CAMBRIDGE ENGLISH PRONUNCIATION IN USE ELEMENTARY WITH AUDIO CD 2007

© Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-67266-5 - English Pronunciation in Use: Elementary Self-study and Classroom Use Jonathan Marks TRANG 2[r]

b_ He wrote 'A letter to the president. b_“Who?' said Martin.......
Follow up: Record yourself sayïng one of the sentences, a or b, for each number. Make a note of which one You chose. Then listen to your recording again in about two weeks and try[r]

57.2 The responses to the pairs of sentences a and b below are the same, but the speaker uses a different (€8, _ tone in each response. For example, in the response to Example a, the voiee goes up at the end of
the sentence, bụt in[r]

54.2 _ The responses to the pairs of sentences a and b below are the sarme, bụt the speak€r uses 2 different
63 Tone. For example, in the responlse to Example a, the voice goes down, but in the response to Example b, the voiee goes up. List[r]

Listen to the underlined phrase in these two sentences. Notice that in the ñrst one, the speaker pauses after the word sbirí, so the words are divided into two groups. The line / shows where they are divided. The second phrase is pronounced al[r]

lộ 2 BEN $ ROSIE
3 ERIN
39:2 In these pairs, the first and second word are joined with the phonemic letter shown. Read them
#93 aloud, then say them again, this time reversing the order of the words, so that a different sound joins the f[r]

4 The birds đre / toeze singing. 9 The children are / ere tired. 5 The books Zre / zere cheap. 10 Mỹ friends re / suere coming.
35.4. Listen and fil the gaps with one word.
" ExAMPLE That.....44..... my favourite.

emphasising - Emphasising in speech is like underlining ïn writing; we use it to make one word
stand out as more important than the others. We can emphasise words by pronouncing them louder, longer and/or higher.
minimal pair IÝ two words are[r]

*The newsletter of the pronunciation special interest group. Mark Hancock 2003
“The publisher has used ts best endeavours to ensure that the ƯRLs for external websites referred Ha ta thúc boolk are correct and active at the tỉme of going to press. Hi[r]

4 a Well, Pm learning French. 4 b Well, Fm learning French.
% a Yes, I lived there for a year. 5 b Yes, I lived there for a year.
6 a Yes, two brothers. 6 b Yes, two brothers. 7 a 1 like jazz and classical. 7b like jazz and classical. 51.1 1 A:[r]

My favourite subjects ac school were sciences, especially cbersizry and biology. I've always been good with nombers, so Ï was good at za£bezmaties. Ï didn + really like the social science subjects like sociology and bistory, and that strange because[r]

Phonemic spellings which are very different from normal spellings
Some phonemic spellings are surprisingly different from normal spellings. For example, in phonemic spelling, quick is /kwnk/. Can you find all the words in this wordsearch? The wo[r]

Sound pair 48: /n/, /p/ and /pk/
Ror more on tbese sounds, see Unit 15. Listen to the words in the box.
Lieten. The speaker will say two words from the box. TẾ you hear the same word twice, write S (same).

11 Thats a niee bed / birả. -
12 Thịs is the z2esf / ø”ors£ side. recorded » Sound pair 13: /r/ and jej
For rmore on these sounds, see Uniis 6, 11. li HT nh ẽLr 1isten to the words in the box. sit—set — bill—bell

7.4 Listen and cirele the word you hear.
ĐỀ 1 Woman orwomen? Whattime did the soowszm/roozmen arrive3
2 Dress or address? Wheres Katet đress / address? 3 Managers or manages? The team zzmagers / znamages wclL 4 TeacheFs or teaches? The German eacbe[r]

Listen. In each sentence, one of the compound words (in bold) has stress on the first part (Oo) and the other has stress on the second part too (O0). Cirele the word if there is stress on the second part too.
ExAMPIE They did the photo[r]

languages are in alphabetical order). The notes there will tell you which units are less important for speakers of your language and which sound pairs in section D4 are recommended.
Do 1l need to know the phonemie symbols?
Tis possible to [r]

3 Hat or heart? She put her hand on her bat / beart. (=sound pairs 3)
4 Pain or pen? ve gota aiz/ pen in my hand. (=sound pairs 4)
5 Hay orhair? There are bugs in this bay / bair. (C>sound pairs 5)
Follow up: Record yourself saying[r]

Some learners of English find it difficult to pronounce two Cs together at the end of a syllable. If
you have this problem, you may fnd it easier i£ you put a word beginning with a V after it and
imagine that the last C of the first wo[r]

The consonant sounds /ƒƒ, /dz/ and ƒtƒƒ/
jJ ^E mm... ẽ Notice that there is no voice ớrom the throat, and you can ớel the air on your hand wvhen you
\ pụt tin front of your moth. Iẫ you add voiee from the throạt, you get the sound /2/, as in<[r]