Facultad de Humanidades y Ciencias de la Educación – UNLP

Departamento de Lenguas y Literaturas Modernas

Fonética y Fonología Inglesas 1

Material para las CLASES PRÁCTICAS

1er cuatrimestre

1
The Phonemic Alphabet

You are expected to work on exercises 1, 2 and 3 BEFORE

the first practical class.

You will be introduced to the symbols used to transcribe the

sounds of English. In other words, the phonemic alphabet helps
us transcribe what we actually say when we speak.

1-Follow the link below to listen to each sound so that you familiarise yourselves with the
symbols to make sure you can “read” them and “write” with them.

https://learnenglish.britishcouncil.org/apps/learnenglish-sounds-
right?_ga=2.7700658.1266522775.1553862657-1601025652.1434489673

With Learn English Sounds Right on your phone or tablet you can practise
anywhere and anytime. Just tap a sound and you will hear it. Tap the downward
arrow sign and listen to three example words with that sound.

Always remember there’s only one symbol for each sound.

1. Can you try and read from the transcriptions in the chart below?

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2. How many sounds are there in the English phonemic alphabet? How are sounds
organized in the chart? Is there a logic behind this organization? Watch the
following video:

Chart Explained

https://youtu.be/JfwVXfl0EnI

3. Now it’s your time to start writing the symbols.

……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………
……………………………………

3
 4. Go to the Introduction to phonemic symbols1 in Campus and complete the
activities.
Once you finish them, you can check them against the Key Introduction to
phonemic symbols provided.

5. Go back to the chart, the video and the reading material from the theoretical
class. Here are some further questions for you to think of in connection with the
chart. We will be discussing these and your questions in our next class.

▪ Why are consonants distributed in three columns?

▪ Why does /h/ stand alone?
▪ What is peculiar about the shaded vowel sounds?
▪ Read these words aloud. Which ones contain schwa? So, what is special
about /@/?
▪
about bus under different element Wednesday

▪ Which consonants do you consider unfamiliar?

▪ Are those sounds the most difficult ones for you to produce?
▪ Which of these sounds do you think do NOT exist in Spanish?

1
Hancock, M., 2007. Pronunciation in Use (Intermediate). C.U.P.

4
Consonants 1 / Difficult Sounds: /b/ vs /v/

1. Why is the contrast between these two sounds /v/ vs /b/ difficult for some Spanish
speakers? Follow the link and find the answer:

https://www.youtube.com/watch?v=Ghb6qapA_gM

2. Now it’s your time to distinguish between /b/ and /v/.

Listen to the words in bold. Then, read them aloud. It is a good idea to use the front
camera of your phone (or a mirror!) to look at the position of the lips as you read the
words.

3. Now listen to the minimal pair sentences. Then, read them aloud. It is
a good idea to use the front camera of your phone (or a mirror!) to look
at the position of the lips as you read the words.

5
Silent letters

Letters and sounds are not to be confused. While it is

conventional to use letters in writing, phonetic transcriptions
use internationally agreed symbols (IPA).

One principle governing the use of these phonetic

symbols is that there should ONLY be one symbol for every
sound; regardless of the number of letters. In that way, it sometimes takes several letters to
“spell” a sound, as it´s the case in taxi /t{ksi/, swimming /swImIN/ or food /fu:d/. Similarly,
other letters are “silent” (they have no corresponding sound), such as the “w” in write /raIt/.

In addition, because symbols are not letters, you cannot ‘personalize’ them and
create your own version of them. Symbols must be drawn as they appear in the
pronunciation dictionary. Words may be in capitals, symbols CAN’T.

1- Read the following words and write them in ordinary spelling. Watch out! They all
contain “silent” letters.

