol that looks like an upside-down e. This is a symbol o f the International Phonetic Alphabet (IPA). The schwa is the shortest and sim plest sound in English speech, and it is the sound most frequently used. Other vowels used often in unstressed syllables are the vowel III, as in citizen, and /a r / as in other.

AT THE WORD LEVEL

Within a word, pitch rises to its highest level on the syllable with primary stress. From there, it falls, or it rises more. This inflection in pitch is made as a step or as a glide. Following are examples:

• STEP INFLECTION - Pitch steps down from the stressed syllable onto an unstressed syllable. Listen to examples spoken with a falling inflection.

s im p le am a z in g a ccu ra te im p o ss ib le

1 .2

Overview

Now listen to the same words spoken with rising inflection.

s im p le am azing accura te im poss ib le

GLIDING INFLECTION - Pitch glides on the syllable with primary stress when the word consists o f one syllable, or when that syllable ends a word. Listen to examples with falling inflection:

n o w agreed

_ ^

guaranteed

Now listen to the same words with a rising inflection.

J ■ J - • Jagreed guaranteedn o w

Repeat the following words using a falling inflection:

m oneyn eve ropen

correctenoug htoday

expensivefo rev ertom orrow

anim alcus tom erm anager

app lica tiondem onstra tionob liga tion

respons ib ility qua lifica tion

Repeat the following using a rising inflection:

neve r. J

to d ay fo re v e r

• •

o b lig a tio n re s p o n s ib ility q u a lif ic a tio n

1 .3

The c o m p r e h e n s iv e American Accent GuideCONTENT WORDS

Examples:NOUNS person place thingVERBS go run thinkADJECTIVES good bad rightADVERBS very' almost quite

FUNCTION WORDS

Examples:ARTICLES a, an, the. any, someAUXILIARY (helping verbs) is, are, am, do, does, didCONJUNCTIONS and, but, if, orMODALS can, will, could, should, wouldPREPOSITIONS in, on, of, into, about, withPRONOUNS he, she, it, they, him, her, them

BEYOND THE WORD LEVEL

In phrases or in sentences, only certain words are normally given stress. These are the words classified as content words, because they contain most o f the information in a message.

Content words are nouns, verbs, adjectives, and adverbs. Words that are normally not stressed are classified as function words.

Function words serve more to provide the grammar structure that connects content words into phrases and sentences. Function words include articles, conjunctions, pronouns, and prepositions.

Listen to the following sentence:

CO N TEN T WORDS FUNCTION WORDS

The TIME is NOW. TIME NOW the, is

As you can see, content words carry the meaning in a message. Listen to another example:

C O N TEN T WORDS FUNCTION WORDS

WHERE are ALL the PEOple? WHERE ALL PEOple are, the

Are function words used in your native language? If they are not, you may have difficulty applying them in your English speech. You may also have difficulty hearing some function words as they are spoken in English, because they are normally reduced and are thereby spoken quickly.

1 .4

Overview

FALLING AND RISING INFLECTION

Final inflection, which is the pitch change at the end o f an utterance, has underlying meaning. Generally, in connected speech a fall in pitch indicates that the speaker has finished a thought, while a rise in pitch indicates that the speaker intends to continue on the thought. Listen to examples:

I know what you mean.

I know what you mean, but I don’t agree.

Questions are spoken with either a falling or rising inflection.

Wh- Questions, which are those that begin with question words such as who, what, or when, are normally spoken with a falling inflection, as in:

Who called?

Repeat the following:

Who is that?When does it start? Why not?How come?

The Question Words are; what, when, where, which, who,

whom, why & how

W hat’s new?

W hat is it called? Where is it?Which way?How did you do that?

Yes/No Questions, which are those that request a yes or a no response, are normally spoken with a rising inflection. Listen:

JIs that right?

JCan you jo in me?


JAre you ready? Will you be there? Do you think so?

JShould I call?Would that be okay?Did you check your e-mail?

1 .5

The c o m p r e h e n s iv e American Accent GuidePRIMARY STRESS AND FINAL INFLECTION

In phrases and in sentences, primary stress is normally placed on the last content word, and that is where final inflection occurs. In the following sets of sentences, the first ends with a content word, and the second ends with one or more function words. Listen to an example:

j

W hat did you think? W hat did you thinkjof it?

Grammatical Forms of Final Words

VERBPreposition, Pronoun

Repeat the following sets to contrast their final inflection patterns.

• •Did you no tice?Did you n o tic e jh e r?

VERBPronoun

We w ere fa m i l ia r We w ere fa m i l ia r w ith it.

ADJECTIVEPreposition, Pronoun

I w a ited p a tie n tly , I w a ited p a tie n tly fo r th e m .

ADVERBPreposition, Pronoun

Is it good e n o u g h ?Is it good e n o u g h lfo r you?

ADVERBPreposition, Pronoun

Did you show the no tebook?Did you show the notebook; to her?

NOUN - ( c o m p o u n d w o rd )Preposition, Pronoun

1.6

Overview

STRESS FOR EMPHASIS

While primary stress is normally placed on the last content word o f an utterance, in everyday speaking situations intonation and stress work together in a flexible manner to convey underlying meaning. Stress is shifted in a sentence to emphasize the words that mean more specifically what the speaker wishes to express. Listen to an example spoken first with normal stress.

To communicate a distinction between what the listener expects and what you mean, you can shift stress to call attention to the distinction, as in the following response:

Stress can also be shifted within a word for clarification, as in the following:

I understand the people there are unfriendly.

Som e are u n fr ie n d ly , b u t m o s t are fr ie n d ly .

Stress for Emphasis and Final InflectionWhen primary stress is shifted in a phrase or in a sentence, final inflection also shifts. Listen to an example with falling inflection.

Sam ca lled las t night.

Now listen to the sentence spoken with shifted stress.

Has anyone called? Sam ca lled la s t n ig h t.

Sam must have called tonight. No, Sam ca lled last n ig h t.

We are interested.

Now listen to an example with rising inflection:

J J JAre you interested? Are you interested? Are you interested?

Repeat examples with falling inflection:

1 .7


Repeat examples with rising inflection:

J JIs this correct? ........... Is th is c o rre c t? ........... I s this correct?Dn vnti ao ree? ____ Dn vn u aaree? _____ Do vnu aares?

RHYTHM

Rhythm in speech results from the tim ing in connected segm ents. This rhythm can be com pared to the tim ing in drum beats. English syllables, for exam ple, are like long and short beats, w ith stressed syllables spoken longer and stronger, and unstressed syllables spoken quicker and lighter.

Function words are norm ally unstressed and therefore are often spoken with the same tim ing as unstressed syllables. Follow ing are pairs o f words and phrases, for exam ple, that usually sound identical in connected speech. Listen:

r•

r• • • • •

a n n o u n c e - an o u n c e a rre stin g - are re stin g

o ffe n se - a fe n c e as so rte d - a sso rted .

In each o f the follow ing sets, the items have the same tim ing. Listen:r•

r• • • • • • •

to d ay - The day . a v a ila b le - It's capable.


_ ^ • • •en tertain They're the sa m e .

entertaining Who is w a itin g ?

r•i

• •

in tro d u ce W hat's the u se ?

introducing We are ch o o sin g .

organization organizational

W here is the station? What did you m a k e of it?

1.8

Overview

Now listen to sentences and phrases with matching stress and rhythm.

Absolutely true!

T hat’s com pletely false!

W hat on earth is that!

Extrem ely careful.

I can’t remember.

Do not forget it.

Repeat the following with matching stress and rhythm patterns.

Terribly difficult.

W here did you look for it?

W hy can’t you w ait for me?

A bsolutely ridiculous!

I had nothing to do w ith it!

That is not what I ’m looking for!

Reductions

Besides reductions to unstressed syllables, other reductions are made to sounds or words in connected speech which also influence its rhythm. (These reductions are addressed in Section 4 o f this Program.)

For example:

Linking

Rhythm is also affected by the ways in which words are connected in running speech. In English, words are linked in the following ways:

• Often, the end o f a word is pronounced as though it m ight begin the next word. For example:

going to > “gonna” want to —> “w anna”

fou n d it

talked all day

—>

> ta lk e d _ a ll—day.

found it.

• Two adjoining consonants that are identical are produced as one. For example:

What time?

Keep pace.

>

>W hat_time?

Keep_pace.

1 .9

The c o m p r e h e n s iv e American Accent GuidePRACTICING RHYTHM AND STRESS

Practice rhythm as w ell as stress for em phasis in the follow ing phrases. Each set o f phrases has m atching rhythm and stress. The first is spoken with norm al stress and the second with stress for em phasis. L isten to an example:

It’s obvious. ... It’s clear to me. It’s obvious! ... It’s clear to me!

Now repeat the following:

I’m positive. I’m sure of it .............................. I’m positive ! I’m sure of it!Careful. Watch it ...................................... Careful! Watch it!I’m thankful. 1 thank you ................................ I’m thankful! 1 thank you!Correct. You’re righ t................................ correct! You’re right!Impossible. This can’t be it .......................... Im possib le! This ca n ’t be it!

C o n v e rs a tio n a l E x e rc is e :

Focus on the patterns o f stress, intonation and rhythm as you listen to the following dialogue.

Excuse me, are you the corRECT person to ta lk w ith to make reservations fo r dinner tonight?

................ Yes. That's MY responsibility.

Do you have anything open fo r 7:30 p.m.?

................ Let me open the reservation book and check RIGHT away.Now...let's see. Tha ts 7:30 p.m. ton ight, corRECT?

That's the r ig h t time.

................ Oh, and tha t's fo r TWO people? aGREED?

Well, le t me corrECT you on tha t. I t ’s actually fo r two COUPIes.

............... Yes. I t seems th a t we DO have something openfo r FOUR at th a t time.

That's aMAZing! I thought getting reservations now would be imPOSsible.

............... I'm glad we had something open. Thanks fo r calling.

Knowing how to apply the proper voice patterns o f intonation, stress, and rhythm is key to speaking English clearly and effectively. As you listen to the speakers in the audio instruction in this Program, give attention to how these components work together and with the individual sounds to produce the English dialect that is standard in North America.

1.10

T he En g l is h V o w e l s

m INTRODUCTION TO ENGLISH VOW ELS

A vowel is the sound that connects consonants together to create speech. There are two basic vowel types.

• The Simple Vowels are produced with the tongue, the jaw, and the lips in one position.

• The Diphthongs are produced with the tongue, the jaw, and the lips moving from one position to another.

THE IPA SYMBOLS FOR VOW ELS

There are 12 simple vowels and 5 diphthongs in English, but there are only five letters to represent them. These are: a, e, i, o and u. Therefore, each letter represents more than one sound. And each sound is spelled more than one way. The International Phonetic Alphabet (IPA) alleviates the confusion with English spellings by providing one symbol for each sound.

IPA Symbol As in: Spellings:

in eat ea, ee, e, ie, ei, i, eo, oe, uay, ae, yN it i, e, u, ee, u, y, eile il* ate a, e, ai, ay, ei, ey, ea, ue, ee, au, a_e, etI d end e, ue, ea, a, ie, aileel at a, aila l on a, ea, o, aw, ow, au, oah i old o, a, ou, oa, aw, ow/ou /* own o, oa, ow, oe, ou, eau, oo, au, o eM put 0, 00, u, oulu l soon u, ue, ew, o, ou, oe, ui, wo, u ela l oven a, u, oi, u, ei, ai, e, i, oo, o, e/a / oven ia, ah, oe, u/er/ mother ur, er, or, ar, ure, yr, oar/Ar/ her ur, er, ir, ear, or, ourla il* I/eye i, y, uy, ei, eye, ui, i_efaul* how ou, ow, au/o il* toy oi, oy

* These are diphthongs.


PRO DUCTIO N AND CLASSIFICATIO N OF VO W ELS

mThe voiced airflow is shaped by the tongue, the jaw, and the lips to form vowels. These sounds are classified based on the position of the tongue in relation to the dimensions of the mouth, ranging from front to back and from high to low.

The jaw ranges in position from high to low, aligned with the tongue.

The lips are retracted for vowels that are produced high and in front, and they are rounded for vowels produced high and in back. They remain neutral for other sounds.

Tongue LipTenseness Posture

Tense Rounded

Lax_ _ _ _ _ _ _ _ _ RoundedLax becoming Rounded becoming

Tense more roundedLax S lightly rounded

Lax Neutral

Tongue/Jaw Lip TonguePosition Posture_________ Tenseness

High Retracted tense

High Slightly retracted _ _ _ _ _ laxMid becoming Neutral becoming lax becoming

high retracted tense

Mid Neutral lax

* The lips are neutral for vowels lari, lal, and I a/ .** These are dipthongs. The other dipthongs are: lail, lavl, and /31/.

The Tongue

MIDLINE

CENTER

BLADETIP

2 . 2

V o w els

mLENGTHS OF VOWELS

English vowels vary in length. Some are referred to as long vowels and others are referred to as short vowels. The length o f a vowel is additionally influenced as follows:

• A vowel in a stressed syllable is longer than a vowel in an unstressed syllable.

finish winning

• An open vowel (one that ends a word) is longer than a closed vowel (one that is followed by a consonant).

Open vowels Closed vowels

me meanmay main

• A closed vowel is longer when it is follow ed by a voiced consonant than w hen it is follow ed by a voiceless consonant.

ad - a t bead - beat

(The difference between voiced and voiceless consonants is explained on page 5.3.)

MIRROR WORK

View your jaw and lip movements as you p rac tice new vowel sounds.

2 . 3


THE ENGLISH VO W ELS

Each lesson on a simple vowel or diphthong demonstrates how that sound may vary I in duration. The sound is shortest when followed by a voiceless consonant and longest

4 m when it ends a word. Listen to words with the sounds /i/ and le i/ as examples.

- Vowel + Vowel + Vowel +Voiceless Consonant Voiced Consonant No Consonant

/¡/ beat ........................... bead .................. be/beele il safe ........................... save .................. say

THE SIM PLE VO W ELS

9

TO PRODUCE: Keep your tongue relaxed in a central position. The lips remain neutral.

THE SCHW A VO W EL

The schwa is the shortest, the most simple, and the most frequent sound in English speech. The schwa vowel requires no movement o f the tongue, the jaw, or the lips; and there is no visible face movement. The sound is felt only at the larynx as a short, voiced sound.

There are two versions o f the schwa: one stressed and one unstressed.

2 . 4

V o w els

TO PRODUCE: Keep your tongue relaxed in a central position. The lips remain neutral.

THE STR ESSED SCHW A

This sound is used in stressed syllables. Listen:

but/bu tt bud cup cub hunt hum/bAt/ /bAd / /kAp/ /kAb/ /hAnt/ /hAm/

Notice how the consonant after the vowel affects the vowel’s length.

Practice the stressed schwa. Repeat:

mutt - mud tuck - tug

nut - none/nun runt - run

lo l - THE U NSTRESSED SCHW A

lA.al

sudden

conductenoughresult

I a. a I

trouble

This sound is used in unstressed syllables. The following words contain both the stressed and the unstressed schwa. Listen:

la, a /

above

Repeat these words:

adult adjust among

cousinhusbandoven

SYNONYMS - Practice the schwa vowel, stressed and unstressed, in synonyms. After you hear A and B, repeat B.

A B A Bcarpet rug allow fo r budgetconfidence trust a pair a couple

difficulty trouble

2 . 5


After you hear A, you say B. Then listen to the model.

A B A B

amount ____ sum fortune ____ luck

amusement ____ fu n haste _____ rush

fin ished ____ done

TO PRODUCE: With your lips retracted, raise your tongue high and shift it forward slightly. Feel your tongue sides press against the upper sides of your mouth as your produce this long vowel sound.

Listen:

beat/beet bead be/bee feet/fe te feed fee

Practice the vowel /i/ as you focus on length. Repeat:

keep - keen - key seek - seam/seem - sea/seeneat - need - knee teach - team - tea/tee

The following words contain both the vowel /i/ and the schwa. Repeat:

li, al U, al la, // la,il

•

decent reason appeal complete

even recent appear machine

evil season believe police

2.6

V o w els

TO PRO D UCE: With your lips retracted very slightly, raise your tongue mid-high in front so that its sides touch the upper side teeth. Keep the tongue relaxed.

To find the right placement for III, move your tongue between vowels / ¡ / and Id/.

This vowel occurs frequently in English speech. It is a new sound for many non-native speakers o f the language. Listen:

hit hid lit lid w it win

Practice 111 as you focus on its length. Repeat:

it in h in t him m itt mid s it sin

SYNONYMS - Practice the vowel 111 in synonyms. After you hear A, and B, repeat B.

A B

boundary lim it danger risklarge big

A B

occupied busy terminate finish intimidate inh ib it

This time after you hear A, you say B. Then listen to the model.

excavate ____ digstrike ____ hit

Asmoochwealthy

B

kissrich

2 . 7


LENGTH:TONGUE:UPS:

tilW S m SIHigh in front. Retracted

h iSHORT

Less high in front, relaxed Less retracted

Contrast: HI - h i

Can you differentiate between these sounds? Listen to word pairs. You will hear one word again. W hich is it?

d e e d __ d id __

Answers: deed fit

fe e t__ fit

hit

h e a t__ h i t __

Practice words and sentences with both vowels /i/ and III. Repeat, and listen again to the sentence each time.

bean - been The bean has been planted, is - ease I t is done w ith ease,sit - seat Let's sit in tha t seat,did - deed Who did tha t deed?will - wheel I w ill turn the wheel,f it - feet Will they fit your fee t?it - eat I t w ill not eat.

(n>

Practice alternating between vowels III for III and tense for lil. Repeat:

He did eat it. / i, i, i, i /He will meet his niece. / i, i, i, i, i/Did she give me this? / 1, i, i, i, i /

and I'll in sentences. Feel your tongue relax

He will need his jeans. /i, i, i, i, i/Steve will leave it clean. / i, i, i, i, i/Will he fill these bins? h , i, i, i, i /

ANTONYMS - Practice contrasting vowels /i/an d /i/ in antonyms. After you hear A, select its antonym in B. You will hear a model after.

A B A Barrive ___ live/leave head ____ fit/feetdidn’t ___ did/deed die _ _ live/leavepoor ___ rich/reach unfit ____ fit/feet

Answers: arrive - leave didn’t - did poor - rich head - feet die - live unfit - fit

2 . 8

V o w els

' h i Ia ILENGTH: SHORT SHORTTONGUE: High in front and relaxed Centered and relaxedLIPS: Slightly retracted Neutral

Contrast: I I I — Ia ICan you differentiate between these sounds? Listen to word pairs. You will hear one word again. W hich is it?

b e e n__ b u n __ h im __ h u m __ s in __ son/sun __

Answers: been him sin

Repeat these words and sentences. Listen again to the sentence each time.

big - bug How big is the bug? ^him - hum I heard him sing and hum ,win - one Win tha t one,tin - ton The tin weighs a to n .

Practice words with both vowels III and / a / . Repeat:

l a , i l I i , a I

adm it m inu tecom m it tim idu n fit wom en

s TO PRODUCE: Position your tongue

mid-high in front and slightly forward.

Keep your lips neutral,

Listen:

bent bend deb t dead le t led

2 . 9


Practice the vowel l e i as you focus on vowel length. Repeat:

meant - mend spent - spendpet - pen w ent - wed

SYNONYMS Practice the sound /£ / in synonyms. After you hear A, you say B. You will hear a model after.

A B A B

convey ____ send perm it ____ letcurve _____ bend untidy ____ messyfin e s t ____ best vacant ____ empty

le i ! a !LENGTH: •,> SHORT SHORTTONGUE: Mid high, relaxed Centere!UPS: Neutral Neutral

Contrast: I el - Ia I — --------- ----------- — -— ----- — -— -—


bet _ _ b u t__ jes t __ ju s t ___ m u s t__m essed___

Answers: bet just must

Repeat the following words and sentences:

rest I need to re s t................................ rust The metal has rust.m et We have never m e t..................... m u tt The dog is a m utt.net They fish w ith a n e t.................... nu t D on 't act like a nut.

Practice words containing both the vowel / e l and the schwa. Repeat:

la,el la,el le,al

■ ^ . ^ •

address connect c red ita ffec t offend deb itagain select m eritco llect upset tem pla te

2 .1 0

V o w els

TO PRODUCE: With yourtongue relaxed and its middie raised mid-high, lower your jaw slightly. Press down both the back and the front of the tongue. Keep your lips neutral.

Listen:

ca n 't can map man rank rang

Practice /s e / as you focus on its length. Repeat:

mat - mad tank - tan rat - ram sank - sang

SYNONYMS - Practice the vowel / ae/ in synonyms. After you hear A and B, repeat B.

A B A B

chuckle laugh fa th e r daddeficiency lack obese fa tevil bad proh ib it ban

This time after you hear A, you say B. You will hear a model after.

A B A B

angry ____m ad m o n e y ____ cash

a p p la u d ____clap u n h a p p y ____ sad


l£ lLENGTH: SHORTTONGUE: Mid high, relaxed.; i:;; , ; ; " « ■ < » *

UPS:' ' . .

laelSHORT

Neutraltow in front and in back. Neutral

Contrast: I d - laelCan you differentiate between these sounds? Listen to word pairs. You will hear one word again. W hich is it?

h e a d__ h a d __ send _

Answers: had send tan

sand ten tan


guess - gas I guess the car needs aas. ^ head - had The head of the group had left,men - man Two men or one man?pen - pan The pen is by the pan,said - sad They said it was sad.

LENGTH:TONGUE:

UPS:

/ae/SHORT

/ a /

SHORTHigh in middle, relaxed & Centered and relaxed, low In front and in back.Neutral Neutral

Contrast: lael - I a ICan you differentiate between these sounds? Listen to word pairs. You will hear one word again. Which is it?

bat but _ _

Answers: bat

c a p __cup m a s t__must

cap m ast

Repeat the following words and sentences. Listen to the sentence again each time.

bat - but The bat can hear but not see,cap - cup The cap is by that cup,cat - cut The cat will cut the string,lack - luck That team has a lack of luck,must - mast A sailboat must have a m ast, ran - run I ran and I will run again.

A2 .1 2

V o w els

SYNONYMS - Contrast l a e l with / a / in synonyms. After you hear A and B, repeat B.

A B

conta iner can crum ble crush

collapse crash p a rtic le crumb

This time after you hear A, you say B. You will hear a model after.

A

recklesshurry

rashrush

A B

jo g g e d ____ ranjo g ____ run

Practice words containing both the vowel /se / and the schwa. Repeat:

/as,a/ /a,as/

assethappensaladta len t

attachattackcommandJapan

Listen carefully to the statements and answer the questions. You will hear a model after each response.

He spilled a cup o f w ater on his cap.

How much water did he spill? ____A cup.On what? ____ H is cap.

He has a m utt. I t is named Matt.

What does he have? ____ A mutt.What is its name? ____ M att.

She called Dan when she was done.

Whom did she call? ____ Dan.When? When she was done.

2 . 1 3


TO PRODUCE: Lower your jaw, as you press down slightly the back of your tongue. Keep your lips relaxed and neutral.

Listen:

go t gone hot hall

Practice l a / as you focus on its length. Repeat:

cop - call jo t - job

not - nod pot - pond

lo t log

rock - rod top - ta ll

Each word group contains / a / and the schwa. Repeat:

la,a! la,a!

— • •

common o 'clockhonest upono ffice alongprom ise belong

SYNONYMS - Practice the sound / a / in synonyms. Upon hearing A and B, say B.

A B

blem ish spotcorrup t ro ttensu itab le proper

A

tim elytru th fu l

B

prom pthonest

This time upon hearing A, you say B. Then listen to the model.

A B A B

cry a lo u d ____ sob h ig h e s t_____ tops tea l rob stone _____ rock

2 . 1 4

V o w els

Contrast: lal — I eelCan you differentiate between these sounds? Listen to word pairs. You will hear one word again. W hich is it?

h o t__ h a t__ pot __P a t___ o n ___ A n n __

Answers: hat po t Ann

Now practice both sounds /ae / and / a / in one sentence. Repeat and then listen again to the sentence each time.

Ann - on Ann is on the phone. ^ hot - hat It's too hot to wear a hat. not - gnat That insect is not a gna t.P a t - pot Pat made a pot o f tea, rock - rack Try not to rock the rack.Ron - ran Ron and I ran.

Listen carefully to the following statements and answer the questions. You will hear a model after each response.

He took o ff his hat, because the weather was hot.

What did he take off? ___ His hat.How was the weather? ___ Hot.

She washed the pot, and Pat dried it.

What did she wash? ___ The pot.Who dried it? ___ Pat.

The rack was light, but the rock was heavy.

What was light? ___ The rack.What was heavy? ____ The rock.

2 . 1 5


Contrast: ! a l - 1 a !

/0/ / A/LENGTH: SHORT SHORTTONGUE: Low in back, relaxed Central and relaxedJAW:LIPS:

LoweredNeutral

CentralNeutral


got__ g u t__ hog__ hug __ not__ n u t__

Answers: gut hog not

Repeat these words and sentences. Then listen to the sentence again each time.

boss - bus My boss takes the bus,hug - hog Can you hug a big hog?hot - hut I t was hot inside the hu t,not - nut I could no t crack the nu t,c o lo r -c o lla r W hat color is the collar?

Listen carefully to the following statements and answer the questions. You will hear a model after each response.

He talked with his boss, as he waited for the bus.

With whom did he talk? ____ His boss.W hat was he waiting for? ____ The bus.

They stayed in the hut, when the weather was hot.

W here did they stay? ____ In the hut.How was the weather? ____ Hot.

She called Don when she was done.

Whom did she call? ____ Don.W hen? ____ When she was done.

The collar was torn, and the color was faded.

W hat was torn? ____ The collar.What was faded? ____ The color.

2 . 1 6

V o w els

l o l versus /0/English dictionaries make a distinction between these vowels, and both vowels are used widely in the Eastern and Southern regions of the United States. In the Midwest and Western regions, including California, however, the vowel /a / is used instead of lol in many words.In audio exercises accompanying this book, you will hear the vowel lal used predominantly.

0TO PRODUCE: Lower your jaw and slightly raise your tongue in back to mid-high. Round your lips slightly.

sECT1 0 N

2

Listen:

bought bond co lt cold lawn law

Practice the vowel l o l as you focus on its length. Repeat:

walk wall salt song pause paw wrong raw

SYNONYMS Practice the vowel l o l in synonyms. Upon hearing A and B, repeat B.

A

agedagree

B

oldconform

A B

fo rm moldincreased more


A B A B

chilly _____ cold entrance ____ doorcombat ____ war once more ____ encore

2 . 1 7


Contrast: l o l - / a /

Can you differentiate between these sounds? Listen to a pair of words. You will hear one word again. W hich is it?

bought _ b u t__ ca u g h t__ c u t__ daw n__ d o n e__

Answers: bought cut done

Repeat these words and sentences:

caught The crim inal was caught, dawn I woke up before dawn, cough I heard someone cough.

cutdonecuff

The prices were cut. What have you done? The shirt has a d irty cuff.

TO P R O D U CE : Raise your tongue in back so that its sides touch the upper sides of your mouth. Keep the tongue relaxed. Round your lips. Produce a short vowel sound.

p u t pu ll

cookiecookinglooking

______ \

\ i y

i J

Listen:

cook cou ld

Repeat these words:

bookshookstood

tookwoodwool

2 . 1 8

V o w els

SYNONYMS -Practice the vowel / u / in synonyms. Upon hearing A and B, repeat B.

A B A Bengine cover hood shrub bushp a d cushion stream brook

This time, upon hearing A, you say B. Then listen to the model.

A B A Bdrag ____ p u ll shove _____ pushglance ____ look lady ____ woman

Practice the vowel / u / in sentences. Repeat, and then listen again.

Could you £u t the book here?He took the cookie.

Would you look fo r a good cook?

I t looks like it could be full.

Contrast: lu l — I a ! schwa

lu l IaI

LENGTH: SHORT SHORT

TONGUE: Mid-high in back and relaxed. Central

LIPS: Neutral Neutral


b o o k__ b u c k__ look

Answers: book look took

luck tu c k __ to o k __


buck Is a dollar a buck?luck I wish you luck. .tuck Tuck in your shirt.

book Did you read the book?look Take a good look,took I took the shirt.

2 . 1 9


TO PRODUCE: Raise your tongue high from the middle to the back, and tense it slightly so that its sides press lightly against the upper sides of your mouth. Round your lips. Produce a long vowel.

Listen:

duke doom do su it soon sue

Practice /u/ as you focus on its length. Repeat:

noose news knew hoop whom who

Say the vowel /u/ twice in phrases. Repeat:

Do two. Due soon.

New shoes. Too soon.

You do.Who moved?

SYNONYMS -P ractice the vowel /u/ in synonyms. Upon hearing A and B, repeat B.

A B

double twoevidence clue

A B

fresh newunrefined crude

This time after hearing A , you say B. Then listen to the model.

A

naked noon time

B

nudenoon

A

tossedselect

B

threwchoose

Practice word groups containing the vowel /u/ plus another vowel. Repeat:

/ d ,U I h , U / l l , u l

assumeballoon

issuetissue

removerenew

2 .2 0

V o w els

lu l lu lLENGTH: LONG SHORT

TONGUE: High in back Mid-high in backand tensed. and relaxed.

LIPS: Slightly rounded Less rounded

Contrast: lu l - lu l


L uke__ lo o k __ p o o l__ p u l l__ s u it___ s o o t__

Answers: look pool suit

Practice using sounds lu l and lu l in the following phrases. Repeat:

lu, ul

New wool. Too fu ll. Who took? You cook.

lu, ul

Could do. Cook soon. Took two. Good food.

8 r

There is a stressed version as well as an unstressed version o f this sound.

TO PRODUCE: Arch your tongue high in the middle with its sides touching the upper sides of your mouth. Draw the tongue tip backward, keeping the lips relaxed.d o n o t touch any part of your mouth with the tongue tip.

The tongue remains in one position during sound h r /. This produces a sound that is different from the consonant Irl. If you can produce /r/, prolong the sound without moving your tongue and you will say the sound lari.

2.21


lArl STRESSED

Listen:

h u rt heard her f ir s t firm fu r

Practice M r / as you focus on its length. Repeat:

perk - perm - per surf - serve - sir work - word - were

Practice groups o f words containing the vowel Mr/ plus another vowel. Repeat:

I a r, i / lAr, a ! la, Arl

— — ^• • •

during pe rfec t a le rthu rry person concernju ry purchase d isturbjo u rn e y purpose prefer

SYNONYMS - Practice M r / in synonyms. Upon hearing A and B, repeat B.

A B A B

bravery couragecity urban

blister bumgain earnanxiety concern leniency mercy


A B

gentleman ____ sirlabor ____ work

A B

solid ___ firmworld ____ earth

2 .22

V o w els

Contrast: ¡Art — lerl

For /A r/, the tongue stays in one position; for /e r / the tongue glides from vowel /&/ to It/.


fu r__ fa ir ___ p e r___ p a ir__ s t i r ___s ta re ___

Answers: fur pair stare

Note the contrast between the sounds /Ar/ and /e r / as you repeat word pairs.

curry - carry furry - fairycourage - carriage hurry - hairyduring - daring ju ry - Jerry


her I spoke w ith her. .................... hair I cut my hair.fu r The cat has soft fur. .............. fare How much is the bus fare?were That's where we were............. wear What did you wear?per How much per pe rson? ......... pair Which pair o f shoes?

Contrast: I Art — /or/

For /Ar/, the tongue stays in one position; for / or/, the tongue glides from vowel /0/ to /r/.


f irm __ fo rm ___ s h ir t__s h o rt___ w e re __ w o re ___

Answers: firm short wore


were Tell me where you w ere ............. wore That is what I wore.

fur The animal has soft fu r.............. for W hat is that for?

shirt That is a good-looking sh irt..... short That movie was short.

2 . 2 3


lari - UNSTRESSED

Listen:

aftergather

bothersister

Say these words:

dinnere ffo rtfavor

properotherwater

correctdirectperhaps

When / o r / occurs twice in a word, keep the tongue raised in one position for both occurrences. Repeat:

error emperor cheeseburgerm irror laborer hamburgerte rro r te rroris t

SYNONYMS Practice the vowel / o r / in synonyms. Upon hearing A and B, repeat B.

afterwardamusementbygone

B

laterhumorform er

A B

not ever neverpreferred better


A

acrossbelow

B

overunder

A

dadmom

fa th ermother

2 . 2 4

V o w elsTHE DIPHTHONGS

A diphthong combines two vowels to create one sound. The diphthongs are all long sounds. The tongue and the mouth move from one position to another to form a diphthong, as in the following. Listen:

l e i l gauge l a i l height

l o u l dough l a u l count

ei

Listen:

TO PRODUCE: Move from the vowel /e/ to the vowel /1/, raising your tongue and retracting your lips slightly. Practice moving smoothly between the two vowels until you produce diphthong leil.

If you have difficulty producing this sound before a consonant (asin date), do the following:

Break the word into parts (example: date = /dei + t/). Repeat the parts saying them closer and closer together, until you can say them as one word.

rate raid ray w a it wade way

Practice le i l as you focus on its length. Repeat:

date - days - day mate - made - may

gate - game - gay pace - pain - pay

Repeat these phrases:

lei,eil / e i, eil lei, ei!

Day eight. May wait. Same rate.

Pay late. Same day. Hate waste.

They came. Way late. Main tra in .

2 . 2 5

The c o m p r e h e n s iv e American Accent GuideSYNONYMS - P ra c tice /e i/ in synonyms. After you hear A and B, Repeat B.

A

attackdocile

B

raidtame

A B

hum iliation shame popularity fame

This time, after you hear A, you say B. You will hear a model after.

A

donatedflavor

gavetaste

A

tardyperhaps

latemaybe

Practice words with both l e i / and the schwa vowel. Repeat:

la,eilarrangeattainawait

la,eil

awaybuffetcontain

la,eil

estateobtaintoday

Contrast: I d - lei/

Imi ; '

: ASIMPLE VOWEL-; A DIPHTHONG ; ■ ! j ‘ : ■LENGTH: . . . SHORT i f f > t ï LONG

! TONGUE jx 1 Mid-high Í 1• from mid-high to high in front.• from relaxed to slightly tense.

Neutral ’ From neutral to slightly retracted.


date__ debt. m ain__ men __ w a it___ wet _

Answers: debt main wet

Repeat these words and sentences. Listen again each time.

met - mate He met his mate there,wet - wait You'll get wet if you don't wait,get - gate I will get the gate,debt - date Pay the debt by that date,let - late Don't let them be late.

2 . 2 6

V o w els

ANTONYMS - Contrast l e i l with l e i in antonyms. After you hear A and its opposite, B, repeat B.

A

releasecondemn

B

presspraise

A B

early lated o n ’t allow let

After you hear A, you say its opposite, B. Then listen to the model.

A

eastpreserve

B

westwaste

A

dryproceed

B

wetwait

Listen carefully to the statements and then answer the questions. You will hear a model after each response.

She opened the gate to get in.

W hat did she open? ____ The gate.W hat for? ____ To ge t in.

The debt is due on tha t date.

W hat is due? ____The debt.When? ____On that date.

Repeat these phrases with both sounds / e i / and l e i :

lei.el

Day ten. Eight men. W ait there.

lei,el

Pay then. Say when. They said.

2 . 2 7


ai TO PRO D UCE: Begin with your tongue slightly low in the center, and raise it into the vowel lit. As you raise your jaw, retract your lips slightly.

If you find this vowel especially difficult to produce when it is followed by a consonant, as in time or like, do the following:

Break the words Into parts, (Example: time - /tax + m/). Repeat the two parts closer and closer together, until you can say them as one word.

Listen:

Practice I a il as you focus on its length. Repeat:

dice - dime - d ie/dye ligh t - lied - lie

type - tim e - tiec ite /s ite /s ig h t - s ide/sighed - sigh


lai,ail

Fine time. Right side.

Iai,ail

Like mine. Right kind.

Iai,ail

I m ight. Try mine.

Practice words with both Ia il and the schwa /a / . Repeat:

I a, ail

alikealive

I a,ail

com plypolite

lai.al

fina lrival

SYNONYMS - Practice I a il in synonyms. After you hear A and B, repeat B.

bashful shy detect find

indication sign pleasan t nice

2 . 2 8

V o w elsAfter you hear A, you say B. Listen to the model after.

Apurchasequiet

Bbuysilent

A

sim ilar this e ven in g .

Baliketonight

Contrast: la il - lael


LENGTH:

TONGUE:

LIPS:

la il

DIPHTHONGLONG

lælSIMPLE VOWEL SHORT

From low in middle Mid-high in front,to high in front. Low in front & inFrom relaxed to tense. Relaxed

From ni to retracted. Neutral

mine Those are m ine....................... manfine I feel fine .................................. fanside It's on the righ t side............. sadlight That is a bright ligh t............. lad

Practice both /ae / and / a i / in these phrases. Repeat:

las, a il

Add mine.Sad time.

I saw the man.We need a fan.The movie was sad. A boy is called a lad.

Iai,ae/

Fine lad. Kind man.

O UTO PRODUCE: Begin with your tongue low in back, and your lips rounded slightly. Then raise your tongue in back to /u/, as you round your lips more.

Listen:

goa t goal go w ro te rode row

2 . 2 9

The c o m p r e h e n s iv e American Accent GuideRepeat these words:

dope - dome - doe/dough note - known - know/nohope - home - hoe soap - sewn/sown - sew/so


lou, oul lou, oul

Go home. So slow.No coat. Low tone.

Practice words with /o u / and the schwa /a/. Repeat:

lou, a l lou, a/ la, oul la, oul

~ ~ ~ ^ 'A• • • •

focus notice ago opposemodem open arose suppose

SYNONYMS - Practice / o u / in synonyms. After you hear A and B, repeat B.

A B A B

ja c k e t coatdrench soaknear close

out o f money broke fa lse phonyunderstand know

Contrast: I oul - I at

Can you differentiate between these sounds? Listen to word pairs. You will hear one word again. Which is it?

h o le __ h a ll__ n o te __ n o t__ ro te /w ro te__ rot

Answers: hall not wrote

Repeat these words and sentences. Listen again after each sentence.

John - Joan He is Johnr and she is Joan. ^ rod - road There was a rod on the road,w on 't - want I w on 't go unless I want to.note - not The note is not there,coat - cot The coat is on the co t.

lo u l la lDIPHTHONG SIMPLE VOWEL

LENGTH: LONG SHORT

TONGUE: Moves from mid high Low in back/relaxed.to high in back/relaxed.

LIPS: Rounded to more rounded. Neutral

2 . 3 0

V o w els

au TO PRODUCE: Begin with your jaw lowered, your tongue low in the middle, and your lips relaxed. Then move into vowel lul or /u/, raising your jaw and tongue and rounding your lips.

Listen:

bound bow noun now sound sow

Repeat these words:

bout - bowed route - round ou t - owl


lau, au, aul

Count down now. Found out how.

drought - drown doubt - down house - how

lau, au, aul

Count ou t loud. Sounds how loud?

Practice words that contain both the schwa I a l and /au/. Repeat:

la ,a u l la ,a u l

aboutaccountallowed

am ountannouncearound

SYNONYMS - Practice the diphthong / a u / in synonyms. After you hear A and B, repeat B.

A B A B

distrust doubt let allowtone sound encircle surround



A B A B

c i r c u l a r _____round n o i s y _____ loudcity _____ town y e l l _____ shout

Contrast: la u l - lo u l laul loulDIPHTHONG DIPHTHONG

Can you differentiate between LENGTH: LONG LONG

these sounds? Listen to word TONGUE: Moves from low to Moves from mid-high to

pairs. You will hear one word high in back/relaxed. ■ high in back/relaxed.

again. Which is it? LIPS: g> I I 0 1 Go from rounded to more

■ ::: ::: :*:■ 'S» .. . .. . Si:m™?!®rounded.

found __ phoned __ now __ know/no __ to w n __ to n e __

Answers: phoned know /no town


found - phoned I found out who phoned. ^hose - house The hose is by the house,how - hoe How do I hoe the garden?now - know Now I know .

0 1

TO PRO D UCE: Begin with your tongue low in back and your lips rounded. Then raise your tongue high in front and retract your lips, as for vowel l \ l or / 1/.

Listen:

bo il boy jo in jo y

2 . 3 2

V o w els

Repeat these word pairs:

coil - coy soil - soy

Practice words with the schwa Id l and / 01/. Repeat:

la, o il

annoyappointavoid

to il - toy

la, o il

destroyenjoyemploy

SYNONYMS - Practice / 01/ in synonyms. After you hear A and B, repeat B.A B A B

attach jo indamp moist

male ch ild boy option choice

This time, after you hear A, you say B. Then listen to the model.

A

gladnesscelebrate

joyrejoice

A

tipbother

B

poin tannoy

Conversational E xercise:

Practice pronouncing the vowels and diphthongs in connected speech. Shadow the speaker in the following conversational exercise.

Traveling is undoubtedly one of the m ost enjoyable th ings you can do,

provided you avoid common m istakes. First, if you are traveling by car,

be sure you fill your car w ith gas before you leave and, o f course, make

sure the oil is at the right level. Next, check your tires. If the air pressure

is low, fill your tires to the higher level recom mended by the manufacturer.

You may need to bring a map to read in case you lose your way. A lso, be

sure to obey all the tra ffic laws along your route. One rule to rem em ber is

that red means “stop ,” and green means “go .” Try not to drive when you ’re

tired. If you feel drowsy, pull over to the side of the road and rest, or let

someone else drive. It's the sm artest advice on how get to where you are

going, safe and sound.

2 . 3 3


BONUS EXERCISES

Practice the diphthongs: In the following phrases each word contains a diphthong. Say the phrase aloud.

They go out. I know how. So I know.I owe eight. No way out. How they go.Say why now. I know why. Why buy now?

The correct IPA spelling: Select the correct pronunciation for the underlined words.

Pronunciation / / / or III?1. Where have you been? /b in /2. What did you do there? /d id /3. How is your mother? /iz /4. Eat your vegetables. / i t / .

•i- :■&. .if- •!:

/bin/_. /did/_

/iz/ l / i t / _

. : . . . " ' -5. Did the gloves fit? / f i t / _6. Did the heat melt the ice? / h i t / .7. Did you save me a seat? /s it /_8. When will you arrive? / w i l / .

_ /f it /___ /h it/__ / sit/____ /w il/_

Answers: 1. /b in / 2. /did/ 3. /iz/ 4. l i t / 5. /fit/ 6. /hit/ 7. /sit/ 8. /wil/

Pronunciation lei or I eel!1. I slept in a soft bed.2. The car needs gas.3. I wrote with a black oen.

/bed/./g e s //p e n /.

4. There are groceries in the bag. /beg/_____aeg/_5. First I stood, and then I sat. /s e t /____ /sset/_6. The news was very sad. /sed/___ /seed/ _

Answers: 1. /b e d / 2. /g ee s/ 3. /p e n / 4. /b aeg / 5. /sa e t/ 6. /saed /

Pronunciation lael or //i/?1. She wore a red cag. /kaep /____/k A p /____2. Did you wear a hat? /h a e t/____ /hAt/___3.1 wish you good luck. /laek /____ /lAk/____4.1 liked it very much. /m aeti/___ /rriAtJ/____ .

5. You must see that movie, /m sest/____ /mASt/_6. We had fun at the party, /fa e n /___ /fAn/____7. That's a baseball bgt. /b e e t/__ /bAt/_

Answers: 1. /k aep / 2. /h a e t/ 3. /U k / 4. /m A tJ/ 5. /m A St/ 6. /fAn/ 7. /b a e t/■ ; | ' : ' J ' ;;; : • 11 ! I J ; J: : : :: ; ; . . : : . ! I ] I , ;; . :• ; . ; : ", •Pronunciation Ia I or la /11. It walks like a duck. IdAkl /dak/ 5.1 hug my mother. / h A g / _ /h a g /_ _2 .1 was done by noon. /d A n / /d a n / 6. Blue is mv favorite color. -. /k A la r /.... /k a la r /

/d 3 ag/

/ NAIdl / / IVUteM /__ /nAt/ /n a t/____

hot summer day. /hA t/„ /hat/_3. We have goj to go. / gAt/_4 .1 like to jog for exercise. /d3Ag/_:o jog tor exercise. / a 3 Ag/___ / a 3 a g /___ a. it was a not summer aay. / nAt/ / n a t /_

, • | :: ... - > ' - * : ' ' ' * ] ' > * « ' J ® f ; • > < > # j * ' ■ - - - , - - :: , : . , , • >; . " : ■ . ' ; ; ! .. . . . ; : ; ; . : . . . : : ... , •• Answers: I. I d A k l 2. / d A n / 3. /g a t / 4. / ja g / 5. / h A g / 6. /kAlsr/ 7. /nAt/ 8. /h a t /: : : : ; : ‘ •. . .■ ■* ■:: '•' ‘ " ' :

. » • • • ■ ■ . : v : V . . . . . : : ;;; •; - : •• - ••• ■ i%

Which IPA symbol represents the vowel or diphthong in each o f the following words?

///, hi, leil. Id , lael, la l, loul, Ia il, laul, lol, h i!

1. hot___ 3. high___ 5. hat____ 7. hair____ 9. hate____ 11. heal2. home____ 4. hold___ 6. hit___ 8. how___ 10. head____ 12. ham

Answers:l . / a / 2. /o u / 3. /a i / 4. h i 5 . / e e l b . h l l . l z l 8. l a u l 9. /e i/ 10 . l e i l l . / i / 12. /ae/

V o w els

Practice the IPA symbols for simple vowels & diphthongs:

Identify the words written in IPA symbols.( I S

■ ■■■ i

1. /w e t/ 5 ./w a i/___2. /boil/___ 6 . /ssd/__3. /h im / . 7. / hau/4. /n o u / . : 8. /J o u /__

Correct:

9. /baet/_10. /w e i/_11. /hu/__12. /min/_

13. /beis/_14. /seed/_15. /peí/__16. /to i/__' : * I * ? /

17. /taim /_18. /Jai/___19. /ko ld /_20. /masd/.:

21. /daun/___22. /da il/__23. /hai/___24. /kout/

25. / hit/__26. ded/__27. /leit/„.„28. /gud/_

1. wet 5. why 9. bat 13. base 17. time 21. down 25. hit2. boil 6. said 10. way/weigh 14. sad 18. shy 22. dial 26. dead3. him 7. how 11. who 15. pay 19. cold 23. high 27. late4. know/no 8. show 12. mean 16. toy 20. mad 24. coat 28. good

Write the IPA symbol o f the vowel sound contained in each woreL

For example: bat /eel bed_ /e /

■*.J;

13. but__14. ball__15. type___

17. bed_18. bullj19. put_

4. deed.._ 8. did___ 12. cow___ 16. toy 2 0 . phone

Correct:1. o u

2. i■5.6.

: ; -■; c ¡ „A r

: - ¿ ¡ : •: 9. U to. o

13. A

1 4 . a

1 7 .

1 8 .•Ü

3. au 7. 3 3 1 1 . e i 15. ai 1 9 . u4 . i 8. I 1 2 . a u 16. OI 20. OÜ

H t m l MCompare i

Say the words in each set and compare the positioning o f your tongue for the vowel sounds.Which vowel sound is produced more at the front in the mouth

4. boat - beat1. bet - boot2. feet - foot3. hate - hot

Correct: t. bet2. feet3. hate

5. put - pat6. we - woe

4. beat5. pat

7. lot - let8. tip - top9. how - high

• i r i « s i ; t ' j V .10. cat-caught11. knee - now12. came-comb

7. let8. tip 9 hieh

10. cat11. knee12. came

Say the words in each set and compare the positioning o f your tongue for the vowel sound. Which vowel sound is produced higher in the mouth?