1. /TVm/ 11. /d{m/

2. /det/ 12. /saIk@U/

3. /si:n/ 13. /aIl/

4. /s{nwIdZ/ 14. /kA:sl/

5. /fQr@n/ 15. /rQN/

6. /e@r@s/ 16. /sO:d/

7. /naIf/

8. /pA:m/

9. /wO:k/

10. /SUd/

6
2 – Now, compare the spelling and the transcription. Can you infer the rules for silent
letters? Read on and find out if you were right.

1. thumb
2. debt

3. scene/seen

4. sandwich

5. foreign

6. heiress

7
7. knife

8. palm
9. walk
10. should

11. damn

12. psycho

13. aisle/isle

14. castle

15. wrong
16. sword

8
 3 – Just for fun!

4 – More PRACTICE (to be done in class)

https://view.genial.ly/605b76c1f4f3880ceee9fda6/presentation-genially-sin-titulo

Consonants 2 / Difficult consonants /d/ /dʒ/ /z/

You are expected to work on exercises 1, 2 and 3 BEFORE

the practical class

1. The following consonants usually prove difficult to master for

speakers of Spanish: /d/ (as opposed to /ð/), /dʒ/ (as
opposed to /ʃ/) and /z/ (as opposed to / θ / or /s/)

Watch the following videos.

/d/ /t/
https://www.youtube.com/watch?v=qA5ZYC89oso&list=PLD6B222E02
447DC07&index=29

/dʒ/ /tʃ /
https://www.youtube.com/watch?v=0IeQmGdo7gQ&list=PLD6B222E0
2447DC07&index=34

/z/ /s/
https://www.youtube.com/watch?v=o1ZvmX80t7Q&list=PLD6B222E02
447DC07&index=38

9
 2. Now it’s your time to practise.
The different tasks in the material take you step by step into production:
recognise, practise/repeat and produce. Whenever you read in the material
practise or repeat, it’s your turn to do so. Go ahead!

PART 1. thin /θ/ this /ð/ tea /t/ did /d/

1. Listen and practise the difference.

Thin Tin Heath heat

thank Tank Sheath sheet
Thick Tick Fourth fort
three Tree Path Part
theme Team North nought

2. Listen and practise the difference.

there dare breathe breed

Then den worthy wordy
Than Dan lather ladder
though dough

3. Say /d/ at the end of words. Listen and say these adjectives ending in /d/

afraid bad boiled good hard loud old red

Now use them to fill the gaps in these phrases and then read them aloud. Record yourself
with your phone.

· A ……………… accident · ……………. white and blue

· An ………………friend · A ………….… apple

· A …………………friend · …………………. of the dark

· A …………………explosion · A ………………egg

Listen and say these nouns ending in /d/

bed side Head end

Now use them to fill the gaps in these phrases and then read them aloud. Record yourself
with your phone.

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 · The …………… of the line

· The …………… of the road

· The …………… of Department

· …………….. and breakfast

4. Say /θ/ and /ð/. Listen and practise: read aloud and record yourself.

John Blythe is thirteen. His brother Timothy is fifteen. Their

sister Heather is eleven. Their mother and father come from
Northern Ireland, but the children were all born in London.
Their mother is called Thelma and she is 38. Their father’s
name is Matthew, and he is 39.

PART 2. chin /tʃ/ treasure /ʒ/ judge /dʒ/

1. Listen and practise the difference between /tʃ/ and /dʒ/. Read aloud. Record yourself.

chin gin
cheer jeer
H age
larch large

2. Listen and practise these conversations. Read aloud. Record yourself.

/tʃ/

A: Can you play chess?

/ kən ju pleɪ tʃes /

B: Yes, I enjoy chess very much. I was a chess champion when I

was a child.
/ jes / aɪ ɪndʒɔɪ tʃes veri mʌtʃ / aɪ wəz ə tʃes tʃæmpɪən wen aɪ wəz ə tʃaɪld /

A: And are you still a champion chess player?

/ ənd ə ju stɪl ə tʃæmpɪən tʃes pleɪə /

B: No, things have changed. In my last match, I was beaten by a seven-year-old child. I
think she’s a future champion!