1. see-saw 4. boot - bought 7. bet-boat 10. lot-let2. rot - root 5. late - lot 8. saw - see 11. sit - sat3. put - pot 6. fought - feet 9. meet - mat 12. mud - mood

Correct:1.see . 4. boot 7. bet 10. let2. root 5. late 8. see 11. sit3. put 6. feet 9. meet 12. mood

2 . 3 5


; * j ;' • ~ SI

. ||1 . !| HI; |

l i l l i l l l M l i i l l i i B. : / ' / - h i

bead - bid : " kneel - nil peel/pe?! riii! steal - stillbean - been/bin greed - grid lead - lid reach - rich team/teem - Timbeat/beet - bit green - grin ; leak/leek - '. k read/reed - ridcheap - chip greet - grit leap - lip - wickdeed - did heal/heel - hill least - list wean windeem - dim heap - hip leave - live . . scene/seen - sin weep - whipdeep - dip heat - hit 51 seal - sill ‘ - we’ll/wheel - w IIdeeper - dipper heed - hid meat/meet - mitt 1 wheat - wit r: . .feast - fist he’s - his neat - knit seek - sick l!lli:ll8ll!!ll!!lllllll!liliBlsll!ii!l!feel - fill jeep - gyp sheep - ship .feet/fete - fit keen - kin ik/p«&k - _ . J$ep - slip

h i - I a I

bin I bun fin - fun knit - nut pick - puck . tick * tuck ' 1 / .bit - but . him/hymn - hum pin - pun ■ ;!; tin - tondid - dud hint - hunt sin - sun - tryst - trustdig - Doug/dug kissed - cussed rniti - mutt spin - spun ■ wrist — rust " ,

h ! - l e i

bid - bed did - dead whipped - weptbig - beg fill - fell : ’ V pit - petbill-bell hid - head ; lid - lead/led silt - sellbin - Ben hill - hell sit - set wrist - restbit - bet

l e l - Ia I

bed - bud desk - dusk kept«cuppei : rest -rustbest -bust fend - fund many - money ■. pen - pun . ten-tonbet - but get - gut m essed - m ust ren t - run t .den - done je s t - ju s t m et - m utt guessed /g u e s t -

V o w els

MINIMAL PAIRS ...continued

u ; î ^ Û } I 5i ~ t • *¿1 i l i l iC :i f * ; t* **, \ J ** 1I : ' I ' : :: ..., . ,■ ■, ... ' - " , , , : ; ; " ? : ; ■* I f * "■ •• i i * ; • '

l e i - la e l• *; -■* If *;• ■■■ i

bed - bad fed - fad left - laughed pest - past ten - tanbend - band fend - fanned lend - land pet - pat tend - tannedbet - bat gem - jam less - lass rent - rant text - taxedbetter - batter guess - gas men - man said - sad trek - trackblend - bland guest - gassed mesh - mash send - sand vest - vastblessed - blast head - had met - mat set - sat vet - vatdead - dad hem - ham net - gnat shell - shall wreck - rackden - Dan Ken - can peck - pack tech - tack I " W .. * 1 ' '' 7 " « ' ' ^• I f f idense - dance lead/led - lad pen - pan temper - tamper

■ - ■ . '• ' ■■■■ t I a I - la, ol" ■ .

bucks - box gun - gone cut - caught muck - mock shut - shotbuddy - body gush - gosh done - Don nut - knot/not slush - sloshbum - bomb gut - got Doug/dug - dog pun - pawn spun - spawnbuss - boss hug - hog fun - fawn puppy - poppy stuck - stock/stalkbut/butt - bought hull - haul fund - fond putt - pot stump - stompcub - cob hut - hot gut - got rub - Rob sub - sobcuff - cough jug - jog hut - hot run - Ron suck - sockcup - cop jut - jot jug - jog Russ - Ross sucker - soccercut - cot/caught color - collar/caller jut - jot rut - rot sung - songdone - dawn come - calm luck - lock scuff - scoff thud - thawedduck - dock cuff - cough lug - log shuck - shock tuck - talkfun - fawn cup - cop lust - lost shun - Sean/Shawn

lael - la, ol : - ■ ■"

backs - box can - con hag - hog map - mop sass - saucebag -bog cast - cost hat - hot nab - knob sat - soughtband -bond chap - chop jab - job pad - pod shall - shawlbass - boss crack - crock jag - iog pan - pawn smack - smockbat - bought crass - cross Jan - John pat - pot span - spawnbatch - botch Dan - Don/dawn lack - lock rack - rock stack - stock, stalkblack - block fan - fawn lag - log ramp - romp stamp - stompbrat - brought fat - fought lap - lop ran - Ron tack - talkcab - cob fax - fox lass - loss rat - rot, wrought tap - topcad - cod gab - gob last - lost sack - sock whack - walkcap - cop gnat - knot/not laughed - loft sang - songcat - cot, caught hack - hock Mack - mock sap - sop

2 . 3 7


M IN IM AL PAIRS ...continued

l æ l - Ia I

back - buck crash - crush ham - hum rag - rug tack - tuckbag - bug dam/damn - dumb lack - luck ran - run tan - tonbass - bus damp - dump lamp - lump rant - runt task - tuskbatter - butter Dan - done last - lust shack - shuck track - truckcap - cup drank - drunk mad - mud stack - stuck tramp - trumpcat - cut fan - fun mast - must staff - stuffcram - crumb fanny - funny pan - pun stamp - stump

£ î'* i. î ï î ï î f i i I f * “ i i ■' * « s- i1' j <:i 4 * * * :i'" ~ *' :

bell - bail

le ietch - h

............... ........ .................... , , , • . ' " ' " " " " "" ' - leil

kept - caped tech - takeBen - bane fed - fade men - main/mane tell - tail/talebest - baste/based fell • fail met - mate test - tastebled - blade gel - jail pen - pain tread - tradebread - braid get - gait/gate pest - paste trend - trainedbreast - braced less - lace press - praise wed - wadechest - chaste let - late rest - raced well - whale/waildebt - date hell - hail/hale said - Sade west - waist/wasteEd - aid/aide Jen -Jane sell - sail/sale wet - waitell - ail/ale Ken - cane shed - shade wren - rain

lael - la il. . ; v

E l i S f ®

a - 1 cat - kite lack - like rap/wrap - ripead - I’d dad - died Mac - Mike rat - right/writeback - bike dam - dime man - mine strap - stripebad - bide fat - fight mat - might/mite tack - tykebat - bite gram - grime gnat - night tap - typecanned - kind grand - grind pan - pine van - vine

l a u l - l o u l

about - a boat doubt - dote known - noun sow - sew/sobough/bow - bow/beau drown - drone loud - load tout - totebow - bow/bough foul - foal now - know/no wow - woeclown - clone found - phoned out - oatcowl - coal how - how pouch - poachcrown - crone jowl - Joe route - wrote

2 . 3 8

W ord Str ess

To speak English clearly one must use proper stress on words. The way a word is stressed can affect its meaning. So it is important to focus on word stress as a part of

In this section, we will review some o f the most basic and frequently used word-stress__ patterns. There are many word-stress patterns in English. Most words consist o f more

than one syllable, with both stressed and unstressed syllables. There are also words that consist o f two words which combined, create one meaning. We will begin with these.

COMPOUND WORDS

A compound word combines two words into one and creates its own meaning. A compound word may be written as one word or as two. The first is spoken with primary stress, and the second with secondary stress. Listen:

learning to speak English clearly and effectively.

STRESS AND MEANING

bus stop freeway new spaper co ffee shop

Repeat these compound words:

a irport d rive inhandshake

draw backoutcom epassport

c red it card paperwork parking lot

3 .1


In the following sets o f exchanges, practice contrasting a compound word with its two component words. After you hear A and B, repeat B.

A B

Where did you grow those plants? ................. In the greenhouse.Where do they live? ...................................... In the green house.

Did you miss your family? ............................. Yes, I was homesick.Did you come down with the flu? ................... Yes, I was home sick.

Which book did you take? ............................ I took the paperback.What did you do? ........................................ I took the paper back.

Did you see a street sign? ............................ No, I saw a bus stop.Did you see a bus go by? ............................. No, I saw a bus stop.

These sentences contain both the compound word and its component words. Repeat:

I had my hair cut last month, so I need another haircut.

She is not my girlfriend, she is a girl friend.

TWO-PART VERBS

Many idioms are two-part verbs, and many two-part verbs are idioms. A two-part verb consists of a verb and a preposition, as in sit down or stand up. Certain verband- preposition combinations that are two-part verbs are also compound words. The difference is in their stress patterns. In a two-part verb, it is the second word, the preposition, which is stressed. Contrast two-part verbs with compound words. Listen:

compound word two-part verb

checkupcleanup

_ ^

check up clean up

compound word two-part verb

'A

take off takeover

take off take over

Listen to these words and sentences:

checkin Check in time is 11 a.m....... check in Did you check in on time?rip off A rip off is a theft................. rip off To rip off is to steal.

3 . 2

Word Stress


w orkout ............ I had a good w orkout today.work out ......... I work out at the spa.

layoff ................ The company is planning a layoff.lay off ............... How many employees did they lay off?

backup ............. Is there a backup copy of the letter?back up ............ I back up all my computer files.

tryou t ................ They are holding tryouts for the team.try out ............... She will try out for the play.

c h e c k in ........... Check in time is at 11 a.m.check in ........... What time did you check in?

Some tw o-part verbs, like the fo llow ing, can be separated . P ractice saying the follow ing tw o-part verbs. A fter you hear A and B, repeat B.

A B

Here’s my phone number...................... I 'll call you u p tomorrow.It’s a real problem! .............................. Hope you can work it out.Was the story true? ............................. No, they made it up.We should start right away.................... Yes, let's not gut it off.

ICOMPOUND WORDS

deadline handshake credit card drive-in passport overtime freeway pickup paperwork greenhouse restroom parking lot

See page 3.25 fo r more compound words.

TWO PART VERB MEANINGS

Some two-part verbs have more than one meaning. Items in A provide clues to the meaningsof the two-part verbs in B.

make up

A BIt was not true.................................................. Did they make up the story?Are they still mad at each other? ............... No, they made up.Have you decided yet? ............................... No, I haven't made up my mind.Is hard work enough? ................................ Hard work is important, but it doesn’t always

make up for experience.

work outA BI do my exercises at the gym ........................ I work out at the spa.We found a solution........................................ How did you work it out?Everything went according to plan.............. I’m glad everything is working out.

3 . 3


TW O-PART V E R B S AS IDIOMS

The following exchanges contain idioms, mid most of'these idiom-, consist o f Uvo-purt verbs. ) f you do nut know the meanings o f the idioms, try to interpret them. \ i you tin this.

■■■■■: ' :'i . . . . .................All r ia h t. I ll take vour word fo r it . :

I rnn into Carol...........

A t th e mall ■

W here did you see her?W hat is she ug_to these da/s?

I gave up smoking..................................................................... ........... ......... ....................

When did you kick th e habit?■ ., ... . . . . . . . . . . ,

the re .

- ' ■■■•.■. ' •/. .■ . .................■■■ ...... ............ . -

I do fee l b e tte r , and I am g e ttin g cauaht up on my work. ,

W ;'- i t slowed you down?

. A re you over it? ' . ‘

I have to take o f f th is a fternoon ...........................I'm heading out fo r Chic . ■ ■ ........A t 2 o'clock but I have to check in on hour early.■ " •' : •: . , ................... . .

What time does your plane take off?

W hat tim e should I pick you up?

! . ■■■■■■■: ■■.■■■■■■■. ........... . :i t up. from a book I read.

. .■'■■■■■■. ■■■■■■;:! : ■■■ : .... fo r the soccer game? .........................................

I f you come across any more, le t me know. <

I lucked out. My neighbors can't make i t . so they qave me th e ir ticke ts .

That salesperson comes across as

he's ta lk ing about.

Was th e re a good tu rn o u t a t the p a r ty ? ............ . .... .. . ‘ so i t tu rned out well.

■ ; ■■ . ' .............

I 'd like to check out karate sometime, but f i r s t I'm aoina to aive voaa a try .

I'm acnq to t r y out karate, and you?

A ,

3 . 4

Word StressPrefixes and suffixes allow a word to take various forms and meanings. For example:

like alike likely likeable unlikelylikes likeness liking likened likeliestliked unlike dislike likelihood likeliness

- ;Prefixes and suffixes also allow the English vocabulary to continue to grow. For example,

information + commercial = infomercial documentary + drama = docudrama

___________________________ 1

SOME COMMON PREFIXES:■ if. j f f .|.V: v

bi- I- j . j y. _l ,|. ,uiwts ly bi-racial bi-lingua!

co- co-payment coincidence co-signerde- depart derail detaindis- disappear discover distractim- immoral immovable impatientin- intake invite investmis- misbehave mistrust misunderstandout- outcome outdo outperformpre- prehistoric prenatal previewre- react rerun recycleun- unlike untie unrest

See page 3.24 for a more complete list.

PREFIXES AND SU FFIXES

Many English words consist of a root word plus a prefix at the beginning or a suffix at the end. The root word is sometimes easy to identify. For example:

In biweekly the root word is week. In co-worker, the root word is work.

PREFIXES AND WORD STRESS

Prefixes are used in many English words, and they carry meaning. Most prefixes are unstressed. (Stresses on suffixes are less predictable.) When the prefix is stressed, it is often a noun; when the prefix is unstressed, it is often a verb. Although these words are spelled the same, the difference between them is made clear in spoken English by their stress patterns.

To contrast stress and pronunciation on such noun-and-verb pairs, listen:

n o u n v e r b

— ^• • object - ob jectpresent - presentproduce - produce

Repeat these words and sentences in order to hear the contrast between nouns and verbs.

record - record ............ That is a good record.Please record the lecture.

su rvey - s u rv e y ............ They are taking a survey.They must survey the damage.

conduct - conduct ..... They were rewarded for good conduct.They will conduc t a workshop.

con ten t - co n te n t......... W hat is the con ten t of the letter?We were con ten t with the outcome.

3 . 5

The coMPREHENSivEAmerican A c c e n t Guide

Practice both the noun and the verb in one sentence. Repeat, and then listen again.

They might ob jec t if the ob ject is not removed. ^They will not permit you to enter without a permit.A farmer can produce a lot of produce.

n r i-

address address digest digest rebel rebelaffect affect invite invite record recordconduct conduct perfect perfect refuse refusecontract contract permit permit reject rejectcontrast contrast project project relay relayconvert convert ' ’ 1 ~ I í " ' I t m n i l í í

:

EXCEPTIONS: Following are examples of words that serve as either nouns or verbs. In these types of words, the noun and the verb have the same stress and the same pronunciation. For example: noun - That is a good purchase, verb They will purchase it.

promise purchase sample

; the same stress and the same ] :e it.

copy measurehonor noticemarket practice

service affectstudy alarmtotal attempt

demanddesignexchange

COMMON SUFFIXESPrim ary stress is placed on the sy llab le before the fo llo w in g suffixes:

- ia l ............... a rtif ic ia l creden tia l potentia l-g ra p h y ............. b iog raphy geography pho tography-ian ............. m usic ian lib ra rian po litic ian- ic ............. A tlan tic P acific spec ific- ic a l ............. com ica l log ica l typ ica l- ie n ce ............. pa tience conscience conven ience- ie n t ............. conven ien t de fic ien t su ffic ien t- ify ............. ju s tify te rrify tes tify- i ly ............. p rim arily necessa rily tem pora rily- in a l ............. crim ina l te rm ina l o rig ina l

^ - io n ............. op in ion rebe llion re lig ion- io n a l ............. excep tiona l occas iona l vocationa l

- io u s ............. de lic ious con tag ious susp ic ious-ious,-eous,-uous env ious courageous con tinuous- ity ............. ab ility fa c ility s tab ility- lo g y ............. apo logy b io logy techno logy

P rim ary stress is placed tw o syllables before these suffixes:. . .

-a ry ............. o rd ina ry m ilita ry necessary-g ra p h ............. au tograph paragraph photograph- i tu d e /- i tu te ....... a ttitude m agn itude substitu te-is e /- iz e ............. advertise m odern ize pena lize

Prim ary stress is placed on these suffixes:

-ee ............. absentee re fugee tra inee-ee r ............. ca reer eng inee r vo lun tee r

-ese ............. C h inese Japanese Portuguese-iq u e ............. boutique techn ique un ique-e tte ............. b rune tte cassette c iga re tte

3 . 6

Word Stress

SUFFIXESAND WORD STRESS

Suffixes serve to mark past tense verbs and plural nouns. Suffixes also serve to change word structure. For example:

creation: a noun create: a verb creative: an adjective creatively: an adverb

Meanings Determined by Stress on the Suffix

Most suffixes change a word into either a noun, a verb, an adjective, or an adverb. However, there are exceptions. Certain suffixes can denote either a noun or a verb. The difference between them is made clear in the way they are stressed. The noun is spoken with the suffix unstressed, and the verb is spoken with the suffix stressed. Listen to these examples:

a d j e c t i v e v e r b a d j e c t i v e v e r b

• • • -- • • • • •

altern a te - a lte rn ate a p p ro p ria te - a p p ro p riated u p lica te - d u p lic ate

Repeat these words and sentences in order to contrast nouns and verbs:

associate ......... He is an associate of mine.a sso ciate ......... Do you a sso ciate with your neighbors?

duplicate .......... This is a duplicate copy.duplicate .......... Please duplicate this key.

estimate ........... Here is an estimate of the costs.estimate ........... Will you please estimate the charges?

separate........... Do you want separate checks?separate........... Separate them by code.

appropriate....... It is not appropriate to interrupt.appropriate....... The company will appropriate the funds.

Practice both the noun and the verb in one sentence. Repeat, and then listen again.

Can you estimate when the estimate will be complete? ^

She will graduate from graduate school next Spring.


SUFFIXES AND STRESS PLACEMENT

Meanings Determined by the Suffix

In the exercises that follow, we will practice some common suffixes. We will review general underlying rules that determine how a suffix affects word stress. We will focus on primary stress as well as on secondary stress and on reduced syllables. You will notice that pronunciation, especially o f vowels, is also based on a word’s stress pattern.

Most exercises provide enough examples to demonstrate predictable patterns.

-ableThis suffix forms adjectives, and it does not affect stress. Listen to the following verbs and the corresponding adjectives:

verb adjective verb adjective

. ^ . . . • • • •

dispose - disposable manage - manageable

Repeat these words:

excu se - excusable market - marketable

predict - predictable

EXCEPTIONS: The following are exceptions. These adjectives are pronounced either of two ways. Listen:

• • •

reparable or com parable or

• •

reparablecom parable

-ity, -ilityThese suffixes form nouns. As a general rule, stress is placed on the syllable before the suffix.

Listen to this adjective and the corresponding noun formed by the suffix -ity.

adjective noun

. ^ • • •

se re n e serenity

3 . 8

Word Stres

Repeat these pairs:■& j>

• • • •

m ature I maturity s e c u re / secu rity s in c e re / sincerity

Do you live near Universe City?.......................... Which city?

The place where you go to school.......................... Oh yes, I live near the University. ;

Listen to these adjectives and the corresponding nouns formed by the suffix -ility:

adjective adjective

able ability credible credibility

To practice applying stress on long words, break the word into manageable parts, and then say the complete word.

Lets practice on the word responsibility. Repeat:

respon si bility responsi bility responsibility

Plural suffix: -ities

ability - abilities capability - capabilities possibility - possibilities responsibility - responsibilities

Repeat the following words. Listen again to the noun.

. . . . . ^ . . . . . . . (T§r

ca p a b le - c a p a b ility a v a ila b le - a v a ila b ilityp o ssib le - p o ss ib ility re s p o n s ib le - re sp o n sib ility

e lig ib le e lig ib il it y


Practice suffixes in these exchanges. After you hear A and B, repeat B.

A B

I like sincere people........................ Yes, sincerity is important.What is the availability? ............... The availability of what?What is possible? .......................... There are many possibilities.Is the schedule flexible enough? .... We need more flexibility than that.

Listen to this dialogue:

I t 's late, and they haven't arrived.................................. W hat do you th in k possibly happened?

I t 's possible they got lost.................................. Another possib ility is th a t they fo rg o t.

Practice applying proper stress: In each set below, say the last word to complete two matching pairs. After you hear three words, say the fourth. Then listen to the model.

mature - m aturity / sincere - ______ sin ceritysecure - security / serene - ______ seren ityprobable - probability / possible - ______ p o ss ib ilityavailable - availability / responsible - ______ responsib ility

-ive, -itiveThese suffixes form adjectives. As a general rule, primary stress is placed on the syllable before the suffix. Repeat these pairs o f verbs and the corresponding adjectives:

-ive -itive

verb

im pressperm itdescribe

adjective

im pressiveperm iss ivedescriptive

verb adjective

competedeclarerepeat

competitivedeclarativerepetitive

EXCEPTION: The following is an exception. Listen to this pair. Which syllable is omitted in the adjective?

^ —

d é co r - decorative

3 . 1 0

Word Stress

Practice suffixes in exchanges. After you hear A and B, repeat B.

AThey made a aood impression. ...Do thev like to compete? ..................There was too much repetition. ..

B

....... Yes. they were impressive.

....... They are very competitive.

....... Yesr it was repetitive.

-ion, -sion, -tion

These suffixes form nouns. As a general rule, primary stress is placed on the syllable before the suffix.

Listen to these verbs and the corresponding nouns:

verb noun

-----

rebel - convert -

rebellion /ion/ conversion /3©^/

Repeat these pairs:

collide /collision decide / decision

divide / division revise / revision

EXCEPTIONS Primary stress is placed on the first syllable in these words. Repeat them:

supervision television

Repeat these verbs and nouns with the suffixes -sion /Jsn/ and -tion l\snl\

verb noun verb noun

^ —• • •

discuss - discussion om it - omission permit - permission

attract - attraction collect - collection elect - election

Repeat these pairs:

connect - connection correct - correction

inspect - inspection select - selection

3 .1 1

The COMPREHENSiVEAmerican A c c e n t Guide

The following are verbs and their corresponding nouns. Notice that in addition to a shift in primary stress the first syllable in the noun is given secondary stress. Listen:

verb noun

^ _ —• • •

compete - competitioncom pose - composition

It is important to apply secondary stress when necessary.

Instead of, c o m p e tit io n , say, c o m p e titio n .

Repeat these pairs. Listen again to the noun.

define - definition o ppose - opposition repeat - repetition

Focus on both primary and secondary stress as you repeat these verbs and nouns:

co n stitu te - constitution institute - institutionsu b stitu te - substitution

Listen to these verbs and the corresponding nouns. Notice that the first syllable is reduced in the verb, while it is stressed in the noun. Repeat these words:

verb noun verb noun

----- confirm - confirmation_ co n v e rse - conversation

• • * d e cla re - declarationa d m ire - adm iratio n re sig n - resignation

Repeat these pairs:

invite - invitation prepare - preparationobserve - observation reserve - reservation

3 . 1 2

Word Stress

The suffix -ate on a verb becomes -ation on a noun. Listen:

verb noun

• • •

h e s i t a t e h e s it a t io n

Focus on both primary and secondary stress as you repeat these words.

complicate - complication demonstrate - demonstrationconcentrate - concentration generate - generation

Repeat the following pairs. Listen again to each pair.

celebrate - celebration educate - education imitate - imitation immigrate - immigration

Practice pronouncing suffixes in the following exchanges. After you hear A and B, repeat B.

A B

Was there enough to select from? .......... No, the selection w as poor.

Are you going to apply? .......................... I filled out an application today.

Were you invited? .................................. Yes, we got an invitation in the mail.

We need to reserve seats.......................... I'll call and make reservations.

Would you like a substitution? ................. Yes, but can you substitute rice for pasta?

The following are longer verbs and the corresponding nouns. How many syllables are in the verb, and how many are in the noun? Listen:

verb noun

a b b r e v i a t e - a b b r e v i a t i o na c c o m m o d a t e - a c c o m m o d a t i o n

Answer: four, five

Listen again as you focus on the second syllable in both words.

e lim ina te - e lim in a tio n neg o tia te - nego tia tion

3 . 1 3

The c o m p r e h e n s iv e American Accent GuideNote that the second syllable is given primary stress on the verb and secondary stress on the noun. Remember to stress the noun correctly. For example:

Instead o f appreciation, say appreciation.Instead o f accommodation , say accommodation

Practice breaking these five-syllable words into manageable parts. Let’s try the word appreciation. Repeat:

appre ci ation - appre ciation - appreciation

Repeat the following words. Listen again to the noun.

verb

appreciateassociate

verb

appreciation

association

communicate

congratulate

communication

congratulations

Repeat these pairs:

cooperate - cooperation discriminate - discrimination

investigate - investigation participate - participation

Practice saying suffixes in the following exchanges. After you hear A and B, repeat B.

A B

Congratulations. ............................ Congratulations for what?

Did they cooperate? ......................... They gave their full cooperation.

Did they investigate it? .................... There is an investigation underway.

Did they appreciate that? ................. Yes, they showed their appreciation.

How do you abbreviate this? ........... There is no abbreviation for that.

Practice applying stress. After you hear three words, say the fourth. Then listen to the model.

concentrate - concentration / celebrate - ____ celebrationcomplicate - complication / dedicate - ____ dedicationinstitutes - institutions / substitutes - ____ substitutions

accommodate - accommodation / cooperate - ____ cooperationdiscriminate - discrimination / participate - ____ participationnegotiate - negotiation / appreciate - _ _ _ appreciation

3 . 1 4

Word Stress

-ify

This suffix forms verbs. As a general rule, primary stress is placed on the syllable before the suffix. Listen to these words and the corresponding verbs:

noun verb adjective verb

• • •

c la s s - classify sim ple - simplify

Now practice adding the suffix -tion. Repeat. Then listen again to the noun:

verb

beautify - beautification verify - verification

Notice again that stress shifts to the syllable before the suffix -tion.

Focus on both primary and secondary stress as you repeat these words:

certify - certification qualify - qualificationclassify - classification specify - specification

Repeat these pairs:

justify - justification sim plify - simplification

Practice saying suffixes in the following exchanges. After you hear A and B, repeat B.

A B

Do they qualify for the iob? ............... Yesr their qualifications are good.

Can they justify it? ........................... There is no justification for it.

Where are the specifications? ......... Are these the specifications you want?

3 . 1 5

T h e COMPREHENSiVEAmerican A c c e n t Guide

Practice applying proper stress. After you hear three words, say the fourth. Then listen to the model.

amplify - amplification / justify - ____ justificationclassify - classifications / qualify - ____ qualificationsverify - verification / specify - ____ specification

See page 3.26 fo r a list o f words with the suffix -tion.

-izeThis suffix forms verbs. It does not affect primary stress.

Repeat these adjectives and the corresponding verbs:

real - realize sanitary - sanitize social - socialize

Repeat the following verbs and nouns ending in the suffix -tion. Listen again to the noun.

verb

r e a liz e -g e n e r a liz e -s t a n d a r d iz e -

noun

• •re a liz a t io n

g e n e r a liz a t io ns t a n d a rd iz a t io n

-a/This suffix forms adjectives. It does not affect primary stress. Repeat these nouns and the corresponding adjectives:

noun adjective noun adjective

c o m ic - c o m ic a l c r it ic - c r it ic a l lo g ic - lo g ic a l

c o n v e n tio no c c a s io nv o c a tio n

- c o n v e n tio n a l- o c c a s io n a l- v o c a t io n a l

3 . 1 6

Word Stress

-ial, -cial, -tial

These suffixes form adjectives. As a general rule, primary stress is placed on the syllable before the suffix. The following are nouns and the corresponding adjectives formed by these suffixes. Listen:

adjective adjective

m e m o r yc o m m e rc e

m e m o ria lc o m m e rc ia l

Repeat these nouns and adjectives:

adjective

o f f ic ef in a n c ec o m m e rc e

o f f ic ia lf in a n c ia lc o m m e rc ia l

t e r r it o r yresident

t e r r it o r ia lre s id e n t ia l

adjective

c o n fid e n c er e s id e n c e

c o n fid e n t ia lr e s id e n t ia l


W hat is occupational?....................... I t has to do w ith one's occupation.

W hat is vocational ?....................... I t has to do w ith vocation.

They mean about th e same.Yes, my occupation is also my vocation.

■ly, -ally

These suffixes form adverbs. Neither suffix affects primary stress. Listen to these adjectives and the corresponding adverbs:

adjective adverb

basiccr i t icthorough

- basical ly- cr i t ical ly

- t horoughly

3 . 1 7


-ly and -ally are pronounced the same. Repeat these noun-and-

adverb adverb

Notice that the suffixes adverb pairs:

noun

actual - c a s u a l - total -

initial - s p e c if ic -

actu allyc a s u a llytotally

initiallys p e c ific a lly

p ra c tic a l - p h y sic a l -

_ ^

a b s o l u t e -

p ra c tic a llyp h y sic a lly

a b s o l u t e l y

EXCEPTIONS: - The following adverbs are exceptions. They are pronounced with primary stress on either the first syllable or the syllable before -ly. Listen:

n e g a t i v e l y or r e l a t i v e l y or p o s i t i v e l y or

n e g a t i v e l yr e l a t i v e l yp o s i t i v e l y

Repeat these adjectives and the corresponding adverbs:

adjective adverb

official - officiallypotential - potentially

adjective

confidential

adverb

confidentially

• • •

em otional - exceptional - o cca sio n a l - pro fessio n al -

em otionallyexceptionallyo cca sio n a llyp ro fessio n ally

3 . 1 8

Word Stress

Practice the suffix ly in exchanges. After you hear A and B, repeat B.

A B

Is the answer positive? ...................... Yes, I'm positively sure.How severe was the damage? .......... I t was severely damaged.Is that the absolute tru th? .................. Absolutely.Was that intentional? ........................ No. I d idn 't do it in tentionally.


convention - conventional / intention - _severe - severely / sincere - _____practical - practically / physical - _____intentional - in tentionally / professional - residence - residential / confidence - ___

-¡an, -cianThese suffixes form nouns relating to other nouns. As a general rule, primary stress is placed on the syllable before the suffix.

Practice saying the suffix -ian. Repeat:

intentionalsincerelyphysicallyprofessionallyconfidential

c o m e d yC a n a d a

c o m e d i a nC a n a d i a n p a

Practice saying the suffix -cian. Repeat:

l i b r a r y l i b r a r i a n

m u s i cc l i n i c

m u s i c i a nc l i n i c i a n

Practice changing adjectives to nouns. Repeat:

adjective noun

e l e c t r i cm athem atics

adjective

e l e c t r i c i a nm athem atician

m u s i c a l - m u s i c i a n p o l i t i c a l - p o l i t i c i a np h y s i c a l - p h y s i c i a nt e c h n i c a l - t e c h n i c i a n


Listen to these dialogues:

Is he a physician, a musician or a politician?............He's a doctor who is interested in music and politics.

She's musically talented.What musical instrument does she play? ^ J>

She plays classical piano.

-logy, -graphy, -metry, -omy

These suffixes form nouns. As a general rule, primary stress is placed on the syllable before the suffix.

The following are nouns and two forms o f corresponding adjectives. Repeat, and listen again to the last word.

noun adjective adjective

e c o n o m y ......... e c o n o m i c ....... e c o n o m i c a lg e o g r a p h y ......... g e o g r a p h i c ....... g e o g r a p h i c a lg e o m e t r y ......... g e o m e t r i c ....... g e o m e t r i c a l

Repeat these nouns, adjectives, and adverbs. Listen again to the adverb.

noun adjective adverb

b i o l o g y ....... b i o l o g i c a l ....... b i o l o g i c a l l ye c o l o g y ....... e c o l o g i c a l ....... e c o l o g i c a l l yg e o l o g y ....... g e o l o g i c a l ....... g e o l o g i c a l l yp s y c h o l o g y ....... p s y c h o l og i c a l ......... p s y c h o l o g i c a l l yt e c h n o l o g y ....... t e c h n o l o g i c a l ......... t e c h n o l o g i c a l l y


geographic - geography / photographic-____ photographybiology - biological / psychology - ____ p sycho log ica lecological - ecology / technological - ____ technology

3 . 2 0

Word Stress

After you hear A and B, repeat B.

A B

Name a branch of math....................... Geometry.

What is a technician’s field? ............. Technology.

Did you study geography? ................ No, but I like National Geographic.You take great photographs................ I studied photography.

-eticThis suffix forms adjectives. As a general rule, primary stress is placed on the syllable before this suffix.

Repeat these nouns and the corresponding adjectives:

noun adjective noun adjective

e mp a t h y - e m p a th e tic apo lo g y - a p o lo g e tice n e rg y - e n e rg e ticsym p a th y - s y m p a th e tic

PROPER NAMES, TITLES, TIMESThe last word in a proper name or title is given primary stress. Repeat the following examples:

Mahatma Gandhi Columbia UniversityMartin Luther King The College of LawMr. and Mrs. John Doe St. John’s College at CambridgeThe President of the United States The Metropolitan Museum of Fine ArtsAmbassador of the United Nations

Repeat the following names o f North American cities and states or provinces:

Atlanta, Georgia San Francisco, C aliforn iaChicago, Illinois Toronto, OntarioDenver, Colorado Montreal, Quebec

Repeat the following names o f publications:

Sports Illustrated Los Angeles Times Time Magazine

3 . 2 1

The coMPREHENSivEAmerican A c c e n t Guide

Repeat the following names o f roads:

Memory Lane Carriage C irc lePark A venue W ashington B ou levardPacific H ighw ay Tobacco R oad

EXCEPTION: The names o f streets are an exception. Stress is placed on the word before Street. Repeat the following:

Main S tree t Second S tree t Twenty First S tree t

Abbreviations - The last letter receives primary stress in abbreviations. Repeat the following:

CD DVD ATM USAID HDTV ASAP UK

Practice saying abbreviations in the following responses. After you hear A and B, repeat B.

A B

Bachelor of Arts .................................. ... BAMedical Doctor ...................................... ... MDDoctor of Philosophy ............................ ... PhD

Master of Science ................................. ... MS

Doctor of Dental Science .................... ... DDSMaster of Business A dm in is tra tion ....... MBA

Times and Dates - The final item is given prim ary stress on times and dates. Repeat:

Ten to five. Wednesday the 20th-12:00 o'clock. Monday afternoon, June 10th-.1:30 p.m. Saturday m orning, the 20th-.4:05 am. Friday, October 15, 2004.

Listen to the following dialogue:

W here do you live?

.........In W ashington.W ashington, D.C.?

.........No, in W ashington S ta te .W ha t is your address?

.........113 T h irte e n th S tre e t, S ea ttle , Washington.

3 . 2 2

Word Stress

Practice applying proper stress in the following responses. After you hear A and B, repeat B.

A BWhere is The United Nations Building? ............. In New York City.What is the highest mountain in the world? ....... Mt. E v e re s t.Where are The Hawaiian Islands? ..................... In the Pacific O cean.Where is Buckingham Palace? ......................... In London, England.Where is the Acropolis? ................................... In A th en s, Greece.Where is The Capitol of the United States? ...... In W ash in g to n , D.C.Where is The Eiffel Tower? ................................ In P aris, France.Where is The Golden Gate Bridge? .................... In San F ra n cisco , C a lifo rn ia .What is the last day of the 1900’s? ................... D ecem ber 3 1 , 19 9 9 .What does UCLA stand for? ............................... The University of California in Los Angeles.

BONUS EXERCISEPractice applying proper stress on names - Name at least one each o f the following:

1. An address of someone you know. 5. The city and country where you were born.2. A famous musician. 6 . An English teacher.

3. A university or college. 7. A famous actor.4. A professor whom you know. 8 . A famous actress.

sECTI0N

3

ABBREVIATIONS

cassette disc CD General Education Diploma GED

video cassette recorder VCR Los Angeles LA

unidentified flying object UFO National Broadcasting Company NBC

Alcoholics Anonymous AA National Public Radio' ' ■■■■ ■■■■■ : ■■■ ■ ' ■ NPR

Automatic Teller Machine ATM New York University NYU

British Broadcasting Corporation BBC Public Broadcasting Service PBS

Certified Public Accountant CPA United Kingdom UK

Chief Executive Officer CEO United States US

3 . 2 3


COMMON PREFIXES

anti- anti-racial

bi- biwuckly ; ' biracial bilingual 1 ¥1

co- co-paymont coincidence j ' co sinner

com - combine compare : . 1 compose

de- docaffeinated detain :

dis- disappear : . 1 discover distract

ex- HI- ex-husband

hyperactive hypersensitive j hypertension

hypo- hypodermic hypothermia hypoglycemia

im- immovable ' ■

inter- . international intersection : ■ : I ■ - internet

intro- \ »»'introduce ; introspection i.h1 introvert

m icro- microchip microscope . microwave

mini- minibus miniscule

m is- misbehave , ;’i misunderstand

multi- multi late ml muliiievet a : multidimensional

out- \ OÜllÉiMé; outdo ■ ■ ■ outperform

over- overboard , ’ oversee ' ■ overview

prehistoric ■ prenatal preview

d S p to a c d v d : pro-dem ocracy' ■ 1 pronom ■■rs- react i F ^ iw recycle

retroactive,; . retrofit ■ n.’irospect

stereoscope stereotype 1 stereophonic

sub- submarine subtotal ' subway

super- ; Supermini supernatural supersonic ■

ultra- ultraconservative ultramodern ï ultraviolet .

un- unlike unrest ; . ' ‘ t untie

under- underachieve understand under lake

3 . 2 4

»

Word Stress

COMPOUND WORDS

A compound word combines two words into a single word with its own meaning. The compoundword may be written as one word or as two words. The first is spoken with primary stress, andthe second with secondary stress. ■ ■ ■ ■

j f V •:••• .* ,> , , ,* , X i -S' -

11 | f if -f * 'S' !! ,f: :! /i S 1 •*' '# i" !

• • • • •

bus driver basketball overpass baby sittercab driver coffee shop paperback motor cyclehandwriting comic book paperwork trouble shooternewspaper copyright railroad track undertakingpost office credit card shopping cart vacuum cleanerschool teacher database shopping mallscratch paper dining room steering wheelscrewdriver fingerprint swimming poolskyscraper grocery store taxi cabsunglasses living room tennis matchturn signal overcast traffic light

overcoat underpass

airplane daytime homework postmarkairport deadline hot dog restroomarmrest desktop hot tub roommatebackground door mat housework scorecardbacklog doorstep ice box shortcutbackpack downtown jetlag sidekickbacktrack drive-in joy stick sidelinebackyard driveway keyboard sidewalkbathroom earthquake keypad six packbathtub feedback landlord skylightbedroom flashback laptop snowmanbillboard flashflood lifestyle softwareblackboardbookcase

flashlight lifetime someonefootball light switch staircase

bookmark footrest mailbox stop signbookshelf freeway makeshift suitcasebookstore French fries network sunsetboom box gearshift notebook takeoutboyfriend girlfriend notepad toothbrushbridegroom haircut part time toothpastebriefcase hairdo passport touchdownbunk bed hairstyle past time trademarkbus stop handshake paycheck uptowncarport hardware payday washclothcheckbook headcount phone booth well farecourtyard headlamp playground wheelchaircrosswalk high school popcorn windshield

daycare highway postcard wristwatch

SEC

TI0N

3

3 . 2 5


VERB & NOUN STRESS PATTERNS

Two-Syllable Verb and the Corresponding Three-Syllable Noun

VERB NOUN VERB NOUN VERB NOUN

-------- --------' A

--------

• • • ■ • • | | . : I * : • -. .■ ! ' ' ' ! 5

adopt. .

adoption. . . .

employ employment

exception

prevent prevention

admit admission except produce* production

assume assumption expense expensive profess profession

attend attention extinct extinction progress* progression

attract attraction frustrate frustration project* projection

collect collection impress impression protect protection

compress compression infect£ & >i- nV $ A ',» «

infection

injection

react reaction

conduct* conduction in ject receive reception

confess confession inscribe inscription reduce reduction

connect connection inspect inspection reflect reflection

construct construction instruct instruction regress regression

convene convention intend intention reject*

relate

rejection

convict* conviction invent invention... ; ; y. .. .: •> •• v - >• - relation

correct correction locate location repair reparation

create creation migrate m igration restrict restriction

deceive deception narrate narration retract retraction

deduct deduction object* objection rotate rotation

describe description obstruct obstruction select selection

destroy destruction oppress oppression subscribe subscription

detain detention perfect* perfection transcribe transcrip tion

detect detection permit* perm ission translate translation

dictate dictation possess possession transm it transm ission

direct direction predict prediction vacate vacation

d o n a t e

elect

donation.. •: i .. , ! i!

election

prescribe

pretend

prescription

pretension

vibrate vibration

| | | g i

* These words also function as nouns, with primary stress on the first syllable.

3 . 2 6

Word Stress

ill

V E R B & N O U N S T R S S S F Â T T fiîlllS '■■■;/y *

ioun

VERB

•

NOUN

• m

.

•

NOUN

....

• •

fiJRB

•

NOUN

• •

a lloca te a lloca tion ’ genera te genera tion opera te ope ra tion Bce leb ra te ce leb ra tion hes ita te hes ita tion rad ia te rad ia tion

■com p lica te com p lica tion hesita te hes ita tion segrega te segrega tion

1concentra te concen tra tion illu s tra te

jillu s tra tio n separa te separa tion

Ucongrega te congrega tion im ita te tfrrjta tion s itua te s itua tion

cu ltiva te cu ltiva tio n im m igra te im m ig ra tion s tim u la te s tim u la tion

ded ica te ' ind ica te ind ica tion s tip u la te s tip u la tio n

dem onstra te dem onstra tion Í irrita te irr ita tio n te rm ina te te rm in a tio n

- - ...

{be S? j# | t m ediate to le ra te to le ra tio n

dom ina tion naviga te nav iga tion vacc ina te vacc ina tion

dup lica te d up lica tion ! nom ina te nom ina tion vege ta te ve ge ta tion

estim a te es tim a tion | ob liga te ob liga tion ven tila te ve n tila tio n

:

VERB N4ttM .■ :3 ' NOUN VERB NOUN

---_ ...

amplify am plification m odify : m odification ; recommend recommendation

certify certifica tion m ultip lica tion represent representation

classify c lass ifica tion sim plifica tion¡1111 111 1

colonize co lon iza tion : ■ ■■ organization

.... :.........................

3 . 2 7


VERB & NOUN STRESS PATTERNSc o n t i n u e d . . . .

' ' ■ ■ ■; ' ■ : : ■ .

Four-Syllable Verb and the Corresponding Five-Syllable Noun

St!

VERB

■

NOUN

.

VERB

■ ... .■ .■ :i ..

NOUNH n

VERB

I S S l l i f ' i : - : :

NO UN

• •

6 f 1 j 1 1 i : : ; ; f \

• • •

: .; .. ? ? 7 ? " ;; ; 1 ;;

• • •

--------

• •

abbrevia te abbrevia tion congra tu la te

•I- :¥ s. ■' •( > -i •: ■ • i'

congra tu la tions refrige ra te re frigera tion

acce le ra te acce le ra tion cooperate cooperation hum ilia te hum ilia tion

accom m odate accom m odation coord inate coord ina tion inc inera te inc inera tion

apprecia te apprecia tion dece le ra te dece le ra tion in itia te in itia tion

approxim ate approxim ation d iscrim ina te d iscrim ina tion investiga te investiga tion

articu la te

asphyxia te

a rticu la tion

asphyxia tion

e labora te

e lim ina te

e labora tion

e lim ina tion

m anipu la te

negotia te

m anipulation

negotia tion

associa te associa tion evaporate evapora tion partic ipa te partic ipa tion

com m unicate com m unication exaggerate exaggeration p rocrastina te procrastination

■ ¡U ' , v 7

___________ .

3 . 2 8

T he R h y t h m of

A m e r ic a n E n g l is h

Rhythm. Just what is it? Rhythm is a pattern in timing. We can see rhythm patterns in many things, such as in dancing, in music, and in speech. The rhythm o f speech is based on the timing of sound segments. In English, these segments are the word syllables.

IDENTIFYING SPEECH RHYTHM

Every spoken language has a distinct rhythm. This rhythm is easily seen in its music, its poems, and its rhymes. The rhythm o f English can be identified, for example, in this common rhyme.

One for the money.Two for the show.Three to get ready, and four to go.

The uneven timing in stressed and in unstressed syllables gives English speech its characteristic rhythm. This timing consists o f long and short beats as o f a drum. Listen:

. • . • . • . . •I'd LIKE to TAKE my DOG for a WALK.

A person who speaks English with the rhythm o f another language is said to speak with an accent. Many who speak English with an accent tend to apply equal stress on all syllables. In English, this pattern is used only on messages which consist of one-syllable content words. Listen to an example, and then to beats matching its rhythm:

THAT BUS STOPS HERE TWO TIMES EACH WEEK


Now listen to a pattern that is more typical:

• • • • • • • •

The BUS STOPS at LEAST TWICE a WEEK.

To further contrast equal stress with unequal stress, listen to these sentences:

• • • • . • . •

TAKE MORE TIME OUT. The TIME is OUT.

Note that content words are spoken fully and clearly, while function words are simplified and spoken quickly.

This time listen, and then use your fingers to tap the beats of the rhythm you just heard.

• • • • •

READ ONE BOOK EACH DAY.

• . • . •

READ a BOOK a DAY.

• • • • • •THOSE BOOTS DON'T LOOK LIKE MINE.

. • . • . •The BOOTS on TOP are MINE.

To distinguish how function words affect timing, listen to sentences with just content words. Then listen to those sentences with added function words:

CALL RIGHT BACK.I will CALL you RIGHT BACK.Will you CALL me RIGHT BACK?

Notice that the added function words do not make the sentence sound significantly longer. Here’s another example:

TIME GOES FAST.TIME will GO FAST.Will the TIME GO as FAST?

Rhythm

This time, repeat what you hear and tap a beat on each stressed syllable.

JUST TRY. .......................... I was JUST TRYing it.BUY MORE............................ I will BUY MORE o f them.

• • • • • •CLOSE THAT DOOR............. I was CLOSing THAT DOOR.TAKE MORE TIME................ I t will TAKE some MORE TIME.

In the following dialogue, the sets o f sentences in A and those in B each have a matching rhythm. Repeat both sides, as you tap a beat on each content word.

WHAT do you THINK? ...... I was THINKing toDAY would be GREAT for a WALK.WHERE should we GO? ..... It’s a WONderful DAY for a WALK in the PARK.WHEN should we LEAVE? ... I’ll be REAdy as SOON as I FINish my WORK.

Can you identify the rhythm patterns in your native language? Are you applying that rhythm to your English speech?

To apply the rhythm o f English, it may be necessary that you slow your speech rate to allow fo r proper timing on syllables.

Knowing reduced fo rm s will help you to comprehend spoken English more easily, and using them will help you achieve the rhythm o f the dialect that is standard in North America.

REDUCED FORMS AND RHYTHM

Reduced forms are words or groups o f words that are normally spoken simply and quickly. Vowels become unstressed and consonants combine or become silent. For example:

Who is he? —^ / h u j z i / What do you mean? —>■ /w A d a je ^m in /

Reduced forms give flow and rhythm to speech and make it easier to express whole thoughts. Even the most articulate speakers of the standard English dialect o f North America use them.

4 . 3

The c o m p r e h e n s iv e American Accent GuideTHE CONTENT WORDSi .NOUNS' adjectives adverbs

I Iicm.1 word forms contain the core ol‘information in ;i mcssiiiic and arc therefore spoken dearly and lu lly . 5 1 A

REDUCING FUNCTION WORDS

Sim plifying Vowels

Function words are normally spoken with reduced vowels. In many cases, the schwa vowel, the most simple English sound, is used. The word can, for example, is pronounced /ka n /, as in,

/Ion/ /ken/

I ca n wait. C an anyone do that?

On the other hand, in certain circumstances function words are spoken clearly, with the vowel pronounced fu lly These circumstances are:

a) When the function word is stressed for emphasis, as in,

Yes, I can make it. Can you really?

b) W hen the function word ends an utterance, as in:

I th ink I can. We can.

The English Articles - The articles are:

a, an, and the, as in: som e and any, as in:

A desk. Some day.An office. Any time.The conference room.

USE OF ARTICLES■■ . '

■ • • ' ' '' !■■:■■■■■■■■ : • ... ' - ' ■■/■■■ • i

them. I he followinu. lor example, are all correct: - £ 5* i » > H ' ¿ g ' H

. / he tea h greet/. tl ik e the. tea. If* ii fine let/.. .. , / don't want ten.

4 . 4

Rhythm

Can you determine when to use an article? One sentence in each set below is not correct. Which is it?

1 . a) I have a nice friend. ...b ) I have nice friend. ... c) I have nice friends.2. a) The car needs a gas. ...b ) The car needs gas. ... c) The car needs some gas.3. a) They brought some gifts. ... b) They brought gifts. ... c) They brought gift.4. a) I watched a video. ...b ) I watched videos. ... c) I watched video.5. a) We don’t have any maps. ...b ) We don’t have m a p .... c) We don’t have maps.

Answers: 1. b, 2. a, 3. c) 4. c) 5. b)

S is a l sIïV îï Underlying Rules for use of Articles

the - (defin ite artic le) Use this article with a singular or a plural noun:

I ) When you are identifying the items you are referencing.

It s somewhere in the city. It's at the library.-v .v X v ..

; , -' i f v,»■* * * ■* - ■ ■' <■*■■■-*,■■ • s ■a, an - (indefin ite artic les) Use these with a singular noun that is not yet identified.

I watched a video. I watched an interesting video.

-To speak English correctly, you need to include articles. The following dialogues provide examples o f when to use and when not to use articles.

How do you get to the top floor? .......... There is an devaUMâacsciLlMu^ and stairs.(.Identified noun) (Unidentified Nouns) (Indefinite number)

Do you ever take the stairs? ................. I don't like stairs: they take too long.(.Identified noun) (All members of a class)

■ ■ •• - •• ;; " ~ ; " . " ' y* . , ' . . . .Do you take the elevator? ............... Elevators scare me.

(Identified noun) (Noun referenced in genera! terms)

How do you get there? ........................... 1 take the escalator.(Identified noun)

What is an escalator? ............................. Look over there.(Unidentified noun)

The moving stairs? ................................ That is an escalator.(Identified plural noun) (After is and before predicate)

Do you know Linda? ..... I know a Linda, but I dou't think she’s the Linda that you know.(No article with proper name) (Unidentified noun) (Identification of a class)


th e Say / 60 / before a consonant. Move the tongue directly from /5 / to the consonant, as in,

/ 6 0 psest/

The past, (th' past)

/5a ta im /

The time, (th' time)

Say / ö i/ before a vowel, as in,

The idea. The office.

To contrast / 8 0 / with / 5 i/ , listen:

/00/* /61/

The bad. - The ad.

/80/ /61/

The sale. - The ale.

ANTONYMS Practice the sounds / 6 0 / and /S i/ in these antonyms. Repeat:

The difficult one; the easy one.

The full one; the empty one.

The closed door; the open door.

The lower limit; the upper limit.

The west side; the east side.

The new way; the old way.

* / 8 /: IPA symbol for the sound usually spelled th. (Section 5)

a, a n Use a before consonants, and an before vowels. Listen to these words reduced:

/ a / /a n /

A spy. - An eye.

1st /an/

A border - An order.

ANTONYMS Practice both articles in these antonyms. Repeat:

/a /

A question. A full one. A new idea.

/ a n /

- An answer.- An empty one.- An old idea.

/ a /

A difficult one. A lower level. A beginning.

/ a n /

- An easy one.- An upper level.- An end.

4 . 6

Rhythm

Stressing articles gives emphasis to the words they reference. Listen:

A B

Who’s that man? .............................That man is th e president.*

Is that an old invention? .................No, it's a new technology.

Is it one o f the best? ....................... No, it's th e best.*

* Article the is often pronounced /5 i/ when il is stressed for emphasis.

Other Function Words

as, at, can Listen to these function words reduced:

lazl Just as good. /a t / Home at last. /kan / What can happen?

Now repeat:Iszl /at/

As good as gold. Look at that.As soon as possible. All at once.

/kan/We can try.Can anyone join?

In the following exchanges, function words as, at, and can are reduced or stressed. Listen:

A B

Is that as good as th is? ............. Not as good, but almost.

Can you be ready by nine? ..... I ’ll see if I can.

If you can, let me know.

Tell me where it ’s a t ................... It ’s at the end of the street.

Near the corner? ..................... No, at the corner.

are, or, for, your - Listen to these function words reduced:

/ar/ Yes or no?/far/ Two fo r one.

lari These are fine. /jar/* What’s yo u r name?


lari One or the other./far/ What’s fo r dinner?

/far/ It ’s fo r you./jar/* Are those you r keys?

/ j / : IPA symbol for the sound usually spelled y. (Section 7)

4 . 7


In the following exchanges, are, or, and f o r are reduced or stressed. Listen:

A B

How about Tuesday or Wednesday?..... No, just one: Tuesday or Wednesday.

Are these fine? ................................. They are, but those are better.

Is this from you r friend? .................... No, it’s for my friend.

How was your day? ......................... Fine, and yours?

was Listen to this function word reduced:

Iwazl

What was that?Was that interesting?

Repeat:/ W 9 Z /

Who was there?That was thoughtful.Was that part o f the agreement?

Listen to was reduced and stressed in this dialogue:

Who was a t th e conference?

............... I was.I though t you were ou t o f town.

................. I was, bu t I go t back on tim e.

will Listen to this function word reduced:

/w e l / /w a l /

It w ill rain. What w ill happen?

Repeat:

When w ill that be? Who w ill know? Will that be okay?

Listen to w ill reduced and stressed:

Will you be there? ............. I will, but I don’t know what time.

4 . 8

Rhythm

could, should, would Listen to these function words reduced:

Listen to could, should, and w ould reduced or stressed in this dialogue:

Would you like to go?.......... I would, but I should finish this.

You could finish later......... But I would miss the deadline.

That could be a problem......... I t would be.

* t\t : IPA symbol for the sound usually spelled sh. (Section 6)

that This word can serve as an adverb that indicates reference, or as a function word. As an adverb it spoken fully, as in:

As a function word, th a t is normally reduced. Listen:

Practice th a t as a reduced function word. Repeat:

/k a d / /Ja d /* /w a d /

It could rain. We should ask. I w ould not ask.

Repeat:

What could happen? Who should attend? Would that matter?

That one. I doubt that.

/b a t /

I know that i t ’s right.

/5 a t / /6 a t /

I heard that you called. Tell me that i t ’s okay.

I doubt that I ’ll go.I ’m glad that you’re happy.

I hope that everyone makes it.I heard that everything went well.

4 . 9


Listen to th a t stressed and reduced in this dialogue:

That's the book that I read.

Do you recommend that I read it?

I think that you would like th a t one better.

to, you Listen to these function words reduced:

/ta/ Easy to do. /ja/ You have to try it.

Repeat:

/ ta / Ready to wear. / ja / Will you go?Easy to forget. Were you there?

Listen to the words to and you reduced and stressed:

Are you going to the party?................ Yes, are you going?

I want to ................................................ Hope to see you there.

do, does, did These words can serve as verbs or as helping verbs. As verbs, they are spoken clearly with the vowel pronounced fully, as in:

They do accounting.She does computer graphics.I did my paperwork.

As helping verbs, do, does, and d id are normally reduced. Listen:

/d a / /d a z / /d id /

What do you need? What does it mean? When d id it start?

Practice do, does, and d id as helping verbs. Repeat:

What do they want? Where does it belong?How d id that happen? Where d id the time go?

4 . 1 0

Rhythm

Listen to do, did, and does reduced or stressed in these exchanges:

A B

D o you know what I mean? ........................ No, what do you mean?D oes she agree with you? ............................. Yes, she d o e s agree with me.D id they complete the assignment? .......... They did.

Sim plify ing Consonants

In some function words, certain consonants are often om itted or not spoken clearly, as in the function words that follow.

and This conjunction is often pronounced land/, as in:

/and/ Nice and easy. You and I.

Before a consonant, the d in and is often not clearly pronounced as in,

/an/ rock n roll. Now and then.

Practice reducing an d in these antonyms. Repeat:

Hot and cold. Good and bad.

Night and day. This and that.

Stop and go. Before and after.

In this dialogue, an d is spoken reduced or stressed. Listen:

Would you like soup or salad?

........................ I ’d like soup and salad.What kind of dressing?

........................ Oil and vinegar.What to drink?

........................ C offee with cream and sugar.

And fo r dessert, we have cake or ice cream.

......................... I ’ll take cake and ice cream.

4 . 1 1


of The preposition spelled o.f. is pronounced /av /, unlike the preposition spelledo.f.f. which is pronounced /a f /. In the word of, the f is often not clearly pronounced when it is before a consonant, as in,

/ a / / a /

Lots o f luck. It’s kind o f nice.


la, avl la, sv/ la, av/

Out o f date. One o f each. Most o f the time.Out o f order. A ll o f a sudden. One o f the best.

have, has, had These words serve as verbs or as helping verbs. As verbs, they are pronounced clearly, as in:

We have plans. Tom has to know. Teresa had a great time.

As helping verbs, have, has, and had are normally reduced, with h omitted. Listen:

/ a v / /a z / /a d /

What have you been up to? Tom has gone to work. Teresa had arrived.

Repeat these sentences:

I might have known. What has happened? They had already left.

In these exchanges, have, has, and had are reduced or stressed. Listen:

A B

Who had applied?........................................ S he had.

Who has change for a dollar?................... I have it.Has Sheila made an appointment?.............. She h as one tomorrow.

4 . 1 2

Rhythm

In the following dialogue, listen to have as a verb or as a helping verb:

Have you made plans?

....................Yes, we have a commitment.We'll have to try another time.

................... We have the following week open.

he, him, his, her, hers These pronouns are often spoken with the h silent, as in:

la r i Give her this copy. /im / Tell him I ’ll call him later.


Tell her hello for me. I jus t saw him.I ’d like to meet her. Do you know him well?

In this dialogue, listen to him reduced or stressed:

I ran into Robert.

....................... W here did you see him?

I saw him downtown with his brother Dan.

....................... Dan? I haven't met him.

them This word is normally reduced in two ways. Listen:

/ 5 a m / / a m /

Get th ’m .............................. Get ‘em.Check th ’m out................... Check ‘em out.

Practice them reduced two ways. Repeat:

/ 5 a m / / a m /

Who has them now ? .......... Who has them now?Do we need them? ........... Do we need them ?Give them to me.................. Give them to me.Take them ............................ Take them.

In this dialogue, them is reduced and stressed. Listen:

Which of them do you like?

...................... I like them, over there.

Would you like to try them on?

...................... Not necessary, I 'l l take them.

4 . 1 3


Practice applying articles: •,

: : • , ' .

:: ■

; A ■ : ; V 11 , '

3 ) __entrance. - ___exit, 6 ) ___ end. ..... g 9 ) ___ question. - __answer.

Correct: «

1) A late bus, - An early bus. 4) An open door. - A dosed d o o r. 7) An interesting one. - A boring one.. ' ■ ! :

3) An entrance. An exit. 6) A n end.. - A beginning. 9) A question, * An answer.

1) I b r o u g h t__appl .....__ j 1 banana2) I need penc il. or:i*>oi. and piece oI" paper.3) I w a n t red o n e , or - one.4) I saw __ e le p h a n t, tiger, a n d gorilla.

1) I brought an apple, a pear, and a banana.2) I need a pencil, an eraser, and a piece of paper.3) I want a red one, an orange one, and a blue one.4) I saw an elephant, a tiger, and a gorilla.

Prac *;

Complete each analogy and then say it as you practice reducing the function words. For example:

Winter /izta/ cold as summer IizXqI hot.

1} Night is to dark as day 7) High is to low as fa r_____.2) North is to south as eas t . 8) Shoes are to feet as gloves _3) Ears are to hearing as eyes___ . : 9} Grapes are to vine as pears..., . ....

5) Hunger is to food as thirst___ . 11) The ocean is to fish as sky 6) Girls are to women as boys___ . 12) Happy is to laugli as sad .

Last word: j

1) light 2) west 3) seeing 4) day 5) drink 6) men7) near 8) hands 9) tree 10) feet 11} birds 12) cry

4.14

Rhythm

Practice reducing function words:Practice reducing the function word and as you name two each of the follow ing. For example:Sports'. Swimming /enf soccer.

l i | i I i * *»»«t S \ 1 1 *»«* * * ’ ’ ' * : * * ’ ’ ' ' 11, i 11 ■ ' " 111" * *' < * ■ i 1 i I * *■ * * * ’ i 1 ■ < ’■ ■*: ■ : : ■1. Colors 5. flavors of ice cream2. Numbers under 10. 6. Seasons of the year.3. kinds of pets. 7. Days of the week.4. kinds of fruit. 8. Months of the year.

Circle the function words in the following sentences. Then say each sentences with the function words reduced.

1. The sky is blue. 7. Put it on the table.2. How was it? 8. What time is it now?3. The big house on the corner is mine. 9. Nine is my lucky number.4. Why don't you tell me about it. 10. That is one of a kind.5. What will happen next? 11. Should I try now, or later?6. What do you think of that? 12. It’s close to the end.

; ' . . ; i I»* ■■■ ■ ■ ■ ■ - . : . : :Correct:1. The sky is blue. 7. Put it on the table.2. How was it? 8. What time i i i i now?3. The >ig house on the corner is mine. 9. Nine is my lucky number.4. Why don’t you tell me about it. 10. That is one o f a kind.5. What will happen next? 11. Should I try now, 0 £ later?6. What do you think q£ that? 12. I ts close to the end.

__________________________________________ _______________________________________

REDUCED WORD GROUPS

Combining Consonants - Final t followed by y is often pronounced /tj/, as in,

/tja /* Won’t you? Why c a n ’t y o u ?

Final d followed by y is often pronounced / d 3 /, as in,

Idsal**


/tja/

D id you ?

D o n ’t y o u think so? A r e n ’t y o u in terested? Do w h a t you want.

W ould y o u go?

/d3e/

C o u ld y o u p lea se?Where d id you go? W ould you like to dance?

Now say sentences with both reductions:

W ould you , or w o u ld n ’t you?Where d id y o u p u t yo u r keys?Would you let m e know what you want?

* /tj/ : IPA symbol for the sound usually spelled ch. (Section 6)** Id^l: IPA symbol fot the sound usually spelled j, or g. (Section 6)

4 . 1 5

Listen to both reduced and stressed forms in these exchanges:

What did you think of the play?

.................... I t was great. What did you think?

I thought it was fantastic!

The c o m p r e h e n s iv e American Accent Guide_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

When did you get your order?

.................... Today. When did you get yours?Yesterday.

Linking with the Tapped t - Between vowels, final t or d are usually tapped, as in:

Notâtâll. Whatâboutjt?

.* Production of the tapped t is addressed on page 5.8.


W h a tjs your name? Where c o u ld jt be?Waitâ minute. You s a id jtwall.T h a t js w h a t j heard. How aboutâ drink?

Practice the tapped t in idioms. A fter you hear A and B, repeat B.

A B

I’ ll do that later. ..................................... Don't p u tjt^ o ff.Is ¡împossible? .................................. Yes, it's outwof the question.Do you think the chances are good?...... I w ou ldn 't betôn it.What do you think of It? ....................... I'm crazy a b o u tjt .

Com m on Two-W ord R eductions

Some function words combine into reduced phrases. In the following, the tapped t is used. Listen:

ought to /a ts / We ought J o leave soon.got to /gate/ I ’ve g o t J o make the deadline.what do /wAde/ W hat^do you think?


I ’ve g o t J o go now. W h a tj io you want us to do? You o u g h t J o give it a try.

4 . 1 6

Rhythm

Listen to these exchanges with both reduced and stressed forms:A B

What^do you expect? ..................... Not much, and what do you expect?

We ought J o plan ahead................... Yes, we ought to.

I 'v e go twto leave soon.

W ha t„do you mean?You've got to be kidding!

You ju s t go t here.

w a n t t o - / W A n 8 / The phrase want to is often reduced to / w A n 0/ , as in:

Want to join me?


We all want to go.I want to learn how.

Listen to w a n t to reduced or stressed:

W hat do you want to do?

I want to go to th e lecture.

Why do you want to do that?

I don’t want to miss the train. What do you want to know?

W hat do you want to do?

I want to also.

g o i n g to — / g A n o / Listen to going to followed by a noun:

I'm going to school. I'm going to the dentist.

Listen to going to followed by a verb or by a verb phrase:

What are we going to do? We’re going to have to rush!

Going to followed by a noun is always pronounced /goit] tu/,* while going to followed by a verb or verb phrase is often pronounced /gAns/. Repeat these sentences with the pronunciation /gAna/:

Are you going to be home later? We’re going to go somewhere.

I’m going to do my best.What are you going to do next?

' /13/ : IPA symbol that represents the consonant sound usually spelled ng. (See page 7.22)

4 . 1 7

The c o m p r e h e n s iv e American Accent GuideRepeat sentences with both pronunciations /goir] tu / and /gAna/:

I ’m going to the City, so I ’m going to take the subway.

We’re going to have to hurry, if we’re go ing to the wedding.

Listen to both g o in g to and gonna in these exchanges:

Are you going to finish that today?

...................................... Yes, I am going to.

W e're going to New York City................................... Are you going to see any Broadway shows?

Yes, we're going to see THE LIO N KIN&.

C h a n g e e a c h o f t h e f o l l o w i n g s t a t e m e n t s t o a q u e s t io n . T h e n s ta te t h e q u e s t io n s u s in g r e d u c e d f o r m s .

« £ 1 . H e ’s o k a y . f C M i . ' . 1

. ; j ; 2 . H is w o r k i s f i n i s h e d . ■

J V ; r 5 '3 , I f

[ ■ \ : * ; 4 . H e w a s h e r e , { ' f H

5 . H is w a l le t w a s r e t u r n e d . 9 . H e h a s r a i l e d .

» ; \ 6 . H e w o r k s o n S a t u r d a y s ' , ; ' ' ;. t ; 1 0 . H is l e t t e r h a s a r r iv e d .

; 7 . H is b u s a r r i v e s e a r ly . 1 1 . H e r d a t e h a s a r r i v e d .

A s Q u e s t io n s :

1 , l u l l okay? ' ^ ' ? " - , ' '

. . ' 2 < I i z i z i 'w o rk f k iM ie d ? . ' - • ■

. . ' I 7 0 r ■ :i i ■ ¡lid? .

•!. w i n - . ; w a / ! . -

1 ‘ S: / w a z iz / w a lle t re tu rned?

: e

,V. /d A Z S f / husband "-<.rl 'U lh r I ’ jn k -

9 . / f ) 89Z l/ called?

10. / h s s z iz / . : . . rived?

’ ; ; 1 . H e h a d le t ! . _ : | | |

' : ‘ i n 2 . H i s l e t t e r h a d a r r iv e d .

u ; ; . *3 . H e r p l a n e h a d le f t ,

: ; : 4 . H e w o r k e d la t e . *

5 . H i s f r i e n d c a l l e d .

' > ‘ 6 . H e r f r i e n d v is h e d .

•

1. / h a s d i / le ft?

- %. / h a e d n / le t te i o s ij te & t / - '

; ; ; . 3 . I h e e d a r t p lane le ft? . t t x t T f j j r

; ' ^ 4 . / d l d i / w o rk larc?

§ r | l l l l i It !e ;i’ i l i i t l?

* 0 . / d l d a r / fr ie n d v is it? - ' i , ! '

1 . H e h a d le f t . t : \

. v ' '

: i \ : 3 - H e r p l a n e h a d le f t .

■. H e r f r i e n d v is i t e d .

A s Q u e s t io n s : < « f r M iT t t i i t i i '

1, /h a a d i/ le ft?

. ■ ? / h i f l d lW . :?

. i t a 8 t e i | t o * : ' : S T ; ;

. 4 . / d l d i / w o rk late? - r \

’ 5 . / d ld l z / tr ie n d call?

/ d i d a r / f r i e n d v is it?

4.18

Rhythm

Practice reduced forms in questions:

Play the game Twenty' QuestionsRules of the game: Two or more persons can participate. One individual thinks o f a person, a place, or a thing, and the other(s) try to guess what the person, place, or thing is by asking questions. Only questions that request a response ofves or no are allowed. The goal of the person(s) asking questions is to guess correctly before asking twenty question.

Apply reduced forms, Examples: / iz it / Is i t ______? /dazit/ Does it have_________?

Omissions of h and t The h in he, h is , her, and hers is often omitted when these pronouns connect with other words, particularly function words, as in:

hz\l Is he your friend? /izar/ Is her name Diana?


I s he here ye t?No, w hat tim e does his bus a rrive?

H ere is his schedule.

Okay, th is is his a rr iva l tim e.

is, does + pronoun Repeat these sentences:

/ i z i / Where is he?hzizl W hat is his name?/ i z a r / W hat is her fax number?

/dAzi/ W hat does he do?/dA ziz / When does his plane leave? / d A z a r / She does her work neatly.

was, has + pronoun Repeat these sentences:

/w A zi/ Where w as he?

/waziz/ Was his report ready?

/wAzar/ W hat w as her reason?

/haezi/ H as he made reservations? /haeziz/ Who has his phone number?

/haezar/ She has her ticket.


h a d , d id + p ronoun Repeat these sentences:

/haedi/ W hat h a d he done? /haediz/ He h ad his turn./haedar/ H a d her mother arrived?

/d id i/ When d id he call? /d id iz / D id h is fax arrive?/d idar/ D id her fam ily visit?

w ill, w o u ld + p ronoun Repeat these sentences:

/w iIi/ Will he be there? /wAdi/ W ould he be interested?/w iliz / Will his fam ily be there? /wAdiz/ Would his sister know his whereabouts?/w ila r/ When w ill her plane arrive? /wAdar/ W ould her plans change?

The h on pronouns is pronounced when the pronoun is stressed for emphasis. Listen to this dialogue:

I saw Paul a t th e hospita l.

................... W ha t was he doing the re?

Standard contracted forms of English, like other reduced forms, give English speech its characteristic rhythm. With some practice, you will discover that they add ease to speaking.

a m , a re Practice these contracted forms. Listen to A and B, then repeat B. Then listen again.

A B A B

I am Fm ready ^ we are We're on our way. ^you are You're welcome. they are They're ju s t fine.

h a v e Practice the following. Listen to A and B, then repeat B. Listen again.

He was v is itin g his fa th e r .

................... I s he a pa tien t?

No, he's an anesthesio log ist.

CONTRACTED FORMS

A B

I have I've been working.you have You've done a good job.we have We've been wondering about that.they have They've gone to lunch. cou ld have We could've done more. w ould have I would've been prepared

4 . 2 0

Rhythmwill Practice the following. Listen to A and B, then repeat B. Then listen again.

A B

I w ill H i see you later. ^you w ill You'll soon find out.she w ill She'll look into it.he w ill He'll be here anytime.it w ill I t l l be too late.w e w ill We'll let you know.they w ill They'll ship it today.who w ill W ho'll know the difference?

In these exchanges, words contracted in A are stressed for emphasis in B. Listen:

A B

I'm not sure.................................... I am.They're delicious............................ They are tasty.I've never tried those................... I have tried them.I th ink they've le ft........................ Yes, they have left.I'm sure he'll do a great jo b ....... He will do a great job.I 'll take the box to the car. ...... No, I'LL take it fo r you.

is, has These are spelled and pronounced the same. Practice saying both in the following. After you hear A and B, repeat B.

A B A B

he is He's le ft......................... . he has He's qone.she is She's friendly............... . she has She's qot many friends.it is It's la te .......................... . it has It's gotten late.that is That's all r iah t............ . that has That's qot to be all riqht.what is What's happenina?...... what has What's happened?where is Where's the doa? ..... . where has Where's the doa aone?who is Who's app ly ina? ........ . who has Who's applied?

Practice contracting is and has. After you hear A and B, repeat B.

A B

Has he gone? ...................................... Yes, he's gone.Is he going? ........................................ Yes, he^s going.

Is she an undergraduate? ................ No, she's a graduate student.Has she finished school? .................. Yes, she's graduated.

Is the movie almost over? ................ No, its ju s t starting.Has the movie started? ..................... I t s already started.

Is he an adolescent? .......................... No, he's a grown up.Has he matured? ................................. Yes, he's grown up.

4 . 2 1


Practice sentences w ith contractions o f both is and has. Repeat.

It's sunny, so i£s got to be warm.He's finished, so he's going home.Who's already done, and who's still working?

w o u ld , h a d Contracted forms o f w ould and had w ith a particu lar pronoun are spelled and pronounced the same. Practice saying contracted form s o f both w ould and h a d in the fo llow ing . A fte r you hear A and B, repeat B.

A B A B

I w ou ld I'd listen........................... I h a d I'd listened.He w ou ld He'd agree....................... he h ad He'd agreed.she w ou ld She'd know about i t ........ she h ad She'd known about it.yo u w ou ld You'd want to go............ yo u h ad You'd already gone.w e w ould We'd be interested........... w e ha d We'd been interested.they w ould They'd leave early............ they h ad They'd le ft early.who w ould Who'd take i t ? ................ who had Who'd taken it?

Practice contracting w o uld and had. A fte r you hear A and B, repeat B.

A BWould you go? ......................... Yes, I'd go.Had you gone? ......................... Yes, I'd gone.

Would he take it? ..................... Yes, he'd take it.Had he taken it? ....................... Yes, he'd taken it.

Would she be there?.................. Yes, she'd be there.Had she been there?.................. Yes, she'd been there.

Would I like it? .......................... I th ink you'd like it.Had I been told? ....................... I th ink you'd been told.

What would you do about it? ... We'd complain about it.What had you done about it? ... We'd complained about it.

How would they feel? ............... They'd be disappointed.How had they felt? .................... They'd been disappointed.

Practice sentences with contractions o f both w ould and had. Repeat:

We'd le ft early, so we'd be on time.I thought Pd go because Pd never been there.I f you'd prefer tha t one, you'd better take it.

In the following exchanges, words contracted in A are stressed for emphasis in B. Listen:

A B

He'd never agree to th a t....................... Right, he w o u ld n e v e r agree.I'd be shocked......................................... I w o u ld be too.They'd done a good jo b ........................ They had.

4 . 2 2

Rhythm

2. She's my best friend. She is ___ She h a s___ 6. Where's he been? Where is ____ Where I

3. Its already here. It is I__ It has 7. Who’s going? Who i s ....... Who ha

C orrect: 1) B 2) A 3) A 4) A 5) B 6) B 7) Aifeft

had o r would? A B A B

1. .I'd already seen it. I h a d _ _ I would____ I 5. Held already left. he had _ he would .

2. I'd prefer that one. I had _ I would ... 6. We'd like to join you. we had .... we would

3. She'd tike that. She had___ . she would____ 7. Who’d ever know? who had _ .... who would ...... ..

4 . They’d seen it. They had they would____

C o rre c t:: 1) A 2) B 3) B 4) A 5) A 6) B 7) BV:. - " I i >. : , . :: ; :. . , f ; ; .. ■ •= | .. '. , * - 1 1 • .. , - ■ 1 1 .. ., - * % , <• * -• . , - - < i . .. f - * ■ . , .. , « > - ; ■ •? | ■■ * f

. ■ ■ : . I :. .. • - :. • :: : . : . . . ■ : . ■ : : ■ ■

Practice contracted forms within reduced phrases - Change each negative statement to a negativequestion. Then state the question using the reduced form o f the words that are underlined.

1. ILisrVt official. 5. It doesnj work.2. He isn’t here. 6 . He doesn't know it.3. His application isn’t complete. 7. His phone doesn’t rinq.3. His application isnlt complete.4. Her exam isnJ on Tuesday.

7. His phone doesnLt ring.8. Her computer doesn't have enough memory.

Questions:1. / i z im t / official?2. / i z im / here?3. hzim zl4. / i z in a r / exam on

5. /dA Zinit/ work?6. /d A Z in i/ know it.

i complete? 7. /d A Z in iz / phone ring?Iuesdaj^ 8. /d A Z in a r / computer have enough memory.,

1. It wasn’t fair. 5. It hasn’t started.2. He wasn't there. 6. He hasn’t left.3. His mother wasn’t home. 7. His mother hasn't arrived.4. Her brother wasn't there. 8. Her class hasn’t started.As Questions:1. /wAznit/ fair? 5. /hæ znit/ started?2. /wAznzi/ there? 6. /haszni/ left?3. /wAzmz/ mother home? 7. /hæzmz/ mother arrived?4. /w A zn er/ brother there?; 8. /h æ z n a r / class started?

1. It didn't rain after all. 4. It hadn’t been cancelled.O t—J /Ji’W r t i / i K CZ LJ

i i . i * ' ; ■

1. It didn't rain after all.2. He didn’t get the job.3. His bike has a flat tire.4. Her CD player broke.

.. ■: :•** •" , si > * ' "" !As Questions:

1. / d l d n i t / rain after all?

4. It hadn’t been cancelled.5. He hadn't responded.6. His mother hadn’t arrived.7. Her class hadn't started.

4. /h a e d n it / been cancelled?5. / h æ d n i / responded?6. /h æ d n i2 / m other arrived?7. /hædnar/ class started?

__!

4 . 2 3


1. It w o u ld n ’t be the sam e.2. He w o u ld n ’t be th e re .3. It s h o u ld n ’t be easy?

As Questions:

Î . /wAdnit/ be the same?

2. /w A dni/ be there?

3. /jACinit/ be easy?

4. It c o u ld n ’t be co m p le te .5. He c o u ld n ’t be on tim e.6 . He s h o u ld n ’t be the re .

4. /kA dn it/ be complete:

5. /k A d n i/ be on ume?

6. /{A d n i/ be there?

Pronun<$0tian: To produce the blend /dn/in didn’t, hadn '1, couldn’t, vtouldn % or should» % do the following: Place your tongue tip on the alveolar ridge for d its you sharply raise the tongue center to direct the aii

The following pronunciations are acceptable as well:

/d id a n t , aedant, k u d a n t, w u d a n t, J u d a n t/

REDUCED SEGMENTS WITH CONTRACTED FORMS

The final t in a contracted form is often omitted. When a pronoun such as he or have follow, the h is omitted as well. For example,

“cou ldn ’t he ” is pronounced /kudni/

“cou ldn ’t have ” is pronounced /kudnav/

co u ld n ’t, sh o u ld n ’t, w o u ld n ’t + have

The following are full pronunciations and reduced forms o f these. Listen:

could not have ........................ couldn’t haveshould not have ....................... sh o u ld n ’t have

would not have ....................... w ouldn’t have

Repeat these sentences with reduced forms:

We cou ldn ’t have forgotten.

It sh ou ldn ’t have happened.

I wouldn’t have done that.

4 . 2 4

RhythmIn the following, couldn’t have, shouldn't have, and wouldn’t have are each spoken as reduced forms; and then they are stressed for emphasis in two ways. Listen:

It couldn’t have been.......... It couldn’t have been......... It could not have been.

They shouldn’t have........... They shouldn’t have.......... They should not have.

I wouldn’t have................... I wouldn’t have................... I would not have.

In the following exchanges, listen to A and B, then repeat B.ABI took care of it for you.............................. Oh, you shouldn’t have.It couldn’t have been worse...................... I agree, it could not have.Had I known that, I would have gone......... I wouldn ’t have.

isn’t, doesn’t + pronounPractice these in reduced forms. Listen to A and B, then repeat B. Listen again to B.

A B

/izanit/ Isn ’t it pleasant?/izani/ Isn ’t he due back soon?/izanar/ Isn't her middle name Anne?/dAzanit/ D oesn’t it make sense to you?/dAzaniz/ D oesn’t his answering machine work?/dAzanar/ D oesn’t her hair look nice?

The following sentences contain both positive and negative reduced forms. Repeatthem:

Is it, or isn ’t it? Does it, or doesn’t it?Is he, or isn ’t he? Does he, or doesn’t he?

hasn’t, wasn’t + pronoun

Practice reduced forms of these. Listen to A and B, then repeat B. Listen to B again.A B/haezanit/ Why hasn’t it been shipped?/haezani/ H asn’t he picked up the phone?/haezanar/ H asn’t her package arrived?

/wAzanit/ Wasn’t it your turn?/wAzani/ Why wasn’t he there?/wAzanar/ That w asn’t her fault.

The following sentences contain both positive and negative reduced forms. Repeatthem:

Has it, or hasn’t it? Was it, or wasn’t it?

—Has he, or hasn’t he? Was he, or w asn’t he?

4 . 2 5


d idn’t , hadn’t + pronoun Practice these in reduced forms. Listen to A and B, then repeat B. Listen again to B.

/didnit/ D idn’t it matter at all?/didni/ Why didn ’/ he show up?/didnar/ D idn’t her membership expire?

/hsednit/ H adn’t it occurred to you?/haedni/ Why hadn’t he returned?/haednar/ H adn’t her sister called?/haedniz/ H adn’t his family arrived?

The following sentences contain both positive and negative reduced forms. Repeat them:

D id it, or d id n ’t it? H ad it, or h a d n ’t it?

D id he, or d id n ’t he? H ad he, or h a d n ’t he?

couldn’t, shou ldn’t, wouldn’t + pronoun Practice these in reduced forms. Listen to A and B, then repeat B. Listen again to B.

A B

/kudnit/ Couldn’t it be possible? ^

/kudni/ Couldn ’t he be there?

/wudm t/ Wouldn’t it be wise?/w udnar/ Why wouldn’t her car start?

/fudnit/ Shouldn't it be left alone?

/Judni/ Shouldn’t he be notified?

The following sentences contain both positive and negative reduced forms. Repeat them:

C o u ld n ’t it, or cou ld it?Would he, or w o u ld n ’t he?

S h o u ld n ’t he, or shou ld he?

In these exchanges the responses are spoken with emphasis. Listen:

A B

He isn't going...................................... Isn’t he?That isn't her signature, is it? .......... No, that is not her signature.

Doesn't he live nearby? .................... No, he does not.The package has not arrived yet......... Hasn’t it?He wasn't at the meeting.................... Wasn’t he?

4 . 2 6

RhythmPUTTING I T ALL TOGETHER

Practice using reduced forms and contracted forms to achieve the rhythm of American English. In the following groups o f exchanges, the items in A and in B each have matching rhythm. After you hear A and B, repeat B.

A B• • • • •

Did you agree? ......................... I could not agree.Did you apply? .......................... I applied today.Where had they gone? .............. They had gone to town.Would you have known?............ I might not have guessed.

• • • • • • •Wasn't that plenty? .................. It isn't merely enough.Wouldn't it matter? .................. It wouldn't matter at all.Didn't she make it? .................. She didn't make it on time.Hadn't he noticed? ................... He might've noticed it too.

• • • • • •When should we meet? ............ We can meet after lunch.When could you go? ................. I could leave in an hour.When will you call? ................... We will call you at ten.Where should we meet?............ We should m eet at the park.

• • • • • • • •Isn't it about complete?............. No, they did not complete the task.Isn't he a friend of yours?.......... No, he is not a friend of mine.Wasn't she about to leave?......... No, she had ju st returned from there.Doesn't it belong to you ?........... No, it does not belong to us.

• • • « • • •Did they get any help?............. They did it all by themselves.Do you need any m ore?............ We've got enough for a week.Are you ready to start? ............. I'm going to start in a while.Are you planning to g o ?............ I'm su re we'll go if we can.

• • • • • •Where did you learn to dance?.... I learned to dance in school.What are you doing next?........... I'll have to get a job.When would she like to start?..... She plans to start today.Why did you stay at home?......... I stayed at home to rest.

• • • • • •What are your plans for summer? I plan to go to school.What do you want to study?....... I w ant to study math.When do you think you'll do that? I think I'll start in June.Why don't you try to call them? ... I'll have to look them up.

4 . 2 7


Conversational Exercise

Practice the rhythm patterns you have learned in this section. Repeat both speakers in the following conversation.

50...got any suggestions fo r lunch?

...... Anywhere you want to go is fine with me.

How does Middle Eastern food sound?

...... Didn't we have that last week?

Yeah, I guess we did. How about that sandwich shop down the street?

...... Well, last time I went there, we couldn't find a seat, andI have way too much work to do to wait.

Okay, How does Thai food strike you? I'm really in the mood for curry.

...... See. Thai food doesn't sit well with my sensitive stomach.

50...got any suggestions fo r lunch?

...... Anywhere you want to go is fine with me.

4 . 2 8

T he

E n g l is h C o n s o n a n t s

INTRODUCTION TO ENGLISH CONSONANTS

T H E IPA S Y M B O L S F O R C O N S O N A N T S

Following are each of the 24 English consonants and the IPA symbols that represent them. Notice that some of the symbols are identical to spellings in written English.

IPA AS IN: SPELLINGS

/p/ pay P. PP/b/ boy b, bb, pbIt/ tea t, tt, ed, ght, th/d/ day d, dd/k/ key k, c, ck, cc, ch/g / go g, gg, gh, gueits/ chew ch, tch, ti, t, te, tu/d3/ iet j, g, gg, dy, ge, dge, dim fee f, ff, ph, ghM van v, f, ph/0/ think th/6/ the th/8/ see s, c, cc, sc, ps, z/z/ zoo z, zz, s, ss/x/ she sh, si, ce, ti, ci, s, ch/3/ beige si, su, g, zi/h/ hot h, wh, j/w/ way w, u, 0, wh/>/ you y, i, u/r/ run rr, rr, wr, rh/1/ He 1, 11/m/ me m, mb, mn, mm/n/ no n, nn, kn, pn, gn/<]/ sing ng, ngue


CLASSIFICATION OF CONSONANTS

These consonants are classified by the place where they are produced and by the manner in which they are produced.

The Speech Structures:

PLACE of ARTICULATIONMANNER

ofARTICULATION The Lips

T o p Teeth &

Bottom Lip

Tongue Tip &

To p Teeth

Tongue Tip &

Alveolar Ridge

rongue Blade &

Pre-palate

Tongue Front &

Front Palate

Tongue Center &

Central Palate

Tongue Back

& Velum

Near

the Larynx

Airflow stopped and released sharply P, b t, d k, g

Airflow released through a constricted passage f, v 0 , 5 s, z I 3 h

Airflow stopped and then released continuously

t i, d3

Airflow released as the tongue glides

W j r

Airflow released over one side of tongue

1

Airflow released through nasal passage

m n a

5 . 2

Consonants

□ Tongue Tip PlacementThe tongue tip rests behind the bottom front teeth during most of English speech. The very back of the tongue stays in a low, relaxed position, creating a feeling of openness in the back of the mouth.

Use of Voice for ConsonantsNine of the English consonants are produced without voice. Each of these, except /h/,has a partner sound that is produced in the same place and in the same manner, but withvoice.

Voiceless: /p/ Itl /k/ Ifl /0/ /s/ /JV /tj/ /h/

Voiced: lb/ /A/ Igl /v/ /6/ /z/ /3/ /d3/

To contrast the feel of a voiceless consonant with that of a voiced consonant, place your hand on your throat to feel the larynx as you say these word pairs:

pin - bin ten - den came - game

The vibration at your throat should be shorter in duration on the first word of each pair. This is because no voice is used for the first consonant on those words.

If you stop the voice too quickly on words ending with voiced consonants, you might say one word when you mean to say another. For example:

lap instead of lab bat instead of bad back instead of bag

To feel the contrast between a voiceless ending and a voiced ending, place your hand on the larynx area and say these word pairs:

voiceless - voiced voiceless - voiced voiceless - voiced

tap - tab cap - cab nap - nabat - add bat - bad sat - sad

Vibration should be slightly longer on a word that ends with a voiced consonant. You will find that producing the final consonant with voice makes the preceding vowel longer.

Page 5.16 contains more wordpairsfor contrasting voiceless endings with voiced endings.

Aspiration

At the beginnings of words, stop consonants are released with a slight burst of air. The sound of air produced is called aspiration. To contrast the aspiration of a voiceless sound with that of a voiced sound, hold the back of your hand close to your mouth as you say the words below. You should feel stronger aspiration on the first word of each set.

ten - den pin - bin come - gum

5 -3 -


P b

TO PRO D UCE: Stop the airflow by holding your lips together. Then part the lips quickly to release the airflow with sudden pressure.

t d

TO PRO D UCE: Place your tongue tip on the alveolar ridge (the bump behind your upper front teeth) to stop the airflow. Then lower the tip sharply to release the airflow with sudden pressure.

TO PRO D UCE: Raise the back of your tongueagainst the palate to stop the airflow. Drop the tongue quickly to release the airflow with sudden pressure.

5 . 4

Consonants

THE STOP CONSONANTS

The stop consonants are pairs of sounds that are produced in the same way except that one is voiceless and the other is voiced. They are:

/ p / p it l b / bit/ t / it’n — / d / den/ k / cap — / 9 / gap

INITIAL STOP CONSONANTS

Listen to the contrast between voiceless stop consonants and voiced stop consonants.

pan - ban pay - bay

too/two - do tip - dip

came - game cap - gap

Can you hear a marked difference between a voiceless and a voiced initial consonant? Listen to word pairs. You will hear one word again. Which is it?

p it__ bit__ te n__ den

Answers: pit den could

could good__

Repeat these pairs:

cave - gave coat - goat

pan - ban pay - bay

time - dime ten - den

After you hear A and B, repeat B.

A BHow’s the weather?............ It's cold.What kind of ring? .............. It's gold.

What is a ringlet? .............. A curl.Is it a boy or a girl? ............ A girl.

Is that a jacket? Is that a sheep?

It's a coat. It's a goat.


FINAL STOP CONSONANTS

Contrast: Voiceless Endings - Voiced EndingsAt the ends of words stop consonants are not aspirated. Instead, they are released softly. Listen:

at add cap cab back bag

Can you differentiate between these voiceless and voiced final consonants? Listen to word pairs. You will hear one word again. Which is it?

cup__ cub__ lack__ lag__ neat________ need____

Answers: cub lack need

Contrast voiceless and voiced final consonants. Repeat these word pairs as you focus on their endings.

back - bag lap - lab rote/ wrote - roadbuck - bug knack - nag set - said

Which ending is longer, the voiceless or the voiced?

Contrast voiceless with voiced endings in these sentences. Repeat:

I’ll be right back....................... What’s in the baa?It sat on my la£>........................ She works in a lab.Look under the mat.................. Don’t get mad.The room looks neat................ What did you need?The sun has set....................... It’s what you said.

Complete each set of sentences to contrast their endings. Upon hearing A , say B. You will hear a model after.

A B A B

He wore a blue___ cap.................... He took a taxi___ cab.

A laboratory is called a ___lab..................... The napkin is on my___ lap.

It’s not good, it’s ___ bad.................... In baseball, you use a ___ bat.

I sleep in a ___ bed........................ A gamble is a ___ bet.

We went for a long___ ride................... Left is opposite of___ right.

5 . 6

Consonants

Practice using voiceless and voiced endings. Listen carefully to these statements and answer the questions. You will hear a model after each response.

He left his cap in the cab.

W hat did he leave? Where?

He carried a bag on his back.

W hat did he carry? Where?

They found the rag on a rack.

His cap.In the cab.

A bag.On his back.

W hat did they find? ____ The rag.Where? ____ On the rack.

Abe sat down and watched the ape.

Who sat down? ____ Abe.W hat did he watch? ____ The ape.

They will write and then go for a ride.

W hat w ill they do first? ____ Write.W hat w ill they do next? ____ Go fo r a ride.

MIDDLE STOP CONSONANTS

A middle voiceless consonant is aspirated when it begins a stressed syllable. Listen for a contrast:

appear - up per up on - open

occur - acre be come - backup

Practice aspirating middle stop consonants. Repeat:

appear - appearance appeal - appealing account - accounting

become - becoming occur - occurring contain - containing

Middle f and d

The Glottal Stop - Middle t followed by n is produced as a glottal stop. This sound is made by stopping the airflow at the larynx and then releasing it quickly, as in “button.” Listen to the contrast between aspirated t and the glottal stop.

attain - eaten contain - cotton retain - written

5 . 7

The c o m p r e h e n s iv e American Accent GuideListen to the glottal stop in word pairs:

button - buttoning sweeten - sweetening

Repeat these words:

fatten - fattening lighten - lightening tighten - tightening


button ........ Push the button.

certain ....... I’m not certain.

witness....... Was there a witness?

fattening .... Those sweets are fattening.

lightening .... When there’s thunder, there’s lightening.

The glottal stop is occasionally used for t at the ends of words. For instance, one side of a phone conversation might sound like this:

What? Where at?I hope not. * What’s that?Was it? Oh, that one.

The Tapped T - Between vowels, t and d are sometimes produced as the tapped t. This sound is made by tapping the tongue tip across the alveolar ridge. It is identical to the r sound in many languages, as in “vedy nice” for “very nice.”

Listen to the contrast between the tapped t and the aspirated t or d:

tapped aspirated tapped aspirated

eating - attend mating - maintainadding - adapt auto - adore

Listen to words that sound the same because both t and d are produced as the tapped t.

atom - Adam liter - leaderheating - heeding matter - madder

Practice words that contain the aspirated t or d as well as the tapped t. Repeat:

potato tomato tutortotal data dating

5 . 8

ConsonantsLINKING: STOP CONSONANTS with VOWELS

Final t and d are produced as the tapped t when they occur after a vowel and are followed by another vowel. Listen:

Who wrote the letter?........ We wroteJt,Who rode the b u s? ............ We rodejt.

Who set the table?............ We setjt.Who said that? ................ We saidjt.

Practice the tapped t in sentences. After you hear A and B, repeat B.

A B

Are you ready?...................... No, wait„a minute.Should I total it? ................... Yes, a d d jt up.Is the report ready?............... I t j s ready.Did you like the joke?............ I didn't g e t jt .Did you have plans?............... No, we p layedjt by ear.Your efforts were rewarded. ... Yes, they paidwoff.Did you decide?..................... I haven't even thoughtâboutjt.

As you listen to the following dialogue, mark the t ’s and d ’s that are produced as the tapped t.

A B

What do you need from the store? I made out a list. Here it is.

See you later. ..................... Wait a minute, I thought of something else.

What is it? ........................ We need potatoes, lettuce, tomatoes, and avocados.

Is that everything?............... Oh yes, we need cat litter too.

O

The tapped t shown in bold letters:

WhaCdo you need from the store? I madeôuCa list. Here itjs .

See you later. WaiCa minute, I thoughtôf something else.

What is it? We need potatoes, lettuce, tomatoes and avocados.

Is that everything? Oh yes, we need cat litter too.


LINKING: STOP CONSONANTS with VOWELS

A final consonant other than t or d is linked to a vowel as though it begins the nextword. Listen, and focus on the responses:

Ipl Ibl

What’s on the table? .. The c a p js . What’s in the street? .. The c a b js .

Ikl /g/The door is unlocked. .. I 'll lo c k J t. Write down the time. .. I ' l l l o g j t .

PARAPHRASE - Practice linking. Items in A and B have similar meanings. After youhear both, repeat B.

A B

Squeeze it .................... G r ip jt .Taste the drink............. S ip jt .

Send the packages. S h ip jihe m .

Pretend you know how. F a k e jt.Take a quick look. Takewa peek.

This time, after you hear A, state the response in B. Listen to the models after.

A B

Cut it up........................ ...... Chop it.Trade it for another. ...... Swap it.Embrace them............... ...... Hug them.Inspect it ....................... ...... Check it out.

UNKING: CONSONANTS - CONSONANTS

Avoid adding an extra vowel between consonants. The result can dramatically change meaning. Listen:

Add numbers. - Add a number. Type papers. - Type a paper.Take turns. - Take a tu rn . Wrap g ifts. - Wrap a g ift.

In English speech, identical consonants between words are produced as one. Listen:

G ood„day. W h a t„t im e ? The to p „p r io r ity . T ake „ca re .

Consonants

To link different stop consonants, on the other hand, hold the airflow on the first one and release it on the second. Listen:

big„time. lap„top neckwtie

Practice linking consonants in these compound words. Repeat:

backpack notebook feedbackhot doa popcorn webpage

Practice linking stop consonants in sentences. After you hear A and B, repeat B.

A B

Who did the driving? ........................ We to o k jiu rn s .Which one do you want? ................. I 'll takewboth.Were you the photographer?............ Yes, I to o k „p ic tu re s .Is it a kitten? ................................... No, it's a b igwcat.They look like football players.......... Yes, they 're b ig „guys .

THE SUFFIX -ed

The Suffix -ed forms past tense verbs and adjectives. j For example: 1

oast tense verb The furnace heated the buildina. adiective: The apartment pool is heated.

Stop Consonants + Suffix -ed

T he suffix - e d is p ro n o u n ced /ad/ afte r t or d, fo r exam ple:

want — wanted need - needed date - dated

The suffix - e d is p ronounced /t/ after vo iceless consonants and /d / after vo iced consonants, for exam ple:

ik, mi back - backed ig, gd/ bag - bagged

Ip, pt/ lb, bd/

rope - roped robe - robed

EXCEPTIONS - In the Following adjectives, the ending -ed is pronounced ;ad/: . . ;

crooked jagged naked ragged wicked

Can you hear the suffix -ed clearly? Listen to word pairs. You will hear one word again. Which is it?

talk__ talked_ b e g __ begged__ta p __ tapped__ rob__ robbed__

Answers: talk tapped begged rob

5 . 1 1


Contrast: Voiceless -ed - Voiced -edPay attention to the lengths of the vowels in the following word sets. Listen:

/pt/ /bd/

mopped - mobbed napped - nabbed

/kt/ /gd /

backed - bagged locked - logged

Which sound longer, the voiceless, or the voiced endings?

Repeat these words:

/ted / /dad/ /pt/

noted added dippedrented loaded droppedwanted needed stopped

/kt/ /bd / /gd /

knocked nabbed beggedlooked robbed huggedtalked sobbed tagged

LINKING: Suffix -ed to Vowels: Practice linking the suffix -ed to vowels. After you hear A and B, repeat B.

A B

/ad/ Were they on time? ........... No, we w a ite d „a n d w a ited fo r them .Did you share? .................. We d iv id e d jt equally.Will she be there? ............. We inv ited „her.

/pt/ Did the audience like it? ...It broke..................................Did you take it with you? ...

/bd / The bathtub looks clean. ...

/kt/ Did you change your mind?Did you ring the doorbell? .. Is the VCR ready? .............

/g d / The TV is not working...........Did they boast? ..................

They clappedâ lot.Who droppedjt?No, I shippedjt.

I scrubbedjt.

Yes, I backed_out.No, I knocked„on the door. Yes, it's hooked„up.

Is it pluggedjn?Yes, they braggedâ lot.

5 . 1 2

Consonants

LINKING: Suffix -ed - Consonants - Practice linking the suffix -ed with consonants in responses. After you hear A and B, repeat B.

A B

How long did you wait? ......................... I waitedjwo hours.Did you like it there? ............................. I hatedjo leave.How did they look? .............................. They lookedjiired.Which one did you like? ........................ I liked„both.What did you think? .............................. They looked„great.How much weight did you lose? ............. I droppedjen pounds.

The suffix - e d is not pronounced precisely when it is linked to another consonant. For example, mailed the sounds very much like mail the in the following sefltenc -4?"-

I already mailed the letter. I will mail the letter.

The suffix -ed is not heard at all when it is linked to t or d. For example: talked to sounds identical to talk to in the following sentences:

I talked to her yesterday. I talk to her every day.

SYNONYMS - Practice the suffix -ed on groups of verb synonyms. Repeat each word:

1. arrested - detained - captured - apprehended

2 . bet - gambled - risked - speculated

3. expected - awaited - anticipated - contemplated

4. found - detected - located - discovered

5. remembered - recalled - recollected - reminisced

6. ordered - required - demanded - requested

7. tested - sampled - inspected - examined

8. succeeded - accomplished - prevailed - triumphed

BONUS EXERCISES

Compare the lengths of vowel sounds - In each set that follows, circle the word that contains the longer vowel or diphthong sound.

1. bid - bit2. mate - made3. wake - way

Answers:1. bid2. made3. way

4. safe - save5. house - how6. bite - buy

4. save5. how6. buy

7. my - might8. lack - lag9. feet - feed

1. my8. lag9. feed

10. been - bean11. mutt - mud12. said - set

10. bean11. mud12. said

___________

5 . 1 3


Compare the lengths of vowel sounds - In each set that follows, one word has a voiceless ending, and the other has a voiced ending. W hich o f the two words is spoken with a longer vowel?

1. mate ___2 . hack _ _3. sight ___

4. roped _

made ___hag ___sighed___

robed _ _

5. lied _

6. locked _7. pig _

8. tapped

light ___logged ____pick ___

tabbed

Answers: I. made 2. hag 3. sighed 4. robed 5. lied 6. logged 7. pig 8. tabbed

Review the vowel sounds - Say the following words aloud as you practice pronouncingstop consonants w ith different vowelf K ; I !• .... 1 1 ■ •• •: ' .? I I 1 £ - i: « * 1 | I 1' - ii i S ? J 1 :: S: :• i 3 4. - r '!•: , i •: ‘ .■ f - i •: ■: 1 - * ... ! Si >. •: . . - ' ¥ ' ' !Ipl Ibl

Is.

m Idl /k/ IQIn/ pea be/bee team deem keep geese/>/ pin bin/been tip dip kid give/6/ pet bet ten den kept guest/ei/ pay bay tame dame came game/ae/ pass bass tan Dan cab gab

■/a/ pun bun ton done come gum/a/ pot ball taught dot caught/cot got/011/ post boast toe/tow doe/dough coat goat/0/ pull bull took could good/u/ pooch booth to/too/two do/due cool goose/ai/ pie, • - !• ■ i , :: | | - : •• by/bye/buy tie die/dye kind guideW T » i- 2/au/ pout about tout doubt cow gown

f e l

Practice the suffix -ed

SYNONYNS - In each the following word groups, all o f the words are synonyms, exciall the words and state which one is not similar in meaning to the others.

Is i ■ ■ ' ' ■ : : : ■ * * f *■ I f J * < “ - ; ‘ I ¡1 j - '* i : i f I £ £ n i l l j h l* i J ; j f s r r : ; •' ■ . . . . j

1 . arrested - detained - talked - captured - apprehended

2 . bet - awaited - gambled - risked - speculated

3. expected - awaited - rejected - anticipated - contemplated

4. found - detected - located - ordered - discovered

5. looked - remembered - recalled - recollected - reminisced6 . ordered - required - demanded - requested - answered

7. tested - started - sampled - inspected - examined8 . succeeded - stopped - accomplished - prevailed - triumphed

9. believed - demanded - accepted - understood - concluded

The different word: I. talked 2 awaited 3. rejected 4. ordered 5. looked6. answered 7 started 8. stopped 9. demanded

fli

5 . 1 4

Consonants

Practice the suffix -ed :

The following sentences are either in the present or in the future tense. Change the verb to past tense and state the sentence. Rem em ber to link the suffixed -ed to the sound that follows it.

1. I like everything about it.

2. I will thank everyone.

3. We will look everywhere.

4. I arrive on time.

5. I intend to call my parents.

6. They work hard to finish the job.

7. The bus will stop here.

8. I will pick up the phone.

9. We investigate the problem.

10. She will finish early.

11. The police will arrest him.

12. She will invite all her friends.

As to Past Tense:I. f liked_eveiything about i t1. 1 ukedêvcrything at2. I thanked_everyone.3. We lookedêverywhere.4. I arrivedjm tíme.5. I intended _to call my parents.6. They worked hard_ to finish the job.

7. The bus stopped „here.8. I pickedwup the phone.9. We investigatedjhe problem.10. She finished early.11. The police arrestedJiim.12. She invited all her friends.

Practice irregular past tense verbs:

The following sentences are either in the present or in future tense. Change the verb to its irregular past tense form and then state the sentence.

1. I think it is right.

2. I take the morning train.

3. I will bring you flowers.

4. I find the right street.

As Irregular Past Tense:1. I thought it was right.2. I took the morning train.3. I brought you flowers.4. I found the right street.

5. She will go to that college.

6. The kids run all the way to school.

7. We will buy a new computer.

8. We drive carefully.

?. She went to that college.6. The kids ran all the way to school.1. We bought a new computer.8. We drove carefully.

Practice the suffix -ed in conversational speech:

Tell about events in your day. Use regular verbs that require suffix -ed as well as irregular verbs. For example:

“ I walked to th e bus s top and w a ited about te n m inutes fo r th e bus. The bus dropped me o f f a t th e lib ra ry . T he re , I s tu d ie d . I looked up in fo rm a tio n , and

checked o u t some books...."


M IN IM A L PAIRS of

F IN A L STOP C O N SO N AN TS

P, b

cap - cab lap - lab pup - pub slop - slobcup - cub loop - lube rip - rib sop - sobflap - flab mop - mob rope - robe tap - tabgap - gab nap - nab slap - slab swap - swab

t, d

at - ad/add cute - cued rate - raid suit - suedate - aid/aide fat - fad right/rite /w rite - ride suite/sweet - Swedebat - bad fate - fade rot - rod tigh t - tide/tiedbeat/beet - bead float - flowed rote/wrote - road/rode tote - toadbet - bed frigh t - fried sat - sad tra it - tradebit - bid gloat - glowed seat - seed trite - triedbrat - Brads § TTV M i f t I grate/great - grade set - said wait/weight - wade/weighedbright - bride hat - had sight/site - side/sighed wet - wedbrute - brewed heat - heed slight - slide wept - webbedbut - bud mate - made/maid slit - slid wheat - w eed/w e’dcoat - code oat - owed state - stayed w hite - widecot - cod pat - pad stra ight - strayed

k, g

back - bag4 * & t t t ! v '' ® & t.

frock - frog| 1 1 :

luck - lug

¡1J i * r * * *. I i t z *: * 11 f i i f • i ;

sm ock - smogbuck - bug hack - hag peck - peg snack - snagclock - clog Jack - jag pick - pig stack - stagD ick - dig jock - jog pluck - plug tack - tagduck - Doug knack - nag rack - rag tuck - tugdock - dog flack - flag

leak - league lack - lag

Rick - rig sack - sag

w hack - wag w ick - w ig

flock - flog lock - log shack - shag

pt, bd

roped - robed mopped - mobbed ripped - ribbed swapped - swabbedlooped - lubed napped - nabbed roped - robed tapped - tapped

kt, gd

backed - bagged lacked - lagged sacked - sagged tucked - tuggedbucked - bugged locked - logged snacked - snagged whacked - waggedflocked - flogged plucked - plugged tacked/tact - tagged

5 . 1 6

Consonants

SILENT SPELLINGS

Spellings p, b - These are not pronounced in the following words:

bomb' doujzrf thum{/ c o rp ^ cupboardclimk^ dumb' tomX coup pneum oniacomb' lamb' w om ^ psalm pseudonymcrumb' limb' plumper p syche psychologist

numb" p lu m in g p sych ic psychology

Cfl

1.