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/ nəʊ / θɪŋz həv tʃeɪndʒd / ɪn maɪ lɑːst mætʃ / aɪ wəz biːtn baɪ ə sevən jiər əʊld tʃaɪld / aɪ
θɪŋk ʃiz ə fjuːtʃə tʃæmpɪən /

/dʒ/

A: Hello, Janice Jones speaking.

/ hələʊ / dʒænɪs dʒəʊnz spiːkɪŋ /

B: Hello, Janice. This is John Johnson. Is Jenny in?

/ hələʊ / dʒænɪs / ðɪs ɪz dʒɒn dʒɑːnsən / ɪz dʒeni ɪn /

A: No, she’s not. Can I take a message?

/ nəʊ / ʃiz nɒt / kən aɪ teɪk ə mesɪdʒ /

B: Yes, please. Tell her that I’ve got her luggage. Could she
collect it?
/ jes / pliːz / tel hə ðət aɪv ɡɒt hə lʌɡɪdʒ / kəd ʃi kəlekt ɪt /

/ʒ/

A: Did you watch Treasure Island on television yesterday?

/ dɪd ju wɒtʃ treʒə aɪlənd ɒn telɪvɪʒən jestədi /

B: No, I watched a programme called Leisure Time.

/ nəʊ / aɪ wɒtʃt ə prəʊɡræm kɔːld leʒə taɪm /

PART 3. Thin /θ/ this /ð/ so /s/ zoo /z/

Listen and practise the difference between /θ/ and /s/. Read aloud. Record yourself.

thick sick path pass

think sink mouth mouse
theme seem moth moss
thumb sum worth worse
thing sing tenth tense

Listen and practise the difference between / ð/ and /z/. Read aloud. Record yourself.

breathe breeze then Zen

teething teasing though zone
clothing closing this zip
bathe bays these zero

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BONUS!

In the light of the videos and the practice material you worked with, how can
you explain the three following jokes?

1−

2 - Modern Family

3 - The Coast Guard

More PRACTICE (to be done in class)

https://view.genial.ly/606113cc410dd80d483b6369/presentation-difficult-pairs

13
Inflectional endings

In the Theoretical Class videos, you have been introduced to and

you have examined the relationship between phonology and
morphology by describing the regular morphological inflections and
part-of-speech alternation in English. These inflections follow
particular phonological rules when they are produced. At the same
time, these phonological rules turn into phonetic signals that will help
the listener decode the incoming messages. If they are ignored or
produced incorrectly there might be confusion or misunderstanding
in a conversation.

Now it’s your time to practise.

PART1 // Inflectional -S
Paul´s calls, Max´s faxes2

A- Inflectional –S with same number of syllables

Usually the –S ending is just a consonant (C), NOT another syllable. And it is pronounced
/s/ or /z/
Listen and notice /s/ or /z/. Listen and repeat.

Claire´s chairs
Bob´s jobs
Di´s pies
Rose knows
Pat´s hats

B- Inflectional –S which adds an extra syllable

Sometimes, the -S ending IS another syllable, since it is adding a vowel too: /Iz/. This
happens when the original word ends in a sibilant sound:/s/ /z/ /S/ /tS/ /dZ/.
Listen and notice. Listen and repeat.

/s/ Chris´s kisses; the nurse´s purses; Max´s faxes

/S/ Trish´s wishes
/z/ Rose´s roses
/tS/ The witch´s watches
/dZ/ George´s fridges

2
Hancock, M. 2017. English Pronunciation in Use. Intermediate book with answers. Cambridge: CUP.

14
C- Make sure you pronounce the –S endings correctly, it´s very important to the meaning of
the utterance.
Listen to the examples and notice how the –S ending changes the meaning. Listen and
repeat.