CD receipt

; T p :: : ■ Î 3 : !"rr ; ‘ Î : ■ ; : r ■ ; ;5 ; ; ; ; ;;; ;; ; ;; ; ; : :: : ; ; ; ; ; ;; : ' : , . - , , , , . . . . ¡ t < * < : ■ ■ -• ■ •

Spellings t, d - These are not pronounced in the following words:

b a lle / f i l le / hasj^én m u s/n ’t m or/gageb o u q u e / g o u rm e t lisjên bris/le C h r is /n a sb u ffe / ra p p o r/ moisjtén ca s/le handsom ed e b u / v a le / of/en h u s /e h an dk erch iefd e p o / fas/en sof/en w his/le W ednesday

w restle

. v, i ,;:.::. 11 ? r I i **:: ;; : . ■ ■ . ; ■ :Spellings k, c, g - These are not pronounced in the following words:

bought lijjffit alijgii foreicî ali^tfimentbri^fit mig'fit assi^fi ^now ledge arraignmentbrouplit ni^fit benign mus^zie assipfimentcaucjfit outfit campaijjfi soverei^fi consignmentdroup^t reiejfi champagne designerfeipfi ripftt consignfi rfit sipfi desij/nfoupfit sip ft distrau^fithei^fit sou^fit Indiîhiari taught mali^fiJjmack thougfit resigfifinee weigli tonight)ffiock weij^fitKnow wrought

[i î î it* ï i i l i t l i i i t i î t i l■s f > * î t l I f I ! I i l t Î Î Î i

mi

mu

5 . 1 7


CONTINUANT CONSONANTS

The sounds that follow in this section are produced with continuous airflow.

0 5 TO PRODUCE: Keep your tongue flattened, as youraise its sides against your upper side teeth. Place the flattened tongue tip below the upper front teeth, allowinga passage for the airflow. *

The airflow must be continuous. If you are placing your tongue tip below the top teeth but are still producing a sound that is more like N or 161, you are stopping the airflow. To avoid this, lower the tip sufficiently.

Try the following technique: Place the tongue tip low enough to produce the sound /h/, and then raise itgradually until you are producing /0/. Practice on the words below. Say them at first with the /h/ sound, and then gradually raise the tip until you are saying them with /0/. While you do this, hold the back of your hand close to your mouth so that you can assure that the air is flowing between the tip and upper teeth.

__

Few English w ords contain the sounds /0, 5 /. Some o f these words, however, are used very frequently, including:

the, this, that, these, those, they; than, then, and thank.

5.18

Consonants

/0 / - thin, thank

/6/ — then, that

Contrast: /0 / — ItlCan you differentiate between these sounds? Listen to word pairs. You will hear one word again. Which is it?

thank__ tank_ bath_____________________ b a t _thick__ tick_ booth_____________________ boot_______

Answers: thank tic k bath booth

Say the following words to contrast the /0 / and It/ sounds. Remember that the airflow is continuous for /0/, while stopped for /1/. Repeat:

thought - taught threw/through - true both - boatthread - tread three - tree faith - fatethin - tin ' with - wit math - mat

See page 5.24 for more practice words that contain the sounds /0/ and Itl.

Now repeat these words and sentences:

thank - tank Whom should I thank? ................ I filled up the tank.thick - tick The fog is thick............................. It’s a loud tick.bath - bat I took a hot bath............................ Is that a bird or a bat?booth - boot Where’s the phone booth? .......... Where’s the other boot?

Try sentences w ith both /0 / and Itl. Repeat, and then listen again.

Is it one tree, or three? ^ Thank you for filling the tank. ^

We both went on the boat. Is it true you are through?

5 . 1 9


Practice contrasting the /0/ and /t/ sounds. After you hear A, say the correct response in B. You will hear a model after.

A B A BIt involves numbers........Short for Matthew.

____ Math.____ Matt.

A washing....................It’s used in baseball. ..

.. A bath. .. ____ A bat.

It’s an idea.....................Past tense for teach. ...

____ A thought.____ Taught.

It’s a number................A tall woody plant.

. Three. A tree.

The upper leg.................Short for necktie.

____ The thigh.____ Tie.

Opposite of thick.A kind of metal.............

Thin.Tin.

A kind of enclosure........ A booth. One and the other. ..... .. BothYou wear it on your foot. ____ A boot. A water craft................ A boat.

No one can avoid this. .. Death.A liability......................... A debt.

Contrast: /6/ - /d /

Can you hear the contrast between the /5 / and /d/ sounds? Listen to these word pairs. You will hear one word again. Which is it?

there__ dare__ they__ d a y__then __ den__ breathe___ breed__

Answers: there den day breathe

Remember that the airflow is continuous for /5/, while it is stopped for /d/. Repeat:

those - doze lath er- ladderthough - dough soothe - sued

Now say these words and sentences. Repeat:

then - den Now or then? ............ It’s in the den.

there - dare Leave it there............. Do you dare?

they - day Who are they? .......... Have a nice day.

those - doze I need those............... A nap is a doze.

Practice both /5 / and /d/ in sentences. Repeat, and listen again.

<rs>I then went to the den.

They took one day.

Did you say dose or those?

I don’t dare go there.

5 . 2 0

Consonants

For sounds /0/and /5/, the airflow passes between the tongue tip and the upper teeth. For the sounds /sjf and /z/, the airflow passes between the

^ tongue near the tip, and the alveolar ridge. The longue tip is down.

Contrast: /0 / — /s/

Can you differentiate between /0/ and /s/? Listen to these word pairs. You will hear one word again. Which is it?

faith__ fa c e __ thank__ sank__forth/fourth__ fo rce__ thing__ sing_______

Answers: faith force thank thing


mouth - mouse think - sink thumb - some/sumtenth - tense thought - sought worth - worse


forth - force He paced back and forth............ It hit with force.thaw - saw To melt is to thaw....................... That’s not what I saw.worth - worse How much is it worth? .............. It couldn’t be worse.thing - sing That is a good thing................... I heard the chorus sing.thumb - sum Press with your thumb.............. The total is the sum.

Practice both /0 / and /s/ in sentences. Repeat, and listen again.

It’s no sin. to be thin. Î think it’s in the sink.

There’s something on my thumb.

After you hear A, state the correct response in B. You will hear a model after.

A B A B

It’s part of the hand.... ____ The thumb. Opposite of thin. ... ____ Thick.The total. ... ____ The sum. He’s ill. ... ___ H es sick.

It means narrow. ... ____ Thin. Another name for object.____ Thing.A wrongdoing. ... ____ A sin. What a choir does. ... ____ Sing.

The date after the third. ____ The fourth. It’s below the nose. ... ____ The mouth.It means power. ... ____ Force. It’s by the computer.... The mouse.

5 . 2 1


Contrast: 161 - IzlCan you differentiate between these sounds? Listen to word pairs. You will hear one word again. Which is it?

breathe__ breeze__ clothing__ closing__ then__ Zen__

Answers: breeze clothing Zen


breathe - breeze We all must breathe............ I feel a cool breeze.

clothing - closing I like the clothing................. The store is closing.

teething - teasing The baby is teething.......... I was only teasing.

Practice both /6/ and Izl sounds in sentences. Repeat, and listen again.

The clothing store is closing.

Breathe in the cool breeze.

He then studied Zen.

Practice numbers containing the sound /0/. Repeat:

3,13 30,333 1000,1033 3000,3030

Sound Clusters - /0 , 5 /When /0/ follows /n/, place the tongue tip for /n/ in the same place as for /0/, with the tongue tip between the upper and lower teeth. Repeat these numbers:

7th, 9th, 10th, 11th 13th, 14th, 15th 16th’ 17th-18th’19th

In the following words, the consonant before /0, 5/ is produced in the same place as /0, 5/. First stop the airflow, and then lower the tongue tip quickly for /0, 6/. Repeat:

eighth length width

5 . 2 2

Consonants

To produce /0 / + /s/, move the tongue tip from the position of /0 / into the position of /s/ without touching the alveolar ridge. Repeat:

booths fifths monthseighths fourths tenths

Practice linking /0, 5/ with N or /d/. Repeat:

Didjhey?I would „thank him. You mightjihink that.

W hatjtiing? Who didjihat? I'll waitjtiere.

SYNONYMS - Practice /0, 5/ sounds in synonyms. After you hear A, say its synonym, B. Then listen to the model.

A

defrostdisturbdirtygratefulskinnyan idea

B

____ thaw____ bother____ filthy____ thankful____ thin____ a thought

arithmeticdirtreligionrichnessdenturessports

B

____ math____ filth____ faith____ wealth____ false teeth

athletics

ANTONYMS - Practice both /0, 5/ sounds in antonyms within phrases. After you hear A, say its opposite, B. Listen to the model after.

A B A B

They’re apart ____ They ’re together. Two sisters. ____ Two brothers.It’s a birth. ____ I t ’s a death. 1 have nothing. ____ I have something.It’s ours. ____ I t ’s theirs. Mike those. ___ I like these.It’s either. ____ It s neither. Look at that. ___ Look at this.My father. ____ My mother. Very thick. ____ Very thin.Is it here? ____ Is it there? Go with us. ___ Go with them.They’re nearer. ____ They ’re farther. We are. ___ They are.Go north. ____ Go south. What’s the length? __ What's the width?Do it now. ____ Do it then. With sugar. ___ Without sugar.

Practice the sounds /0, 5 / in a dialogue. After you hear A and B, repeat B.

A B

I think these are the best ones............... I th o u g h t th ey w ere the only ones.

No, there’s another kind over there. ... Those on the right?

Yes, they’re the new ones...................... I th in k those are even be tte r than these.

5 . 2 3

The c o m p r e h e n s iv e American Accent GuideConversational ExerciseThe following dialogue typifies the frequent use of the /0, 5/ sounds in conversational speech. Listen.

Excuse me? Do you have th a t in blue?

.................. Do I have th is in blue?

No, tha t!.................. This?

No, th a t r ig h t there................... Jus t so we understand each other, is th is the “th a t"

you were re fe rrin g to?

That's it! But I do have a question. W hat exactly is the d iffe re nce between th is , th a t, and those over there?

................... Well, i t basically boils down to this: This, tha t, and the other.

That I can understand. Thanks fo r clearing th a t up fo r me.

................... Hey. I t 's th is simple: That's my job.

Practice Words with Sounds /0/ & /6/As you say the following words, feci the airflow pass between your tongue tip and your front upper teeth. Hold the back o f your hand close to your mouth to feel a continuous airflow.

Initial /0/

tha nkth e ftth ic kth ie fth ig h

th in kth irdtho rnth o u g h tth u m b

•tha n k fu lth irs tyth ir tyth o u sa n d

th o ro u g hT h u rs d a y

• •tha nk fu llytho ro ug h ly

Final & M iddle /0/

boothbothdea the a rthfa ith

m athm othm ou thtee thw ith

•au tho re th icsno th in gso rh e th ingtru th fu l

a th le te ba th tub phone booth too thbrush too thpas te

-- •ath le ticau then ticpa the ticsyn the tic

Initial & Final /0/ i j l l »¿ii 1 l i p i 1;- ^ ■ if

thanth a tthe mth e re /th e ir

:7Xthe yth istho ughthose

th e re b yth e re fo reth e re in

1 t l 11t i

ba theb re a th esm oo th

M iddle /5/ ?■ ' v ' ' > *

•b o th e rb re a th in gb ro th e rc lo th in g

•e ith e rfa th e rfe a th e rle a th e r,

•m o the rn e ith e ro th e rra th e r

•sm o o th ies o o th in gw e a th e r/w h e th e r

• •a n o th e rto g e th e r

* :::: * t 1 ;• * % % " * '■ ; ^

5 . 2 4

Consonants

BONUS EXERCISES

Identify pronunciations of the suffix -ed:

How are the endings o f the following words pronounced? Selcct from the sounds shown above the words.

ad/ /pt/ /bd/ /kt/ /gd/ /ft/ /vd/ /Sd/

2. tipped_____ 5. robbed 8 . loved_____ 11. laughed_____3. booted.... . 6 . p e a ke d _____ 9. added____ 12. bathed____

Correct:

1. /k t/ 4. /gd/ 7. /ad/ 10. /k t/2. /p t/ 5. /bd / 8. /vdI II. /ft/3. /ad/ 6 . /k t/ 9. /ad/ 12. /ad/

;:: • ■ •

P ractice the sounds /0 / and /5 / in sentences:SYNONYMS - Below are sets o f synonyms. For each item say a sentence containing both words. For example:

• •• • .

-Another word for arithmetic is math:' or "Arithmetic means the same as math. "■ ■:: \ :: ■ ■ ; : : ■ ' " . ; r : i ' : : i H ; '! * I *; ’■ " ■ ' ; : . ' ; : '

: ■■■ :::: .... ... ■ : * *-■* ' ''' :: : _ ........................ '' ' " V > ., .. .... , _.. . . ::: - -y ... . . . ' ■ ■- ... . - ■’ ■■ * ■* ■ :

A B A B A B

1. arithm etic math 5. dirty filthy 9. religion faith

2 . defrost thaw 6 . disturb bother 1 0 . richness wealth

A B

1. arithmetic math2. defrost thaw3. dentures false teeth4. dirt filth

7. grateful thankful8. idea thought

B9. religion faith10. richness wealth11. skinny thin12. sports athletics■ • ■ ' ■

I I

ANTONYNS - Match each word under A with its antonym under B (The first set is matched for you). Then say sentences containing both words. For example:

"¿¡m l is the opposite o f together. ’ ’ or "Apart and together are opposites. f i f ! | | 11 i l j j i j j iA' B 'X ' * * I B

1. apart there 11. sister length2. birth south 12. something that3. deposit farther 13. these them4. either together 14. thick brother5. father death 15. this with6. here theirs 16. us nothing7. nearer withdraw 17. we those8. north neither 18. width they9. now mother 19. without thin

10 ours then

C orresponding Antonym:

I. together 2. death 3. withdraw 4. neither 5. mother 6. there 7 . farther8. south >. then 10. theirs II. brother 12 nothing 13 those 14. diin15. that 16. them 17. they 18. length 19. with

5 . 2 5


TOPRODUCE-.PIaceyourbottomlipunderyourfrontupperteeth, allowing a passage for a continuous airflow.

Sound/f/isaspiratedwhenitbeginsawordorastressedsyllable.

Ivl - voiced

vine, view, vinyl

Contrast: /f/ - /v/

Can you differentiate between these sounds? Listen to these word pairs. You will hear one word again. Which is it?

face__ vase__ leaf__ leave__ safe__ save__

Answers: vase leave save

Repeat these words:

fan - van

fine - vine

Repeat these words and sentences.

vine - fine .......................... The vine looks fine.

refuse - reviews ............... I refuse to read the reviews.

leave - leaf ........................ Did you leave the leaf?

save - safe ........................ Save the money in a safe.

rifle - rival

surface — service

Ifl voiceless

fine, few, phone

f V

5 . 2 6

Consonants

Contrast: / f, v / - /0 , 61Can you differentiate between /0, 5 / and /f/ or /v/? Listen to word pairs. You will hear one word again. Which one is it?

thirst__ first__ think__ fink__ that__ vat__

Answers: thirst fink vat


think - fink Stop and think................................ Is a cheater a fink?thirst - first This will quench your thirst............ Do first things first.these - fees I'll take one of these....................... What are the fees?that - vat Take a look at that! ....................... The big tub is a vat.

See page 5.29 and 5.30 for more practice words on the sounds Ifl and M.

f + suffix -s = Ihlv + -suffix -s = Nzl

Suffix -sSuffix -s is voiceless after lil, and it is voiced after /v/. Listen:

proofs - proves safes - saves waifs - waves

Repeat these words:

laughs loves negativesparagraphs involves relativesphotographs dissolves

f + suffix -ed = Ihlv + -suffix -ed =/vd/

Suffix -edSuffix -ed is voiceless after /f/, and it is voiced after /v/. Listen:

laughed - loved lift - lived proofed - proved

5 . 2 7

The c o m p r e h e n s iv e American Accent GuideRepeat the following words:

/ft/ /vd/ /vd/

coughed lived behavedcraft proved believedlift shoved involved

Practice /f/ and /v/ plus -ed. After you hear A and B, repeat B.

/ft/

A B

Did he find it funny? ......................... Yes, he laughed about it.

Did they work hard? ......................... No, they goofed off.

Did you leave late? ............................ No, I le ft early.

Was it included? ............................... No, it was le ft out.

A

Does he still have a mustache?

How was the movie? ..............

Did you have any doubt? ........

Did the package arrive? .........

/v d /

B

No, he shaved it off.

I loved it.

No, I believed it.

Yes, I received it yesterday.

Contrast: /v / - IblFor /v/ the airflow is directed between the upper teeth and the bottom lip. For Ibl, the airflow is stopped by the lips, and then released quickly. These sounds are usually pronounced as spelled.

Can you differentiate between the sounds /v/ and /b/? Listen to these word pairs. Youwill hear one word again. Which is it?

van__ ban__ vest__ best__ very__ berry__

Answers: ban vest very

Repeat words and sentences to contrast /v/ with /b/:

curve - curb Drive around the curve............ Park near the curb.

very - berry I ’m very thankful..................... A berry is a tiny fruit.

vest - best He wore a vest....................... Which is the best?

vet - bet I took my pet to the vet............ A gambler likes to bet.

vote - boat Register to vote...................... They travel by boat.

5 . 2 8

Consonants

Words that end with - I f become plural by changing / to v and adding the suffix -es.

Irregular Plurals — / Iv z /

Practice the singular as well as the plural forms of words that end with If. Repeat:

/if/ /Ivz/

self - selves shelf- shelves

/If/ /Ivz/

himself - themselves yourself- yourselves

Practice Words with Sound Ifl

in it ia l I f l

• • •fade fight foot factor fam iliarfail firm fow l/foul famous fantasticfan fist full fancy foreverfa t fo ld ' ; ; fun favor \\ : [fed food phone fiction

f in a l I f l

•beef laugh roof tough be lie fb rie f loa f rough safe re lie fcough o ff scarf tu rf enoughdeaf proof surf wife

5 . 2 9


1 ■ ¡ i | i 1 I M jj|initial /v/

Practice Words with Sound /v/■■■ :■ ■ ' ■:■,■■■. : „ „ ,.- - •• . •' ' •• • i "i .- •! . ...

V V " ’ ■: : ¥ ■ ... * • V • ,, . . . . . ^

• --vain/vane/vein verse valid vacuumvan vest vary/very valuevault void victim volumevow vote visit

IZ'hSlP. ■ \ ■ > ■ , . ■ . . . . . . .

final /v/

drive leave prove alivegave live rove arrivegive love shave believehave move shove receive

BONUS EXERCISES

Practice contrasting the sounds Ivl and Ibl:For each item, select the correct word from the two shown in parenthesis. Then say the sentence. Remember that both Iv l and Ibl are pronounced just as they are spelled.

1. A (ban, van) is bigger than a car.2. Cold air came out of the (bent, vent).3. Did you ever (bet, vet) on a racehorse?4. A (bow, vow) is a kind of promise.5. That is not a (boat, vote), it is a big ship.6. He wore a (best, vest) under his jacket.7. What kind of (berry, very) is in that pie?8. The (curve, curb) is in the shape of an ‘s ’.9. If you are sophisticated, you are (suave, swab).

Answers: l. van, 2. vent, 3. bet, 4. vow, 5. boat, 6. vest, 7. berry, 8. curve, 9. suave

Practice pronunciations of suffix -ed:

Talk about the places where you have lived or have visited. Focus on your use o f past tense verbs. For example:

7 was born in , and lived there until I was . Din ing that time. I visited . I

moved t o ___ i n ___ and have lived there since. In the past few years, I have traveled

to.......”

5 . 3 0

Consonants

THE SIBILAN T SOUNDS

S ZTO PRODUCE: Hold your tongue tip behind your bottom teeth and place the tongue sides against the upper sides of your mouth. Raise the front of the tongue toward the alveolar ridge to form a narrow passage. Direct the airflow forward continuously through the passage.

The sound Is l Is sim ilar to the The sound Iz l is sim ilar tohissing sound o f a leaking tire . the buzzing sound o f a bee.

N

6Lip Posture for I s l and I z l l

Retract for high-front vowels, Round for high-back vowels,as in: see lease easy as in.- soon so whose/who’s

6 .1


1 3

TO PRODUCE: With your tongue tip behind your bottom teeth, place the tongue sides against the upper sides of your mouth. Slightly raise your tongue in front to create a wide passage for a continuous airflow.

/ / / - voiceless

she nation wish

\x . J / j

/ j / - voicedpleasure beige

In English this sound occurs only in the middle or at the ends o f ivords.

t i d 3

TO P R O D U C E : With your tongue tip down behind your bottom teelh. place your tongue sides against tho upper sides of your mouth. Stop th') airflow by raising the tongue in front against the alveolar ridge. Than drop the tongue sharply to release the airflow through a wide passage. .

' ■' Think of combining two sounds into one: ; ;• j ; * ■; ■;«. f ’ ; ; ; ; ; I t f l - Stop the airflow for Itl and then release it sharply for /{ /. '

'• /d .s / - Stop the airflow fo r; d.1 and release il snarply for / 3 / . . .

Itfl - voicelesschew watching each

Ids I - voicedlam major edge

Lip P o s tu re fo r I f I, / j/ , I t f l , I d s I

R o u n d th e lip s a n d p ro je c t th em o u tw a rd slig h tly .

6 . 2

Consonants

THE SIBILAN T SOUNDSA sibilant is a sound that has a whistle-like quality. The sibilant speech sounds are pairs of sounds produced in the same way, except that one sound is voiceless and the other is voiced. The sibilants are:

Is/ say , so, ace ....... ............... Iz l zoo , zip, maze

m she, ship, ash ..... ............. / j / rouge, beige, pleasure

I t f l chew, chip, e a c h ___ ....... I d s I jaw, jam , age

INITIAL SIBILANT SOUNDS

Can you hear the difference between different sibilant sounds? Listen to word pairs. You will hear one word again. Which is it?

sack__ Zach______ chunk_ junk__ Zoe_ Joe__sea/see___ she_ share_ chair__ ages__ Asia's__

Answers:sac junk Zoe

she share Asia’s

Contrast the various sibilant sounds. Repeat these word pairs:

sip - zip

Sue/sue - zoo

ship - chip

shop - chop

sign - shine

so - show

cheap - Jeep

choke - joke

To practice contrasting the sibilant sounds, repeat these words and sentences. Then listen again.

sane Not crazy, but sane.

Jane Her name is Jane,

chain How long Is the chain?

shack They live in a shack,

sack Look in the sack.

Zach Zachary is called Zach Jack Have you heard from Jack?

seat I’ll save you a seat,

sheet I signed the sheet,

cheat It’s not fair to cheat.

6 . 3


Practice contrasting initial sibilants in exchanges. Listen to A and B, and then repeat B.

A BIt’s below the mouth..........................It’s below the knee............................

The chin. The shin.

What kind of animal? .....................What kind of vehicle? .....................

A sheep. A Jeep.

What’s that game? ..........................Who’s that? .....................................

It 's chess. It 's Jess.

What’s another word for select. What would you like to drink?

Choose.Juice.

Is it a d ifficult task? ......................Is it a seaside? ................................

Yes, it's a chore. Yes, it's a shore.

Here’s a drink....................................How will you get there? .................

I ' l l take a sip. I ' l l take a ship.

Is it like this one? ...........................Is it embarrassing? ........................

Yes, it's the same. Yes, it's a shame.

1 wasn’t serious.................................1 couldn’t stop coughing..................

Were you jok ing? Were you choking?

Is it a tiny piece? ...........................Is that good stuff? ..........................

No it's a chunk. .. No, it's ju n k .

Listen carefully to these statements and answer the questions. You will hear models after each response.

Jess was visiting, and we played chess.

Who was visiting? ____ Jess.W hat did they play? ____ Chess.

W hile driving the Jeep, she spotted the sheep.

W hat was she driving? ____ The Jeep.W hat did she spot? ____ The sheep.

Sue was late because she had lost her shoe.

Who was late? ____ Sue.W hat had she lost? ____ H er shoe.

He found the chunk, and m istook it for junk.

W hat did he find? ____ The chunk.What did he mistake it for? ____ Junk.

6 . 4

Consonants

IS I BLENDS

The consonant /s/ combines with certain other consonants to form s blends.

st - stay sk * sky sp -„spysm - smile si - slow sn - snow

TOPRODUCE:Asyouarereleasingtheairflowfor/s/,form the adjoining consonant:

/st/ As you release Is/, place the tongue tip tor /t/./sk/ As you release /s/, raise the tongue back for Ik/./sp/, /sm/ As you release /$/, close the lips for /p/ or for /ml./si/, /sn/ As you release is/, place the tongue tip for /1/ or for In/.

Listen to words with s blends:

school stop spend sleep

To produce an s blend, form the second consonant while releasing /s/. To say stand, for example, place your tongue tip in position for It/ as you release /s/. Practice sblends. Repeat:

/st/ /s k i /s p l I s m l /s i/ Isnl

Steve scan speak small slim snapstep school spend smell slow sneakstop sky sport smile slum snow

Refining the s B len d - Avoid adding a vowel sound before an s blend, as in “estay” for stay, or “esky” for sky. This can change meaning. Listen:

A BWhat’s another word for respect.................. Esteem.What is water vapor? .................................... Steam.

A facial expression........................................ A sm ile.Opposite of frown.......................................... Smile.

Repeat these responses:

A BAn institution of learning............................... A school.Where did you go today? ............................ School.

An opinion or position.................................. A stand.Opposite of s it............................................... Stand.

An aroma or scent........................................ A smell.To sniff............................................................ Smell.

Part of a bicycle wheel.................................. A spoke.Past tense for speak....................................... Spoke.

6 . 5

The c o m p r e h e n s iv e American Accent GuideAvoid inserting a vowel in s blends. This can change meaning. Listen:

Where’s the best location? ................ T ha t spot.Is that a pan? ...................................... That's a pot.

Who is James Bond? ......................... Tha t spy.Is that a cake? .................................. That's a pie.

Now repeat the responses:

A B

What do you find attractive? ............. Tha t sm ile.How far is that? .................................. That's a m ile.

How small is the micro chip? ............ Tha t small.What is that building? ....................... I t 's a mall.

What did you find in the garden? ....... Tha t snail.What is that sharp object? .................. That's a nail.

FINAL SIBILANT SOUNDS

Contrast: Isl - IzlListen:

hearse - hers hiss - his

Which ending is longer, the voiceless or the voiced?

Can you hear the difference between the final sounds You will hear one word again. Which is it?

la c e la y s m is s M s .

Answers: lace Ms. race


loose - lose loss - laws

this - these

Is/ and /z/? Listen to word pairs.

_ ra c e__ ra ise__

rice - rise this - these

ConsonantsPractice final /s/ and final /z/ in exchanges. After you hear A and B, repeat B. Then listen again.

A

It means location..................................Broadway is famous for these................

Place.Plays.

Opposite of conflict.............................A kind of vegetable...............................

Peace.Peas.

A contest............................................An increase in pay...............................

A race. A raise.

The damage........................................They’re made to protect us...................

The loss. The laws.

What made the drinks cold? .................What do you notice first? ....................

What are you looking for? ...................What are you hoping for? ....................

Xu ■The ice.The eyes.

<@> <@>

The price.The prize.

Are they fleas? ...................................Are they true? ...................................

No, they are lice. .. No, they are lies.

Frequently Used W ords Ending in Izl -Listen:

The s spelling is voiced in these exchanges

A B

Is it? ..................... ................... It is.

Was it? ................. ................... It was.

Guess whose? ................... Whose?

Listen to A and B , and then repeat B .

A B

Was, or wasn’t it ? .... .................. It was.

Does it? .................. .................. It does.

Whose was that? ..... .................. It was his.

Has he called? ......... ................... He has.

Was she here? ........ .................. She was.

Is it as old? ............. .................. As old as what?

6 . 7


Contrast: Ifl — Itfl

Listen:

crush - crutch lash - latch mash - match

R epeat these w ords:

cash - catch wash - watch wish - which/witch

Practice the final l\l and the final /tf/ in exchanges. After you hear A and B, repeat B. Then listen again.

AWhat are you washing? ...............What are you digging? ................

BA dish. A ditch.

What should 1 do with the potatoes? What should 1 do with the socks? ....

Mash them. Match them.

It’s dirty......................................Please take care of this.................

Okay, I'll wash it. Okay, I'll watch it.

Contrast: Itfl - /dj/

Contrast the voiceless ending l\\l with the voiced ending 16 ,1. Listen:

batch - badge etch - edge h - age

After you hear A and B, repeat B. Then listen again.

A

What Is a belt? ............................What is a slight burn? ...................

BA cinch. tT& A singe.

I’m learning calligraphy..................I’m 29 years old.............................

That's a good h. That's a good age.

That’s a large wash load.................Is that a large button? ..................

It's a big batch. It's a big badge.

6.8

Consonants

Word meanings determined by voiceless or voiced endings:

Certain words can function either as nouns or as verbs. When spoken with a voiceless ending, the word is a noun. When spoken with a voiced ending, it is a verb.

Isl Izl Isl Izlnoun verb :: ■ i 1 ■ ;: noun verb

abuse - abuse excuse - excuseadvice - advise house - houseclose - close use -- use

Noun - Isl (voiceless) Verb - Izl (voiced)

Mistreatm ent is abuse............................... Do not abuse your privilegesT hat’s a good excuse................................ Excuse me.I need some advice. ................................ I advise you to wait.Do you have any use for that? ........... I w ill use this.I live close to w ork..................................... P lease close the door.

The following dialogues contain nouns (voiceless endings), and verbs (voiced endings).

I asked fo r advice........... What kind of advice?

On what to do with my life.......... What did they advise you?

They advised me to think fo r myself.

/advais / /advais/

/advaiz//advaizd/

Is the store in the m all?........ No, it's close to the mall. /klous/

What time do they close? /klouz/... They close at six, and open at nine. /klouz/

Contrast: / j / — Other Sibilant Sounds

Listen to words contrasting the sibilant sounds Izl and /3/:

bays beige

Now repeat:

use all - usual enclose hers - enclosures

Listen to words contrasting the sounds l\l and /3/:

masher - measure pressure - pleasure

6 . 9

The c o m p r e h e n s iv eAmerican Accent GuideRepeat:

trash it - treasure Russian - Persian vicious - vision

Listen to words contrasting the sounds 16^1 and /3/:

aging - Asia

Repeat these words:

legion - leisure virgin - version message - massage

Repeat these sentences. Then listen again.

The Persian rug is beige. ^ They measured the garage.Asia has many treasures. Does aging affect vision?

The Suffix -s

Pronunciations:

hi :: III « f l l f t B i IslVoiced Voiced Voiceless

Grammatical Form Vowel + z Consonant + z Consonant + s(third person verb) The plaintiff sues. He baas groceries. He pets the dog.(plural) _ There are two Sues. 1 "teed two baas How many pets?(possessive) It’s Sue’s fault. The baa’s contents. The pet’s owner.(contraction: noun + is) Sue’s home. The baa’s full. The pet’s eating.(contraction: néun + has) Sue's gone home. The baa's been filled. The pefs eaten.

STOP CONSONANTS + S

Suffix -s

Can you hear the suffix -s attached to consonants? Listen to words, once with a suffix and once without. You will hear one word again. Which is it?

ca p s__ca p ___ dates__ date__ bags__ bag__

Answers: cap date bags

6.10

Consonants

Contrast: Suffix -S Voiceless - Suffix -S Voiced

The suffix -s is voiceless after voiceless consonants, and it is voiced after voiced consonants. Listen:

backs - bags laps/lapse - labs rates - raids

Note again that voiced endings are longer than voiceless endings.

To produce stop consonants + /s/, stop the airflow and then release it sharply for /s/. Listen:

ups aches its

Repeat words with voiceless endings:

tops talks tots

Now repeat words with voiced endings:

tubs tugs duds

Can you hear the difference between voiceless suffix -s and voiced suffix -s? Listen to word pairs. You will hear one word again. Which is it?

kn acks__ nags__ ro p es__ ro b e s__ fa ts__ fa d s__

Answers: nags robes fats

Ip s l - Ib z lRepeat these words to contrast the voiceless ending /ps/ with the voiced ending /bz/:

caps - cabs rips - ribslaps/lapse - labs ropes - robes

Repeat these sentences. Then listen again each time.

Perhaps they are cabs.

They sell caps and robes.

6 . 1 1

The c o m p r e h e n s iv eAmerican Accent Guide

Iksl - Igzl

Repeat these words to contrast the voiceless ending /ks/ with the voiced ending /gz/.

TOPRODUCE:/ks/-Wilhthetonguepositionedfor/s/.stoptheairflowfor/k/andthenreleaseit

backs - bags bucks - bugslacks/lax - lags docks - dogs

Iksl - 1 skiContrast the sound /ks/ with the sound /sk/. Can you hear the difference between words such as ax and ask? Listen to word pairs. You will hear one word again. Which is it?

a x __ ask__ bricks__ brisk__ Mack’s/Max__ m ask__

Answers: ax bricks mask


ax - ask Rick's - riskDick’s - disc/disk tacks/tax - task

Repeat these sentences. Then listen again.

Ask at the desk. Îs that Dick’s compact disc? The task is to figure the taxAsk at the desk. ^ Rick’s friend took a risk ^

Spelling X is pronounced voiceless as in extra, or voiced as in exactly.

Spelling x as a voiceless sound. Listen:

Iksl

extra except extreme

Repeat these words:

lacks/lax index excess expire excitingtacks/tax Phoenix expand expose excitementwhacks/wax Texas expense extend expensive

X Pronunciation

/ks/isthepronunciationwhen \ endsasyllabltas in: lu c k s fa x ; ; i 4

w hën x b e g in s stressed syllable, a s in: cun-t

6 . 1 2

Consonants

Spelling x as a voiced sound. Listen:

/ g z /

exist existing

Note that x is a voiced sound at beginnings of stressed syllables. Repeat these words:

exactexempt

exactlyexample

exaggerate exaggeration

Repeat sentences with both voiceless and voiced endings. Listen again to the model.

Phoenix is not in Texas.

Is it tax exempt?

tn>It’s exactly what I expected.

That is an excellent example

Spelling cc is pronounced /ks/ in the following:

access accept accessory accent success

Itsl - IdzlTO PRODUCE: Ml - Stop the airflow at the alveolar ridge, and then release it sharply for Isl. For Idzl add voice.

Repeat these words to contrast endings / ts/ and Idzl:

beats/beets - beads fats - fads

kits - kids mates - maids

seats - seeds rights/rites/writes - rides

Repeat these words and sentences. Listen again to the model.

kits - kids We need first aid kits.They’re acting like kids.

mates - maids Should we bring our mates?Motels employ maids.

seats - seeds We took the front seats.We planted the seeds.

6 . 1 3


Pronouncing Contracted Forms - Use the sAfter you hear A and B, repeat B.

b len d s to practice contracted forms.

A

Which stall Is empty? ........................He’s seven feet tall..............................

T ha t sta ll. Tha t's ta ll.

Which character did you like? ..........What kind of dessert is it? ...............

T ha t spy. Tha t's pie.

Which school? ...................................What’s slang for “that’s great” ?

T ha t school. Tha t's cool.

What should we do with the boxes? .. What should we do with the rugs?

. Let's stack them up. Let's tack them dow n.

SYNONYMS - Practice voiceless as well as voiced endings in synonyms. After you hear A and B, repeat B. Then listen again.

A B A B

desires w an ts perm its lets em braces hugs re ta ins keeps

This time after you hear A, say B. Then listen to the model.

A B A

baby seals ____ cubs Fathersdollars ____ bucks helpersinsects ____ bugs sacks

B

____ Dads____ aides____ bags

CONSONANT CLUSTERS WITH/S/

Consonant clusters are groups of consonants. Listen to consonant clusters ending with /s/.

drafts facts waists/wastes

Note that these clusters actually sound like a double s. Listen again, casts. To practice consonant clusters with final /s/, break up words, and then put them together. Example: for feasts say “feas-ts,” then “'feasts. ” Listen:

I f t s l /s ts l Ik ts l

craf ts - crafts lis ts - lists fac ts - facts

6 . 1 4

ConsonantsRepeat the following:

cos ts - costs tes ts - tests ac ts - acts

Practice consonant clusters in exchanges. After you hear A and B, repeat B. Then listen again.

A B

How long is the play? ................... It has three acts. ^Did you try? ................................ I made some attempts.How much do I owe? .................... Here are the costs.What is the truth? ........................ These are the facts.

The suffixes -es, and ‘s are pronounced /z/ when added to sibilant sounds.

(verb - th ird person singular) The supervisor bosses the crew.(plural noun) I have two bosses.

Suffix Id z l (-es)The suffix -s attached to sibilants is pronounced /oz/. Listen:

races George’scrashes Rich’s/riches

Say words to contrast several sibilants + suffix -es. Repeat:

aces - h’s - ages s ’s - etches - edges

races - raises/razes - rages m asses - mashes - matches

_


cashes - catches A bank cashes checks.......... A cat catches mice.

washes - watches He washes his car................ He watches TV.

h’s - ages Handshake has two JVs........ When were the dark ages?

Practice the suffix -es in exchanges. After you hear A and B, repeat B. Then listen again.

A B

Did you have a good weekend?........ Yes, we went to the races.Is it a good place to work? ............. They pay good wages.How many languages do you speak? .. I speak two languages.How was he punished?.................... He lost his privileges.Why did you choose that? ............... It has many advantages.

6 . 1 5


ANTONYMS - Practice the suffix -es in antonyms. After you hear A, say its opposite, B. Listen to the model after.

disadvantagesrepairspulls

_ advantages . dam ages _ pushes

A Bs h r i n k s _____stretchesstarts _____fin ish e sthrows catches

SYNONYMS - Practice the suffix -es in synonyms. After you hear the first word, say its synonym. You will hear a model after.

fragmentssofashugs

p iecescouchesem braces

AVOWShurries

prom isesrushes

SYNONYMS - Practice the different pronunciations of suffix -s in groups of synonyms that are third person singular verbs, as in “He lives there” or “She works there.” Repeat:

checks - inspects - examines - investigatesprefers - favors - chooses - picks - selectshelps - assists - aids - supportsloves - adores - treasures - cherishessleeps - naps - dozes - snoozestalks - speaks - discusses - communicates

Suffix la iz l (-ize) - Practice using the suffix -ize on verbs, as you also focus on correct word stress. Repeat:

critic - criticize emphasis - emphasizevandal - vandalize analysis - analyzesterile - sterilize

Practice the suffix -ize in exchanges. After you hear A and B, repeat B. Listen again.A B

What is their specialty? .............. They specialize in computers. ^Will you have a summary?.............. Yes, I'll su m m arize it.He seems social........................... He does like to socialize.

Practice changing a noun to a verb by adding the suffix -ize. After you hear A, say B. Then listen to the model.

A Breal ___ realizeSOCial ___ socializemodern ___ modernizeScandal ___ scandalize

6 . 1 6

Consonants

Suffix I fa n I (-tion, -sion, -cian) - Practice the suffix /Jan/ on nouns as you focus also on word stress. Repeat:

action addition admission permissioncaution ambition commission physicianmention condition position technician

Practice the suffix /Jan/ in exchanges. After you hear A, and B, repeat B. Then listen again.

A B

I won a lottery............................ Congratulations!Why do you go to school? .......... For an education.What does a yellow traffic signal mean? Proceed with caution.What you find in a dictionary.......... Definitions.The way a word is pronounced....... Pronunciation.A specialist in technical work........... A technician.A person skilled in magic............... A magician. i sA specialist in electricity................ An electrician.A person engaged in politics........... A politician.Four basic math functions............. Addition, subtraction, division, and multiplication.

Suffix I fa ll (-cial, -tial) - Practice the suffix l\d\l in adjectives as you focus also on word stress. Repeat:

financial artificialinitial beneficialofficial confidential

PARAPHRASING - The B responses are paraphrases of the A statements. After you hear A and B, repeat B. Then listen again.

A. B

It’s a secret................................. It's confidential. Ît is not natural............................. It's artificial.The law .has passed....................... It's official.It’s good for you........................... It's beneficial.It’s the beginning.......................... It's initial.It is economic.............................. It's financial.

Suffix Ifdsl (-cious, -tious, -xious) - Practice the suffix l\azl on adjectives as you focus also on word stress. Repeat:

cautious ambitious obnoxiousluscious nutritious suspicious

6 . 1 7


PARAPHRASING - The B responses are paraphrases of the A statements. After you hear Aand B, repeat B. Then listen again.

A b (T*>They are bad tempered and cruel......... They are vicious.They are very valuable........................ They're precious.It is roomy........................................ It is spacious.They taste very good......................... They are delicious.She’s polite and friendly..................... She's gracious.

Suffix Isanl (-sian, -sion) -Practice the suffix /Jan/ on nouns as you focus also onword stress. Repeat:

Asian confusion decision inclusion subdivisionfusion explosion division Caucasian supervisionversion occasion precision Parisian television

PARAPHRASING - The B responses are paraphrases of the A statements. After you hear Aand B, say B. Then listen again.

AB t

Tell me your side of the story.............. Tell me your version.They are supervisors......................... They provide supervision.The ruler is precise............................ It measures with precision.It’s a special event............................ It's a special occasion.He’s a medical doctor........................ He's a physician.1 have made up my mind.................... I've made a decision.

Suffix Id â z l (-geous, -gious) - Practice the suffix /d38z/ on adjectives, as you alsofocus on word stress. Repeat:

gorgeous courageous religious outrageous

PARAPHRASING -The B responses are paraphrases of the A statements. After you hear Aand B, repeat B. Then listen again.

A BThey are faithful.............................. They are religious.They are brave................................. They are courageous.It Is shocking! ................................ It's outrageous!She is very beautiful......................... She is gorgeous.

6 . 1 8

Consonants

Suffix last/ (-est)

SUPERLATIVES -Superlative means surpassing all others. Practice the suffix -est in these superlatives. Repeat:

biggest highest nicest noisiestfastest longest strongest sloppiest

ANTONYMS - Practice the suffix -est in antonyms within phrases. After you hear A and B, repeat B. Then listen again.

A BThe meanest person................ The nicest person.The quietest crowd.................. The noisiest crowd.The sloppiest room................. The neatest room.

This time, you state the antonym. After you hear A, say its opposite, B. Listen to the model. r,

A B

The slowest train........................... ....... The fa stest train.The shortest meeting................... ....... The longest meeting.The weakest coffee ...................... ....... The strongest coffee.The lowest point.......................... ....... The highest point.The smallest computer. ............ ....... The biggest computer.

Suffix /ist/ (-ist) - The suffix -ist on a noun indicates a title, or a person who practices or is skilled in something. Repeat these words:

artistdentistfloristtourist

optimistpessimistpharmacist

perfectionistpsychiatristreceptionist

SIBILANTS + Suffix -ed

The suffix -ed is voiceless after voiceless sibilants, as in raced and searched; and it is voiced after voiced sibilants, as in raised and surged.

Pronunciations

/s/ + -ed = /st/ raced111 + -ed = /zd/ raised

. / 1/ + -ed = /ft / washedI /t v + -ed = /tjt/ patched

/ d3 / + -ed = /d3d / paged

Contrast: Voiceless Ending /-st/ — Voiced Ending 1-zAI

/st/ - IzdlRepeat these word pairs:

cost - caused post - posedfaced - phased raced - raised/razed

6 . 1 9


Practice words with voiceless endings and then words with voiced endings. Repeat:

Istl Izdl

guessed/guest harassed leased/least impressed missed/mist insist passed/past

accused opposed amazed refused confused supposed

After you hear A and B, repeat B:

.¿j A BWhat's the best route?.............. It depends on how fast you want to get there.

What about distance?............... Twenty-First Street is the shortest,j and Forty-First Street is the longest.

Then Twenty-First must be the fastest....I t has the most stops, andTwenty-First Street has the least.

Okay, which has the best scenery?

/ f t /Practice the sound t\t with suffix -ed. Repeat:

hushedrushedwished

famishedfinishednourished

SYNONYMS -Practice the suffix -ed in synonyms. After you hear A and B, say B. Then listen again.

A B (T*> hungry .................. famishedcompleted ............ finishednurtured .............. nourished

This time you state the synonym. After you hear A, say B.Then listen to the model.

Adesired ......................

B.. wished

hurried ...................... .. rushedsilenced ...................... hushed

I t f t lPractice the sound /t j/ with the suffix -ed. Repeat:

matched touched patched watched

attachedapproached

6.20

Consonants

SYNONYMS - Practice the suffix -ed in synonyms. After you hear A and B, say B. Then listen again.

A B 1 A Bextended stretched tossed pitchedsoaked drenched I went toward approached

This time you state the synonym. After you hear A, say B. Then listen to the model.

A Bhandled ___ touchedexchanged ___ sw itched

A Bpaired ___ m atchedfastened ___ attached

Idsd/Practice the sound /63/ with the suffix -ed. Repeat:

damaged packaged arranged acknowledgedmanaged privileged alleged encouraged

SYNONYMS - Practice the suffix -ed in synonyms. After you hear A and B, repeat B. Then listen again.

A B ^ A B ^determined judged advantaged privileged

motivated encouraged recognized acknowledged

This time you state the synonym. After you hear A, say B. Then listen to the model.

A. BControlled ___ m anagedprepared ___ arranged

A BSpoiled ___ dam agedwrapped ___ packaged

Linking: Sibilants with Other Sibilants

There is no break between sibilants adjoining each other between words. Listen:

Is„she?Which^scene?

/ IZ J l /

/w i t js in /Less^chance.It'sju n k .

/ le s tjæ n s // i t s d 3A n k /

Repeat:It has^charm. Which store is it?

They cash^checks. It's a huge^storm.

6.21

The c o m p r e h e n s iv eAmerican Accent Guide

The final t and d are not pronounced between sibilants in adjoining words. Listen to examples:

I switchedwchannels. The biggest^stack.

Repeat these phrases.Then listen again.

The bestwstuff. ^ The longest^step.The mostwstylish.

The latest^story. ^ The worstwstorm.The smartestwchoice.

ANTONYMS - Practice linking in antonyms within phrases. After you hear A, say its opposite, B. Then listen to the model.

A

The first stop...........................

The worst show.......................

The least generous...................

The smallest chance.................

The least successful.................

B

____ The last^s top.____ The best^show.____ The most generous.

____ The biggestjzhance.____ The m ost^successful.

Linking: Sibilants + Suffixed -ed - VowelsSay the suffix -e d as though it begins the next word. Listen:

passed^ up /paestAp/ lostwhim /lastim/

missedôut /mistaut/ cau sed jt /kazdit/

Repeat these examples. Then listen again.

Who erasedjt? ^ I cashedjt.

It's punched„out. ^ They encouraged^him.

Now practice linking in exchanges. After you hear A and B, repeat B.

A1st/ Where’s the key?.....................

How did they feel? ...................No, thank you............................1 missed the chance....................

B

I lost it.They were embarrassed about it. But I insist on it.You passed up an opportunity.

6 . 2 2

Consonants

Izd l There was a fire..........................Were you for it? ........................Did they accept? .......................Did she leave early? ..................

What causedjt?No, I opposedjt.They refusedjt.Yes, she excused herself.

I f t l Did you hurry? .........................When did you finish? ................Was the apartment furnished.Did you pull it? ........................

I rushedwall the way.I finishedjt yesterday. No, we furnishedjt. No, I pushedjt.

I t f t l Where could it be? ....................Who cleaned up after the party?... Who watched the late show?Did you get there? .....................

I've searched and searched. . Everyone pitchedjn.

We watched it.Yes, we reached it.

ld3d l Did you make reservations?Did they sell rice in bulk? ...........How did you find him? ..............Who broke it? ..........................

Yes, I arranged everything. No, they packaged it.I paged him.It was damaged already.

Conversational ExerciseNow practice the different sibilant sounds in the following exercise. Repeat:

THE OCTOPUSThe octopus has been a m ost fascinating and m ysterious cre a tu re ./1 have se e n it a s a m isch ie v o u s and cute ch aracter in carto on s,/ but a s a s c a ry se a m onster in m ovies./

Actually, the octopus is a m em b ero fth e m olluskfam ily./ It h a s no skeleton and is a co u sin to sq u id s, clam s, and s n a ils ./ The octopus is graceful and cu rio u s rather than a g g re ssiv e ./ It is rather shy, and it a vo id s hum ans./ Instead, it hunts at night for its favorite s e a delicacy,/ cra b s, and other c ru s ta c e a n s s u c h a s lo b ste rs,/ o yste rs, sh rim p s, and cla m s./

The octopus h a s excellen t eyesight and is clever./ To d isg u ise itself, it c h a n g e s its s h a p e and its color/ to m atch surrounding sa n d and ro c k s./ It s lip s into narrow h o le s in w a lls/ and e s c a p e s d an g er by ejecting ink/ that cre a te s a cloud-like sm o ke./

Next time I s c u b a dive,/ I’d be e csta tic to s e e an o ctopus./ But what if I sp o t instead a big s c a ry sh a rk ?!

6 . 2 3


Silent Spellings of S -T he spelling s is not pronounced in the following:

isleArkansa$

aislec o r p s

islanddebris

bourgeoisIllinois

The spelling ch pronounced / / / -T he spelling ch is pronounced l\ l in the following:

chaarin chauffeur Chicaaochic

F f f l l B l l l l p i i i p M i l i r - -FINAL SIBILANT SOUNDS

Is / - I f l

cra ss - crash lass - lash lease - leash m ass - mash mess mesh

/ / / - I t f l

bash - batch cash - catch lash - latch leash - leech/leach mush - much wish - witch

Iz l - I d j l

buzz - budge gaze - gage/gauge pays - page raise/rays/raze - rage seize - siege ways - wage

BONUS EXERCISES

Review the vowel sounds - Practice sibilant sounds with different vowels as you say the following words:

¡ s l f l

Is l / z l HI I t f l Id s /

/ / / seep sheep cheap Jeep

h i sip zip ship chip gyp

l e i l sam e - '■ " S >:'• :■ :• ; ' ••• '

sham e chain Jane

læ l sack Zack shack champ Jam

I Al sun shun chunk junk

la l sock shock chalk jock

loul sew/so/sow Zoe show choke joke

lo i soot shook s • ! -j ,f> S

lu l Sue/sue zoo shoe chew June

la il sigh shy child jive

lau l sound shout chow jowi

/oil soy choice joy

6 . 2 4

Consonants

■i voiced ending. Stiy both words and select the one that i> »pukcn with a longer vowel.

1 b u /z .2. caused3, etched

busscoste d g e d

4. face . phase ...5. la b s _. la p s ___; ;:i6. loss laws

7. p ig s __ picks __8. post posed _9. raced raised

Sclect from the options shown in ) ; i i :; ¡ i l i t f f i U n t i lM i n ' ' 4 H f l [ j |

1. aged2. based3. buzzed ;4. crashed

5. finished6. judged7. missed8. pitched j

13. a m a z e d ___14. embarrassed10 rushpd _

11. searched: ■ "12. teased _____ 16. noticed _____ :

!H /tjt/

IBI ¡111

4. / i t / ; 12. fzd il

5. / i t / ; 6. / d 3 d / * / s i ; ■ ~ / t f t /

13'. /zd / 14,/S t/ 15,/d jd / io. /s t/

, * - , - -

l|§|f

In each o f ih c ( M o w in g sets o f th re e sentences. one sentence i-> ¡ ira m in a iic a llv in c o rre c t. Id e n t ify lh a i sentence an d then say i t c o rre c tly .: ■ : f f : S : ■: S S V f : if ; v , J 5 1 1 5 5 " ; ^ | 5 5 ; 5 5 i; 5 5 5 | | 5 5 :; ; : | ; : - I S S :; M | 5 5 55155155 i

a) He m isses his friends .............. b)‘-They m iss the ir friends........... 11 She m iss her friends.a i She leach m ath............................. b) She- teaches m ath.................... c) They teach math.a) She washes dishes. ........: .£ f b) She wash the d ishes................ c) They wash dishes.

■ . . . . . .

a) The watch is on sale.................. b) The watch are on sale . c) The watches are on sale.a) It’s the judge ’s decis ion.......... .. b) W here is the judge? ................ c) There are two judge. ;

1.234.5.6.

1. e) She misses her friends.

; : '

, . . ..5. h) Th&iWatcHt“* are on ‘ule.

3. b) S he w ashes th e d ish es

■ e, 11 jiKlires.

underlined words, fo r example: . ■|

Did you hear one voice ortwio voice? = Hit I von hear <>nc i w v <>r tw <> '-n/c-i

■1. I r o i s s r o f t t a n & ^ s h e m teshsfs. : ' ■ ; X , J;Z

2. She practice twice a day; but I practice only or j ‘ ..:33. He wash his car once a week, and t wash mine every otherwedfcaij4. I watch news on ¡r---- •: and hr- A-ax-i ■■'ev.s :r. Channel 25. One lawyer has one case, and the other has five case. .‘ 2 9

L I rntAS rm ’ fo e tu is . -and sh e m is s e s h e ts . t S w t B ispractice onh once.

i t \ <. lu i 1 ■ - I:.. ! \vau:h -news on Chavrnd '1, atari he watch.cs .news on O aaaae 2.

5. One: lawyer haa :>aa a;aa\ arai rha orher baa five aaaa;.

6. lu: nd he use a brush.7 I have one choice but you have many choice.8. I al\ :rly. but she finish earlier.

'9 . Should I take two class, or iust one class?10. He flx his car, and i fix my b V r? k

a ! :. Ss: a : '.a:aaa • a;:.i i .a a : hi7. I have one choice, Im.ii you have: many th o k is .-S. [ a lw tu s finish early, but sh e fin ish es earlier,

l). Should I take two ckssc^. or just one £|ag£?

10. ! fc fixes his car, and I i’tx mv hike.

6 . 2 5


Practice words with the Suffix -S

SYNONYNS - In each o f the following word groups, all o f the words, exception o f one, are synonyms. Practice the suffix -s as you say the words in each group and state which word is not similar in meaning to the others.

1 . checks - inspects - examines - takes - investigates2 . prefers - favors - questions - chooses - picks - selects3. rejects - gets - obtains - acquires - gains4. hates - dislikes - detests - despises - requests5. denies - helps * assists - aids - supports6 . loves - attempts - adores - treasures - cherishes7. sleeps - favors - naps - dozes - snoozes8 . talks - speaks - discusses - eliminates - communicates - converses

Correct: 1. takes 2. questions 3. rejects 4. requests 5. denies 6- attempts 7. fators B. eliminates

CLASSIFICATIONS - Each item lists two animals that belong in one o f the categories shown in the box below. Say the names o f both animals and state their category. For example:

leopards - cheetahs Leopards and cheetahs are members o f the cat family, -o r- Leopards and cheetahs are felines.

1. lizards - snakes 4. coyotes - wolves 7. frogs - toads2. cheetahs - leopards 5. lions - tigers 8 . a lligators - crocodiles3. rabbits - squirre ls 6 . rats - mice

REPTILES FELIN ES CANINES RODENTSlizard family cat family dog family rat family

Correct:1. reptiles 2. felines 3. rodents 4. canines 5. felines 6. rodents reptiles 8. reptile;

'

Practice the Suffix f i s t / (- ist)Following are labels that can describe a person. Create sentences using any o f the words that you know. Provide definitions if you can. For example:

novelist — A novelist is a person who writes novels.pharmacist - The pharmacist filled my prescription.

chem ist optim ist so lo ist b io logist cardiologist

dentist pessim ist specia list econom istflo ris t physicist terrorist geologisttourist scientist voca lis t perfectionist

6 . 2 6

Consonants

Who would say what? - U nde r A are quotes tha t you m ig h t hear fro m a person described under B. M a tch each quote in A w ith a person in B . Then m ake a statem ent us ing both. For exam ple:

An artist would say, "May I paint your picture ”?

1. May I paint your picture?2. It has to be perfect.3. Here is your prescription. 4.1 play with the symphony.

B A B

A pharmacist. 5. Do you like these roses? An optimist.A pianist. 16. Life is wonderful. A florist.An artist. 7. You have no cavities. A tourist.A perfectionist. 8. L e t’s visit the Eiffel Tower. A pessimist.

9. There is no hope. A dentist.Answers:

A

1. May I paint your picture?2. It Has; to be perfect. !3. Here is your prescription. : : A pharmacist, |4. I play in the symphony.

B

An. artist.A perfectionist, i A pharma A pianist.

5. D o you like these roses?6. I ife is wonderful.7* Ybu have! no cavities.8. Let’s visit the Eiffel Tower.

9. There is no hope.

B

A florist.An optimist. A dentist.A tourist.

A pessimist.

Practice the C o n so n ant B le n d s /ks/ & /gz/

F o llo w in g are sets o f w o rds that are e ither synonym s o r antonym s. Say both w ords and state whether they are synonym s o r antonym s. For exam ple: m

Inhale and exhale are opposites.” - o r- “Test and exam are synonym s. ” - o r -

“Inhale means the opposite o f exhale. ” “Test and exam have s im ila r m eanings. ”

1. costly - expensive2. include - exclude3. fail - succeed4. inhale - exhale

5. precise - exact6. cheap - inexpensive7. minimum - maximum8. tired - exhausted

9. reject - accept10. repair - fix11. simple - complex12. surplus - excess

9. antonym10. synonyms11. antonyms

12. synonyms

Discuss w ha t you kno w about, o r w ha t interest you m ay have, in any o f the fo llo w in g topics. Focus on p ronunc ia tion o f the sound /ks/.

comics aerobics gymnasticsphysics athletics mathematicspsychics ceramics

politics academics

psychics ceramics: ‘ , ; “ i j. J I t. I ’ ’ - * ? J ' ■ ' ' ■' ■ ■ ■

P ractice the sounds /k s / and /g z / as y o u co m p le te the fo l lo w in g sentences:

Mm

5;:i

1. To relax. I ...2. For exercise. I ...3. The most exciting sport ...4. If something is too expensive.

5. When I’m exhausted.....6. If I expect to be successful..7. Before taking a school exam. ...

.. 8. You need experience in order to...

sECTI0N

6

6 . 2 7


Practice the Blend Iksl

Use the w o rd except o r exception In each w o rd group be low a ll o f the w ords, w ith exception o f one, share a class feature. Say the w ords and then state w h ich one. :

oranges, limes, apples, lem ons All are citrus fruits except fo r apples.All are citrus fruits with the exception o f apples.

1. carrots, apples, squash, potatoes 5. centimeters, miles, liters, kilometers

2. trucks, helicopters, jets, airplanes 6. houses, condominiums, garages, apartments

3. freeways, sidewalks, streets, highways 7. months, days, meters, weeks

4. lions, tigers, leopards, elephants 8. Japan, Korea, Turkey, Taiwan

The Exception:

1. apples - (not vegetables)2. trucks - (not air transportation)

I 3. sidewalks - (not for vehicle travel)4. elephants — (not in the cat family)

5. miles - (not a metric measurement) 6- garages -(n o t a place to live in)

17T. meters K (no t a measure o f tim e):; \ 8. Turkey — (not a country in Asia)

■: ■■■ ,, • ■ • w 4 ; ; ; ; ;; : n :Ym I Wm « Il

Practice Sibilants + Suffix lodl (-ed)Practice app ly ing the s u ffix -e d to s ib ilants. Each item be low contains tw o sentences. Determ ine w h ic h sentence requires the su ffix -ed. Then say both sentences correctly .

' ï ’:Ï Î î î î ? I* î î ï î î i * * î î î î ® f î Î * ' -*1 î / * * ' ' ■ - * •* t* * ' ’ v *•*■’* 11 /lira: ; ; u i ■ ■ Î 7 . ■ ' ' " ■ ' ' : ' ■■

1. I always (dress up, dressed up) for w eddings................... I (dress up, dressed up) for the party yesterday.

2. I had to (guess, guessed) the answ er............................... I (guess, guessed) an answ er to the test yesterday.

3 . If I don't hurry, I will (miss, missed) the b us..................... I didn't hurry, so I (miss, missed)) the bus.

4. We had (finish, finished) on time........................................ We did (finish, finished) on time.

5. I (rush, rushed) whenever I’m running late...................... I (wsh, rushed) b ecause I w as running late.

6. The car looked shiny, b ecause they (wash, washed) it. The car will look shiny after they (wash, washed) it.

C orrectly Said:

1 .1 alwaj'S dress up for weddings.2. I had to guess die answers.3. I f I don’t hurry, I will miss the bus.4. We had finished on time.5. I rush whenever I ’m running late.6. The car looked shiny, because they washed it.

;

I dréssed up for thé party yesterday.I guessed an answer on the test yesterday.

: I didn't hurry, so I missed the bus. :Vie did finish on lime.I rushed because I was running late.The car will look shiny after they wash it.

Practice the Suffix - s

M ake statements about life in the c ity . Inc lude one o r m ore o f the w ords be low in each sentence.

i ' S l ■- : i :: * :: 4 . I :■ ! » » j I ‘ "> » - ■■ . : - : ; : : ’■ : ;, ■ r . ; ;" * : 1»- ■ ...... •:»crowds shops streetsnoise sidewalks subwaysoffices skyscrapers theatersrestaurants stores traffic lightsrush hour strangers

| : d

coffee shop:

bright lights buses businesses cafes

6 . 2 8

Consonants

TH E G L ID E SO U N D S

TO P R O D U C E : Arch your tongue in the middle and place its sides against the upper sides of your mouth. Draw the tongue tip back or roll it backward without touching the alveolar ridge. Keep your lips neutral.

MIRROR WORK - View your mouth in the mirror as you practice raising your tongue for the sound /r/.

• Be careful not to touch the alveolar ridge with your tongue tip, or you will produce the tapped t or the /1/ sound instead.

• Avoid vibrating or tapping your tongue tip against the alveolar ridge. Practice rolling the tip backward without touching any part of the mouth.

• To produce a clear English Irl sound, focus on raising the tongue in front. Keep the back of your tongue down and the back of your mouth widely open.

Lip Posture: The lips are not involved in producing the Irl sound, but they are rounded when the neighboring vowels require lip rounding, as in: or, row, rude, round.

This sound is influenced by its neighboring sounds. Therefore, it is produced in more

With your tongue sides touching the sides of your mouth, raise and lower your tongue

Practice by prolonging the /r/ sound and then lowering the tongue tip slowly, without sliding it forward. This will keep the tip from touching the alveolar ridge. Repeat these words.

--------------If you can produce the vowel l a r i , use it

Dto help you train the sound Ixl as follows: Prolong the la r i sound. Then without moving your tongue, say a word that starts with /r/. Remember to avoid touching the alveolar ridge.

a x-read or- red er-rid

ar-ride or-rye ar-ray

than one way.

tip slowly for Irl as you repeat these words:

arroweracarry

heromarry/Mary/merryvary/very

read/reedrim

rentran

rain/reign rig ht/rite/write

rote/wroteroot/route

7 .1


Irl BLENDS

br - brand kr - ciySound Irl combines with other consonants pr - pray gr - grandto form r blends, as in, brand, dress, or dr - dry f r -fryfriend. t r - try>

To produce these sounds, position your tongue for Irl as you begin forming the first consonant.

Ipr, br!Position your tongue for Irl as you jo in your lips for /p/ or /b/. Repeat these words:

prompt prayer brief brushprint praise bring broke

Itr, dr ITo help you position your tongue for /tr/, produce the sound It/ as /tj/. Repeat:

tree true trusttry trade trauma

To help you position your tongue for /dr/, produce the sound /d/ as /d3/. Repeat:

drain drove dramadream drive

Ikr, grIPosition your tongue for Irl as you raise it in the back for /k/ or /g/.Repeat:

creep crude grate/great groupcrime crazy grant growcrook crooked green grateful

IfrlRaise your tongue for /r/ as you position the lower lip for Ifl. Repeat:

free frownfront fragilefriend fragment

7 . 2

Consonants

Is tr lWhile releasing /s/, slide your tongue backward into /tr/. Repeat:

street strikestress strokestrict stranger

Id rlWhile releasing /0/, slide your tongue backward into /r/. Avoid touching the alveolar ridge. Repeat:

three threatthrill threw/through/thru

/ / r /While releasing l \ l , draw your tongue backward for /r/. Repeat:

shred shrimp shrink

Contrast: Irl Blends - Voiceless/Voiced

Can you differentiate between r blends that begin voiceless and those that begin voiced? Listen to word pairs. You will hear one word again. Which is it?

c ro w __ g ro w __ p r id e ___ bride

Answers: grow pride dry

try dry

Practice r blends in the following words and sentences. Repeat:

crate - great It’s in a cra te...................... I’m feeling great.

crew - grew The ship has a crew........ The tree grew and grew.crow - grow Is that bird a crow? ...... How tall will that grow?

train - drain Is that the last train? .... It went down the drain,

try - dry I’d like to try...................... The clothes are dry.

7 . 3


Respond to statements using the correct r blend. After you hear A, say B. Then listen to the model.

A B A BA type of container. ... ____ A crate. A construction lift. .. ____ A crane.Big or extensive. ... ____ Great. Rice or wheat. .. ____ Grain.

Breaking the law. ... ____ Crime. Opposite of false. .. ____ True.Dirt. ... ____ Grime. Past tense for draw... ____ Drew.

A type of black bird. ... ____ A crow. The stem of a tree. .. ____ The trunk.To increase in size. ... ____ To grow. Intoxicated. .. ____ Drunk.

Another name for wrinkle ____ Crease.Oil or fat. ... ____ Grease.

There are some words in which the vowel before /r/ is not pronounced. Repeat the following:

asp/rin desperate preferencebeverage d iffe re n t separateconference favo rite severalcoverage in te res t res t^ i/ra n t

MIDDLE Irl BLENDS

The combinations o f /t/ or /d/ + Irl are tapped, except when t begins a stressed syllable. Listen to examples:

party partake

Irt, rd l - Position your tongue for Irl, as you tap the alveolar ridge for Itl or Id/. Repeat:

ordersorting

ordealsardine

Irdnl - The sound spelled rdn can be produced as in garden /gardan/ or as in /gardn/. Repeat the following:

TOPRODUGE:Whiteproducingthesound/d/,raisethetonguetoblocktheairflowanddirectitinsteadthroughthenasalpassage.

burdengardenpardon

coordinatecoordinationordinary

7 . 4

Consonants

I r tr ì l - In the following, the spelling ‘ t ’ is pronounced as aglottal stop. Repeat:

carton certain curtain im portant certainly

I r 6 l - Make /0/ continuous. Repeat the following:

birth afterthoughtforth/fourth overthrow

Practice blending /r/ with other consonants in these sentences. Repeat:

Be at the corner in the morning. My birthday is on the fourth.The carton is not important. I’ ll be in New York on Thursday.W hat party does it pertain to? Are you a cartoon artist?

Practice names o f North Am erican States and Provinces. Repeat:

Alberta New York MissouriArizona New Hampshire NebraskaGeorgia New Brunswick OntarioOregon West Virginia Virginia

FINAL/r/ BLENDS

Contrast: /r t / - /rd /

The suffix -e d is voiced after /r/, as in hard. The following contrast voiceless withvoiced endings. Listen:

abort aboard chart charred


Burt -- bird His name is Burt. .......... It sounds like a bird.court -- cord The judge is in court. .......... How long is the cord?heart -- hard It’s shaped like a heart. ........ 1 worked very hard.hurt -- heard 1 didn’t get hurt.............. .......... What have you heard?

Contrast: /r s / - /r z /

Suffix -s is voiced after /r/, as in hers. Listen to the contrast between the voiceless andthe voiced endings.

/ r s / / r z / / r s / / r z /

course cores pierce peers

7 . 5



fierce - fears The storm was fierce.................... A coward has fears.force - fours The wind blew with force............. Eight equals two fours.hearse - hers It’s a funeral hearse....................... W hat belongs to her is hers.scarce - scares Rare also means scarce............... Frightens also means scares.source - sores The supplier is the source........... This will heal the sores.

MORE PRACTICE WORDS/ r / Blends

• : • W M • W - • • • — ;

actress drama abroad impress attractive celebratebreakfast drastic across prepare impression sacrificecountry hungry agree pretend improvement microwavecredit transfer attract regret ingredient acrobatcrisis treatment degree subtract subtraction

BONUS EXERCISESPractice the Irl sound.

W hat co lors are the fo llo w in g items? State y o u r responses in com ple te sentences.

1. grass 4. radishes 7. waterm elons2. gorillas 5. oranges 8 . The American flag3. grapes 6 . polar bears 9. The flag of my native country

What colors you are wearing today?

Say a sentence that includes both w ords in each o f the fo llo w in g item s: For exam ple:

quarts - gallon There are fo u r quarts in a gallon.

1. centimeters - meter 3. months - year 5. seconds - hour2. hours - day 4. quarters - dollar 6 . years - century

State how the tw o w ords in each item are d iffe re n t and ho w they are a like . F o r exam ple:

composer - conductor a) A composer writes music, and a conductor leads an orchestra.b) A composer and a conductor both work with music.

1. helicopter - a irp lane 4. radio - tape player 7. rectangle - triangle2. car - truck 5. leopard - tiger 8 . orange - grapefruit3. rat - mouse 6 . guitar - v io lin 9. cau liflow er - broccoli

10 . flow er - tree. . . . . . . . . . . • ' ■ ■ ■ ■ .. . • ■ ■ j • ■ ; ..

7 . 6

Consonants

In cach o f the fo llo w in g groups, one item docs no t belong. State w h ich item does not belong and why. F o r exam ple:

meter liter centimeter kilometer Liter does not belong. Meters, centimeters cmdkilometers measure length. A liter measures liquid.

1. Madrid Rome Germ any Paris 6 . O ctober Novem ber April September2. m otorcycle helicopter car truck 7. Monday Tuesday Saturday W ednesday3. orange grapefruit pear lemon 8. horrib le terrib le wonderful dreadful4. radishes turnips corn carrots 9. tree flower rock grass5. sta irs e levator sidewalk escalator

1. co rrec t - right / incorrect - _____ 7. b race le t - w rist / r in g - .2 . ca lendar - day / watch - _____ 8 . rocket - astronaut / a irp la n e ____________3. ce lery - vegetab le / orange - _ _ 5 9. shark - fish / p a rro t__________4. cha ir - fu rn itu re / s h ir t- _ 10. m other - g randm other / fa th e r___5. 1 0 0 % -2 5 % / D o l la r - . .___ 11. Canada - North A m erica / B r a z i l - _____6 . fo u r-n u m b e r / red - .......... 12. San Francisco - C a lifo rn ia / M ia m i- _____

Missing W'ords: 1) w rong 2) hour, o r minute 3) fru it 4) c loth ing 5) quarter 6) color7) finger 8) p ilo t 9) bird 10) grandfather 11) South America 12) Florida

W hat are you r favorites? State one item o r more in each o f the fo llo w in g categories. Use com plete sentences and inc lude the w o rd favorite . For example:

flower My favorite flower is a rose. - or - A rose is my favorite flower.

1. actor 4. color 7. dessert 10. singer

2. actress 5. fru it 8 . restaurant 11. TV program

3. drink 6. sport 9. ice cream flavor 12. musical instrum ent

W hat are you r preferences? The fo llo w in g sets p rov ide tw o choices. State w h ich o f the tw o you w o u ld prefer. Use com plete sentences. For exam ple:

cook - wash dishes I would rather cook than wash dishes, or. 7prefer cooking to washing dishes.

1. Dance. - W atch o thers dance. 6 . Read a new spaper. - Read a m agazine.2. W ork indoors. - W ork outdoors. 7. W atch a v ideo at hom e. - Go out to a movie.3. Be the driver. - Be a passenger. 8 . T rave l by a irp lane . - T rave l by tra in .4. S ing. - L isten to o thers sing. 9. W ear the co lo r green. - W ear the co lo r purp le.5. W atch TV. - L isten to the radio. 10. L isten to p iano m usic. - L isten to gu ita r m usic.

M7 . 7


TO PRODUCE: The Basic /1/: W ith your tongue relaxed and flattened, place the upper surface of the tongue tip on the alveolar ridge. Lower one side of the tongue to allow passage for theairflow.

You must hold the /1/ sound long enough, or you may produce a tapped t instead. Practice the feel of the /1/ sound by holding the tongue tip in place, as described above, and producing a long / 1/ sound.

The /1/ sound is influenced by its neighboring sounds. Therefore, it is produced in more than one way.

THE CLEAR/1/

This sound occurs at the beginning o f words as in let, or after short vowels, as in all. To help you strengthen your /1/ sound, hold the top surface o f your tongue tip on the alveolar ridge. Repeat the following:

Initial /1/ Final /1/ Middle /1/

lead all allowlate full collectlid ill feelinglight tall Alabamaloud tell Illinois

LONG VOWEL + III

When final /1/ follows a long vowel, a schwa vowel is added before /1/. Listen:

Hal

real

lual

rule

leial

mail

Repeat these words:

I ¡a I l u a t l a ia l l e i a I lo ia l

deal cool a is le /l’ll/isle fail boilheal/heel dual/duel dial mail/male soilreal/reel tool file sail/sale toil

7 . 8

Consonants


Did you say boil or bro il? Does that tool need oil? Don’t fail to mail it early.

I stood in the aisle for a while That sale is a real good dea l. It feels real cool in the pool.

pi - play bl - black kl - clip g l - glad fl - flag si - slow

TO PRODUCE: Position your tongue for I as you begin forming the first consonant. Avoid adding an extra vowel before I. This can change meaning. For example,

i please - will sound like - p o lic e| blow - will sound like - below

1^1 ; flow ~ will sound like ■ follow

Sound /1/ combines with other consonants to form / blends, as in play, black, or glad. To produce these blends, position your tongue for /1/ as you begin forming the first consonant.

/pi/, /bl/Position your tongue for /1/ as you close your lips for /p/ or Pol. Repeat:

/pi/ please apply com pletionplan reply em ploym entplay com plete com plem entplus em ploy supplem ent

/bl/ blame blind obligateblank block obligatedblend blew/blue obligation

/kl, g l/Position your tongue for /1/ as you raise it in back for /k/ or /g/. Repeat:

/kl/ /gi/claim glassclean glazeclimb glideclip gloomclock gloveclub glow

7 . 9

The c o m p r e h e n s iv e American Accent Guide/f 1/ - Raise your tongue tip for /1/ as you position your lower lip for Ifl. Repeat these words:

flash flood flowflew/flu flame fly

/s i/ - While releasing /s/, slide your tongue tip into /1/. Repeat:

slang slowsleep slyslip slumslept sloppy

Contrast /1/ Blends: Voiceless - Voiced

To contrast words that begin voiceless with words that begin voiced, repeat the following:

class - glass The students are in class............ Pour it in a glass.clue - glue I need a hint or c lue...................... I need some tape or glue.planned - bland The meeting was well planned. The food was too bland,plaque - black I received a p laque....................... She is wearing black.

Practice /1/ blends in these sentences. Repeat and then listen again.

Is the sky clear or cloudy? Î can see clearly through the clean looking g lass.You are obligated to complete the class work.To apply for em ploym ent, please fill out an application.

F IN A L /1/

A Final Consonant + /1/

When final /1/ follows a consonant, move your tongue quickly from the consonant to /1/. Listen:

-dl

metal

R epeat these words:

middlesettletotal

-pi

apple

ablesimpledouble

cyclebageleagle

-kl

nickel

hurtlefertilemortal

7 . 1 0

Consonants

SYNONYMS - Practice final /1/ in synonyms. After you hear A and B, repeat B.

A B A B

alike equal chuckle gigglecentral middle modest humble

This time, after you hear A, say B. Then listen to the model.

A B A B

bet ___ gamble pair ___ couple

complete ___ total twofold ____double

THE BACK/I/

When another consonant immediately follows, /1/ is produced by raising the tongue in back. Listen:

/It/ /Id/ /Is/ /12/

built billed/build false falls

Raise your tongue in back for /1/ in the following words. Repeat:

/It/ /Id/ /lz, Is/

fe lt filled pullsguilt gold pulsemelt mailed impulse

/If/ /lv/ /ip/ /Ik/ Uml

self solve help bulk calmshelf involve gulp milk film

/10/ - When /1/ is next to /0/, place the tongue tip between the top and bottom teethfor both sounds. Repeat these words:

filth filthyhealth healthywealth wealthy

7 . 1 1


C o n tra st: /1/ - Ir l


la c e __ ra c e __ late __ ra te __ look __ ro o k__

Answers: race rate look


led The person in front led................ .... red The stop sign is red.long The line is long............................. .... wrong Is it right, or wrong?lot 1 like it a lot.................................... .... rot The fruit may rot.lush The garden is lush....................... ... rush I was in a rush.low It’s high, not low............................ ... row Sit in the front row.lice There’s an epidemic of lice............. rice 1 cooked a pot of rice

Contrast: /1/ B lends - Irl B lends


c la s h __ crash __ c la s s__ c ra s s__ g la d ___ g ra d __

A nsw ers: crash class glad

Remember that the tongue touches the alveolar ridge for /1/, but not for /r/. Repeat these words:

alive arrive climb crime flee free

Repeat these pairs:

clock - crock play - praycloud - crowd glass - grass

To contrast /1/ and Irl, state the following responses. After you hear A, say B. Then listen to the model.

A B A B

Opposite of dark. ____ Light. It glows in the sunlight. ____ The glass.Opposite of left. ____ Right. It grows in the sunlight. ____ The grass

Opposite of short. ____ Long. A musical instrument. ____ A flute.Opposite of right. ____ Wrong. It grows in trees. ____ Fruit

A primary color. ____ Blue. Children like to do this. ____ PlayAnother name for beer. ____ Brew. Religious people do this. ___ Pray

7 . 1 2

Consonants

A BThey're in the sky. ____ Clouds.Large groups of people.____Crowds.

Where did you walk? Where did you get wet?

BIn the lane. In the rain.

Practice saying words that contain both /1/ and /r/. Repeat:

carelesscoolerreally

alarmcontrolrelease

allergycalendarcalorie

airplaneairlinerailroad

alligatorelevatorescalator

Now repeat names o f A m erican states that contain both /r/ and /1/.

Delaware Maryland Colorado South CarolinaFlorida California North Carolina Rhode Island

R epeat w ord pairs w ith both /1/ and Irl.

celebrate — celebration library — librarian A u s tra lia — Australian

The Suffix -ly

SYNONYMS - Practice the suffix -ly in groups o f adverb synonyms. Repeat each word.

1. barely - hardly - scarcely2. frequently - regularly - repeatedly3. totally - fully - thoroughly - completely - entirely4. lovingly - warmly - tenderly - fondly - affectionately5. mildly - gently - lightly - carefully - cautiously6. rapidly - quickly - promptly - swiftly - instantly - immediately7. surely - certainly - definitely - assuredly - positively8. clearly - obviously - certainly - evidently - plainly - distinctly

Conversational Exercise:

Practice both /r/ and /1/ sounds in the following conversational exercise.

Red, yellow , and b lue are the p rim ary co lo rs .\ This means that a ll o ther co lo rs \ are made by a com bination o f any two of these .\ For exam ple, b lue and ye llow make g reen ,\ ye llow and red make orange;\ and red and b lue make v io le t.\

These six co lo rs become the secondary co lo rs \ - red, orange, ye llow ,\ green, blue, and v io le t.\

These are the co lo rs o f the spectrum ,\ as seen when a beam of ligh t\ is broken into its com ponent p a rts \ by passing th rough a prism .

7 . 1 3

The c o m p r e h e n s iv e American Accent GuideSilent I - The -sp ' : words:

......................

c a / fc h a /k

h a / fpal/fn

t ac o u /d

s a /v es h o u fd

s a l/n o nw o u /d

>ft|j§ ] - - iMORE PRACTICE WORDS with SOUNDS / r / & /1 /

clear broiler planner alarm allergy Australia alligatorclerk careful player control calendar electric elevatorfloor careless sailor recall calorie librarian escalatorgirl cooler teller release celery severelylearn fertile trailer replace earlier sincerely roller coasterreal folder reply jewelryroll laughter resolve laborer leftoversrole laundry airline library translatorworld layer airplane personal ..: : - , , ., . • - :• .. " ;

11 -:i. ' ' fe? : ' - ■ '

BONUS EXERCISES

P ra ctice the su ffix -ly

Each g ro up o f w o rds b e lo w consis ts o f adverbs tha t are synonym s, w ith one exce p tio n . Say a ll the w o rds in each g ro up and then state w h ic h one is no t s im ila r in m ean ing to the others.

1 . bare ly - hard ly - to ta lly - scarce ly

2 . ca lm ly - gently - so ftly - loud ly - peacefu lly

3. com ple te ly - pa rtia lly - entire ly - to ta lly - fu lly - thoroughly

4. loving ly - w arm ly - tenderly - fondly - care less ly - a ffectionate ly

5. m ild ly - gen tly - ligh tly - roughly - care fu lly - cautiously

6 . rap id ly - qu ick ly - p rom ptly - sw iftly - instan tly - s low ly - im m edia te ly

7. sure ly - thoughtless ly - certa in ly - pos itive ly - de fin ite ly - assured ly8 . frequently - often - many tim es - rare ly - regu larly - repeated ly

A n sw ers : 1. to ta lly 2. lo u d ly 3. p a rtia lly 4. ca re lessly5. ro u g h ly 6. slow ly 7. th o u g h tle ss ly . 8. rare ly

: f ; . . . I#**« •F irst, say each w ord and then say its antonym :

■

1. ca re lessly2 . loosely

3. sloppily4. quietly

5. ra p id ly ._6 . happily _

: ; ! * . ... ... .

7. unkindly .8 . h e a v ily .luu&eiy_______ h . quietly _ _____ u. napfjny _ _ _ _ _ o. u c a v n y _____ _

; . . . . . >......-• - i S .,. .... ■ ' - * >: < ■ , . ■ ' .. • ' • - ' • ' : ■ .. I > * - : * • . - ' ■ ,

■ ■ ■ ■Antonym s: 1. carefully 2. f i r m l y -or- closely -o r-tig h tly 3. neatly -or - carefully

4. loudly -or- noisily 5 slowly 6. sadly 7. kindiv -or- nicely 8. lightly

C o m p le te each sentence w 'ith an adve rb o f y o u r cho ice . Y ou m ay use adverbs presen ted in the above exercises.

1. She held the k it te n ___ \

2 . I ate an a p p le _________3. He walked in the room4. I looked at th e m ______' ' < - s * i i jT? * I

5. She answered the question6. They waited fo r an answer7. I crossed the s tre e t________ ;8. She opened the package. _

7 . 1 4

Consonants

P ractice Ir l & HI in S entences

SYNONYMS / ANTONYMS - Say each p a ir o f w ords and state w hether the ir m eanings are s im ila r

o r opposite. F o r exam ple:

Bright and intelligent are synonyms. - o r - Bright and intelligent are similar in meaning.Arrive and leave are antonyms. - o r - Arrive and leave are opposite in meaning.

1. carefu l - care less 5. perm it - a llow2 . cry - laugh 6 . rapid - slow3. entire - whole 7. every - all4. neglect - nurture 8 . hard - d ifficu lt

Relationship:

9. horrib le - terrib le10. late - early11 . recall - rem em ber 12 sharp - dull

13. short - tall14. true - false15. friend ly - unfriendly16. rarely - seldom

13. antonyms14. antonym s15. antonyms16. synonyms

Relationship: 1. antonym s 5. synonyms 9. synonyms 13. antonyms2. antonym s 6. antonym s 10. antonym s 14. antonym s3. synonyms 7. synonyms 11. synonyms 15. antonyms4. antonym s 8. synonyms 12. antonym s 16. synonyms

W hich looks lik e w h ich? M a tch each item in A w ith its partner in B . Then state both item s

w ith in a sentence. F o r exam ple:

computer monitor - 7Y screen — A computer monitor looks like a TV screen.A computer monitor and a TV screen look alike.

1 . caterpillar2. crocodile3. computer monitor4. gorilla5. orange

Bbaboonwormgrapefruitalligator

A6. schwa7. tiger8. the letter w9. wolf

10, zebra

Bhorse big dogupside down m. leopard

upside down e.TV screen ,v. x :

Matching word: 1. worm 2. alligator 3. TV screen 4. baboon 5. grapefruit6. upside dow n e 7. leopard 8. upside down m 9. big dog 10. horse

w T O P R O D U C E : Start with your lips rounded slightly, and your tongue high in back (as for vowel lul). Then slide your tongue into place for the next vowel.

If you feel vibration on your lips, you are tightening them. By tightening your lips, you, will produce a sound more like /v/. Keep your lips relaxed as you round them.

This sound occurs only at the beginning or in the middle o f words.

Practice words and names o f places containing the sound /w/. Repeat:

wine/whinewhilewoolwork

nowheresomeonesomewheresidewalk

warrantywonderfulHawaiiNorway

OttowaWashingtonWisconsinWyoming

7 . 1 5


/kw, tw/To pronounce the sounds spelled “qu” or “tw,” round your lips for /w/, as you produce both sounds. Repeat these words:

/kw/

quickquitquizquart

qualityquantity

/tw/

twelvetwicetwisttwins

twenty

Repeat these pairs:

equal - equally frequent - frequently acquaint - acquaintancequiet - quietly quarter - quarterly require - requirement

Contrast: /v / - /w /

Can you differentiate between these sounds? Listen to these word pairs. You will hear one word again. Which is it?

v e n t__ w e n t__ v ie __ why__ v e s t___ west _

Answers: w ent vie west

Repeat these words:

veal - wheel/w e’ll vary/very - waryveil - whale vine - whine/wine


vent - went A ir came from the vent............ Tell me where you went.vest - west The suit has a vest................... W hat direction is west?vial - while The medicine is in a v ia l.......... Wait a little while.vine - wine It grows on the v ine .................. That’s a fine wine.

W here would you like: to spend th e w in te r? ;' ' \ : .• ■ .......■ ... . . . . I

..................... In Hawaii, where the weatheris warm and sunny, and you? j

X would like to go to Wyoming or W isconsin, : where i t snows in th e w in te r. ;

7 . 1 6

Consonants

BONUS EXERCISE

Practice llie sounds w and kv\ ¡ 1 1 1 he follow ing i|iiesnons anti answ ers. F irst malch the' ;qiioMii)Ns i\ ill: ilie ¡ i n f e r s . 1 hen viy bmh. ["he first one is ntfatched lot von. 1

■ " '1 . W hat’s ano the r word for rcque,1» '' ' ■ 2. W hat is another word fo r in q u iry? \ ■ Marry.

3. W hat is another word for qu'n /«? .; ? 1 , ' ■ 4 . W hat is another word fo r q u i n 'pi-t Rapid.

’ . ■■■■.' * 5 ; - Wfi.at is another word fo r q n ig S \ Clean.iUi-M . fi. W hat is another word fo r n e t / ? \ Calm.

. 7 w h a t is another word fo r w a sh ! \ Investigations ; W hat is another way to say awaken, ■ ' Inquiry.

Answers! 1) inquiry ' j , • ,u *1 A) rapid 4) stup 5) ca lm 6) > ' ■)

JTO PRODUCE: Begin with your tonguein position for the vow el l \ l and then slid e it into the next vow el without to uching the a lv e o la r ridge.

This sound occurs at the beginning or in the middle of words.

y e l l yo u r/yo u ’re m illion

Contrast: Ijl- Idjl


j a i l__ Y a le__ yak__ Jack

A nsw ers: Yale Jack juice

use__ juice

7 . 1 7


For the sound /j/, the tongue moves without touching the alveolar ridge or palate. For the sound AJ3/, the tongue makes contact near the alveolar ridge.

Repeat these words to contrast /j/ and /0(3/.

yawn - yellow - yoke John - Jello - joke

yet - you’ll - years je t - jewel - jeers


je t - yet Has the je t arrived vet?

John - yawn John started to vawn.

Yale - ja il Did you say Yale or jail?

yam - jam Did you eat the vam w ith ¡am?

yes - Jess Yes. his name is Jess.

/ j u / - The spelling “u” is pronounced /ju/ when stressed, as in:

cute human review

Repeat:

union unite unit unique

funera l universal uniform un ivers ity

Practice the sound /ju/ in verb-noun oairs. Repeat:

contribu te - contribu tion d is tribu te - d is tribu tion

continue - continua tion devalue - deva lua tion

execute - execution prosecute - p rosecution

I je l - The spelling “ w” is pronounced / ja / in unstressed syllables. Listen:

fabulousm uscular

m iraculousparticu la r

Repeat the following adjective-verb-noun sets.

c ircu la r - c ircu la te - c ircu la tion regu lar - regu la te - regu la tion

7 . 1 8

Consonants

h TO P R O D U C E : R e le a se th e a ir flo w w ith s lig h t fo rce to c re a te a c le a r w h is p e re d so u n d a t th e la rynx . A s y o u d o th is , p o s itio n y o u r to n g u e , ja w , an d lips fo r th e vo w e l th a t fo llo w s /h /.

D o n o t sh a p e th e a ir flo w in th e m ou th . K e e p the roo f o f th e m ou th re laxe d , an d th e b a ck o f the m o u th o p e n e d w ide ly .

This sound occurs only at the beginning or in the middle o f words.

The Sound /h/ is a pure whisper. Listen:

he had hook

Use a pure whisper for /h/. Repeat:

heat hot heavy behaviorhit how hectic howeverhate who hurry Ohio

Repeat the following sentences:

I’m happy to be hom e.How heavy was the traffic?

The weather was hot and hum id.

Two halves make a w hole.It is heavier than a feather but not as heavy as a house.

anyhowhandicapholiday

Silent h - T he spe lling h is not p ronounced in these words:

JYeir j io n e s t e x jfa u s t ex jY ib it / (o u r | io n o r

In the w ords, herbs and vehicle the spe lling h can be spoken o r not pronounced.

BONUS EXERCISE

Each o f the fo llo w in g sentences contains one w o rd in w h ich the spe lling h is pronounced

and one w o rd in w h ic h spe lling h is no t pronounced. Practice the sentences.

1. Who is the heir to the fortune? 4. Henry was very exhausted.2. How many hours did it take? 5. They were happy to be honored.3. He is an honest person. 6. To inhibit is opposite of to exhibit.

7 . 1 9


TH E N A S A L SO U N D S/ m / - m e, a im

I n i - n o , a n y

/ Q/ - s i n g . a n g e r

TO PRODUCE: Bring your lips together to block the voiced airflow and then d irect it through the nasal passage.

Contrast: Iml - IniCan you differentiate between sounds Iml and Ini at the ends of words? Listen to word pairs. You will hear one word again. Which is it?

gum__ g u n __ same

Answers: gum sane Tim

TO P R O D U C E : Place your tongue sides against your upper side teeth, and your tongue tip on the alveolar ridge. This will block the airflow at the mouth and direct it through the nasal passage.

Speakers of East Asian Languages: Produce final Vi. the same way you produce initial In/. Focus on placing the tongue tip on the a lveolar ridge and avoid raising the tongue in back. View yourself in a m irror as you practice.

Try this technique: Break words that end in /n/ into two parts (For example, say: pan = pa - n.) Repeat the two parts separately, and then say them closer and closer together until you can say the complete word.

sane Tim tin


dumb - done Is it smart, or dumb? ................ What have you done?same - sane Are they the s a m e ? ................... Is it crazy, or sane?seem - scene How old does it seem? ........... W hat a beautiful scene!some - sun Please have som e...................... As bright as the sun.Tim - t i n His name is T im ........................... Is that made of tin?

7 . 2 0

Consonants

Contrast: Voiced - Voiceless Endings

The suffix -ed and the suffix-^ are voiced when added to /m/ or /nJ. Listen to the contrast between voiceless and voiced endings:

m p t-m d nt - nd mps - mz ns - nz

cramped - crammed bent - bend limps - limb dance - Dan’sdumped - damned scent/sent - send

Contrast voiceless with voiced endings in these words and sentences. Repeat:

bent - bend ................ The pipe is bent.The pipe will not bend.

meant - mend ............ Explain what you meant.To fix is to mend.

scent - send ................ Perfume has a scent.Which one did you send?

complaint - complained They filed a complaint.Have they ever complained?

ramps - rams ............... There are no steps, only ramps.Male sheep are called rams.

slumps - slums ........... The stock market has slumps.Some cities have slums.

tramps - trams ........... Hobos are also called tramps.Some ski resorts have trams.

For/n/-theairflowisdirectedthroughthenasalpassage. For /1/ - the airflow is released over a side of the

Contrast: l\l - Ini

Listen to the contrast between /1/ and /n/ in these word pairs:

knife - life name - lame need - lead

Repeat these pairs:

knows/nose - lows niece - leaselook - nook no/know - lownag - lag noose - loose

7 . 2 1


Repeat these sentences:The noose is loose.Do you know how low? Lee hurt his knee.

Look at the nook.You need to be in the lead My niece signed a lease.

To avoid substituting n for I: If you tend to produce sound /n/ in place of/1/, do the followingexercise:

Block your nasal passage by closing nostrils together with your fingers. While you do this, practice saying words and sentences that contain the sound /1/ but not the sound /n/. You will not feel any vibration at your nose when you produce the /1/ sound correctly Try these sentences:

Let's go later. The lady left early. Please let us look closely.It looks like a leaf. I like to look at the lake. Who will look after the child?We left late last July. The leaves fell late last Fall. Let’s leave as early as possible.

0TO PRODUCE: Raise the back of your tongue against the palate (as for the sound /g/). This blocks the airflow and direct it through the nasal passage.

This sound occurs only in the middle or at the end o f words in English.

Listen to words that contain the sound /rj/.

hang ring sing

Contrast: In i - Irjl


b a n __ b a n g__ th in ___ th in g __ w in ___wing ___Answers: bang thing win

Say these words and sentences:

ban - bang To forbid is to ban..................... It’s a loud bang.th in - th in g Tall and th in ................................ W hat is that thing?win - wing Can everyone win? ................. The office is in that wing.

7 . 2 2

Consonants

C o n tra s t: lijk l — l i j l

Listen:

lijkl IqI Irjkl IqIbrink - bring anchor - anger

lijkl IqI

ankle - angle


bank - bang Did you go to the b a n k ? ........sink - sing When did the Titanic sink?th in k - th in g What do you think? ................wink - wing That is a flirting w ink.................

1 heard a loud bang. Do you like to sing? That is a funny thing. Go to the west wing.

C o n tra s t S u ffix E nd ings

The suffix -s and the suffix -ed are voiceless when added to /r)k/; and they are voiced when added to / 13/. Listen:

lijksl IqzIbanks - bangs

lijktl lijdl banked - banged


iQktl Irjktlblinked ranked linked thanked

lijdl Irjdlbanged longed hanged belonged

Listen to words with the suffix -s:

Inks!winks

IqzIwings


lijksl lijksl IqzI IqzIdrinks thanks brings songsranks thinks rings things

Repeat the following sentences:

Who brings the drinks? She thinks the rings are go ld .Thanks for all those th ings. She sings my favorite songs.

7 . 2 3

The c o m p r e h e n s iv e American Accent GuideSuffix -ing The suffix -ine is used in:

Present progressive verbs The storv was boring me.Nouns The storv was boring.Adjectives The boring storv made me vawn.

The Suffix -in g

Repeat these words with the suffix -ing.

askingmorning

awaitingexciting

eveninglistening

Contrast: Endings In k i i j l (-nking) - //71/7/(-nging)Listen to the following pairs with the suffix -ing:

sinking - singing

Repeat these words: l i jk i i j l

banking blinking honking ranking


banking - banging

low /hanginglongingringingsinging

w inking - w inging

loioibelonging

They were singing as the boat was sinking.

I was thanking them for hanging the pictures.

I was thinking about doing that first thing in the m orning.

BONUS EXERCISEPractice the sound /n/SYNO NYM S In the fo llow ing word groups all o f the words w ith the exception o f one are sim ilar in meaning. Say each word in a group and state which one is not s im ilar to the others in meaning.

I . . . . . . . . . . .

1. talking - speaking - trying - discussing - expressing2. listening - griping - attending - hearing3. understanding - learning - kidding - investigating4. making - creating - producing - manufacturing - speaking5. breaking - cracking - fixing - shattering - bursting6. teasing - listening - kidding - fooling around - clowning around7. creating - complaining - objecting - protesting8. attempting - trying - striving - waiting - undertaking8. attempting - trying - striving - waiting - undertakin

Not similar: 1. trying 2. griping 3. kidding 4. speaking 5. fixing 6. listening 7. creating

7 . 2 4

M ore

onStress & In t o n a t io n

\ We will now explore how stress and intonation convey a variety o f feelings,• J emotions and attitudes. We will address common patterns as well as less usual

1 patterns in order to increase your communication awareness and to improve your^ skills at communicating in English.

It is not possible in this program to address all o f the different patterns o f stress and intonation that are used in everyday situations. However, there are some general rules that you may find useful in understanding how stress and intonation convey underlying meaning.

INTONATION AND MEANING

Polite Tones

Politeness is typically expressed using higher pitch tones, as in:

Words that express politeness can sound even more polite when spoken with an intonation pattern that has higher pitch tones. Listen to examples spoken with a normal intonation pattern, and then with higher pitch tones:

Are you f in d in g w ha t you need?

Is th a t e ve ry th ing fo r you?

Normal Intonation Higher Tones

Hello.Pardon me.

Hello.Pardon me.


Practice contrasting the two patterns. Repeat:

Excuse me. ..................... Excuse me.

You’re welcom e........................... You’re welcome.

W hat time is it? ..................... W hat time is it?

Do me a favor............................... Do me a favor.

W hat’s your nam e?..................... W hat’s your name?

Can I help you? ..................... Can I help you?Where are the restrooms? .... Where are the restrooms?

How much are those? ............. How much are those?

Mildly Rising Inflection

A pattern o f mildly rising inflection conveys a sense o f ease. This pattern generally has a pleasant tone and can convey an openness to continued com m unication, as in the following responses. Listen:

How was the weather? .............. Pleasant.

What did you think of it? ............ It’s pretty good.

Practice mildly raised inflection. Upon hearing A and B, repeat B.

A B

How is everything? ................... Okay.

How were the roads? ................ Not bad.

When do you expect them? ...... Anytime.

What did you do this weekend?.. Nothing special.

Certain short responses are often spoken with inflection that falls at the end and then rises again. For example:

! think so. I hope not. I want to.

8 .2

More on Stress & Intonation

Sharply R isin g Inflection

A question with a sharply rising inflection has a tone o f surprise or disbelief. Listento this dialogue:

There's a car w ith a parking t ic k e t on th e window.

JI s i t a red car?

No, it 's a blue one.

Good, it 's not mine!

The following contrasts a sharp rise in inflection with normal inflection. Listen:

Sharply Rising Inflection Normally Rising Inflection

J JIs that true? ...................... Is that true?


J JRight now? .................... R ight now?

Are you sure? .................... Are you sure?

Is it that time? .................... Is it that time?

Did you see that? .................... Did you see that?

Were you serious? .................... Were you serious?

Is that your dog? .................... Is that your dog?

Is the deadline tom orrow? ...................... Is the deadline tom orrow?

Sw inging pitch inflection

In English there is a pattern with swinging pitch that conveys disagreement, surprise, orsarcasm. Within the stressed syllable pitch rises, falls sharply, and then rises again; asin the following response:

VPR E ?!

It must have been quite a surprise ............... A sur IS Everyone knew.

8 . 3


Use a swinging pitch on the following responses. After you hear A and B, repeat B.

A B V

That movie was exciting......... E xC IT ing? ! I though t it was dull.

Let’s leave now....................... NOW?! We just got here.Wasn’t it easy? ................... EASy?! I thought it was difficult.

It’s adequate, isn’t it ............... ADequate?! It’s much more than adequate.

They’re friendly....................... FRIENDIy?! I thought they were unfriendly.

Did you make a sacrifice?..... A SACrifice?! I d idn ’t mind at all.

Sharply Falling Inflection

A message with a sharply falling inflection has a tone o f impatience, irritation, or urgency. Compare a sharply falling inflection with a normal falling inflection in the following responses. Listen:

Sharply Falling Inflection:

Would you like to be left alone? .............. YES

Normally Falling Inflection:

Would you like me to join you? .............. YES.

Contrast a sharply falling inflection with a normal falling inflection. Repeat both examples:

Sharply falling Normal

Of course! ............. O f course.It’s mine! ............. It’s mine.I don’t know! .............. I don’t know.Who said that?! ............. Who said that?W hat’s the matter?! ............. W hat’s the matter?W hat did you want?! ............. W hat did you want?

R ecord y o u rse lf as you p rac tice E ng lish conversational speech. Focus on your in tonation and th ink o f how your a ttitude m ight be in terp re ted by others. R em em ber tha t sharp in flec tions generally convey h eigh tened feelings or em otions. You w ant to avoid sounding im patien t, fo r exam ple , w hen you do no t m ean to.

8 . 4


VARIATIO NS AND EXC EPTIO NS

Yes/No Q uestion Form with a Falling inflection

A question that seeks a ‘yes ’ or a ‘n o ’ response is usually spoken with a rising inflection. When spoken with a falling inflection, a yes or no type o f question is often rhetorical, meaning that it has little communication value. It is usually more o f a self-comment rather than a request for a response. This type o f response, however, can serve to reinforce conversation. Listen to the following dialogue:

Did you go anywhere th is weekend?

................ I went fishing.