NOUN VERB
Jane´s nose Jane knows
Nick´s weights Nick waits
SINGULAR PLURAL
My friend spends a lot My friends spend a lot
Our guest came late Our guests came late

PART 2 // Inflectional -ED

Pete played, Rita rested3

A-
The verb play /pleI/ has only one syllable and the past tense also has one syllable played
/pleId/. Usually the -ed ending is just a consonant sound and not another syllable.
So, for example, smile /smaIl/ rhymes with child /tSaIld/. Listen to the rhymes. Notice that
–ed rhymes either with /t/ or /d/.

https://drive.google.com/file/d/1YxFHtRq0SX0CB5h97XJPx441UJZ2dIYg/view?usp=shari
ng

He looked round first,

And then reversed.
The car that passed
Was going fast.
It hit the side.
The driver cried.
He never guessed,
He’s pass the test.

Listen to the poem again and write /t/ or /d/ in the following verbs. Pay attention to the
rhymes.4

/riv3:s__/ /pAs__ / /kraI__ / /gues__ /

Now, practice reading the poem. Remember you can track or shadow the recorded speaker.
Then record yourself.

3
Adapted from Hancock, M. (2017). English Pronunciation in Use. Intermediate book with answers. Cambridge: CUP
4
KEY: /riv3:st_/ /pAst / /kraId / /guest /

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B-
If the infinitive of the verb ends with the sounds /t/ or /d/, -ed or-d is a new syllable, and it is
pronounced /-Id/. For example:

hate /heIt/ – one syllable

hated /heItId/ – two syllables

Listen and compare the sentences on the left and the right below.

One Two
syllable syllables
Pete Rita rested
played Colin
Dan counted
danced

https://drive.google.com/file/d/1pzAV4U_5b1F-
jJ6WJG7lO2scNv_hkXwT/view?usp=sharing

Now, listen to the following phrases and decide if they have one syllable or two
syllables. Then, repeat. 5

One Two
syllable syllables

https://drive.google.com/file/d/10UmhMhL2UYRjhMRYtl_CJBGzgea1q2Lt/view?usp=shari
ng

PART 3 // Elizabeth´s story

In the following section you will work on different exercises to do both oral and written
practice. Work thoroughly through all tasks. You will find the key to the exercises at the
end of the document.

5
One syllable: Liz laughed; Clare cleaned; Steve stopped; Will watched. Two syllables: Wendy waited;
Sheila shouted; Stacey started, Mayra mended.

16
Elizabeth’s story
Look at the pictures and think: What is the problem? How do the people in the pictures
cope with it? Have you ever been in a similar situation? How did you cope with it?

1. Elizabeth is talking about a time when she had to find her way in a strange
town. What was she looking for at the time? Listen and follow her way on the
map.

https://drive.google.com/file/d/1M206meBwiLxG3ALT2CAsmC1G0tmq
hKqD/view?usp=sharing

17
 2. Listen to the first short section of the recording. Complete the gaps.

https://drive.google.com/file/d/1yhCTlkxZ9Dcw_ZsO_667_fyLmfLxboL
6/view?usp=sharing

It (1)…………………………… to take an age to get there, but

eventually the bus (2)………………………. We’d got to the
terminus and everyone got out. We were somewhere in the
commercial district but I wasn’t sure where. I couldn’t
recognize anything. The others (3)…………………..off. I
(4)……………………….. wondering which way to start.

3. Transcribe the words. Use a dictionary to check.

1. ……………………………………………………
2. ………………………………………………….
3. ………………………………………………….…
4. ……………………………………………………

Complete the rule.

If the word base ends in a voiceless sound, then the –ed ending is pronounced
…………..……
If the word base ends in a voiced sound, then the –ed ending is pronounced
…………………….
If the word base ends in /t/ or /d/ already, then the –ed ending is pronounced
………………….