Oh. d id you................ The fish ing was g rea t!

Was it.................. And w hat d id you do?

Declarative Form with R isin g Inflection

A declarative form is at times spoken with a rising inflection. As such, it is often rhetoricaland is an expression of surprise, instead of a real question. Listen:

We've arrived. I t 's lunch tim e. __)

..... W e're here already? .... I t 's lunch tim e already?

The scen ery was great. Yeah, where would you like to go eat?

.... I wouldn't know. I was sleeping.

You were sleeping?

.... You couldn't te ll?

W h-Q uestions with R isin g Inflection

Normally, a wh- question is spoken with a falling inflection. A w/z-question spokenwith a rising inflection, however, is used to request clarification. The person askingthe miestion either does not remember the information or did not hear it clearlv. as __in the following dialogue:

Did you m eet Kim's fr ie n d ? J 1............................ Yes . what's his name?

I t 's Dan.

............................. u n , yes.

8 . 5

The c o m p r e h e n s iv e American Accent GuideRepeat the follow ing to contrast a falling inflection w ith a rising inflection on a w/j-question:

Which one?..................................... Which one?W here is it? ..................................... Where is it?W hat did you say? ..................... What did you say?Where is it you’re g o in g ? ........... Where is it you’re going?How did you get there? ............. How did you get there?

Listen to A and B, and then repeat B:

A B

There will be a workshop....... When?

On the firs t................................ When?

On the firs t o f next month.

A B

Hey, I like those sweaters................ Which one do you prefer?

I like the striped one. ............ Which one?The red one, w ith stripes.

Conversational Exercise:

As you listen to the following dialogue, focus on the use o f intonation and stress to convey underlying meaning.

50...what d id you do th is weekend?

...... Oh, noth ing much, how about you?

W e ll, I had a g re a t tim e!

...... A g re a t tim e?! How so?

W ell, I cleaned ou t th e garage, mowed th e lawn, cleaned up th e house and go t a h a ircu t.

...... T h a t doesn 't sound like a g re a t tim e to me.I t doesn't?

...... No, i t doesn't.

W e ll, a t leas t I don 't have to w o rry about i t n e x t weekend.50...what a re you doing n e x t weekend?

...... N e x t weekend I th in k I ' l l c lean ou t th e garage,mow th e l awn, t i d y up t h e hous e , and g e t my h a irc u t.

8 . 6


VARIATIONS IN STRESS

S tre ss on D escriptive W ords

Primary stress is normally placed on the last content word o f a phrase or a sentence. In everyday speech, however, adjectives or adverbs are often stressed for emphasis and are thereby given prim ary stress. Listen to sentences with the adjective stressed:

It’s s im ple to learn. It’s an excellent idea.

Practice stressing adjectives for emphasis. After you hear A and B, repeat B:

A B

I hear it’s a beautiful place.......................... Yes, it’s a gorgeous place.

Is that a good example? ........................... It’s a perfect example.

Som etim es the adverb is stressed for em phasis, as in the fo llow ing exchanges. Listen:

A B

You must have been surprised................ I was s o surprised!

It’s amusing, isn’t it? ............................ Yes, it’s m ighty amusing!

After you hear A and B, repeat B:

A B

I understand it’s easy.............................. It’s super easy.I hear the exam was difficult.................. It was extrem ely difficult!Are you disappointed? .......................... I’m te rrib ly disappointed!He’s quite busy, isn’t he......................... Yes, He’s very occupied.Is it a good restaurant? ........................ It is a g rea t restaurant.

Sometimes more than one descriptive word is stressed for emphasis. For example:

It was very good. It was freezing cold!

Practice stressing more than one descriptive word. After you hear A and B, repeat B.

A B

How’s the music? ................................. That’s too loud!Was it difficult or easy? ....................... It was so easy.Do you think so? ................................... I am positive ly certain.I hear it ’s possible.................................. It is abso lu te ly im possible!Did the time go fast? ............................ It went so fast!I thought it was complicated.................. Yes, it was w ay too complicated.Did you like the movie? ........................ It was very, very good.

8 . 7


D egrees of S tre ss

Different degrees o f stress are used for emphasis. A stressed syllable can be given greater stress by increasing its length, its loudness and/or by raising its pitch more. In the following, the responses are stated at different levels o f stress. Listen:

How was the ship?

Was it a bad storm?

How was the sunset?

stress for emphasis

I t was huge .

I t was te rr ib le .

I t was awesom e.

greater stress for emphasis

The ship was HUGE!

I t was TERrible!

I t was AWEsome!

PARAPHRASES: Practice using two levels o f stress, as you paraphrase. Each item in A has a corresponding paraphrase in B. Repeat both A and B:

A B

You’re exactly right! ............ You’re preCISEly right!It was exciting! ................... It was exHILarating!That’s costly ! ....................... That’s outRAgeously expensive!It’s confusing! ...................... It’s PUZZIing!It was embarrassing! .......... It was huMILiating!They’re sociable! ................. They’re VEry fr iend ly !It’s te rrib le ! .......................... It’s HORrible!It’s hard to believe! ............. It’s inCREDible!It’s te rrific ! ........................... It’s fanTAStic!

Conversational Exercise

Focus on degrees o f stress as you shadow the speaker in the following:

j

My fr ie n d to ld me th a t learning how to play g o lf was REAL easy. So,

I decided to learn. W ha t I REALIy learned was th a t my fr ie n d had a

great ta le n t fo r U N D ER statem ent. Playing g o lf sounds simple enough.

You swing a g o lf club a t a l i t t le w h ite ball. W hat's so difficult about

th a t? Right? The fa c t is, g o lf is easily one o f th e HARDest spo rts to

be good a t. S im ply pu t, it 's exTREM Ely difficult to learn - especia lly

when you s ta r t ou t being so emBARrassingly bad a t it!

8 . 8


Stress with Lower Pitch

Stress for emphasis is sometimes made with a lower pitch inflection. While higher pitch generally has a more enthusiastic tone, lower pitch has a more calm or even a listless tone. Sometimes words are stressed in a tone that reflects their meaning. Listen

CIT HAPIt’s ex ing. I’m py about it. It was B I’m T

O IR R

ring. ed.

Practice stress with higher pitch or with lower pitch. After you hear A and B, repeat B.

A B

„ BUS VERHow was business today?......... y. y busy.

How was the train ride? ......... SL VEROW. y SI

ow.

QUITE PENSEHow was the movie? ......... it was sus ful.

How was the movie? ......... it was deSO PRESS

ing.

Stress with low pitch can also express opposition or disagreement, as in the following responses. Listen:

TOThe meeting’s in November, isn’t it? ..... N it’s in Oc ber.

o,

I was pretty sure it was in November. .... Oc ber. Check the newsletter.TO

8 . 9


PRACTICING STRESS FOR EMPHASIS

Shifting primary stress in a phrase or sentence gives emphasis to words that express the main point in that phrase or sentence, and it affects its overall meaning. To see how shifting stress affects meaning, listen to a sentence spoken with normal stress, and then to that same sentence as it might be spoken in a different circumstance.

I plan to finish to n ig h t. (n o rm a l S tress)

Possible Questions: Possible Responses:

Who plans to finish tonight? .............. I plan to finish tonight.Do you think you’ll finish tonight?....... I plan to finish tonight.Do you plan to begin tonight? ............ I plan to finish tonight.

Do you plan to finish tomorrow? ....... I plan to finish toNIGHT.

Notice that shifting stress in the responses often communicates a distinction between what the listener expects and what the speaker means.

Practice shifting stress in the following exchanges. After you hear A and B, repeat B.

When do we leave? ..................Does the plane leave at 9 a.m.? Does the train arrive at 9 a.m.?I think the train leaves at 8 a.m. Does the train leave at 9 p.m.?

B

The train leaves at 9 a.m . (n o rm a l S tre ss)

No, the train leaves at 9 a.m.The train leaves at 9 a.m.The train leaves at 9 a.m.The train leaves at 9 A.M.

A B

What do you do for exercise? ................ I walk for exercise every day.Does anyone here exercise? .................. I walk for exercise every day.Do you jog often? ................................. No, but I walk for exercise every day.Do you ever walk to work? ..................... No, but I walk fo r exercise every day.Do you ever go on walks? ..................... I walk for exercise every day.Do you exercise every weekend? ........ I walk for exercise every DAY.

CLARIFYING AND EXPLAININGIn the following exchanges, the responses clarify and also explain. Listen:

Do plumbers work on lights? ............. No, plumbers do not work on lights.Plumbers work on pipes.E lectric ians work on lights.

Practice using stress to clarify and explain. Listen to A and B. Repeat each sentence in B.

A B

Is a computer a type of software? ..... No, a computer is not a type of software.A computer is a type of hardware. Computer program s are software.

8.10


Are Panda Bears from Australia? No, Panda bears are no t from Australia. Pandas are from China.Koala Bears are from Australia.

Is Rhode Island the largest state in America? .............................. No, Rhode Island is not the largest state.

Rhode Island is the sm allest state. A laska is the largest state.

This time, you answer the questions by emphasizing the words that make your message clearer in meaning. Stop, if you need to, and mark the words that you will emphasize.

Listen to items in A, then say the items in B. You will hear a model after each sentence in the responses.

A B

Is Mexico north of the United States? ___No, Mexico is not north o f the United States.___ M exico is south o f the United States.

Canada is north o f the United States.

Correct:

No, Mexico is not north o f the United States.Mexico is south o f the United States.

Canada is north o f the United States.

Does the moon rotate around the sun? The moon does not rotate around the sun. . The moon rotates around the earth.The earth rotates around the sun.

Correct:The m oon does not rotate around the sun.T he m oon rotates around the earth.The earth rotates around the sun.

Now practice responses that have more than one word stressed for emphasis within a sentence. Listen:

Are all apples red? .......................... No, not all apples are red.Some are green and some are yellow.

Does the bus arrive at noon? ............ Both the bus and train arrive at noon.

8 .1 1

The COMPREHENSIVE American Accent Guide

Repeat the responses. After you hear A and B, repeat B.

A B

Does the bus or the train arrive at noon? Neither the bus nor the train arrives at noon.The bus arrives at tw o and the tra in at four.

Chicago and Washington are statesin the East Coast............................... Washington is a state in the Northwest.

Chicago is a c ity in the Midwest.

Is New Year’s Eve the first dayof January? ............................... No, it’s the las t day of December.

New Year’s Day is the first day of January.

This time, you answer the questions by emphasizing the words that make your message clearer. Stop, if you wish, and mark the emphasized words in each sentence. Then continue. After you hear A, you say B. Then listen to the model.

A B

Does the sun rise in the Northand set in the South? ................. ...... No, the sun rises in the East and sets in the West.

Botany is the study of animals,and zoology is the study of plants. ____ No, botany is the study o f plants, and zoology isthe study o f animals.

Correct:N o, d ie sun rises in d ie East and sets in the West.N o, bo tan y is the study o f plants, and zoology is the study o f animals.

INTONATION AND PAUSESPauses add clarity to speech when they are used meaningfully. A slight pause between thought units allows the speaker to better organize his/her thoughts, and it also allows the listener time to reflect on what is being said. Listen.

How do I s tay f it? Le t me see. F irs t, I t r y to ge t out o f bed as early in th e morning as possible, w ith in reason. Then I find th e leash fo r th e dog; because I find th a t having a w orkout p a rtne r can be very beneficia l, i f you know what I mean. Finally, I s tre tc h ju s t to make sure I don't pull anything. Now comes th e actual exercise, usually jogging a couple o f miles. My jogging pa rtne r, th e dog, leads th e way. And be fo re long, th e whole th ing 's h is to ry ; which sounds so much b e tte r than p re h is to ry . Anyway, th a t's my daily fitness routine , o r ra th e r, my almost daily fitness routine.

8 . 1 2


M ESSA G ES THAT REQ UIRE PAUSES

Addressing the L istener by NameWhen addressing a listener by name in a message, add a slight pause between the listener’s name and the rest o f the message. The name also has its own inflection pattern. Listen:

I meant to call you,/ Alan.

Now listen to a message with the name at the beginning:

Alan,/1 meant to call you.

Listen to questions that directly address the listener:

Did you call,/ Alan? When did you call,/A lan?

W ithout a pause and a separate inflection, the name o f the person addressed will sound as if it is part o f the message. For example:

D id you call, A lan? ....... b eco m e s......... D id you ca ll Alan?

Call you r mother, Alan. . . .b e c o m e s ....... C all yo u r m other Alan.

Practice saying messages that directly address the listener. Repeat:

Did you call me, Sam?It’s your mother, Alicia.

How can you tell, Paul?

Are you okay, Robert?When did you visit, Tony?

Your husband called, Sonia.

I’m pleased to meet you, Nathan.

I’m pleased to have met you, Trina.We are looking forward to seeing you, Rebecca.

I have a message for you, Tom.

8 . 1 3


R e sp o n se s beginning with yes or no

When a message begins with yes or no, a slight pause sets the word apart from the rest o f the message and also gives it more emphasis. Listen:

Yes,/thank you. N o ,/thank you.


Yes, I accept............................. No, I refuse.Yes, tha t’s what I meant......... No, that is not what I meant.Yes, that is my coat................. No, that is not my coat.Yes, they are my neighbors. . No, they are not my neighbors.

M essages w ith Tag FormsA tag form is a message that immediately follows another message. The speaker makes a statement or asks a question and then follows immediately with another question or statement, as in the following examples:

' n J a JIt’s appropria te,/ don't you think? W hat do you-think I am ,/ a genius?

The tag is set apart from the rest o f the message with a distinct pause and a separate inflection.

In the following exchanges, both A and B have tag forms. Listen:

A B

When do we start, tomorrow? ..... It’s next week, I’m sure.Whose turn is it, yours? ............. It’s yours, I think.

Generally, a tag with a falling inflection seeks agreement, while a tag with a rising inflection assumes that the listener will agree. Listen to exchanges to contrast a tag that seeks agreement with one that assumes the listener will agree.

JA B

Seeking Agreement: You’re excited about it, aren’t you? ....A litt le bit.

Assuming Agreement: You’re excited about it, aren’t you.........How can you tell?

A tag form that is not actually a question is punctuated with a period, not a question mark.


F o llo w in g are tag fo rm s as ques tions and then tag fo rm s as sta tem ents. R epeat them :

Tag forms as questions Tag forms as statements

> JW hat do you think, okay?W hat day is it, the tenth?When do we leave, tomorrow?This needs improvement, don’t you agree? That was the last time, right?The store hasn’t already closed, has it?

- \ 'AYou’ll remember that, w on ’t you. They seem happy, don’t they.It’s not a good idea, is it.That doesn’t look right, does it. It’s a nice day, isn ’t it.You w on’t do that again, will you.

P rac tice u s in g tag fo rm s as ques tions o r as statem ents in the fo l lo w in g exchanges. L is te n to A and B , then repea t B .

A B

This is the right bus, isn’t it? ... It doesn’t seem like it, does it.We want number 26................... No, we want 20, don’t we?I’m not sure................................ W e’d better ask, don’t you think?

It’s too late to see a movie........ It’s not that late, is it?What time is it? ........................ It’s only six, I think.That’s right, it is only six............ Then w hat’s the answer, yes ?

Hello, is this Tom's Auto Repair?

........ Y es. i t is , can I he lp you?

W e ll, m y c a r is m ak ing a s tra n g e sound, k in d o f a " chugga . chugga " th in g .

..... So the car still runs, am I right?

Yeah, Tom, it still runs, but not very well at all.

..... The “chugga, chugga" thing ...

So if I brought my car down, could you take a look at it?

...... Well, no, because here at Tom's Auto Repair, we focus on“clunka, clunka" sounds. For "chugga, chugga" sounds, I recommend that you call my brother Ted, of Ted's Auto

Repair. "Chugga, chugga" are his specialty.

Thanks, I appreciate the help, goodbye.

8 . 1 5


PAUSES IN LO NG ER SEN TEN CES

C om pound Sentences

Conjunctions connect thought segments or clauses into sentences. A conjunction may occur at the beginning o f a sentence or between clauses. A slight pause between the clauses and changed inflection, make the clauses in a sentence clearer. Listen to a sentence first without, and then with, a slight pause and a change in inflection:

CONJUNCTIONS: and, as, but, if, so, also, when, because, after, before, although, thus, however, whenever, whereas, nevertheless.etc.

Without separate inflection or pause

Let me know if you decide to go.

With a separate inflection and a pause

Let me know,/ if you decide to go.


In written communication, a comma indicates a slight pause.

I f th e re 's a fe s tiv a l, would you like to go?

............... I would, bu t I ' l l have to check my schedule.

I f you can go, I ' l l ge t th e tic k e ts .

............... I ' l l le t you know soon, i f I can go.

Say the following sets o f sentences with the conjunction in the beginning and then in the middle. Repeat:

Conjunction at Beginning: Conjunction in Middle:

Before you start, think about it......................... Think about it before you start.

When you get there, please send a postcard. Send a postcard when you get there.

If we can’t make it, we’ll have to cancel......... W e’ll have to cancel if we can’t make it.

Whenever you have time, give me a call....... Give me a call whenever you have time.

As we arrived, I remembered something....... I remembered something as we arrived.

8. 16


Parenthetical StatementsA parenthetical statement is a thought segment within a sentence. It is set apart from the sentence by one or more pauses and by its own intonation pattern. It can occur in the middle, at the beginning, or at the end o f a sentence. Listen to examples:

v \ v > ^ ^ v

However,/ that is not true. That, however,/ is not true. That is not true,/ however.

Practice using parenthetical statements in different parts o f a sentence. In the following exchange, the response is stated in three ways. After you hear A and B, repeat each item in B.

A

Do you two know each other well?B

In fact, we were jus t introduced. We were, in fact, jus t introduced We were just introduced, in fact.


That is impossible, of course.That, of course, is impossible.O f course, that is impossible.

As far as I’m concerned, that is justified.That, as far as I’m concerned, is justified.That is justified, as far as I’m concerned.

They are moving in two weeks, in case you d idn ’t know. They are moving, in case you d idn ’t know, in two weeks.In case you didn’t know, they are moving in two weeks.

Unless you hear otherwise, the meeting will be on Monday. The meeting, unless you hear otherwise, will be on Monday. The meeting will be on Monday, unless you hear otherwise.

Unless we change our minds, we will begin at two o ’clock. We will begin, unless we change our minds, at two o ’clock. We will begin at two o ’clock, unless we change our minds.

8 . 1 7

The c o m p r e h e n s iv e American Accent GuideConversational Exercise

Now practice new intonation patterns as you shadow the speaker in the following conversational exercise:

You know, when you th in k about i t , ca ts re a lly a re sm a rte r than dogs. Dog owners consider ca ts as a loo f, and o fte n tim es, se lf-invo lved . They sleep all day; and, w ith ra re exceptions, re fu se to p e rfo rm tr ic k s . They run th ings , more o r less, on th e ir te rm s. As a ca t owner, I can co n firm all o f those considera tions. However, i t is th e s e lf-s u ff ic ie n c y o f ca ts th a t makes them so appealing as pets. Cats only like you i f

th e y know you, and i f th e y th in k you deserve it . They w ill no t ask you, as th e ir owner, to do anyth ing th e y would not want to do i f th e circum stances w ere reve rsed , and th e y owned you. They would never make you ge t up a t fo u r o 'clock in th e morning, ju s t to le t them out. They would never re lieve them selves on your expensive Persian rug. Sure, dogs are cute. But ca ts, on th e o th e r hand, are sm art. And as experience w ill te l l you, being cu te can only g e t you so fa r in th is w orld.

STATING OPTIONS

W hen providing choices or alternatives, a slight pause between items and a change in inflection makes the message clearer.

Two OptionsW hen two options are stated, the first is spoken with a rising inflection and the second with a falling inflection. Listen:

Do you like it,/ or not? W hat do you think; yes,/or no?

Practice using a slight pause and separate inflections in the following. Repeat:

This one, or that one?Does it matter, or doesn’t it?Is it the left side, or the right side?Which looks better, this or that?Where should we meet, at your place or mine?

8. 18


How would you rather send it, by FAX or by e-mail?Do you like to go out for lunch, or order pizza?When will you be back, Monday or Tuesday?When would you like to schedule an appointment, morning or afternoon?

More than Two O ptions

When choices include more than two options, each item, except the last one, is spoken with a slightly rising inflection. Listen:

Practice saying sentences that offer more than two choices. Repeat:

W ill you take the bus, the tra in, or fly?W ere you happy, disappointed, or what?Is it today, tom orrow, or the day after tom orrow?W ould you like coffee, ju ice , tea, or soda?Should we go out to dinner, to a movie, or both?We can fix dinner, order takeout, or eat out.Will you be here this week, next week, or the week after?Which would you prefer, cash, check, credit card, or money order?

STATING ITEMS OR SEQUENCES

When stating a list o f items or sequences o f events, the items or events before the end are often spoken with an overall higher pitch. Listen:

Was it in the fa ll,/ the w inter,/ or the spring?

We have a cat, a dog, and a bird.

I washed the dishes, swept the floor, and vacuumed.


For entertainment, I like movies, concerts, and plays.They accept Visa, MasterCard, Discover, and American Express.I w ill v is it my parents, my grandparents, my in-laws, and my cousin.

8 . 1 9

The c o m p r e h e n s iv e American Accent GuideConversational Exercise:Practice the new intonation patterns you just learned. Shadow the speaker in the following.

So th e re I was, standing th e re in th e m iddle o f th e w o rs t snowstorm in fo r t y years. Needless to say, I was rea lly cold. So, I bu ttoned up my coat a l i t t le t ig h te r , and pulled th e hood, lined w ith goose down, over my head. Then I pu t my hands in to my pockets. Man, was th a t snow coming down! F inally, much to my good fo r tu n e , a fr ie n d o f mine, who drives a fou r-w h e e l- d rive tru c k , happened by. He saw me, pulled over, and asked me i f I needed a ride . Since th e answer was ra th e r obvious, and my mouth was fro ze n shu t anyway, I climbed in w ith o u t responding. W hen I go t home, I made m yself some tea , and proceeded to thaw out my toes. Then, I s ta r te d th ink ing about how nice i t would be i f , instead o f thaw ing ou t, I was s tre tc h in g out on a beach somewhere in th e Caribbean, enjoying som ething

Items can be made more distinct by stating each, prior to the last one, with a rising inflection and adding a slight pause in between items. Listen:


They sell videos, CD’s, DVD’s, magazines, and paperbacks.The classes offered are algebra, trigonometry, and physics.The hotel provides cable TV, a hot tub, and a swimming pool.They require an application, a resume, and a letter of recommendation.Reading, painting, hiking, and mountain biking are my favorite pastimes.The price includes round trip airfare, sightseeing tours, and hotel accommodations. On a tour of London we visited Kensington Gardens, Buckingham Palace,

and W indsor Castle.

Indefinite Listings or Choices

W hen listing items or providing options as unlim ited possibilities, each item is said with a slightly rising inflection and with slight pauses. Listen:

o th e r than tea, som ething w ith one o f those l i t t le um brellas in i t , while w atching an awesome sunset.

Would you like black tea, herbal tea, latte, espresso

They have a pool, a spa, tennis courts

8 . 2 0


Descriptions, Directions, or Instructions

The items in a description and in a set o f instructions or directions sound clearer when spoken with separate inflections and with slight pauses in between. Repeat the following:

It’s a two-story gray house with a large picture window, a tall elm tree in front, surrounded by a white fence.

Complete the first page, fill in items 4, 5, and 6, and enteryour signature and the date on the bottom line.

To go there, get on Highway 15, take the Sixth South Exit,turn right, go two blocks, and you ’re there.

Conversational Exercises - Putting it All Together

Practice applying the patterns o f stress, rhythm, and intonation as you repeat the following paragraphs.

Be clear about the audience./ A w riter should know his readers, and then write so they can understand./ Always make the writing as simple as possible / Even complex ideas can often be written simply./ The sim pler one writes, the more likely the reader will understand./ Clear, simple writing is much easier to

understand, and much easier to translate into local languages./ Remember, keep it simple.

^ Dolphins which are probably the most popular of sea animals,are said to be intelligent and friendly./ If you ever take an

J ocean voyage or cruise, you will likely get to see Dolphinsswimming alongside the ship or jus t in front./ They will appear to be racing playfully with the ship, as they dash and leap,

cutting back and forth across the bow/. Dolphins are seen commonly in the warm waters of the Gulf S tream./ They travel in schools and accompany ships for long distances./ They grow to a length of six.to nine feet and are dark above, with yellowish and brown stripes on the sides, and a clear white belly./ They are not fish, but mammals./ They are closely related to the whales and porpoises.

sECTI0N

8

8 .2 1


To some o f us, the M ississippi is indeed a book./ It is Tom Sawyer, H uckleberry Finn, and Jim floa ting on a ra ft,/ pushing down stream, and fee ling the soothing splash o f cold w ater

on bare fee t./ It is an unforg iving sun beating down re lentlessly on straw hats that shade rosy, m ischievous cheeks, /and it is the g low ing, black skin o f a runaway slave that shines like ebony./ In its ripples we sense freedom , adventure and a longing fo r discovery.

Now practice applying the patterns o f stress and intonation, as well as pauses, as you shadow the speakers in the following paragraphs.

How to get big laughs at a party? First, you have to be na tu ra lly funny. P h ilosophica lly, you should a lso understand tha t you need to be in tune w ith your audience. That m eans know ing w hat they cons ider hum orous and what they do not. For exam ple, it would be wrong to make a tto rney jokes around mem bers o f an organ iza tion like the National Bar Assoc ia tion . S im ply put, to be sure use d iscre tion . D iscussing “C onfessions o f a V egetarian” at a Beef C ouncil convention ought to get you some laughs. But rem em ber, you have to be c lever about it. Use your head or you could, as they say, go over like a lead balloon. G etting lots o f laughs?Approach it as though it were very serious business. L — —

Grocery shopping, provided you know what you are doing, can be quick and easy. The firs t thing to remember, is that you need to find a time when there are fewer shoppers in the store, at least in the check-out lanes. To do this, I recommend you find a grocery store that is open 24 hours a day, seven days a week. Studies show that a fter 1 a.m., grocery traffic becomes noticeably less congested. So, jus t to be on the safe side, I suggest that you wait until 1:30 a.m. to begin your grocery shopping. You’ll find that other than the guy cleaning up with the mop and the night-checker, you ’ll have the store v irtually to yourself. In th is circumstance, you ’ll not only have the freedom of unencumbered shopping, but quicker checkout as well. Finally,

r — jI highly recommend choosing Friday night as your grocery shopping night, because you will have the distinct advantage of sleeping in on Saturday morning. "S

8 . 2 2


BONUS EXERCISES

P ractice U sing S tre ss fo r E m p h a sis

In the following verbal exchanges, each response in B contains a word that is stressed for emphasis. Which word is it?

1. Did you take photos?.................................... Yes, i did take a few.2. I don’t think you can finish on time........................... But I can finish on time.3. is the book blue or gray?.......................................... It’s blue and gray.4. Are you sure it's next week? ....................... Yes, I am sure.5. Who can dance? .................................................... I will do it.7. Did you attend the meeting? ..................... No, were you there?8. I want to thank you.................................................... And I want to thank you.9. Is the concert this week? ........................................ No, it is next week.

Correct:1. Yes, I did take a few. 2. B ut I can finish on time. 3. I t ’s blue and gray.4. Yes, I am sure. 5. She can. 6. 1 w ill do it. 7. N o, were you there?8. And I w ant to thank you . 9. N o, it is n e x t week.

Practice using stress for emphasis as you state your opinions. Indicate whether you agree or disagree with each o f the following statements. Use complete sentences.

1. New York City is the most popular city in the world.2. There is too much violence in movies.3. Children are growing up too fast these days.4. Nuclear weapons should be banned in every country.5. Smoking of tobacco should not be allowed in public buildings.8. Everybody should be able to buy a gun.9. Recycling is necessary in order to preserve the w orld ’s natural resources.

. ■ • • • : Name three or more o f each o f the following:

I1. Types of fru it you like.2 .Desserts.3. Interests or pastimes.4. Musicians.5. Places where you would go on vacation.6. Sports you enjoy as a participant or observer.

sECTI0N

8

8 . 2 3


P ractice ch a n g in g in flectio n and u sin g s lig h t p a u se s

Complete the following sentences. Begin each with a conjunction such as: i f w henever before, after, because. For example:

...I get dressed..A fter I g e t dressed, I ea t breakfast. - or - B efore I g e t dressed, I eat breakfast.

1. ...I do my homework.. 6- ... I go to a party....2 . ...I brush my teeth.... 7. ... I get a cold....3. ...I came here.... 8. ... I go to the dentist....4. ... it rains.... 9. ... I go on vacation....

6 '■ ■

... I’m late.... 10. ... I’m watching a boring m ovie....

'■ * *5 ¿1 f i ■ v * * * | v * : y 1 , v; ■ ;■ ;; ■■ - ■ * ■ i. , ! f * > 1 ! ; f ■ J ;; ■ ■. !

Describe each o f the following. Apply changed inflection and slight pauses to add clarity to your speech.

H *'■■■■ ' • - i; . .

> , :• *

1. The house you live in or would like to live in.2. The room or place you are in.3. The car you own or would like to own.4. A fam iliar city.5. A pet that belongs to you or to a friend.6. A character in a movie or a play you saw recently.7. The flag of your native country.

f j i: i, i,liSid ,s . s x > * * * f ' * ï z * < « * 1 1 v < < 4 ! “ * x s f ? * > * i f * - < ' r >* > *- . • • • • > . . . . . .. : ; ■■ ... j . ;■ ,• : • ... ... . ' . j .:. ...

Provide directions or instructions. Select from any o f the following. Applychanges in inflection and add slight pauses between steps in a sequence in orderto make your messages clearer.

1. Sending a letter.• ; ■■■ ;■■■ r > 5 ; ;; ; <• ; ;• • * > • * ; - ■■ ✓ 11 > * s - * :> „ * ; - f i

2. Making coffee or tea.

3. Cooking your favorite dish.

4. Making a long distance phone call.■ ■

5. Finding a web site on the Internet.

6. Recording a TV show with a VCR.

7. Taking a good photograph.

8. Sending a FAX message.

9. Sending an e-mail message.

8 . 2 4

Personalized Accent-Reduction Coaching

with Beverly A. Lujan, MS - ccc/slp

B e ve rly A. Lujan, p ro v id e s perso n a lize d , gu id ed in stru ctio n on the p ro n u n ciatio nand sp e a k in g style of A m erican E n g lish :

• In person,

• By te lephone,

• O ne-on-one instruction ,

• W ith groups,

• In educationa l se ttings,

• A t the w orkp lace.

Ms Lujan offers a ten-hour individualized co u rse of instruction fo r $800 that in clud es:

• A sp e e ch a ss e s sm e n t p rio r to b eginning the co u rse .

• Ten h o u rs of perso nalized , one-on-one in struction .

• A dditional s e s s io n s , if necessary, are available.

T he benefits and features of Ms. L u ja n ’s c o u rse of in stru ctio n in clu d e:

• Her ex p ertise a s auth or of The American Accent Guide, 2nd Edition.

• Having an ex p erien ced in stru cto r who has taught E n g lish p ro n u n cia tio n fo r 18 y e a rs to people from around the world.

• Having a highly qu alified in stru cto r who s p e c ia liz e d in a cce n t reductio nduring her formal training in, both B.S. and M.S. from the University of Utah, in speech-language pathology.

• Having an instructor who th o ro u gh ly e n jo y s her w ork helping c lie n ts a ch ie ve their s p e e c h im provem ent g o a ls fo r p e rso n a l or p ro fe ssio n a l re a so n s.

• Having in d ivid u a lized training that m eets y o u r p e rso n a l needs, em ploym ent dem ands, and p e rso n a l and p ro fe ss io n a l go als.

• Having the best and m ost tho rough tool on the m arket (The G uid e ) that fa cilita te s e a sy and en jo yab le p ra ctice betw een c o a ch in g s e s s io n s .

• The ability to make dram atic p ro g ress in a very short time, possibly achieving total accent elim ination within the ten-week period.

• Ms. Lujan has a s u c c e s s rate o v er 95%, as rated by her clients.

'TestimoniaCs

Dear BeverCy,'Thank you fo r the exceCCent p ro g ra m you p r o v id e d over the phone. ¿After I f in is h e d fe w sessions, m y s ta f f a t the cdnic were so im pressed by m y TngCish a n d m y p a tie n ts never have to ask me: couCdyou repeat tha t again? Or w ha t d id you say? Say th a t one more tim e pCease. TaCking over the phone now is m uch easier a n d the most im portan t fo r me now is: I am no Conger nervous about speaking in groups a n d meetings.Thank you so much,Zeydoun SouCayman 'D.'D.S.

I came fr o m Ind ia g years a g o .... 'Even though m y TngCish Canguage skiCCs were good, Ifa c e d chaCCenges com m unicating a t w ork because o f m y accent. I w a n te d to be confident incom m unicating w ith executives fr o m m y com pany a n d w ith cCient exe cu tive s ,.... ¿After twosessions I knew exactCy w hy I h a d to repeat w ha t I said, a n d w h y peopCe h a d d ifficu lty understanding certa in words I said. 'Working w ith Ms. Lujan on in teractive sessions helpedme make corrections quite quickCy........ I can now com m unicate a Cot better a n d speak w ithconfidence.........

Dev MudaCiar y'P o f TechnoCogy TeCeperformance 'US¿A

Before im proving m y speech skiCCs w ith the heCp o f BeverCy Lujan, I was no t abCe to fu n c tio n weCC in m y jo b as a m anager in bank operations w hich requires me to tra in bank officers a n dempCoyees.......I h a d s tu d ie d TngCish in N igeria since eCementary schooC a n d h a d Cived in theU.S. fo r 7 years..... ¿After onCy ten weeks o f w orking w ith Ms. Lujan a n d p ractic ing w ithThe ¿American ¿Accent Gjuide,peopCe no Conger a sked me to repeat w h a t I sa id M y accent has definiteCy improved, andpeopCe actuaCCy say they Cike the w a y I sound.

.. I have greatCy im p ro ved m y speech a n d am now abCe to achieve m y career goaCs. I aCso have the opportun ity to teach economics a n d business m anagem ent cCasses a t a com m unity coCCege w hich wouCdnot have happened h a d I no t im p ro ved m y speech skiCCs.S ta n fo rd ¿Aderigbigbe Zions Bank

I cam e to the 'U.S. f r o m Jfong X o n g g years ago, a n d spoke C hingdsh - TngCish w ith an infCuence o f both Chinese a n d British TngCish. I aCso spoke fa s t th inking I wouCd be more fCuent, bu t I fo u n d th a t this m ade m y speech more d ifficu lt understand. ....

M y experience in tra in ing sessions w ith BeverCy was incredibCy pCeasant. ....'Within tenweeks, she show ed me aCC the basics o f the s ta n d a rd ¿American accent incCuding p roper stress, intonation, rhythm , vocaCpatterns, a n d pronuncia tion o f aCC the voweCs a n d consonants. She aCso heCped me 6e a criticaC judge o f m y speech. I am now abCe “f in e tu n e ” m y accent by detecting a n d then f ix in g m y mistakes. She is very p a tien t, ve ry detaiCed, a n d very thorough. I th ink it is im portan t to have aprofessionaC to give you feedback, p rovide you guideCines, a n d show you how to make corrections. I definiteCy recom m end BeverCy.Sherm an TseOracCe DeveCoper, CharCotte, ¿MC

REGISTRATION FORM

R e g is te r y o u r cop y o f T he A m e r ic a n A c c e n t G u id e , 2 n d E d it io n and be e lig ib le fo r the fo llo w in g :

• F R E E Q u a rte r ly Speech N e w s le tte rs b y B e v e r ly A . L u ja n .

• Y o u m ay rep lace y o u r C D set, i f i t eve r gets scra tched o r unusab le , o r y o u lose a C D , fo r o n ly $59 .00 fo r the set, (n o rm a lly $99).

• Y o u m ay purchase ex tra cop ies o f T he A m e ric a n A c c e n t G u id e , 2nd E d it io n , B o o k o n ly fo r $1 9 .95 , less in q u a n tity (n o rm a lly $2 9 .95 ).

Mail to:Lingual ArtsP.O. Box 522168Salt Lake City, Utah 84152

NAME:First Middle Last

ADDRESS:Street Address or Post Office Box Number

CITY: STATE: ZIP:

OUTSIDE of U.S. ADDRESS:

Country

TELEPHONE: Ext

E-MAIL:

OCCUPATION:

NOTES:

NOTES:

NOTES:

NOTES:

NOTES:

A n In t e r a c t iv e A p p r o a c hwith 8 hours of audio instruction on CD

Develop your English communication skills for professional advancement and social situations. This comprehensive guide provides you interactive exercises using everyday language. Learn to apply:

• The pronunciation of each sound, sound blends and grammatical segments.• The rhythm and voice patterns unique to American English.

• Proper stress on words and sentences.

Used by colleges, universities, language schools and by individuals for self-study

The most thorough and helpful instruction I ever found on English pronunciation was in The American Accent Guide. It is user-friendly and enjoyable.

Azadeh SaljooghiAdjunct Instructor in Communications Department University of Utah, USA

I feel that The American Accent Guide has helped me in many ways. I speak English with more confidence, and even my grammar is better. The instruction is very clear and the voices are great.

Bo ChenChartered Accountant Vancouver, B.C., Canada

This is the most comprehensive resource on American English that I have come across as a trainer. It has all the tools necessary to reduce accent and to develop American rhythm and pronunciation.

Lakshmi VenkatachalamLAKSH Institute for Language and Accent Training Bombay, India

I aced the listening section o f the TOEFL, thanks to The American Accent Guide. It is amazingly helpful and has many valuable insights.

Qais SalemEnglish-Arabic TranslatorGhazi Translation Company, Saudi Arabia

A Lingual ArtsP.O. Box 522168, Salt Lake City, Utah 84152 • (888) 688-3414 • (801) 566-5555 • fax (801) 256-0000 www.lingualarts.com • [email protected]

http://www.lingualarts.com

mailto:[email protected]

M£*U

l 01 R E C T O R Y 033 <>

Library of Congress Cataloging-in-Publication Data

Molinsky, Steven ).Word by word picture dictionary / Steven J. Molinsky, Bill Bliss.

p. cm.Includes index.1. Picture dictionaries. English

2. English language - Textbooks for foreign speakers.I. Bliss, B ill. II. Title.PE1629.M58 1994 423'.1 -dc20 93-21129 CIPISBN 0-13-278319-3 ISBN 0-13-278235-9 (pbk.)

Acquisitions editor: Tina Carver Managing editor, production: Sylvia Moore Production editor: Janet JohnstonElectronic production technology coordinator: Molly Pike RiccardiElectronic production: Louise B. CapuanoInterior design: Kenny BeckCover supervisor: Marianne FrascoCover design: Merle KrumperBuyer/scheduler: Ray Keating

Illustrated by RICHARD E. HILL

© 1994 by Prentice Hall Regents Prentice-Hall, Inc.White Plains, New York 10606

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic mechanical, photocopying recording, or otherwise, without the prior written permission of the publisher.

Printed in the United States of America

IS B N D - 1 3 - 2 7 f l 3 n - 3 ( c a s e ) 10 9 8 7ISBN □ - 1 3 - B 7 f l 2 3 S - ci ( p a p e r ) 15 14 13 12 11

Prentice-Hall International (UK) Limited, London Prentice-Hall of Australia Pty. Limited, Sydney Prentice-Hall Canada Inc., Toronto Prentice-Hall Hispanoamericana, S. A., Mexico Prentice-Hall of India Private Limited, New Delhi Prentice-Hall of Japan, Inc., Tokyo Pearson Education Asia Pte. Ltd., Singapore Editora Prentice-Hall do Brasil, Ltda., Rio de Janeiro

CONTENTS

Introduction V

Personal Information 1Family Members I 2Family Members II 3North America 4

The World 6

Everyday Activities I 8

Everyday Activities II 9The Classroom 10Classroom Actions 11Countries, Nationalities,

and Languages 12Types of Housing 13The Living Room 14

The Dining Room 15The Dining Room:

A Place Setting 16The Bedroom 17The Kitchen 18Kitchenware 19The Baby's Room 20Baby Care 21The Bathroom 22Personal Care Products 23Household Cleaning

and Laundry 24

Outside the Home 25The Apartment Building 26Housing Utilities, Services,

and Repairs 27

Tools 28

Gardening Toolsand Home Supplies 29

Numbers 30

Mathematics 31

Time 32

The Calendar 33

Places Around Town I 34

Places Around Town II 36

The City 38

Describing People and Things 40

Describing Physical Statesand Emotions 42

Fruits 44

Vegetables 45

The Supermarket I 46

The Supermarket II 48

Containers and Quantities 50

Units of Measure 52

Food Preparation and Recipes 53

Fast Foods and Sandwiches 54

The Restaurant 55

Colors 56

Clothing 57

Sleepwear, Underwear,and Footwear 58

Exercise Clothing and Outerwear 59

Jewelry and Accessories 60

Describing Clothing 61

The Department Store 62

Video and Audio Equipment 63

Computers, Telephones,and Cameras 64

The Toy Store 65

Money 66

The Bank 67

The Body 68Ailments, Symptoms,

and Injuries 70Medical and Dental Care 72Medical Treatment

and the Hospital 73Medicine 74The Post O ffice 75The Library 76

The School 77School Subjects

and Extracurricular Activities 78

Occupations I 80Occupations II 82Work Activities 84The Office 86Office Equipment 87Office Furnishings 88Office Supplies 89The Factory 90The Construction Site 91The Car 92

Highways and Streets 94Public Transportation 95

The Airport 96The Airplane 97

The Weather and Seasons 98

Outdoor Recreation 99

The Park and the Playground 100

The Beach 101

Individual Sportsand Recreation 102

Team Sports 104

Team Sports Equipment 105

W inter Sports and Recreation 106

Water Sports and Recreation 107

Sport and Exercise Actions 108

Handicrafts, Hobbies,and Games 109

Entertainment 110

Types of Entertainment 111

Musical Instruments 112

Trees, Flowers, and Plants 113

The Environment and Energy 114

The Farm and Farm Animals 115

Animals and Pets 116

Birds and Insects 118

Fish, Sea Animals, and Reptiles 119

Measurementsand Geometric Shapes 120

The Universeand Space Exploration 121

Glossary 122

Thematic Index 137

PERSONAL INFORMATION

APPLICATION

Ann PetersonNamemiddle

Addressnumber street

lonqdeacl%

Telephone

0 4 5 - 6 7 - 3 9 4 7

J ' Z T * 5. address 9. city 12. area code

s'm id d T e T a m e *reet number , 0 . state 13. telephone number/o. miaaie name 7 . strepf 11 .a i ir zip code ohone numhpr

' surname ®‘ apar" ,’en, " umber social security number

A. W hat's y o u r__________?B....................A. D id you s a y ................. ?B. Yes. That's right.

A. W hat's your last name? B....................A. How do you spell that? B

Tell about yourself:My name is ................My address i s ................My telephone number is

Now interview a friend.

FAMILY MEMBERS IA. W ho is she?B. She's my wife.A. What's her name?B. Her name is Betty.

A. W ho is he?B. He's my husbandA. What's his name?B. His name is Fred.

1 . wife2 . husband

parents3. mother4. father

children5. daughter6 . son7. sister8 . brother9. baby

grandparents1 0 . grandmother1 1 . grandfather

grandchildren1 2 . granddaughter13. grandson

A. I'd like to introduce my A. W hat's your 's name? Tell about your family.B. N ice to meet you. B. H is/Her name is Talk about photos o f fam ilyC. N ice to meet you, too. members.

FAMILY MEMBERS I IA. W ho is she?B. She's my aunt.A. What's her name?B. Her name is Linda.

A. W ho is he?B. He's my uncle.A. What's his name?B. His name is Jack.

1 . aunt2 . uncle

3. niece4. nephew5. cousin

6 . mother-in-law7. father-in-law

8 . son-in-law9. daughter-in-law

10 . brother-in-law1 1 . sister-in-law

A. Is he/she your ? A. Let me introduce my Tell about your relatives:B. No. He's/She's my B. I'm glad to meet you. W hat are their names?A. Oh. W hat's his/her name? C. N ice meeting you, too. Where do they live?B.................... Draw your fam ily tree and talk

about it.

Greenland Sea

Queen ElizaOelh Islands

GREENLAND

Northwest Temtonas

Hudson Bay

CANADA

ManiBba

"°9tonNorth Dakota

Montana

WyomingPacific Ocean

NebraskaUNITED STATES

tAssouriKansasCaMomia

NORTH A

MER

ICA

fn/a \Oaroôo

-jenna**®0 aouxGtfOW*.Oklahoma Arkansas

New MoxiooWnb»mB\ goOTQ

MisstepTexas

\.ou>svanaBaja California'

NorteChihuahua

CoohuilaBaja California

Sur ,Durango Nuevo Leon

Tamaulipas - San Luis Potosr Ôierrftaro ^ Hidalgo ^Veracruz \ .Tlaxcala

Yucatan,

Jalisco

Colima

Chiapas

EL SALVADOR

COSTA RCA'

PUFRTORCO

;ui/^WeX‘C

CUBA

MEXICO

Hawan Aguascalientes — Guanaiuato

MexicoD.F. /

Moretos

t. north 5. northeast2 . south 6 . northwest3. east 7. southeast4. west 8 . southwest

A. W here i s .............. ?B.................. i s _________ of

THE WORLD

CANADA

UNITED STATES

BAHAMASJAMAICA

/ .HAfTlD O M NC AN REPUBLIC

.PUERTO RICO

ELSALV/ ^G U Y A N A ■ SURINAME

. FRENCH GUIANA

NCAPAGUA V y * COSTA R C A

PANAMA'

BOLIVIA

PARAGUAY

ARGENTINA

NORTH AMERICA

Pacific Ocean

HAWAII Q

Atlantic Ocean

MADEIRA

CANARY ISLANOS

AZORES

BERMUDA

GALAPAGOS ISLANDS ECUADOR

SOUTH AMERICA-A H ITI

FALKLANO ISLANDS

oc-v- lCELAND

1. North America 3. Europe 5. The Middle East 7. Australia2. South America 4. Africa 6 . Asia 8 . Antarctica

Arctic

Bering Sea

KAZAKHSTAN

ALGERIA

°ATARÂDDLE EASTjvXSAUOl ARABIA/

HONGKONG

I CHAO;GUAM

tP H L W IN E S

3 A S T 'G H A N A / TOGO PAPUA NEW GUINEA

SOLOMON .o ISLANDS

Indian Ocean

AFRICA

CALEDONIAAUSTRALIABOTSWANA

SOUTHAPRCA

SWAZILAND■LESOTHO

NEW ZEALAND,

BELARUS^ CZECH REPUBLIC

[SLOVAKIA . / jHUNGARY^ /•''"'O c R D A T IA

;LG«UM MOLOOVA

ARMENIAAZERBAUi

ANTARCTICA

A. W h e re 's.......... ? A. What ocean/sea is nearB. It's in _________ B. T h e ................... Ocean/Sea.

?

EVERYDAY ACTIVITIES I

A. What do you do every day?B. I get up, I take a shower, and I brush my teeth.

1 . get up2 . take a shower3. brush my* teeth4. floss m y* teeth5. shave6 . get dressed

7. wash my* face8 . put on makeup9. brush my* hair

1 0 . comb my* hair1 1 . make the bed

* my, his, her, our, your, their

1 2 . get undressed13. take a bath14. go to bed15. sleep

16. make breakfast17. make lunch18. cook/make dinner19. eat/have breakfast2 0 . eat/have lunch2 1 . eat/have dinner

A. W hat does he do every day?B. H e _________ s, h e _________ s,

and h e _________ s.

A. W hat does she do every day?B. She_________ s, she_________ s,

and she_________ s.

What do you do every day? Make a list.

Interview some friends and tell about their everyday activities.

EVERYDAY ACTIVITIES II

A. Hi! What are you doing?B. I'm cleaning the apartment.

1 . clean the apartment/ 6 . do the laundryclean the house 7. iron

2 . sweep the floor 8 . feed the baby3. dust 9. feed the cat4. vacuum 1 0 . walk the dog5. wash the dishes

1 1 . watch TV 16. play basketball1 2 . listen to the radio 17. play the guitar13. listen to music 18. practice the piano14. read 19. study15. play 2 0 . exercise

A. H i , .............. ! This i s ........................W hat are you doing?

B. I 'm ________ing. How about you?A. I 'm ________ing.

A. Are you going to _B. Yes. I'm going t o .

little while.

. today? What are you going to do tomorrow?_ in a Make a list o f everything you are

going to do.

THE CLASSROOMA. Where's the teacher? A. Where's the pen?B. The teacher is next to the board. B. The pen is on the desk.

1 . teacher 1 0 . book/textbook 19. chalk 27. globe2 . teacher's aide 1 1 . notebook 2 0 . chalk tray 28. bookshelf3. student 1 2 . notebook paper 2 1 . eraser 29. overhead projector4. seat/chair 13. graph paper 22. P.A. system/ 30. TV5. pen 14. ruler loudspeaker 31. (movie) screen6 . pencil 15. calculator 23. bulletin board 32. slide projector7. eraser 16. clock 24. thumbtack 33. computer8 . desk 17. flag 25. map 34. (movie) projector9. teacher's desk 18. board 26. pencil sharpener

A. Is there a /an_______classroom?*

B. Yes. There's a /an__next to/on th e ______

'With 12, 13, 19 use: Is there

in your A. Is there a/an classroom?*

in your

B. No, there isn't.

Describe your classroom. (There's a /a n ................)

. in your classroom?

CLASSROOM ACTIONSPractice these classroom actions.

1 . Stand up. 6 . Open your book. 1 1 . Listen to the question.2 . Go to the board. 7. Read page eight. 1 2 . Raise your hand.3. Write your name. 8 . Study page eight. 13. Give the answer.4. Erase your name. 9. Close your book. 14. Work in groups.5. Sit down./Take your seat. 10. Put away your book. 15. Help each other.

16. Do your homework. 21. Take out a piece o f paper. 26. Lower the shades.17. Bring in your homework. 22. Pass out the tests. 27. Turn off the lights.18. Go over the answers. 23. Answer the questions. 28. Turn on the projector.19. Correct your mistakes. 24. Check your answers. 29. Watch the movie.2 0 . Hand in your homework. 25. Collect the tests. 30. Take notes.

You're the teacher!G ive instructions to your students.

COUNTRIES, NATIONALITIES, AND LANGUAGES

A. Where are you from?B. I'm from Mexico.

A. What's your nationality?B. I'm Mexican.

A. What language do you speak?B. I speak Spanish.

J

Country Nationality Language Country Nationality Language

Afghanistan Afghan Afghan Italy Italian ItalianArgentina Argentine Spanish Japan Japanese JapaneseAustralia Australian English Jordan Jordanian ArabicBolivia Bolivian Spanish Korea Korean KoreanBrazil Brazilian Portuguese Laos Laotian LaotianCambodia Cambodian Cambodian Latvia Latvian LatvianCanada Canadian English/French Lithuania Lithuanian LithuanianChile Chilean Spanish Malaysia Malaysian MalayChina Chinese Chinese Mexico Mexican SpanishColombia Colombian Spanish New Zealand New Zealander EnglishCosta Rica Costa Rican Spanish Nicaragua Nicaraguan SpanishCuba Cuban Spanish Panama Panamanian Spanish(The) Dominican Dominican Spanish Peru Peruvian Spanish

Republic (The) Philippines Filipino TagalogEcuador Ecuadorian Spanish Poland Polish PolishEgypt Egyptian Arabic Portugal Portuguese PortugueseEl Salvador Salvadorean Spanish Puerto Rico Puerto Rican SpanishEngland English English Romania Romanian RomanianEstonia Estonian Estonian Russia Russian RussianEthiopia Ethiopian Amharic Saudi Arabia Saudi ArabicFrance French French Spain Spanish SpanishGermany German German Taiwan Taiwanese ChineseGreece Greek Greek Thailand Thai ThaiGuatemala Guatemalan Spanish Turkey Turkish TurkishHaiti Haitian Haitian Kreyol Ukraine Ukrainian UkrainianHonduras Honduran Spanish (The) United States American EnglishIndonesia Indonesian Indonesian Venezuela Venezuelan SpanishIsrael Israeli Hebrew Vietnam Vietnamese Vietnamese

l U R n □ i ^ f. •'

A. What's your native language? A. Where are you and your husband/wife Tell about yourself:B. going on your vacation? Where are you from?A. Oh. What country are you from? B. We're going to What's your nationality?B. A. That's nice. Tell me, do you speak What languages do you speak?

? Now interview and tell about a friend.No, but my husband/wife does. He's/She's______

TYPES OF HOUSING

A. Where do you live?B. I live in an apartment building.

1 . apartment (building)2 . (single-family) house3. duplex/two-family house4. townhouse/townhome

5. condominium/condo6 . dormitory/dorm7. mobile home/trailer8 . farmhouse

9. cabin1 0 . nursing home1 1 . shelter1 2 . houseboat

A. Town Taxi Company.B. Hello. Please send a taxi to

(address) .A. Is that a house or an apartment?B. It's a /a n_________A. A ll right. W e 'll be there right

away.

A. This is the Emergency Operator.B. Please send an ambulance to

(address) .A. Is that a private home?B. It's a /an_________A. W hat's your name?B.....................A. And your telephone number?B.....................

Tell about people you know and the types o f housing they live in.

Discuss:W ho lives in dormitories?W ho lives in nursing homes?W ho lives in shelters?Why?

THE LIVING ROOMA. Where are you?B. I'm in the living room.A. What are you doing?B. I'm dusting* the coffee table.

*dusting/cleaning

1 . coffee table 9. drapes/curtains 15. television 2 1 . painting2 . rug 1 0 . sofa/couch 16. video cassette 2 2 . frame3. floor 1 1 . (throw) pillow recorder/VCR 23. mantel4. armchair 1 2 . ceiling 17. stereo system 24. fireplace5. end table 13. wall 18. speaker 25. fireplace screen6 . lamp 14. wall unit/ 19. loveseat 26. picture/photograph7. lampshade entertainment unit 2 0 . plant 27. bookcase8 . window

A. You have a lovely liv ing room!B. Oh, thank you.A. Y o u r_________ is/are beautiful!B. Thank you for saying so.

A. Uh-oh! I just spilled coffee ony o u r_________!

B. That's okay. D on 't w orry about it.

Tell about your liv ing room. (In my liv ing room there's ...

THE DINING ROOMA. This dining room table is very nice.B. Thank you. It was a gift from my grandmother.**grandmother/grandfather/aunt/uncle/...

1 . (dining room) table2 . (dining room) chair3. china cabinet4. china5. chandelier6 . buffet

7. salad bowl8 . pitcher9. serving bowl

1 0 . serving platter1 1 . tablecloth1 2 . candlestick

13. candle14. centerpiece15. salt shaker16. pepper shaker17. butterdish18. serving cart

19. teapot2 0 . coffee pot2 1 . creamer2 2 . sugar bowl

[In a store]A. May I help you?B. Yes, please. Do you have

s?*A. Yes. _________s* are right over there.B. Thank you.

* With 4, use the singular.

[At home]A. Look at this o ld _________

I just bought!B. Where did you buy it?A. A t a yard sale. H ow do you

like it?B. It's very unusual!

Tell about your d in ing room. (In my d in ing room there's ..

THE DINING ROOM: A PLACE SETTING

A. Excuse me. Where does the salad plate go?B. It goes to the left o f the dinner plate.

A. Excuse me. Where does the wine glass go?B. It goes between the water glass and the

cup and saucer.

A. Excuse me. Where does the soup spoon go?B. It goes to the right o f the teaspoon.

A. Excuse me. Where does the cup go?B. It goes on the saucer.

1. salad plate 5. water glass silverware 13. teaspoon2. bread-and-butter 6. wine glass 10. salad fork 14. soupspoon

plate 7. cup 11. dinner fork 15. butter knife3. dinner plate 8. saucer 12. knife4. soup bowl 9. napkin

A. Waiter? Excuse me. This A. Oops! I dropped my ! Practice giving directions. Tellis dirty. B. That's okay! I'll get you another someone how to set a table.

B. I'm terrib ly sorry. I'll get you another right away.

from the kitchen. (Put th e ................)

A. Ooh! Look at that big bug!!B. Where?A. It's on the bed!B. I'LL get it.

THE BEDROOM

1 . bed 1 0 . bedspread 18. mirror 27. bunk bed2 . headboard 1 1 . comforter/quilt 19. jewelry box 28. trundle bed3. pillow 1 2 . footboard 2 0 . dresser/bureau 29. sofa bed/4. pillowcase 13. blinds 2 1 . twin bed convertible sofa5. fitted sheet 14. night table/ 2 2 . mattress 30. day bed6 . (flat) sheet nightstand 23. box spring 31. cot7. blanket 15. alarm clock 24. double bed 32. water bed8 . electric blanket 16. clock radio 25. queen-size bed 33. canopy bed9. dust ruffle 17. chest (of drawers) 26. king-size bed 34. hospital bed

[In a store] [In a bedroom] Tell about your bedroom.

A. Excuse me. I'm looking for A. Oh, no! I just lost my (In my bedroom th e re 's ......... .......)a/an .* contact lens!

B. W e have some very nice s. B. Where?And they're all on sale this week. A. I th ink it's on the

A. Oh, good! B. I'll help you look.

'With 13, use: Excuse me. I'm looking for

THE KITCHENA. I think we need a new dishwasher.B. I think you're right.

1 . dishwasher 1 0 . dish rack2 . dishwasher detergent 1 1 . paper towel holder3. dishwashing liquid 1 2 . dish towel4. faucet 13. trash compactor5. (kitchen) sink 14. cabinet6 . (garbage) disposal 15. microwave (oven)7. sponge 16. (kitchen) counter8 . scouring pad 17. cutting board9. pot scrubber 18. canister

19. stove/range 28. freezer2 0 . burner 29. ice maker2 1 . oven 30. ice tray2 2 . potholder 31. refrigerator magnet23. toaster 32. kitchen table24. spice rack 33. placemat25. (electric) can opener 34. kitchen chair26. cookbook 35. garbage pail27. refrigerator

[In a store]A. Excuse me. Are y o u r________

still on sale?B. Yes, they are. They're twenty

percent off.

[In a kitchen]A. W hen did you get this/these

n e w _________(s)?B. I got it/them last week.

Tell about your kitchen. (In my kitchen there's ...

KITCHENWAREA. Could I possibly borrow your wok?B. Sure. I'll get it for you right now.A. Thanks.

1 . wok 1 2 . cake pan2 . pot 13. pie plate3. saucepan 14. cookie sheet4. lid/cover/top 15. (mixing) bowl5. frying pan/skillet 16. rolling pin6 . roasting pan 17. measuring cup7. roaster 18. measuring spoon8 . double boiler 19. coffeemaker9. pressure cooker 2 0 . coffee grinder

1 0 . colander 2 1 . tea kettle1 1 . casserole (dish) 2 2 . toaster oven

23. (electric) mixer 34. cookie cutter24. food processor 35. strainer25. electric frying pan 36. garlic press26. waffle iron 37. bottle opener27. (electric) griddle 38. can opener28. popcorn maker 39. whisk29. blender 40. (vegetable) peeler30. grater 41. knife31. (egg) beater 42. spatula32. ladle 43. paring knife33. ice cream scoop

A. W hat are you looking for?B. I'm looking for th e .A. D id you look in the drawers/

in the cabinets/next to the --------------/ ................ ?

B. Yes. I looked everywhere!

' With 2. 4, 12-15, 41, use: I'm looking for a ________

[A Commercial]Come to Kitchen W orld ! W e have

everything you need for your kitchen, fro m _________ s a n d _________ s, to

_s a n d . _s. Are you___ ? Is it time_______ ? Come

looking for a n e w ____to throw out your old . to Kitchen World today! W e have everything you need!

W hat things do you have in your kitchen?

W hich things do you use very often? W hich things do you rarely use?

THE BABY’S ROOMA. Thank you for the teddy bear. It's a very nice gift.B. You're welcome. Tell me, when are you due?A. In a few more weeks.

1 . teddy bear 9. changing table/ 16. playpen 24. food warmer2 . intercom dressing table 17. stuffed animal 25. booster seat3. chest (of drawers) 1 0 . stretch suit 18. rattle 26. baby seat4. crib 1 1 . changing pad 19. cradle 27. high chair5. crib bumper 1 2 . diaper pail 2 0 . walker 28. portable crib6 . mobile 13. toy chest 2 1 . car seat 29. baby carrier7. crib toy 14. doll 2 2 . stroller 30. potty8 . night light 15. swing 23. baby carriage

A. That'<; a very nice A. Do you have everything you Tell about your country:W here did you get it? need before the baby comes? W hat things do people buy for a

B. It was a g ift f r o m ................ B. A lmost everything. W e're still new baby?looking for a/an and Does a new baby sleep in a separatea/an room, as in the United States?

BABY CARE[1- 12 ]A. Do we need anything from the

store?B. Yes. Could you get some more

baby powder?A. Sure.

113-17]A. Do we need anything from the

store?B. Yes. Could you get another

pacifier?A. Sure.

, PEACHES

1 . baby powder 6 . baby food 1 0 . disposable diapers 14. bottle2 . baby lotion 7. (baby) wipes 1 1 . cloth diapers 15. nipple3. baby shampoo 8 . cotton swabs 1 2 . (liquid) vitamins 16. bib4. ointment 9. diaper pins 13. pacifier 17. teething ring5. formula

[In a store]A. Excuse me. I can't find the

[At home]A. Honey? W here did you put the

B. I'm sorry. W e're out o f _________W e 'll have some more tom orrow.

B. It's/They're in/on/next to the

In your opin ion, w hich are better: cloth diapers or disposable diapers? Why?

Tell about baby products in your country.

* With 13-17, use the plural.

THE BATHROOMA. Where's the plunger?B. It's next to the toilet.

A. Where's the toothbrush?B. It's in the toothbrush holder.

A. Where's the w ashcloth?B. It's on the tow el rack.

A. Where's the m irror?B. It's over the sink.

1 . plunger 1 2 . washcloth/2 . toilet facecloth3. toilet tank 13. hamper4. toilet seat 14. (bathroom) scale5. air freshener 15. shelf6 . toilet paper holder 16. hair dryer7. toilet paper 17. fan8 . toilet brush 18. mirror9. towel rack 19. medicine cabinet/

1 0 . bath towel medicine chest1 1 . hand towel 2 0 . (bathroom) sink

2 1 . hot water faucet 32. shower2 2 . cold water faucet 33. shower curtain rod23. cup 34. shower head24. toothbrush 35. shower curtain rings25. toothbrush holder 36. shower curtain26. soap 37. bathtub/tub27. soap dish 38. drain28. soap dispenser 39. rubber mat29. Water Pik 40. sponge30. vanity 41. bath mat/bath rug31. wastebasket

A. [Knock. Knock.] D id I leave my glasses in there?

B. Yes. They're o n /in /n e x t to the

A. Bobby?B. Yes, M om /Dad?A. You d idn 't clean up the

bathroom! There's toothpasteon th e _________ and there'spowder all over the 1

Tell about your bathroom. (In my bathroom there's ...

B. Sorry, M om /D ad. up right away.

I clean it

PERSONAL CARE PRODUCTS[1-17]A. Excuse me. Where can I find

toothbrushes?B. They're in the next aisle.A. Thank you.

[18-38]A. Excuse me. Where can I find

shampoo?B. It's in the next aisle.A. Thank you.

1 . toothbrush 1 1 . nail clipper 2 1 . toothpaste 31. nail polish2 . comb 1 2 . nail brush 2 2 . mouthwash 32. nail polish remover3. (hair) brush 13. scissors 23. dental floss4. razor 14. tweezers 24. shaving creme makeup5. razor blades 15. bobby pins 25. after shave lotion 33. base/foundation6 . electric razor/ 16. hair clips 26. deodorant 34. blush/rouge

electric shaver 17. barrettes 27. powder 35. lipstick7. styptic pencil 18. shampoo 28. hand lotion 36. eye shadow8 . shower cap 19. conditioner/rinse 29. perfume/cologne 37. eye liner9. nail file 2 0 . hairspray 30. shoe polish 38. mascara

1 0 . emery board

A. I'm going to the drug store to get A. Do you have everything for You're going on a trip. Make a list ofa/an .* the trip? personal care products you need to

B. W h ile you're there, could you also B. 1 th ink so. take w ith you.get a/an ?* A. D id you remember to pack

A. Sure. your ?B. Oops! 1 forgot. Thanks for

'With 5, 13-38, use: get rem inding me.

[1 -17 ,28-391 [18-271A. Excuse me. Do you sell brooms? A. Excuse me. Do you sellB. Yes. They're at the back of the laundry detergent?

store. B. Yes. It's at the back of the store.A. Thanks. A. Thanks.

HOUSEHOLD CLEANING AND LAUNDRY

1 . broom 1 1 . vacuum cleaner bag 18. laundry detergent 28. paper towels2 . dustpan 1 2 . hand vacuum 19. fabric softener 29. hanger3. whisk broom 13. (dust) mop/ 2 0 . bleach 30. laundry basket4. feather duster (dry) mop 2 1 . starch 31. laundry bag5. dust cloth 14. (sponge) mop 2 2 . static cling remover 32. utility sink6 . iron 15. (wet) mop 23. cleanser 33. scrub brush7. ironing board 16. washing machine/ 24. window cleaner 34. sponge8 . carpet sweeper washer 25. ammonia 35. bucket/pail9. vacuum (cleaner) 17. dryer 26. furniture polish 36. trash can/garbage can

1 0 . vacuum cleaner 27. floor wax 37. recycling binattachments 38. clothesline

39. clothespins

A. How do you like this/these A. They're having a big sale at W ho does the cleaning and laundry in? Dave's Discount Store this week. your home? W hat things does that

B. It's /They're great! B. Oh, really? W hat's on sale?A. [18-271 and 11-17.28-391 s.

person use?

OUTSIDE THE HOME

1 . lamppost 1 0 . window 19. gutter 26. satellite dish2 . mailbox 1 1 . (window) screen 20. drainpipe/downspout 27. patio3. front walk 1 2 . shutter 2 1 . deck 28. lawnmower4. front steps 13. roof 2 2 . back door 29. barbecue/5. (front) porch 14. TV antenna 23. doorknob (outdoor) grill

6 . storm door 15. chimney 24. screen door 30. lawn chair7. front door 16. garage 25. side door 31. tool shed8 . doorbell 17. garage door9. (front) light 18. driveway

[On the telephone] [At w ork on Monday morning] Do you like to repair things?

A. Harry's Home Repairs. A. W hat did you do this weekend? What things can you repair yourself?

B. H ello Do you fix s? B. Nothing much . I repaired my What things can't you repair? W ho

A. No, we don't. and my repairs them?

B. Oh, okay. Thank you.

THE APARTMENT BUILDINGA. Is there a lobby?B. Yes, there is. Do you want to see the apartment?A. Yes, I do.

1 . lobby2 . intercom3. buzzer4. mailbox5. elevator6 . doorman

7. smoke detector8 . peephole9. (door) chain

1 0 . dead-bolt lock1 1 . air conditioner

1 2 . fire alarm13. garbage chute14. laundry room15. superintendent16. storage room

17. parking garage18. parking lot19. balcony/terrace2 0 . swimming pool2 1 . whirlpool

[Renting an apartment! [On the telephone] Tell about the differences between

A. Let me show you around the A. Mom and Dad? I found an living in a house and in an apartment

build ing.* apartment. building.

B. Okay. B. Good. Tell us about it.A This is the and here's

theA. It has a/an and a/an

B. I see. B. That's nice. Does it have a/an

' With 7-11, use:Let me show you around the apartment.

A. Yes, it does.

HOUSING UTILITIES, SERVICES, AND REPAIRS

1 . carpenter 6 . TV repair person 1 2 . gas bill 17. cable TV bill

2 . handyman 7. locksmith 13. electric bill 18. pest control bill

3. (house) painter 8 . gardener 14. telephone bill 19. rent

4. chimney sweep 9. electrician 15. water bill 2 0 . parking fee

5. appliance repair 1 0 . plumber 16. oil bill/heating bill 2 1 . mortgage payment

person 1 1 . exterminator

A.-1 1 ]

W hen is th e . come?

[12- 2 1 ]going to A. W hen is th e __________due?

B. It's due at the end o f the month.

Tell about utilities, services, and repairs you pay for. How much do y o t pay?

B. This afternoon.

TOOLSA. Could I borrow your hammer*?B. Sure.A. Thanks.

* With 2 8 -3 2 , use: C ou ld I b o rro w so m e __________s?

B H B

1 . hammer 9. saw 17. power saw 25. paint thinner

2 . screwdriver 1 0 . hand drill 18. level 26. sandpaper3. Phillips screwdriver 1 1 . brace 19. plane 27. wire4. wrench 1 2 . chisel 2 0 . toolbox 28. nail5. pliers 13. scraper 2 1 . (paint) pan 29. screw

6 . hacksaw 14. vise 2 2 . (paint) roller 30. washer

7. hatchet 15. electric drill 23. paintbrush/brush 31. bolt8 . monkey wrench 16. (drill) bit 24. paint 32. nut

[1 -4 , 6 -27 ] [5, 28-32] Do you like to work with tools?A. Where's the ? A. Where are the (s)? What tools do you have in yourB. It's on/next to/near/over/under B. They're on/next to/near/over/under home?

the thp

GARDENING TOOLS AND HOME SUPPLIES[1-161A. I can't find the lawnmower!B. Look in the tool shed.A. I did.B. Oh! Wait a minute! I lent the

lawnmower to the neighbors.

[17- 32]A. I can't find the flashlight!B. Look in the utility cabinet.A. I did.B. Oh! Wait a minute! I lent the

flashlight to the neighbors.

1 . lawnmower 9. hoe 17. flashlight 25.2 . gas can 1 0 . trowel 18. fly swatter 26.3. sprinkler 1 1 . shovel 19. extension cord 27.4. (garden) hose 1 2 . hedge clippers 2 0 . tape measure 28.5. nozzle 13. work gloves 2 1 . step ladder 29.6 . wheelbarrow 14. vegetable seeds 2 2 . plunger 30.7. watering can 15. fertilizer 23. yardstick 31.8 . rake 16. grass seed 24. mousetrap 32.

[1- 11, 17-241A. I'm going to the hardware store.

Can you think of anything we need?

B. Yes. W e need a /an_________A. Oh, that's right.

112- 16, 25- 32 )A. I'm going to the hardware store.

Can you th ink o f anything we need?

B. Yes. W e need_________A. Oh, that's right.

What gardening tools and home supplies do you have? Tell about how and when you use each one.

NUMBERSS & 7 S 3 I 0

o )

Cardinal Numbers1 one2 two3 three4 four5 five6 six7 seven8 eight9 nine

1 0 ten

11 eleven1 2 twelve13 thirteen14 fourteen15 fifteen16 sixteen17 seventeen18 eighteen19 nineteen2 0 twenty

X . -

21 twenty-one 10 1 one hundred (and) one2 2 twenty-two 1 0 2 one hundred (and) two30 thirty 1 , 0 0 0 one thousand40 forty 1 0 , 0 0 0 ten thousand50 fifty 1 0 0 , 0 0 0 one hundred thousand60 sixty 1 ,0 0 0 , 0 0 0 one million70 seventy80 eighty90 ninety

1 0 0 one hundred

A. How old are you?B. I 'm ________ years old.

A. How many people are there in your family?B . ______

O rdinal Numbers1 St first 1 1 th eleventh 2 1 st twenty-first 1 0 1 st

2 nd second 1 2 th twelfth 2 2 nd twenty-second 1 0 2 nd3rd third 13th thirteenth 30th thirtieth 1 0 0 0 th4th fourth 14th fourteenth 40th fortieth 1 0 ,0 0 0 th5th fifth 15th fifteenth 50th fiftieth 1 0 0 ,0 0 0 th6 th sixth 16th sixteenth 60th sixtieth 1 ,0 0 0 ,0 0 0 th7th seventh 17th seventeenth 70th seventieth8 th eighth 18th eighteenth 80th eightieth9th ninth 19th nineteenth 90th ninetieth

1 0 th tenth 2 0 th twentieth 1 0 0 th one hundredth

one hundred (and) first one hundred (and) second one thousandth ten thousandth one hundred thousandth

A. What floor do you live on? A. Is this the first time you've seen this movie?B. I live on th e ________ floor. B. No. It's th e_________ time.

Arithmetic

MATHEMATICS

addition subtraction multiplication division2 plus 1 equals* 3. 8 minus 3 equals* 5. 4 times 2 equals* 8 . 10 divided by 2 equals* 5.

‘You can also say: is

A. How much is two plus one?B. Two plus one equals/is three.

Make conversations for the arithmetic problems above and others.

Fractions

0 * 0 V' v J ’Aone quarter/ one third one half/ two thirds three quarters/

one fourth half three fourths

A. Is this on sale? A. Is the gas tank almost empty?B. Yes. It's________ off the regular price. B. It's about_________ full.

Percents

0 “ d50% 75% 100%

twenty-five percent fifty percent seventy-five percent one hundred percent

A. How did you do on the test? A. What's the weather forecast?B. I got________ percent of the answers right. B. There's a _________percent chance of rain.

Research and discuss:W hat percentage o f the people in your country live in cities? live on farms? work in factories? vote in national elections?

TIME

two oh five two twenty/ twenty after two

two forty/ twenty to three

two fifty-five five to three

A. What time is it?B. It's________ .

two a.m. two p.m. noon/ twelve noon

midnight/ twelve midnight

A. What time does the movie begin?B. A t________ .

A. When does the train leave?B. A t ________ .

Tell about your daily schedule: W hat do you do? When?(I get up a t_________. I .......... .)

Do you usually have enough tim e to do things, or do you run out of time? Explain.

If there were 25 hours in a day, what w ould you do w ith the extra hour? Why?

Tell about the use o f tim e in different cultures or countries you are fam iliar w ith :

Do people arrive on tim e for work? appointments? parties? Do trains and buses operate exactly on schedule?Do movies and sports events begin on time?Do workplaces use time clocks or timesheets to record employees' w ork hours?

A. What time will we arrive?B. A t _________

THE CALENDAR

1999 JANUARY 19£eSUN • MON ■ TUE ■ WED • THUR ■ FRl • SAT

1I3 4 5 6 1 8 910 11\l 13 11 15 16

17 IS M 10l\ 11 Z 5% Z5 ft nIt 30

1 . year

nineteen nir

2 . month

January February March April May June

3. day

Sunday Monday Tuesday Wednesday

4. date

January 2, 1999 1/2/99January second,

'-nine

JulyAugustSeptemberOctoberNovemberDecember

ThursdayFridaySaturday

ineteen ninety-nine

A. What year is it?B. It's________ .

A. What month is it?B. It's________ .

A. What day is it?B. It's________ .

A. What's today's date?B. Today is ________ .

When did you begin to study English? W hen is your birthday? (My birthday is o n _________ )W hat days o f the week do you study English? (I study W hat are your favorite months of the year? Why?

English o n ---------------) W hat are your least favorite months o f the year? Why?

PLACES AROUND TOWN I

A. Where are you going?B. I'm going to the appliance store.

1 . appliance store2 . auto dealer/car dealer3. bakery4. bank5. barber shop

6 . book store7. bus station8 . cafeteria9. child-care center/day-care center

1 0 . cleaners/dry cleaners

1 1 . donut shop1 2 . clinic13. clothing store14. coffee shop15. computer store

16. concert hall 2 1 . discount store 26. grocery store17. convenience store 2 2 . drug store/pharmacy 27. hair salon18. copy center 23. flower shop/florist 28. hardware store19. delicatessen/deli 24. furniture store 29. health club/spa2 0 . department store 25. gas station/service station 30. hospital

A. H i! H ow are you today? A. Oh, no! I can't find my W hich o f these places are in yourB. Fine. Where are you going? wallet/purse! neighborhood?A. To the . H nw about you? B. D id you leave it at the (In my neighborhood there's a/anR I'm going to the ? ............. )

A. Maybe I did.

PLACES AROUND TOWN II

A. Where's the hotel?B. It's right over there.

icwmwnn

1 . hotel2 . ice cream shop3. jewelry store4. laundromat5. library

6 . maternity shop7. motel8 . movie theater9. museum

1 0 . music store

1 1 . nightclub1 2 . park13. (parking) garage14. parking lot15. pet shop

16. photo shop 2 1 . shoe store 26. [rain station17. pizza shop 2 2 . (shopping) mall 27. travel agency18. post office 23. supermarket 28. video store19. restaurant 24. theater 29. vision center/eyeglass store2 0 . school 25. toy store 30. zoo

A. Is there a /an______B. Yes. There's a/an .

around the corner.

nearby? A. Excuse me. Where's th e ______B. It's down the street, next to the

A. Thank you.

W hich o f these places are in your neighborhood?(In my neighborhood there's a/an ................)

A. Where's th e________ ?B. On/In/Next to/Between/Across from/

In front of/Behind/Under/Over th e_

THE CITY

1 . trash container2 . police station3. jail4. courthouse5. bench

6 . street light7. ice cream truck8 . sidewalk9. curb

1 0 . street

1 1 . manhole1 2 . bus stop13. taxi/cab/taxicab14. taxi driver/cab driver15. bus

16. bus driver17. parking meter18. meter maid19. subway2 0 . subway station

2 1 . utility pole2 2 . taxi stand23. phone booth24. public telephone25. sewer

26. street sign27. fire station28. office building29. drive-through window30. fire alarm box

31. intersection32. police officer33. crosswalk34. pedestrian

35. traffic light/traffic signal36. garbage truck37. newsstand38. street vendor

[An Election Speech] Step outside. Look around.If I am elected mayor, I'll take care o f all the problems we have in our city. W e Describe everything you see.need to do something about o u r_________s. W e also need to do something abouto u r_________s. And look at o u r_________s! W e REALLY need to do somethingabout them ! W e need a new mayor who can solve these problems. If I amelected mayor, w e 'll be proud o f o u r_________s ,_________ s, a n d _________s again!Vote for me!

DESCRIBING PEOPLE AND THINGS

1 - 2 tall - short 27-2 8 new - old

3 -4 long - short 29 -30 young - old

5 -6 large/big - small/little 3 1 -3 2 good - bad

7-8 high - low 3 3 -3 4 hot - cold

9 -10 heavy/fat - thin/skinny 3 5 -3 6 soft - hard

1 1 - 1 2 heavy - light 3 7 -3 8 easy - difficult/hard

13 -1 4 loose - tight 39 -40 smooth - rough

15-16 fast - slow 4 1-4 2 neat - messy

17-18 straight - crooked 4 3-4 4 clean - dirty

19 -20 straight - curly 45-46 noisy/loud - quiet

2 1 - 2 2 wide - narrow 4 7-48 married - single

2 3 -2 4 thick - thin 4 9 -50 rich/wealthy - poor

25-26 dark - light

51-52 pretty/beautiful - ugly 61-6 2 expensive - cheap/inexpensive5 3-5 4 handsome - ugly 6 3-64 fancy - plain

55-56 wet - dry 65-66 shiny - dull

57-58 open - closed 67-68 sharp - dull

59-60 full - empty

[1- 2 ]

A. Is your sister tali'1B. No. She's short.

1-2 3-4 5 -6 7-8 9 - 10

11 -12 13-14 15-16 17-18 19-20 21-22 23-24 25-26 27-28 29-30 31-32 33-34

Is your sister _Is his h a ir____Is their d o g __Is the bridge _ Is your fr ie n d .Is the b o x ___Are the pants.Is the tra in ___Is the p a th ___Is his h a ir___Is that street _Is the l in e ___Is the ro o m __Is your c a r__Is h e ________ iAre your neighbor's children . Is the w a te r________ ?

35-3637-3839-4041-4243-4445-4647-4849-5051-5253-5455-5657-5859-6061-6263-6465-6667-68

Is your p il lo w ________Is today's homework _Is your s k in _________ ?Is your desk_________?Are the dishes_______Is your ne ighbor_____Is your sister________ ?Is your u n c le ________ ?Is the w itc h _________ ?Is the p ira te _________?Are the clo thes_____Is the d o o r________ ?Is the p itche r_______Is that restaurant____Is the dress_________?Is your kitchen floor _ Is the k n ife _________ ?

A. Tell me about y o u r ................ A. Is y o u r ..................................? Describe yourself.B. He's/She's/lt's/They're_________. B. No, not at all. As a matter o f Describe a person you know.

fact, he's/she's/it's/they're Describe one o f your favorite places.

DESCRIBING PHYSICAL STATES AND EMOTIONSA. You look tired.B. I am. I'm VERY tired.

1 . tired2 . sleepy3. exhausted4. hot

5. cold6 . hungry7. thirsty8 . full

9. sick/ill1 0 . happy1 1 . ecstatic1 2 . sad/unhappy

13. miserable14. pleased15. disappointed16. upset

17. annoyed18. frustrated19. angry/mad2 0 . furious

2 1 . disgusted2 2 . surprised23. shocked24. nervous

25. worried26. scared/afraid27. bored28. proud

29. embarrassed30. ashamed31. jealous32. confused

A. Are y o u _________? A. I 'm __________ W hat makes you happy? sad? mad?B. No. W hy do you ask? Do I B. Why? W hen do you feel nervous? annoyed?

l o o k _________? A ..................... Do you ever feel embarrassed? When?A. Yes. You do.

FRUITS

11-2 2 ]

A. This apple is delicious! Where did you get it?

B. At Shaw's Supermarket.

123-31]A. These grapes are delicious!

Where did you get them?B. At Farmer Fred's Fruit Stand.

1 . apple 7. nectarine 13. avocado 18. grapefruit 25. prunes2 . peach 8 . kiwi 14. cantaloupe 19. lemon 26. dates3. pear 9. papaya 15. honeydew 2 0 . lime 27. raisins4. banana 1 0 . mango (melon) 2 1 . orange 28. blueberries5. plum 1 1 . fig 16. pineapple 2 2 . tangerine 29. cranberries6 . apricot 1 2 . coconut 17. watermelon 23. grapes 30. raspberries

24. cherries 31. strawberries

A. I'm hungry. Do we have any fruit? A. Do we have any more s?+ W hat are your most favorite fruits?B. Yes. W e have s* and B. No. I'll get some more when I go W hat are your least favorite fruits?

s.* to the supermarket. W hich o f these fruits grow where youlive?

* With 14-18, use: *With 14-18, use: Name and describe other fruits youW p havp and nr> w p havp an y mnrp ? are fam iliar w ith.

VEGETABLESA. What do we need from the supermarket?B. We need lettuce* and peas.^

*1 -12 +13-36

1 . lettuce 1 0 . zucchini (squash) 19. cucumber 28. green pepper

2 . cabbage 1 1 . acorn squash 2 0 . tomato 29. red pepper

3. celery 1 2 . butternut squash 2 1 . carrot 30. beet4. corn 13. pea 2 2 . radish 31. onion5. cauliflower 14. string bean/green bean 23. mushroom 32. scallion/green onion

6 . broccoli 15. lima bean 24. artichoke 33. red onion7. spinach 16. black bean 25. potato 34. pearl onion

8 . asparagus 17. kidney bean 26. sweet potato 35. turnip

9. eggplant 18. brussels sprout 27. yam 36. parsnip

A. H ow do you like the11-121 / [13-361 s?

B. It's /They're delicious.

A. johnny? Finish your vegetables!B. But you know I hate

[1-121 / [13-361 s!A. I know. But it's /they 're good

for you !

W hich vegetables do you like?W hich vegetables don 't you like? W hich o f these vegetables grow where

you live?Name and describe other vegetables

you are fam iliar w ith.

THE SUPERMARKET I

A. I'm going to the supermarket to get milk and soup.* Do we need anything else?

B. Yes. We also need cereal and soda.*

* With 43, 44, 46, 49, and 55, use: a ________

A. Dairy Products 1 2 . cottage cheese1 . milk 13. yogurt2 . low-fat milk 14. eggs3. skim milk4. chocolate milk B. Canned Goods5. buttermilk 15. soup6 . orange juice^ 16. tuna fish7. cheese 17. (canned) vegetables8 . butter 18. (canned) fruit9. margarine

1 0 . sour cream1 1 . cream cheese

* Orange ju ice is not a dairy product, but is usually found in this

C. Packaged Goods 28. grapefruit juice19. cereal 29. tomato juice2 0 . cookies 30. fruit punch2 1 . crackers 31. grape juice2 2 . spaghetti 32. cranberry juice23. noodles 33. juice paks24. macaroni 34. powdered drink mix25. rice

E. BeveragesD. Juice 35. soda

26. apple juice 36. diet soda27. pineapple juice 37. bottled water

F. Poultry 49. leg of lamb 59. flounder I. Baked Goods38. chicken 50. lamb chops 60. swordfish 70. English muffins39. chicken legs 51. pork 61. haddock 71. cake40. drumsticks 52. pork chops 62. trout 72. pita bread41. chicken breasts 53. ribs 73. rolls42. chicken wings 54. sausages Shellfish 74. bread43. turkey 55. ham 63. oysters44. duck 56. bacon 64. scallops J. Frozen Foods

65. shrimp 75. ice creamG. Meat H. Seafood 66. mussels 76. frozen vegetables

45. ground beef Fish 67. clams 77. frozen dinners46. roast 57. salmon 68. crabs 78. frozen lemonade47. steak 58. halibut 69. lobster 79. frozen orange juice48. stewing meat

A. Excuse me. Where can I find[1-791 ?

B. In the [A—I ] Section, next to the 11-791 .

A. Thank you.

A. Pardon me. I'm looking for_ILz.ZS.j_-

B. It's/They're in the I A-)] Section, between the

[1-791 and the [1-791 .A. Thanks.

Which of these foods do you like? Which foods are good for you? What brands of these foods do you

buy?

THE SUPERMARKET II

11-70]A. Look! _________is/are on sale this week!B. Let's get some!

A. Deli 13. cole slaw1 . roast beef 14. macaroni salad2 . bologna 15. seafood salad3. salami4. ham B. Snack Foods5. turkey 16. potato chips6 . corned beef 17. corn chips7. American cheese 18. tortilla chips8 . Swiss cheese 19. nacho chips9. provolone 2 0 . pretzels

1 0 . mozzarella 2 1 . popcorn1 1 . cheddar cheese 2 2 . nuts1 2 . potato salad 23. peanuts

C. Condiments D. Coffee and Tea24. ketchup 38. coffee25. mustard 39. decaffeinated coffee/26. relish decaf coffee27. pickles 40. tea28. olives 41. herbal tea29. salt 42. cocoa/30. pepper hot chocolate mix31. spices32. soy sauce E. Baking Products33. mayonnaise 43. flour34. (cooking) oil 44. sugar35. olive oil 45. cake mix36. vinegar37. salad dressing

F. Jams and Jellies H. Household Items J. Pet Food 78. scale46. jam 57. sandwich bags 69. cat food 79. cash register47. jelly 58. trash bags 70. dog food 80. cashier48. marmalade 59. soap 81. plastic bag49. peanut butter 60. liquid soap K. Checkout Area 82. paper bag

61. aluminum foil 71. aisle 83. bagger/packerG. Paper Products 62. plastic wrap 72. shopping cart 84. express checkout (line)

50. tissues 63. waxed paper 73. shopper/customer 85. tabloid (newspaper)51. napkins 74. checkout counter 86. magazine52. toilet paper I. Baby Products 75. conveyor belt 87. (chewing) gum53. paper cups 64. baby cereal 76. coupons 88. candy54. paper plates 65. formula 77. scanner 89. shopping basket55. straws 66. baby food56. paper towels 67. wipes

68. (disposable) diapers

A. Do we need 11-701 ?B. No, but we need f1 -70 l

A. W e forgot to get [1-701 !B. I'll get it/them .

W here is it?/W here are they?A. In the [A—j] Section over

there.

Make a complete shopping list o f everything you need from the supermarket.

Describe the differences between U.S. supermarkets and food stores in your country.

CONTAINERS AND QUANTITIES

A. Would you please get two heads of lettuce when you go to the supermarket?

B. Two heads of lettuce? Sure. I'd be happy to.

A. Would you please get a bag of flour when you go to the supermarket?

B. A bag of flour? Sure. I'd be happy to.

1. bag 4. box 7. carton 10. ear2. bar 5. bunch 8. container 11. head3. bottle 6. can 9. dozen* 12. jar

* "a dozen eggs," not "a dozen o f eggs."

13. loaf-loaves14. pack15. package16. roll

17. six-pack18. stick19. tub

20. pint21. quart22. half-gallon

23. gallon24. liter25. pound

[At home]A. W hat did you get at the

supermarket?B. I g o t_________ , _________, and

[In a supermarket]A. Is this checkout counter open?B. Yes, but this is the express line.

Do you have more than eight items?B. No. I on ly have_________,

_________, a n d _________

Open your kitchen cabinets and refrigerator. Make a list o f all the things you find.

What do you do w ith empty bottles, jars, and cans? Do you recycle them, reuse them, or throw them away?

cup 8 fl. ozs.

UNITS OF MEASURE

tablespoon 1 (fluid) ounceTbsp. 1 fl. oz.

teaspoontsp.

This fruit punch is delicious! What's in it?T w o________ s of orange juice, three________ sof grape juice, and a ________ of apple juice.

quartqt.

32 fl. ozs.

gallongal.

1 28 fl. ozs.

pintpt.

16 fl. ozs.

A. How much water should I put in? A.B. The recipe says to add o n e ________ of water. B.

an ounce a quarter half a pound three-quarters a poundof a pound of a pound

oz. ' / a lb. '/> lb. % lb. lb.4 ozs. 8 ozs. 12 ozs. 16 ozs.

This chili tastes very good! What did you put in it?________ of ground beef,_________ of beans,________ of tomatoes, a n d _________ ofchili powder.

A. How much roast beef would you like? A.B. I'd lik e ________ , please.

B.

FOOD PREPARATION AND RECIPES

A. Can I help?B. Yes. Please cut up the vegetables.

1 . cut (up) 6 . stir 1 1 . fill with 16. cook 2 1 . steam2 . chop (up) 7. beat 1 2 . add to 17. bake 2 2 . scramble3. slice 8 . saute 13. put in 18. boil 23. barbecue/grill4. grate 9. pour 14. combine and 19. broil 24. stir-fry5. peel 1 0 . carve 15. mix and 2 0 . fry 25. microwave

[1 -25]A. W hat are you doing?B. I 'm _________ ing the .

[16-25]A. How long should I _________ theB. F o r ................minutes/seconds.

W hat's your favorite recipe? G ive instructions and use the units o f measure on page 52. For example:

M ix a cup o f flour and tw o tablespoons o f sugar.Add half a pound o f butter.Bake at 350° (degrees) for twenty minutes.

FAST FOODS AND SANDWICHES

1 . donut 1 1 . taco 19. tea 28. BLT/bacon, lettuce,2 . muffin 1 2 . slice of pizza 2 0 . iced tea and tomato sandwich3. bagel 13. bowl of chili 2 1 . milk 29. white bread4. bun 14. order of fried chicken 2 2 . tuna fish sandwich 30. rye bread5. danish/pastry 15. Coke/Diet Coke/ 23. egg salad sandwich 31. whole wheat bread6 . biscuit P epsi/7-U p/... 24. chicken salad sandwich 32. pumpernickel7. croissant 16. lemonade 25. ham and cheese 33. pita bread8 . hamburger 17. coffee sandwich 34. a roll9. cheeseburger 18. decaf coffee 26. roast beef sandwich 35. a submarine roll

1 0 . hot dog 27. corned beef sandwich

I'd like a 122-28] on 129-35] . please. What do you want on it? Lettuce/tomato/mayonnaise/mustard/...

A. May I help you? A.B. Yes. I'd like a/an 11-141 . please. B.A. Anything to drink? A.B. Yes. I'll have a small/medium-size/

large/extra-large 115-211 .

Do you go to fast food restaurants or sandwich shops? When? How often? W hat do you order?

THE RESTAURANT

A. Appetizers1. fru it cup/fruit cocktail 4. chicken wings2. tomato ju ice 5. nachos3. shrimp cocktail 6. potato skins

B. Salads7. tossed salad/ 10. antipasto (plate)

garden salad 11. Caesar salad8 . Greek salad 12. salad bar9. spinach salad

C. Main Courses/Entrees13. meatloaf 16. baked chicken14. roast beef/prime rib 17. broiled fish15. veal cutlet 18. spaghetti and

meatballs

D. Side Dishes19. a baked potato 22. rice20. mashed potatoes 23. noodles21. french fries 24. mixed vegetables

E. Desserts25. chocolate cake 28. je llo26. apple pie 29. pudding27. ice cream 30. ice cream sundae

lO rdering dinner)

A. May I take your order?B. Yes, please. For the appetizer I'd like the 11-61 .A. And what kind of salad would you like?B. I'll have the 17-121.A. And for the main course?B. I'd like the [13-181 , please.A. What side dish would you like w ith that?B. Hmm. I think I'll have 119-241 . B.

[Ordering dessert]

W ould you care for some dessert? Yes. I'll have 125-291/an 1301 .

Do you go to restaurants? W hich ones? W hat do you order? Describe some popular desserts in your country.

COLORS

A. What's your favorite color?B. Red.

1 . red2 . pink3. orange4. yellow5. green

6 . blue7. purple8 . black9. white

1 0 . gray

1 1 . brown1 2 . beige13. light green14. dark green15. navy blue

17. hot pink18. neon green19. silver2 0 . gold

A. I like your shirt. A. M y co lor TV is broken. Do you know the flags o f differentYou look very good in B. W hat's the matter w ith it? countries? W hat are the colors of

B. Thank vou. is my favorite A. People's faces are the flags you know?color. the sky is . and the What co lor makes you happy? What

grass is ! co lor makes you sad? Why?

CLOTHING

1. shirt/ 7. blouse 15. shorts 22. jacketlong-sleeved shirt 8. turtleneck 16. sweater 23. blazer

2. short-sleeved shirt 9. pants/slacks 17. V-neck sweater 24. suit3. dress shirt 10. (blue) jeans 18. cardigan sweater 25. three-piece suit4. sport shirt 11. corduroy pants/ 19. overalls 26. vest5. polo shirt/jersey/ corduroys 20. uniform 27. tie/necktie

sport shirt 12. skirt 21. jacket/sports jacket/ 28. bowtie6. flannel shirt 13. dress sports coat 29. tuxedo

14. jumpsuit 30. (evening) gown

A. I really like y o u r_________ A. Oh, no! I just ripped m y ____________________! W hat co lo r clothes do you like toB. Thank you. B. W hat a shame! wear?A. W here did you get it/them? Do you ever wear jeans? When?B. A t ................. What do you wear at parties? at work

or at school? at weddings?

SLEEPWEAR, UNDERWEAR, AND FOOTWEAR

1 . pajamas 9. athletic supporter/ 16. half slip 27. tennis shoes2 . nightgown jockstrap 17. stockings 28. running shoes3. nightshirt 1 0 . long underwear/ 18. pantyhose 29. high tops/

4. bathrobe/robe long johns 19. tights high-top sneakers5. slippers 1 1 . (bikini) panties/ 2 0 . socks 30. sandals6 . undershirt/ underpants 2 1 . knee socks 31. thongs/flip-flops

tee shirt 1 2 . briefs 2 2 . shoes 32. boots7. (jockey) shorts/ 13. bra 23. (high) heels 33. work boots

underpants 14. camisole 24. pumps 34. hiking boots

8 . boxer shorts 15. slip 25. loafers 35. cowboy boots26. sneakers 36. moccasins

[1- 2 1 ]

A. I can't find my n e w ________ .B. Did you look in the bureau/dresser/closet?A. Yes, I did.B. Then it's/they're probably in the wash.

[22-36]A. Are those n e w ___B. Yes, they are.A. They're very nice.B. Thanks.

EXERCISE CLOTHING AND OUTERWEAR

2. tank top3. sweatshirt4. sweat pants5. running shorts6. tennis shorts7. lycra shorts8. jogging suit/

running suit

10. tights11. sweatband12. coat13. overcoat14. jacket15. w indbreaker16. ski jacket17. bom ber jacket

19. dow n jacket20. dow n vest21. raincoat22. poncho23. trenchcoat24. rubbers25. gloves26. mittens

28. cap29. baseball cap30. beret31. rain hat32. ski hat33. ski mask34. ear muffs35. scarf

[1-11]A. Excuse me. I found th is /these_____

in the dryer. Is it/Are they yours?B. Yes. It's/They're m ine. Thank you.

112-351A. W hat's the weather like today?B. It's coo l/co ld /ra in ing/snow ing.A. I th ink I'll wear m y _________ .

Do you exercise? How? W hat kind o f cloth ing and shoes W hat do you wear outside when the weather is bad ?do you wear when you exercise ?

JEWELRY AND ACCESSORIES

A. O h, no! I th ink I lost my ring! A. O h, no! I th ink I lost my earrings!B. I 'll help you look for it. B. I 'll help you look for them.

1. ring 7.2. engagement ring 8.3. w edding ring / 9.

w edding band 10.4. earrings 11.5. necklace 12.6. pearl necklace/

pearls

chainbeadspinw atch/w ris t watchbraceletcu ff links

13. tie p in /tie tack14. tie c lip15. belt16. key ring/key chain17. w a lle t18. change purse19. pocketbook/

purse/handbag

20. shoulder bag21. tote bag22. book bag23. backpack24. briefcase25. um brella

[In a store]A. Excuse me. Is this/Are these

on sale this week?B. Yes. It's/They're half price.

|On the street]A. Help! Police! Stop that

man/woman!B. W hat happened?!A. He/She just stole m y ____

and m y _________ !

Do you like to wear jewelry? W hat jewelry do you have?

In your country, what do men, women, and children use to carry their things?

DESCRIBING CLOTHING

1 -2 lo n g -s h o r t 3 -4 tigh t - loose/baggy 5 -6 large/big - small 7 -8 high - low

9 -1 0 fa n c y -p la in11-12 h e a v y - l ig h t 13 -14 d a r k - l ig h t 15 -16 w ide - narrow

17. striped18. checked19. plaid20. polka dot

21. prin t22. flowered23. paisley24. solid b lu e

11-21

A. Are the sleeves too long?B. No. They're too short.

1 -2 Are the sleeves to o ______ ?3-4 Are the pants to o _______ ?5 -6 Are the gloves to o ______ ?7-8 Are the heels to o _______?

9 -1 0 Is the blouse to o ______ ?11 -1 2 Is the coat to o ______ ?1 3 -1 4 Is the co lor to o ______ ?15 -1 6 Are the shoes to o ______ ?

I I 7-24 ]A. H ow do you like thisB. Actually, I prefer that

. tie/shirt/skirt?

. one.

Describe your favorite clothing.

THE DEPARTMENT STORE

A. Excuse me. W here's the store directory?B. It's over there, next to the escalator.

. (store) d irectory

. escalator

. Men's C lo th ing Department4. Perfume Counter5. Jewelry Counter6. elevator7. men's room8. ladies' room

9. water fountain10. parking garage11. W om en's C lo th ing Departm ent12. Children's C lo th ing Department13. Housewares Department14. Furniture Departm ent/

Hom e Furnishings Department15. Household Appliances Department

16. E lectronics D epartm en t17. C ustom er Assistance C oun te r/

Custom er Service C ounter18. snack bar19. G ift W rap Counter20. park ing lo t21. customer p ickup area

A. Pardon me. Is this the way to the ________ ?

B. Yes, it is./No, it isn't.

A. I'll meet you at/in/near/in front ofth e _________.

B. Okay. W hat time?A. At 3:00.

Describe a department store you know. Tell what is on each floor.

VIDEO AND AUDIO EQUIPMENT

21

1. TV/television set 7. turntable 13. stereo system/ 17. (audio) tape/2. remote contro l (unit) 8. tape deck sound system (audio) cassette3. VCR/videocassette 9. CD player/ 14. tape recorder 18. C D /com pact disc

recorder com pact disc player 15. (personal) cassette 19. record4. (blank) videotape 10. am p lifie r player/W alkm an 20. set o f headphones5. video/(video)tape 11. tuner 16. portable stereo 21. radio6. cam corder/ 12. speaker system/boom box 22. shortwave radio

video camera 23. c lock radio

A. H ow do you like my ? A. W hich company makes a good What video and audio equipment doB. It's great/fantastic/awesome! ? you have or want?

R In my opin ion, thp best In your op in ion, w hich brands areis made by .... the best?

wm

COMPUTERS, TELEPHONES, AND CAMERASA. Can you recom m end a good computer?*B. Yes. This computer here is excellent.

* With 9, use: Can you recommend good ________?

1. com puter 8. (floppy) disk/diskette 15. fax m achine 23. (movie) screen2. m on ito r 9. (computer) software 16. camera 24. e lectric typew rite r3. disk drive 10. portable com puter 17. zoom lens 25. e lectron ic typew riter4. keyboard 11. notebook com puter 18. camera case 26. ca lcu la tor5. mouse 12. te lephone/phone 19. flash attachm ent 27. adding m achine6. printer 13. portable phone/ 20. tripod 28. voltage regulator7. modem portable telephone 21. film 29. adapter

14. answering m achine 22. slide pro jector

A. Excuse me. Do you sell s?+

B. Yes. W e carry a complete line of s.*

+With 9 and 21, use the singular.

A. W hich ____ is the best?B. This one here. It's made by

Do you have a camera? W hat kind is it? W hat do you take pictures of?

Does anyone you know have an answering machine? W hen you call, what does the machine say?

How have computers changed the world?

THE TOY STOREA. Excuse me. I'm looking for (a /an)_________ (s)

for my grandson.*B. Look in the next aisle.A. Thank you.

* grandson/granddaughter/...