4. Read the next section of Elizabeth’s story and find instances of –ed endings.
Transcribe them. Listen and check.
https://drive.google.com/file/d/1QvoOdPITmo6GmI6yCgJ90Q4ApJnA
AZkU/view?usp=sharing

The street was empty, even the bus driver had gone. I
hurried across and turned into an alleyway and started to
walk. It was dark and drizzling a bit. I went through an
archway and into another street, where there were street
lights. It was one of those pedestrian precincts, no cars
admitted.

18
5. Listen to the next part of the story. Write down what Elizabeth passed as she
tried to find Market Street. The first one has been done for you as an example.

https://drive.google.com/file/d/107DzAjLRIfDc5axWQ-
OvC5YqZTwCeS9Q/view?usp=sharing

I passed some…SHOPS………………………………….....................................
…………………………………………………………………………………………………………………..
6. Transcribe what Elizabeth passed as she tried to find Market Street. Use a
dictionary to check.

1 - ………………………………………
2 - ………………………………………
3 - ………………………………………
4 - ………………………………………
5 - ………………………………………
6 - ………………………………………
7 - ………………………………………
8 - ………………………………………

7. Complete the rule

If the word ends in a voiceless sound, then the –s ending is pronounced

……………………

If the word ends in a voiced sound, then the –s ending is pronounced

……………………

If the word ends in /s, /dʒ, /tʃ/or /ʃ/ already, then the –es ending is pronounced
………………….

8. Read the transcribed version of the following extract. Spot the mistakes. Listen
and check.

https://drive.google.com/file/d/1TLTISp-kceHhYfaw4B8zqO8ZJv1jkFri/view?usp=sharing

// ˈaɪ ˈwɔːkd əˈlɒŋ / ˈlʊkɪŋ ɪn ðə ˈwɪndəʊs / ðə lɑːst əv ðə ʃɒp əsɪstənts

wəz dʒəst ˈkləʊzɪŋ ðə ˈdɔ:s / kəd ˈʃi tel mi/ ˈpli:z / weə ˈmɑ:kɪt stri:t
wɒz //

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 9. Here’s the end to Elizabeth’s story. Listen and practice reading from phonetic
script. Follow the steps suggested in the Oral Practice Tutorial. Record yourself.

https://drive.google.com/file/d/1RWuc51QNdldUnEExDumrzU2Lo9GOSSI1/view?usp=sharing

/ D@ w@z n@U A:ns@ / aI r{N @gen / It w@z getIN k@Uld/

s@U aI dIsaIdId t@ g@U b{k/ aI SUd@v kVm In D@ deItaIm/
DIs w@z h@UplIs/ aI kUd bi wO:kIN @baUt O:l naIt/ @n nev@
faInd mA:kIt stri:t/ aI went b{k t@ we@ D@ SQps w3: /
It w@z reInIN hA:d/ @n D@ pri:sINkt w@z diz3:tId/ aI felt veri
mIz@r@bl/

FOLLOW-UP: Inflectional endings in -ed adjectives

Adjectives ending in -ed (such as embarrassed, bored or interested) generally follow the
same phonological rules as for the regular past tense.
However, there are historically based differences in pronunciation between certain forms
ending in -ed, depending on whether they function as adjectives or verbs. Let’s have a look
at some of the exceptions that confirm the rules.

How do you pronounce the following adjectives? Not sure? Follow the links and
listen carefully.

<naked> 515 pronunciations of naked in British English

<ragged> 36 pronunciations of ragged in British English
<wicked> 264 pronunciations of wicked in British English
<rugged> 49 pronunciations of rugged in British English
<beloved> 264 pronunciations of beloved in British English
<wretched> 115 pronunciations of wretched in British English
<jagged> 40 pronunciations of jagged in British English

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KEY
Elizabeth’s story part 1

/t/ /d/ /Id/

(2)stQpt (1) si:md (4)hezIteItId

(3)hVrid (6)* stA:tId

(5)* t3:nd

* These correspond to exercise 7

So, the rule is…

If the verb base ends in a voiceless sound, then the –ed ending is pronounced ……/t/………
If the verb base ends in a voiced sound, then the –ed ending is pronounced ……/d/………
If the verb base ends in /t/ or /d/ already, then the –ed ending is pronounced ……/Id/………