1. (board) game 12. do ll house 23. (color) markers 33. plastic sw im m ing poo l/2. (bu ild ing) blocks 13. do ll house furn itu re 24. co lo ring book w ading pool3. construction set 14. action figure 25. construction paper 34. video game system4. (jigsaw) puzzle 15. stuffed animal 26. paint set 35. (video) game cartridge5. rubber ball 16. m atchbox car 27. (m odeling) clay 36. hand-held v ideo game6. beach ball 17. toy truck 28. b icycle 37. w a lk ie -ta lk ie (set)7. pail and shovel 18. racing car set 29. tricyc le 38. trading cards8. hula hoop 19. train set 30. wagon 39. stickers9. jum p rope 20. model kit 31. skateboard 40. bubble soap

10. do ll 21. science kit 32. sw ing set 41. p layhouse11. do ll c lo th ing 22. crayons

A. I don 't know what to get my A. Mom/Dad? Can we buy W hat toys are most popular in your................-year-old son/daughter this/these ? country?for his/her birthday. B. No, Johnny. Not today. What were your favorite toys when

B. W hat about (a) ? you were a child?A. Good idea! Thanks.

Coins

Name Value Written as:1. penny one cent 1 tf $ .012. nickel five cents 5<t $ .053. d im e ten cents 10<2 $ .104. quarter tw enty-five cents 25? $ -255. ha lf do lla r fifty cents 50<t $ .506. silver do lla r one do lla r $1.00

MONEY

A. H ow much is a penny worth?B. A penny is w orth one cent.

Currency

A. Soda costs seven ty-five cents. Do you have enough change?

B. Yes. I have a /tw o /th ree_______ _(s) and

Name We sometimes say: Value Written a«7. (one-)dollar b ill a one one do lla r $ 1.008. five -do lla r b ill a five five dollars $ 5.009. ten-do lla r b ill a ten ten dollars $ 10.00

10. tw en ty-do lla r b ill a twenty tw enty dollars $ 20.0011. fifty -do lla r b ill a fifty fifty dollars $ 50.0012. (one-)hundred do lla r b ill a hundred one hundred dollars $100.00

A. I need to go to the supermarket.Do you have any cash? A. Can you change a five-dollar bill/a five?

B. Let me see. I have a twenty-dollar bill. B. Yes. I've got five one-dollar bills//iVe ones.A. Twenty dollars is enough. Thanks.

Written as We say: H ow much do you pay for a loaf o f bread? a hamburger?$1.20 one do llar and twenty cents a cup o f coffee? a gallon of gas?

a do llar twenty Name and describe the coins and currency in your country.$2.50 tw o dollars and fifty cents W hat are they worth in U.S. dollars?

tw o fifty$37.43 thirty-seven dollars and forty-three cents

thirty-seven forty-three

THE BANK

1. checkbook2. check register3. m onth ly statement4. bank book5. traveler's checks6. cred it card7. ATM card

8. deposit slip9. w ithd raw a l slip

10. check11. m oney order12. loan app lication

13. (bank) vault14. safe deposit box15. teller16. security guard17. automatic te lle r (m achine)/

ATM (machine)18. bank officer

11-71A. W hat are you looking for?B. M y _________ . I can 't find

it/them anywhere!

18-121A. W hat are you doing?B. I'm fillin g out th is ___A. For how much?B.....................

[13-18]A. H ow m a n y _________ s does the

State Street Bank have?B.....................

Do you have a bank account? W hat kind? Where?Do you ever use traveler's checks? When?Do you have a credit card? W hat kind? W hen do you use it?

THE BODY11-23, 27-79]A. M y docto r checked my head and said

everyth ing is okay.B. I'm glad to hear that.

1. head 11. pupil 21.2. hair 12. cornea 22.3. forehead 13. ear 23.4. temple 14. earlobe 24.5. face 15. nose 25.6. eye 16. nostril 26.7. eyebrow 17. cheek 27.8. eyelid 18. jaw 28.9. eyelashes 19. mouth 29.0. iris 20. lip 30.

tooth-tee th 31. back 37. buttockstongue 32. arm 38. legchin 33. arm pit 39. thighsideburn 34. e lbow 40. kneemustache 35. waist 41. ca lfbeard 36. hip 42. shinneckshoulderchestabdomen

43. hand 53. foot 61.44. w rist 54. ankle 62.45. thum b 55. heel 63.46. (index) finger 56. toe 64.47. m idd le finger 57. little toe 65.48. ring finger 58. b ig toe 66.49. p inky /little finger 59. toenail50. palm 60. skin51. fingernail52. knuckle

brain 67. heart 73. musclesthroat 68. liver 74. bonesesophagus 69. gallb ladder 75. pancreasw indp ipe 70. stomach 76. kidneysspinal cord 71. large intestine 77. bladderlungs 72. small intestine 78. veins

79. arteries

[1, 3-8, 13-23, 27-34, 36-60]A. Ooh!B. W hat's the matter?

I M y _________ hurts!I M y _________ s hurt!

[61-79]A. M y doctor wants me to have some

tests.B. Why?A. She's concerned about m y _______

Describe yourself as completely as you can.

W hich parts o f the body are most important at school? at work? when you play your favorite sport?

AILMENTS, SYMPTOMS, AND INJURIES

A. W hat's the matter? A. W hat's the matter?B. I have a/an [1-191 . B. I have [20-261 .

1. headache2. earache3. toothache4. stomachache5. backache

6. sore throat7. fever/

temperature8. cold9. cough

10. virus

11. in fection12. rash13. insect bite14. sunburn15. stiff neck

16.17.18.19.20. 21.

runny nose b loody nose cavity wart(the) hiccups (the) ch ills

22. cramps23. diarrhea24. chest pain25. shortness of

breath26. laryngitis

A. W hat's the matter? I feel [27-301 .

B. I'm 131-321 .I'm 133-381 ing.

A.

B.

W hat's the matter?I [39-481 ed m y ..........M y .......... is/are 149-501

27. faint28. d izzy29. nauseous30. bloated31. congested

32. exhausted33. cough34. sneeze35. wheeze

36. burp37. vom it/th row up38. bleed39. tw ist40. sprain

41. dislocate42. scratch43. scrape44. bruise45. burn

46. break-broke47. hu rt-hu rt48. cu t-cu t49. swollen50. itchy

A. How do you feel?B. Not so good./Not very well./Terrible! A. What's the matter?B................... .................... a n d ..................A. I'm sorry to hear that.

Tell about the last time you d idn 't feel w ell. W hat was the matter?

Tell about a time you hurt yourself. W hat happened? How?

W hat are the symptoms o f a cold? a heart problem?

MEDICAL AND DENTAL CARE

1. doctor/physic ian2. nurse3. X-ray technic ian4. lab technician5. EMT/emergency

medical technic ian6. dentist7. (oral) hygienist

8. obstetrician9. gynecologist

10. pediatric ian11. cardio logist12. optom etrist13. surgeon14. psychiatrist

15. exam ination table16. eyecha rt17. scale18. X-ray m achine19. stethoscope20. therm om eter21. gloves22. b lood pressure gauge

23. needle/syringe24. bandages/gauze25. adhesive tape26. a lcohol27. cotton balls28. d rill29. anesthetic/Novocaine

11-14]A. W hat do you do?B. I'm a /a n _________

[15-18]A. Please step over here to the

[19-29]A. Please hand me theB. Here you are.

B. Okay.

Where do you go for medical care? H ow often? W ho examines you? W hat does he/she do?

MEDICAL TREATMENT AND THE HOSPITAL

1. prescription2. in jection/shot3. bandaid4. stitches5. sling6. crutches7. cast8. diet

9. rest in bed10. d rink flu ids11. exercise12. gargle13. X-rays14. tests15. b lood w ork /b lood tests16. surgery17. physical therapy18. counseling

19. hospital bed20. call button21. bed contro l22. I.V.23. hospital gown24. bed table25. bed pan26. m edical chart

[9-181 [19-26]A. W hat d id the doctor say? A. This is you r.

She/He to ld me to [9-121 . B. I see.She/He to ld me I need [13-181 .

11- 8 ]

A. W hat d id the docto r do?B. She/He gave me (a/an)

When did you have your last medical checkup? What did the doctor say?

Have you ever been in the hospital? When? Why? Tell about your experience.

MEDICINE

1. aspirin 6. throat lozenges 10. o in tm ent 16. p ill2. co ld tablets 7. antacid tablets 11. creme 17. tablet3. vitam ins 8. decongestant spray/ 12. lo tion 18. capsule4. cough syrup nasal spray 13. heating pad 19. caplet5. cough drops 9. eye drops 14. ice pack 20. teaspoon

15. w heelcha ir 21. tablespoon

11-15]A. W hat d id the docto r say?

I She/He to ld me to take 11 —41 .B‘ 1 She/He told me to use (a/an) 15-151 .

W hat medicines do you take or use? Describe any medical treatments or medicines in yourFor what ailments? country that are different from the ones in these lessons.

[16-21]A. W hat's the dosage?B. O n e ________ , every three hours.

THE POST OFFICE

1. letter 9. registered mail 17. selective service 26. postal w orke r/2. postcard 10. express m a il/ registration form postal clerk3. air letter/ overn ight mail 18. envelope 27. scale

aerogramme 11. stamp 19. address 28. stamp m achine4. package/parcel 12. sheet o f stamps 20. z ip code 29. mail truck5. first class 13. ro ll o f stamps 21. return address 30. m ailbox6. air mail 14. book o f stamps 22. stamp/postage 31. letter carrie r/7. parcel post 15. m oney order 23. postmark m ail carrier8. book rate/third class 16. change-of-address

form24. m ail slot25. w in d o w

32. m ail bag

H-41 15-10]A. W here are you going? A. H ow do you w antB. To the post office. to send it?

I have to mail a /a n _________ B. ________ , please.

[11-17]A. Next!B. I'd like a _____A. Here you are.

please.

[19-22]A. Do you w ant me to

mail this letter fo r you?B. Yes, thanks.A. Oops! You forgot the

What time does your letter carrier deliver your mail? Does he/she drive a mail truck or carry a mail bag and walk?

Describe the post office you use:H ow many postal w indow s are there? Is there a stamp machine?Are the postal workers friendly?

Tell about the postal system in your country.

THE LIBRARY

1. librarian 9. in form ation desk 16. media section 24. journal2. checkout desk 10. cop ie r/ 17. videotape 25. call card3. lib rary assistant (photo)copy m achine 18. record 26. call number4. m icro film 11. reference librarian 19. tape 27. author5. m icrofiche 12. reference section 20. com puter diskette 28. title6. card catalog 13. atlas 21. periodicals section 29. subject7. on line catalog 14. encyclopedia 22. newspaper 30. library card8. shelves 15. d ic tionary 23. magazine

[1-11]A. Excuse me. W here's/

W here are th e ________ ?B. O ver there, at/near/next to

the-_________.

[12-24]A. Excuse me. W here can I find

a/an n 3-15. 17-20. 22-241 ?B. Look in the [12.16, 211 over

there.

[27-29]A. May I help you?B. Yes, please. I'm having

trouble find ing a book.A. Do you know th e ______B. Yes....................

Do you go to a library? W hich one? W hat does this library have? Describe how you use the library.

THE SCHOOL

[ 1-A.B.A.B.

16)W here are you going? I'm going to th e ______D o you have a hall pass? Yes. Here it is.

* With 6 and 7, use: I'm going to my

1. office2. nurse's office3. guidance office4. cafeteria5. principa l's office6. classroom7. locker

8. language lab9. chem istry lab

10. teachers' lounge11. gym/gymnasium12. locker room13. aud itorium14. fie ld

15. bleachers16. track17. principa l18. assistant principa l19. (school) nurse20. guidance counselor

21. lunchroom m onitor22. cafeteria w orker23. driver's ed instructor24. teacher25. coach26. custodian

(17-261A. W ho's that?B. That's the new

Describe the school where you study English. Tell about the rooms, offices, and people.

Tell about differences between schools in the United States and in your country.

SCHOOL SUBJECTS AND EXTRACURRICULAR ACTIVITIES

1. math/mathematics2. algebra3. geometry4. trigonom etry5. calculus

6. English7. history8. geography9. science

10. b io logy11. chem istry12. physics13. Spanish

14. French15. home econom ics16. health17. industria l arts/shop

18. driver's education/ d river's ed

19. typing20. art21. music

22. band23. orchestra24. choir/chorus

25. drama26. footba ll27. school newspaper

28. yearbook29. literary magazine30. student government

[1-21]A. W hat do you have next period?B . _________H ow about you?A . ______B. There's the bell. I've got to go.

122-301A. Are you going home right after school?

No. I have 122-261 practice.No. I have a 127-301 meeting.

What is/was your favorite subject? Why?What extracurricular activities do/did you participate in?

OCCUPATIONS IA. W hat do you do?B. I'm an accountant. How about you?A. I'm a carpenter.

p C J Q J

1. accountant2. actor3. actress

4. architect5. artist6. assembler

7. baker8. barber9. bookkeeper

13. carpenter14. cashier15. chef/cook

10. bricklayer/m ason11. bus driver12. butcher

16. com puter program m er 19. custod ian /jan ito r 22. e lectric ian 25. fisherman 28. hairdresser17. construction w orker 20. data processor 23. farmer 26. foreman 29. housekeeper18. courier/messenger 21. de live ry person 24. fire fighter 27. gardener 30. journa lis t/reporter

[At a job interview]A. Are you an experiencedB. Yes. I'm a very experienced

A. How long have you beena /a n _________?

B. I've been a /a n _________

W hich of these occupations do you think are the most interesting? the most difficult? Why?

fo r .......... months/years.

OCCUPATIONS IIA. W hat's your occupation?B. I'm a lawyer.A. A lawyer?B. Yes. That's right.

newscaster 7. photographer 10. po lice o ffice r 13. repairpersonpainter 8. p ilo t 11. real estate agent 14. salespersonpharm acist 9. p lum ber 12. receptionist 15. sanitation worker

1. law yer 4.2. m echanic 5.3. model 6.

16. scientist 19. security guard 22. taxi d rive r 25. travel agent 28. waitress17. seamstress 20. stock c lerk 23. teacher 26. truck driver 29. w e lder18. secretary 21. ta ilo r 24. translator/interpreter 27. w aiter 30. veterinarian

A. Are you still a _________B. No. I'm a _________.A, Oh. That's interesting.

A. W hat kind of job w ould you like in the future?

B. I'd like to be a _________.

Do you work? W hat's your occupation?

W hat are the occupations o f people in your family?

WORK ACTIVITIES

A. Can you act?B. Yes, I can.

1. act 6. cook 11. file2. assemble components 7. de liver pizzas 12. fly an airplane3. bake 8. design buildings 13. grow vegetables4. bu ild things/construct things 9. draw 14. guard buildings5. clean 10. drive a truck

wfi] i f n «.o> W » '1 1 11 V

iT P

K r/

SnflEf

21

I

15. m ow /awns16. operate eq u ip m e n t17. paint18. play the piano19. repair things/i ix things

20. sell cars21. serve fo o d22. sew23. sing24. teach

25. translate26. type27. wash dishes28. w rite

A. What do you do for a living? A. Do you know how t o _________ ? Tell about your w ork abilities.B. I _________. B. Yes. I've been_________ing for years. W hat can you do?

THE OFFICE

1. reception area 10. com puter workstation2. coat rack 11. water cooler3. coat closet 12. coffee cart4. message board 13. office5. m ailbox 14. mail room6. file cabinet 15. postage m achine/7. supply cabinet postage meter8. storage cabinet 16. cop ie r/9. workstation (photo)copy m achine

17. waste receptacle 26. receptionist18. supply room 27. typist19. storage room 28. file clerk20. conference room 29. secretary21. conference table 30. adm inistrative22. w hiteboa rd / assistant

dry erase board 31. office manager23. em ployee lounge 32. office assistant24. coffee m achine 33. em ployer/boss25. soda m achine

11-251A. W h e re 's ........... ? 126-33]

I He's/She's in the /h is /he r__________* A. W ho's he/she?I He's/She's at the /h is /he r_________ B. He's/She's the new

13, 14, 18-20, 23 +2-12, 15-17, 21, 22, 24, 25

Describe an office you are fam iliar w ith.Tell about the rooms, the w ork areas, and the employees.

OFFICE EQUIPMENT

1. com puter 6. w ord processor 11. telephone 16. pencil sharpener2. VD T/video display 7. typew rite r 12. headset 17. e lectric pencil sharpener

term inal 8. ca lcu la to r 13. phone system 18. paper cutter3. (dot-matrix) prin ter 9. adding m achine 14. telex m achine 19. plastic b ind ing m achine4. (letter-quality) printer 10. microcassette 15. fax m achine 20. postal scale5. (laser) printer recorder/d ictaphone 21. paper shredder

A. I th ink this is broken! A. Have vou seen the new ? Do you know how to operate aB. I'll take a look at it. B. No, I haven't. computer? a fax machine? Give

A. It's much better than the old one! step-by-step instructions for usingsome type o f office equipment.

OFFICE FURNISHINGS

1. desk 10. desk pad 19. paper c lip dispenser 28. punch2. sw ivel chair 11. wastebasket 20. business cards 29. 3-hole punch3. rolodex 12. posture cha ir/ 21. c lipboard 30. stamp pad/ink pad4. pencil cup c lerica l cha ir 22. appoin tm ent book 31. rubber stamp5. letter tray/ 13. w a ll calendar 23. organizer/ 32. pen

stacking tray 14. w a ll p lanner personal p lanner 33. pencil6. memo holder 15. file cabinet 24. timesheet 34. m echanical pencil7. desk calendar 16. stapler 25. paycheck 35. h igh ligh ter (pen)8. desk lamp 17. staple remover 26. letter opener 36. eraser9. nameplate 18. tape dispenser 27. scissors

11-15]A. W elcom e to the company.B. Thank you.A. H ow do you like y o u r____B. It's/They're very nice.

116-36]A. M y desk is such a mess! I can 't find

m y ________ !B. Here it is/Here they are next to your

W hich items on this page do you have? Do you have an appointment book, personal planner, or calendar? H ow do you remember important things such as appointments, meetings, and birthdays?

OFFICE SUPPLIES

Mfiwy

1. paper c lip2. plastic c lip3. paper fastener4. bulldog c lip5. b inder c lip6. clam p7. rubber band8. staple9. thum btack

10. pushpin11. index card12. m emo pad/note pad13. Post-It note pad14. message pad15. legal pad16. file fo lde r/

m anila fo lder17. envelope

18. catalog envelope19. clasp envelope20. m ailer21. m a iling label22. typew rite r ribbon23. gluestick24. glue25. rubber cement26. masking tape

27. Scotch tape/ ce llophane tape

28. sealing tape/ package m a iling tape

29. stationery30. typ ing paper31. carbon paper32. com puter paper33. correction flu id

^ W e've run out o f [1 —231 s.W e've run out o f 124-331 . A. Could I borrow a/an/some [1-331 ?

B. I 'll get some more from the supply room. B. Sure. Here you are.

Which supplies do you use? W hat do you use them for? Where do you buy them?

THE FACTORY

1. tim e c lock2. tim e cards3. supply room4. safety glasses5. masks6. (assembly) line7. w orker

8. w o rk station9. qua lity contro l

supervisor10. foreman11. m achine12. lever13. fire extinguisher

A. Excuse me. I'm a new employee.W hereV W here are th e _________ ?

B. Next to /N ear/ln /O n th e _________ .

14. first-aid kit 21. suggestion box15. conveyor belt 22. cafeteria16. warehouse 23. shipp ing department17. fo rk lift 24. hand truck18. freight elevator 25. loading dock19. vending m achine 26. payroll o ffice20. union notice 27. personnel office

A. Have you seen F red?B. Yes. He's in/on/at/next to/near

th e _________ .

Are there any factories where you live? W hat kind? W hat are the w orking conditions there?

W hat products do factories in your country produce?

THE CONSTRUCTION SITE

1. w heelbarrow 7. helm et/hard hat 14. dum p truck 21. tra ile r 28. insulation2. too lbe lt 8. blueprints 15. front-end loader 22. van 29. brick3. shovel 9. trowel 16. bu lldozer 23. backhoe 30. shingle4. sledgehammer 10. tape measure 17. cherry p icker 24. cement 31. pipe5. pickax 11. level 18. crane 25. w ood/lum ber 32. girder/beam6. jackham m er/ 12. ladder 19. cement m ixer 26. p lyw ood

pneum atic d rill 13. scaffolding 20. p ickup truck 27. w ire

11- 1 2 )

A. Could you get metha t/those________ ?

B. Sure.

113-231A. W atch out for th a t________ !B. O h ! Thanks for the w arn ing!

[24-32]A. Are w e going to have enough

[24-281 / 129-321 S to finish the job?

B. I th ink so.

What build ing materials is your home made of? When was it built?

Tell about a construction site near your home or school. Describe what you see.

THE CAR

1. headlight 13. luggage rack/ 24. gas tank 36. radiator2. bum per luggage carrier 25. jack 37. fan belt3. turn signal 14. rear w indsh ie ld 26. spare tire 38. radiator hose4. parking light 15. rear defroster 27. flare 39. gas station/5. tire 16. trunk 28. jum per cables service station6. hubcap 17. ta illigh t 29. engine 40. a ir pum p7. hood 18. b ra ke lig h t 30. spark plugs 41. service bay8. w indsh ie ld 19. backup light 31. carburetor 42. m echanic9. w indsh ie ld w ipers 20. license plate 32. a ir filte r 43. attendant

10. side m irror 21. ta ilp ipe 33. battery 44. gas pum p11. antenna 22. m uffler 34. d ipstick 45. nozzle12. sunroof 23. transmission 35. alternator

46. visor 57. steering wheel 70. accelerator/gas pedal 83. sedan47. rearview m irror 58. steering co lum n 71. gearshift 84. hatchback48. dashboard/ 59. air bag 72. autom atic transmission 85. station wagon

instrument panel 60. horn 73. clutch 86. sports car49. gas gauge/fuel gauge 61. ign ition 74. stickshift 87. convertib le50. temperature gauge 62. radio 75. manual transmission 88. m inivan51. speedometer 63. tape deck/cassette player 76. door lock 89. jeep52. odometer 64. a ir cond ition ing 77. door handle 90. lim ousine53. warning lights 65. heater 78. shoulder harness 91. p ick-up truck54. vent 66. defroster 79. armrest 92. tow truck55. turn signal 67. glove com partm ent 80. headrest 93. truck56. cruise contro l 68. emergency brake 81. seat belt

69. brake 82. seat

11,3, 8-15,23 , 34-38, 46-82]A. W hat's the matter w ith your car?B. T h e _________ (s) is/are broken.

11,4-6, 9-1 1 ,30 -33 ,37 , 38|A. Can I help you?B. Yes. I need to replace

a /th e _________ (s).

|1, 2, 4 -8 , 10-14, 16-20]A. I was just in a car accident!B. Oh, no! Were you hurt?A. No. But m y ________

was/were damaged._(s)

Do you own a car? W hat kind? W hich of the features on pages 92-93 does your car have? Tell about any repairs your car has needed.

HIGHWAYS AND STREETS

1. tunnel 11. entrance ram p/ 20. speed lim it sign 30. intersection2. bridge on ramp 21. exit (ramp) 31. school crossing3. to llboo th 12. interstate (highway) 22. exit sign 32. corner4. exact change lane 13. median 23. y ie ld sign 33. traffic ligh t/5. route sign 14. left lane 24. service area traffic signal6. highway 15. m idd le lane/ 25. ra ilroad crossing 34. no left turn sign7. road center lane 26. street 35. no right turn sign8. d iv ider/barrie r 16. right lane 27. one-way street 36. no U -turn sign9. overpass 17. shoulder 28. doub le ye llow line 37. do not enter sign

10. underpass 18. broken line 29. crosswalk 38. stop sign19. solid line

Describe a highway you travel on.Describe an intersection near where you live.

In your area, on w hich highways and streets do most accidents occur? W hy are these places dangerous?

PUBLIC TRANSPORTATION

A. tra in 11. luggage/baggage1. train station 12. porter/redcap2. ticket w in d o w 13. engine3. arrival and departure 14. engineer

board 15. passenger car4. inform ation booth 16. sleeper5. schedule/timetable 17. d in ing car6. train7. track8. platform9. passenger

10. conductor

B.18.19.

20.

busbusluggage com partm ent/ baggage com partm ent bus driver

21. bus station22. ticket counter

C. local bus23. bus stop24. rider/passenger25. (bus) fare26. fare box27. transfer

D. subway28. subway station29. subway

30. token booth31. turnstile32. com m uter33. (subway) token34. fare card35. fare card m achine

E. taxi36. taxi stand37. taxi/cab/taxicab38. meter39. fare40. cab driver/taxi d river

IA-EI 11-8, 10-23, 26, 28-31, 35, 36| A. Excuse me. W here's the

I I'm going to take the IA-DI . I I'm going to take a |E| .

B. O ver there.

How do you get to school or work?Describe public transportation where you live.

In your country, can you travel far by train or by bus? Where can you go? H ow much do tickets cost? Describe the buses and trains.

THE AIRPORT

A. Check-In1. ticket counter2. ticket agent3. ticket4. arrival and departure

m on ito r

B. Security5. security checkpoin t6. security guard7. X-ray m achine8. metal detector

C. The Cate9. check-in counter

10. boarding pass11. gate12. waiting area13. concession stand/

snack bar14. gift shop15. duty-free shop

D. Baggage Claim16. baggage c la im (area)17. baggage carousel18. suitcase19. luggage carrier20. garment bag21. baggage22. porter/skycap23. (baggage) c la im

check

E. Customs andImmigration

24. customs25. customs officer26. customs declaration

form27. im m igration28. im m igration officer29. passport30. visa

11, 2, 4-9, 11-17, 24, 25, 27, 28]A. Excuse me. W here's th e ________ ?*B. Right over there.

*With 24 and 27, use: Excuse me. Where's _

[3,10, 18-21, 23, 26, 29, 30]A. O h, no! I th ink I've lost myB. I 'll help you look for it.

Describe an airport you are fam iliar w ith . Tell about the check-in Have you ever gone through Customs and Immigration?area, security, concession stands, and the baggage claim area. Tell about your experience.

THE AIRPLANE

1. cockp it 13.2. p ilo t/capta in 14.3. co -p ilo t 15.4. instrument panel 16.5. fligh t engineer 17.6. first-class section 18.7. passenger 19.8. galley9. flight attendant 20.

10. lavatory/bathroom 21.11. cabin 22.12. carry-on bag 23.

overhead com partm entaisleseat beltw in d o w seatm idd le seataisle seatFasten Seat BeltsignNo Smoking sign call button oxygen mask emergency exit

24. armrest25. seat contro l26. tray (table)27. meal28. seat pocket29. emergency instruction

card30. a ir sickness bag31. life vest32. runway33. term inal (build ing)34. contro l tow er

35. a irp lane/p lane/jet36. nose37. fuselage38. cargo door39. landing gear40. w ing41. engine42. tail43. prope lle r p lane/prop44. propeller45. he licopter46. rotor (blade)

Ladies and gentlemen. This is your captain speaking. I'm sorry fo r the delay. W e had a littleproblem w ith one o f o u r________ s.* Everythingis fine now and w e 'll be taking o ff shortly.

*Use 4, 7, 10, 12, 20-22, 24.

Have you ever flow n in an airplane? Tell about a flight you Be a flight attendant! G ive your passengers instructionshave taken. Describe the plane, your seat, and the meal. before takeoff.

A. W here's th e ________ ?B. In /O n/N ext to/Behind/ln front of/Above/

Below th e _________

B. Temperature C. Seasons7. hum id/m uggy 13. lightn ing 18. therm om eter 26. summer8. ra ining 14. thunderstorm 19. Fahrenheit 27. fa ll/autum n9. d rizz ling 15. snowstorm 20. Centigrade/Celsius 28. w in te r

10. snow ing 16. hurricane/ 21. hot 29. spring11. hailing typhoon 22. warm12. sleeting 17. tornado 23. cool

24. cold25. freezing

AND SEASONSTHE WEATHER

A. Weather1. sunny2. c loudy3. clear4. hazy5. foggy6. w indy

[1- 12]A. W hat's the weather like?B. It 's _________ .

[13-171A. W hat's the weather forecast?B. There's going to be

[13] /a 114-17] .

[19-251A. How 's the weather?B. It's 121-251 .A. W hat's the temperature?B. I t 's .........degrees 119. 201 .

Describe the seasons where you live. W hat's your favorite season?Tell about the weather and the temperature. Why?

OUTDOOR RECREATION

A. camping1. tent2. backpack3. sleeping bag4. tent stakes5. hatchet

6. lantern7. camp stove

B. hiking8. h ik ing boots9. compass

10. tra il map

C. mountain climbing11. h ik ing boots

D. rock climbing12. rope13. harness

E. picnic14. (p icnic) blanket15. thermos16. p icn ic basket

I A —EJ [1-161

B. G o o d id e a ! W e h a v e n 't gon e in a lo n g tim e .

*Wilh E, say: on a picnic

* B. Yes, 1 d id .

Have you ever gone camping or hiking? Where? W hat equipment did you use?

Do you like to go on picnics? Where?W hat p icnic supplies and food do you take w ith you?

THE PARK AND THE PLAYGROUND

1- jogging path2. rest rooms3. statue4. p icn ic area5. p icn ic table6. grill

7. trash can8. m erry-go-round/

carousel9. fountain

10. zoo11. water fountain

12. band shell13. b rid le p a th14. bike rack15. duck pond16. b icycle path/

b ikeway

17. bench18. playground19. jung le gym20. monkey bars21. slide22. swings

23. tire sw ing24. seesaw25. w ading pool26. sandbox27. sand

11-18]A. Excuse me. Does this park have

(a )________ ?B. Yes. Right over there.

[19-271Be careful on the 119-241 !

Be careful in the 125-271 !

B. I w ill, M om /D ad.

Describe a park and a playground you are fam ilia r w ith.

THE BEACH

1. lifeguard 8. wave 16. (beach) towel 24. (beach) blanket2. lifeguard stand 9. surfer 17. bathing suit/sw im suit 25. sun hat3. life preserver 10. vendor 18. bathing cap 26. sunglasses4. snack bar/ 11. sunbathcr 19. kickboarcl 27. suntan lotion/sunscreen

refreshment stand 12. sand castle 20. surfboard 28. pa il/bucket5. sand dune 13. seashell/shel I 21. kite 29. shovel6. rock 14. beach umbrella 22. raft/air mattress 30. beach ball7. sw im m er 15. (beach) cha ir 23. tube 31. cooler

[1-13]A. W hat a nice beach!B. It is. Look at all th e ________ s!

114-311A. Are you ready for the beach?B. A lm ost. I just have to get my

Do you like to go to the beach? Describe your favorite beach. W hat do you take when you go there?

INDIVIDUAL SPORTS AND RECREATION

A. jogging E. cycling/bicycling/biking I. skydiving M. handball1. jogging suit 8. bicycle /b ike 17. parachute 24. handball glove2. jogging shoes 9. (bicycle) helmet 25. handball

J. golfB. running F. skateboarding 18. go lf clubs N. racquetball3. running shorts 10. skateboard 19. go lf ball 26. safety goggles4. running shoes 11. e lbow pads 27. racquetball

K. tennis 28. racquetC. walking G. bowling 20. tennis racquet5. w a lk ing shoes 12. bow ling ball 21. tennis ball O. ping pong

13. bow ling shoes 29. paddleD. roller skating L. squash 30. ping pong table6. ro lle r skates H. horseback riding 22. squash racquet 31. net7. knee pads 14. saddle 23. squash ball 32. p ing pong ball

15. reins16. stirrups

P. frisbee33. frisbee

Q. darts34. dartboard35. darts

R. billiards/pool36. pool table37. b illia rd balls38. pool stick

X. wrestle52. w restling uniform53. (wrestling) mat

Y. work out54. universal/

exercise equipm ent55. exercise bike

11-55]A. I really like this/these

n e w _________B. It's/They're very nice.

S. karate39. karate ou tfit40. karate belt

U. weightlifting46. barbell47. weights

T. gymnastics V. archery41. balance beam 48. bow and arrow42. paralle l bars 49. target43. mat44. horse W. box45. tram poline 50. boxing gloves

51. (boxing) trunks

I A—Y]A. W hat do you like to do

in your free time?

(I like to go I A—11 .I like to p lay-U =R4..

I like to do IS-VI .I like to IW-Yl .

Do you do any o f these activities? W hich ones? Which are popular in your country?

TEAM SPORTS

A. baseball C. football E. (ice) hockey G. volleyball1. baseball player 5. foo tba ll player 9. hockey player 13. vo lleyba ll player2. baseball fie ld /ba lIfie ld 6. foo tba ll fie ld 10. hockey rink 14. vo lleyba ll court

B. softball D. lacrosse F. basketball H. soccer3. softball p layer 7. lacrosse player 11. basketball player 15. soccer player4. ba llfie ld 8. lacrosse fie ld 12. basketball court 16. soccer fie ld

I B

A .................... plavs IA-H1 ve rvw e ll.B. You're right. I th ink he's/she's one

o f the best s* on the team.

*Use 1, 3, 5, 7, 9, 11, 13, 15.

A. Now, listen! 1 want all o f you to go out on that t and plav the best game o f IA -H I you've ever played!

B. A ll right, Coach!

t Use 2, 4, 6, 8, 10, 12, 14, 16.

W hich sports on this page do you like to play? W hich do you like to watch?

What are your favorite teams?Name some famous players of these

sports.

TEAM SPORTS EQUIPMENT[1-27]A. I can 't find my baseball!B. Look in the c lo se t*

*closet, basement, garage

0

A. baseball B.1. baseball 8.2. bat 9.3. batting helmet4. baseball uniform C.5. catcher's mask 10.6. baseball glove 11.7. catcher's mitt 12.

[In a store] [At home] W hich sports on this page are popularA. Excuse me. I'm looking for A. I'm going to play IA-H1 after in your country? W hich sports are

(a) [1-271 . school today. played in high school?B. A ll our IA -H I equipment is over B. D on 't forget vour 11-21. 24-271 !

there.A. Thanks.

softballsoftball softball glove

footballfootballfootball helmet shoulder pads

D. lacrosse13. lacrosse ball14. face guard15. lacrosse stick

E. hockey16. hockey puck17. hockey stick18. hockey mask19. hockey glove20. hockey skates

F. basketball21. basketball22. backboard23. basketball hoop

C. volleyball24. volleyball25. volleyball net

H. soccer26. soccer ball27. shinguards

WINTER SPORTS AND RECREATION

I A—H 1A. W hat's your favorite w in te r sport?B. Skiing.

A. (downhill) skiing1. skis2. ski boots3. bindings4. poles

B. cross-country skiing5. cross-country skis

C. (ice) skating6. (ice) skates7. skate guards

D. figure skating8. figure skates

E. sledding9. sled

10. sledding dish/saucer

F. bobsledding11. bobsled

G. snowmobiling12. snow m obile

H. tobogganing13. toboggan

[A -H | [1--13| Have you ever watched the Winter[At w ork or at school on Friday] [On the telephone] Olympics? W h a t is your favorite

A. W hat are you going to do this A. Hello. Jimmy's Sporting Goods. event? W hich event do you thinkweekend? B. Hello. Do vou sell (si? is the most exciting? the most

B. I'm going to go A. Yes, we do./No, we don't. dangerous?

WATER SPORTS AND RECREATION

A. sailing D. kayaking F. swimming H. scuba diving K. waterskiing1. sailboat 7. kayak 11. sw im suit/ 17. w et suit 23. water skis2. life preserver 8. paddle bathing suit 18. (air) tank 24. tow rope

B. canoeing E. (white water) 12. goggles13. bathing cap

19. (diving) mask L. fishing3. canoe rafting I. surfing 25. (fishing) rod4. paddles 9. raft G. snorkeling 20. surfboard 26. reel

C. rowing5. rowboat

10. life ja cke t 14. mask15. snorkel

J. windsurfing21. sailboard

27. (fishing) line28. net

6. oars 16. flippers 22. sail 29. bait

A. Have vou ever gone IA -LI ?B. Yes, I have./No, I haven't.

A. Do you have everything you need to go (A-LI ?

B. Yes. I have mv (1-291 (and mv(1-291 ).

A. Have a good time.

W hich sports on this page have you tried? W hich sports w ould you like to try?

Are any o f these sports popular in your country? W hich ones?

SPORT AND EXERCISE ACTIONS

1. h it 8. bounce 15. hop 22. sw ing 29. push-up

2. pitch 9. dribb le 16. skip 23. push 30. sit-up

3. th row 10. shoot 17. jum p 24. pull 31. leg lift

4. catch 11. stretch 18. kneel 25. lift 32. jum p ing jack5. pass 12. bend 19. sit 26. swim 33. deep knee bend

6. k ick 13. w a lk 20. lie dow n 27. dive 34. somersault

7. serve 14. run 21. reach 28. shoot 35. cartwheel36. handstand

[1-

A.B.

10]the ball!

Okay, Coach!

1 11 -2 8 ]A. N o w ____B. Like this? A. Yes.

[2 9 -3 6 ]

A. Okay, everybody. I wantyou to do tw e n ty ________ s!T w en ty________ s?!B.

A. That's right.

Do you exercise regularly? W hich exercises do you do?

Be an exercise instructor. Lead your friends in an exercise routine using the actions on this page.

HANDICRAFTS, HOBBIES, AND GAMEIA-QIA. W hat's your hobby?B. Sewing.

A. sewing1. sewing m achine2. pin3. pin cushion4. thread5. (sewing) needle6. th im ble7. material

B. knitting8. kn itting needle9. yarn

C. weaving10. loom

D. crocheting11. crochet hook

E. needlepoint

F. embroidery

G. quilting

H. painting12. paintbrush13. easel14. paint

I. sculpting/sculpture15. plaster16. stone

J. pottery17. c lay18. potter's wheel

K. woodworking

L. stamp collecting19. stamp album

M. coin collecting20. co in catalog21. co in album

N. model building22. model kit23. (model) glue24. (model) paint

O. bird watching25. b inoculars26. fie ld guide

P. photography27. camera

Q- astronomy28. telescope

R. games29. chess30. checkers31. backgammon32. M onopo ly33. Scrabble34. cards35. Trivial Pursuit36. marbles37. jacks

[1-28][In a store]

A. May I help you?B. Yes, please. I'd like to buy

(a/an)_________.

[29-37][At home]

A. W hat do you want to do?B. Let's p la y _________

What's your hobby?W hat games are popular in your

country? Describe how to play one.

ENTERTAINMENT

A. theater 10. orchestra B1. lights/lighting 11. orchestra p it 202. curtain 12. audience 213. spotlight 13. aisle 224. scenery 14. orchestra 235. stage 15. m ezzanine 246. chorus 16. balcony c7. dancer 17. usher 258. actress 18. program 269. actor 19. ticket

D27

28. ballerina29. balle t com pany30. ballet slippers31. toeshoes

E. movies32. marquee33. box office34. b illboard35. lobby36. refreshment stand37. (movie) screen

A. W hat are you do ing this evening?B. I'm going to th e _________ .

[1-11, 20-37)^ j W hat a m a g n ifice n t_________

1 W hat m a g n ifice n t_________ s!B. I agree.

[14-16]A. W here d id you sit during

the performance?B. W e sat in th e _________.

W hat kinds of entertainment on this page are popular in your country?

Tell about a play, concert, opera, ballet, or movie you have seen. Describe the performance and the theater.

TYPES OF ENTERTAINMENT

;D'noBoa

A. music 9. blues C. movies D. TV programs1. classical music 10. bluegrass 16. drama 24. drama2. popular music 11. heavy metal 17. com edy 25. (situation) com edy/3. country music 12. reggae 18. western sitcom4. rock music 19. cartoon 26. ta lk show5. fo lk music B. plays 20. foreign film 27. game show6. rap music 13. drama 21. adventure m ovie 28. news program7. gospel music 14. com edy 22. w ar m ovie 29. sports program8. jazz 15. musical (comedy) 23. science fic tion movie 30. ch ildren 's program

31. cartoon

A. W hat kind of [A—PI do you like?I like 11-121 .

B' I like [13-311 s.

What's your favorite type o f music? Who is your favorite singer? musician?

musical group?

W hat kind o f movies do you like ? W ho are your favorite m ovie stars ? W hat are the titles o f your favorite

movies ?

W hat kind o f TV programs do you like ? W hat are your favorite shows ?

MUSICAL INSTRUMENTS

A. Strings B. Woodwinds 19. trom bone E. Keyboard Instruments1. v io lin 11. p icco lo 20. French horn 28. piano2. v io la 12. flu te 21. tuba 29. organ3. ce llo 13. c larinet 30. e lectric p iano/4. bass 14. oboe D. Percussion dig ita l p iano5. (acoustic) guitar 15. recorder 22. drum 31. synthesizer6. ukelele 16. saxophone 23. kettle drum7. electric guitar 17. bassoon 24. bongos F. Other Instruments8. banjo 25. conga (drum) 32. accord ion9. m andolin C. Brass 26. cym bals 33. harm onica

10. harp 18. trum pet 27. xy lophone

A. You play theB. Thank you.

very w ell. A. W hat's that noise?B. That's my son/daughter

practicing the

Do you play a musical instrument?W hich one?

W hich instruments are usually in an orchestra? a marching band? a rock music group?

Name and describe other musical instruments used in your country.

TREES, FLOWERS, AND PLANTS

1. tree 11. dogwood 21. redwood 31. chrysanthem um / 41. tu lip2. leaf-leaves 12. ho lly 22. (weeping) w illo w mum 42. v io le t3. tw ig 13. m agnolia 23. flow er 32. daffod il 43. bush4. branch 14. elm 24. petal 33. daisy 44. shrub5. lim b 15. cherry 25. pistula 34. gardenia 45. fern6. trunk 16. palm 26. stamen 35. lily 46. plant7. bark 17. birch 27. stem 36. pansy 47. cactus-cacti8. root 18. maple 28. bud 37. petunia 48. vine9. needle 19. oak 29. thorn 38. orch id 49. grass

10. cone 20. pine 30. bu lb 39. rose 50. poison ivy40. sunflower

131-48)A. Look at a ll th e _______ s!B. They're beautifu l!

111-22]A. W hat kind o f tree is that?B. I th ink it's a /a n _______ tree.

Describe your favorite tree and your favorite flower. What kinds o f trees and flowers grow where you live?

In your country, are flowers used at weddings? at funerals? on holidays? on visits to the hospital? Tell w hich flowers are used for different occasions.

THE ENVIRONMENT AND ENERGY

1. forest/woods2. lake3. m eadow4. m ountain5. valley6. waterfall7. rapids

8. h ill 15. river9. fie ld 16. dam

10. stream/brook 17. desert11. pond 18. dune12. plateau 19. jungle13. c liff 20. seashore14. canyon 21. bay

22. ocean23. island24. air po llu tion25. acid rain26. tox ic waste27. radiation28. w ater po llu tion

29. o il30. (natural) gas31. coal32. w ind33. nuclear energy34. solar energy35. hydroelectric

power

n —23]Isn't this a b e a u tifu l________ ?!

A Aren 't these b e a u tifu l________ ?!B. It's/They're m agnificent.

(24-28]A. Do you w orry about the environm ent?B. Yes. I'm very concerned a b o u t_______

Describe some places ot' natural beauty in your country.

W hat kind o f energy do you use to heat your home? to cook? in your opin ion, w hich kind o f energy is best for producing electricity?

THE FARM AND FARM ANIMALS

1. farmhouse 8. stable 16. orchard 24. rooster 32. bull2. (vegetable) 9. hay 17. fru it tree 25. chicken/hen 33. (dairy) cow

garden 10. p itch fork 18. farmer 26. ch ick 34. ca lf-ca lves3. scarccrow 11. barnyard 19. hired hand 27. turkey 35. horse4. crop 12. pig pen/pig sty 20. chicken coop 28. goat 36. Pig5. irrigation system 13. fie ld 21. hen house 29. kid 37. piglet6. barn 14. com bine 22. fence 30. sheep7. silo 15. pasture 23. tractor 31. lamb

A . W here's th e ________ ? A . The [24-371 s got loose again!B. In /O n/N ext to th e _________ B. O h, no! W here are they?

A . They're in the 11, 2, 12, 13, 15, 16. 20, 211 !

Tell about farms in your country.What crops and animals are common on these farms?

ANIMALS AND PETS

1. fox 8. m ouse-m ice 18. donkey 27. leopard 31. tiger2. porcupine 9. ch ipm unk 19. buffalo a. spots a. paw

a. qu ill 10. rat 20. camel 28. giraffe 32. lion3. raccoon 11. squirrel a. hum p 29. bison a. mane4. w o lf-w o lve s 12. rabbit 21. llama 30. elephant 33. hippopotamus5. moose 13. gopher 22. horse a. tusk 34. hyena

a. antler 14. beaver a. tail b. trunk 35. rhinoceros6. deer 15. bat 23. foal a. horn

a. hoof 16. skunk 24. pony 36. zebra7. fawn 17. possum 25. a rm ad illo

26. kangaroo a. pouch

a. stripes

37. b lack bear 41. panda 46. orangutan Pets 54. puppya. c law 42. m onkey 47. gorilla 51. cat 55. hamster

38. g rizz ly bear 43. chim panzee 48. anteater a. whiskers 56. gerbil39. po lar bear 44. g ibbon 49. w orm 52. kitten 57. guinea pig40. koala (bear) 45. baboon 50. slug 53. dog

[1-50]A. Look at that ________ !B. W ow ! That's the biggest

I've ever seen!

[51-A.B.A.B.

-57]Do you have a pet?Yes. I have a ______W hat's y o u r_______ _'s name?

What animals can be found where you live?Is there a zoo near where you live? W hat animals does the

zoo have?What are some common pets in your country?

If you were an animal, which animal do you th ink you w ould be? Why?

Does your culture have any popular fo lk tales or children's stories about animals? Tell a story you are fam ilia r w ith .

BIRDS AND INSECTS

A. Birds1. robin

a. nestb. egg

2. blue jaya. w ingb. tailc. feather

3. cardinal4. hum m ingb ird5. pheasant6. crow7. seagull

8. sparrow9. w oodpecker

a. beak10. sw a llow11. pigeon12. ow l13. hawk14. eagle

a. claw15. canary16. cockatoo17. parrot18. parakeet

19. ducka. b ill

20. duck ling21. goose22. swan23. flam ingo24. crane25. stork26. pelican27. peacock28. penguin29. roadrunner30. ostrich

B. Insects31. fly32. m osquito33. flea34. fire fly /

lightn ing bug35. moth36. dragonfly37. spider

a. web38. ladybug39. wasp40. tick

41. beea. beehive

42. ca te rp illa ra. cocoon

43. butterfly44. grasshopper45. ant46. beetle47. term ite48. roach/cockroach49. scorpion50. centipede51. praying mantis52. cricket

11-521A. Is that a/an ________B. No. I th ink it's a/an

[31-52]A. H o ld s till! There's a ________ on your shirt!B. O h! Can you get it off o f me?A. There! It's gone!

W hat birds and insects can be found where you live? Does your culture have any popular fo lk tales or children's stories about birds or insects? Tell a story you are fam iliar with.

FISH, SEA ANIMALS, AND REPTILES

A. Fish B. Sea Animals 16. crab C. Amphibians and Reptiles1. trout 9. w hale 17. octopus 26. tortoise 32. tadpole

a. fin 10. do lph in a. tentacle a. shell 33. frogb. gill 11. seal 18. shrim p 27. turtle 34. salamanderc. tail a. flipper 19. mussel 28. a lligator 35. snake

2. bass 12. je lly fish 20. clam 29. crocod ile 36. rattlesnake3. salmon 13. otter 21. scallop 30. lizard 37. cobra4. shark 14. walrus 22. oyster 31. iguana 38. boa constrictor5. flounder a. tusk 23. snail6. swordfish 15. lobster 24. starfish7. eel a. c law 25. squid8. sea horse

[1-38]A. Is that a/an ________B. No. I th ink it's a/an

[26-38]A. Are there a n y ____B. No. But there are lots o f

s around here? _____s.

What fish, sea animals, and reptiles can be found in your country? W hich ones are endangered and need to be protected? Why?

In your op in ion, which ones are the most interesting? the most beautiful? the most dangerous?

MEASUREMENTS AND GEOMETRIC SHAPES

A. Measurements 10. distance C. Geometric Shapes c. base D. Solid Figures1. height 11. m ile 16. square d. hypotenuse 22. cube2. w id th 12. kilom eter a. side 19. isosceles triangle 23. cy linder3. depth 17. rectangle a. acute angle 24. sphere4. length B. Lines a. length b. obtuse angle 25. cone5. inch 13. straight line b. w id th 20. c irc le 26. pyram id6. foo t-fee t 14. paralle l lines c. diagonal a. center7. yard 15. perpend icu lar 18. right triangle b. radius8. centim eter lines a. apex c. diameter9. meter b. right angle d. circum ference

[1 -9 ]A. W hat's the [1-41 ? B............... [5-91 (s).

116-21]A. W ho can te ll me w hat

shape this is?B. le a n . It's a /a n ________

21. ellipse/oval

111- 1 2 ]

A. W hat's the distance? B............... ..................(s).

[22-26]A. W ho knows what figure

this is?B. I do. It's a /a n _________ .

1 inch (1")

1 foot (1')

1 yard (1 yd.)

1 m ile (mi.)

2.54 centimeters (cm)

0.305 meters (m)

0.914 meters (m)

1.6 kilometers (km)

[1 3-26]A. This pa inting is magnificent!B. Hmm. I d o n 't th ink so. It just

looks like a lot o f ________ sa n d ________ s to me!

THE UNIVERSE AND SPACE EXPLORATION

in * b l U L in;I • Imnr

A. The Universe1. galaxy2. star3. conste lla tion

a. The Big D ipperb. The Little D ipper

B. The Solar System4. sun5. moon

6. planet7. solar eclipse8. lunar eclipse9. meteor

10. comet11. asteroid12. M ercury13. Venus14. Earth15. Mars

16. Jupiter17. Saturn18. Uranus19. Neptune20. Pluto

C . Space Exploration21. satellite22. (space) probe23. space c ra ft/o rb ite r

24. space station25. astronaut26. space suit27. rocket28. launch pad29. space shuttle30. booster rocket31. mission contro l32. U .F .O ./U nidentified

Flying O b jec t/ fly ing saucer

A. Is that (a /an/the)_________ ?B. I'm not sure. I th ink it m ight be

(a /an/the)_________ .

121-27, 29, 31]A. Is th e _________ ready for tom orrow 's launch?B. Yes. "A ll systems are go !"

Pretend you are an astronaut traveling in space.W hat do you see?

Draw and name a constellation you are fam ilia r w ith .

Do you th ink space explo-ation is important? Why? Have you ever seen a U.F.O.? Do you believe there is

life in outer space? Why?

js.PICTURE DICTIONARY

Steven J. Molinsky Bill

Word by Word presents over 3000 words through lively full- color illustrations. This innovative

Picture Dictionary offers students the essential vocabulary they need to communicate effectively in a wide range of relevant situations and contexts.

V[ u i m

gicc pi

word on every pag vocabulary comes dynamic, commun ence.

Word by Word organizes vocabulary into 100 thematic units. It provides a careful sequence of

lessons that begin with the immediate world of the student and progress to the world at large. Topics range from Personal Information and The Home to The Environment, Energy, and Space Exploration.

PRENTICE HALL REGENTS Upper Saddle River, N.J. 07458

Word by Word helps students relate the vocabulary and themes they study to their own lives.

Discussion questions in every unit encourage students to share experiences, thoughts, opinions, and information about themselves, their cultures, and their countries. In this way, students get to know each other “word by word.”

Documents

Word by word