Elizabeth’s story part 2

/s/ /z/ /Iz/

(1) SQps (3) bA:gInz (4) dresIz
(2) laIts (5) vIdi@Uz (6) frIdZIz
(6) Su:z

So, the rule is

If the word ends in a voiceless sound, then the –s ending is pronounced…/s/…

If the word ends in a voiced sound, then the –s ending is pronounced ……/z/…
If the verb base ends in /s, z /dʒ, tʃ/or /ʃ/ already, then the –es ending is pronounced……/Iz/……

Key to exercise 10.

There are 3 mistakes

/aI wO:kd @lQN/ should be /aI wO:kt @lQN/

/lUkIN In D@ wInd@Us/should be /lUkIN In D@ wInd@Uz/
/dZ@st kl@UzIN D@ dO:s/ should be /dZ@st kl@UzIN D@ dO:z/

ANOTHER STORY – to be done in class

https://view.genial.ly/622259ae869e780018e1cd55/interactive-content-untitled-genially

21
Weak forms and Strong Forms 1

As you already know, the context is very important when

you deliver a message. In connection to this, there is a
variation in pronunciation of some function words. These
can have two possible pronunciations according to the
context: a weak form and a strong form.

Watch the following videos. Which kind of

words do they analyse?
what do they all have in common?

Now it’s your time to practice.

1. Listen to the following dialogues and decide if you hear the strong or the weak form
of the highlighted words. Write W if the word is weak or S if the word is strong.

A: Will you be at the meeting on Friday?

B: Yes. Will you be there?

A: Can you help me carry this suitcase?

B: Hey, wait for me!

A: Is he there?
B: Who?
A: The boss.
B: No. Everybody else is working, but he's gone home!

2. Transcribe the dialogues paying special attention to how you transcribe the weak
and strong forms.

3. Practice saying the dialogues. Watch the Oral Practice tutorial for more suggestions
on how to practice.

22
 4. Now, listen to the following dialogues and transcribe the weak or strong form of the
pronoun according to what you hear.

/_______ dʌznt sməʊk ɔː drɪŋk /

/ɑː/ ðæts wɒt _________ təʊld _________ /

/lʊk ˈɪts _________ /

/weə /aI kɑːnt ˈsi: _________/

/də ju nəʊ ðæt wʊmən /

/_________ / nəʊ / aI dəʊnt rekəɡnaIz _________

/aɪm əfreɪd _________ kɑːnt steɪ eni lɒŋɡə /

/wɒt də ju miːn _________ / aɪv ɡɒt plenti əv taIm /

/ðeɪ təʊld _________ tə ɡəʊ ðɪs weɪ /

/wel /ðeɪ dɪdnt tel _________ /

/wen aɪ sed ɡɪv _________ ə drɪŋk aɪ dɪdnt miːn _________ /aɪ ment ðə piːpl /

5. Practice saying the dialogues. Watch the Oral Practice tutorial for more suggestions
on how to practice.

So, according to the context of the message, some personal and object pronouns may be
either weak or strong. Look at the table below:

WEAK FORM STRONG FORM

you /jə/ or /ju/ (when followed by a word that starts with a vowel sound. For /ju:/
example: <you are> / ju ɑː /
me /mi/ miː
he /hi/ /hi:/
she /ʃi/ /ʃi:/
him /ɪm/ (though this choice depends on the speaker) /hɪm/
her /ə/*(though this choice depends on the speaker) /hə/ or /hɜː/*
we /wi/ /wi:/
us /əs/ /ʌs/
them /ðəm/ /ðem/

23
Many possessives, conjunctions, prepositions and auxiliary verbs also have a weak and
strong form. Normally we use the weak form, but if the word is stressed because it is
especially important, or because we want to show a contrast, we use the strong form.

6. Listen to the following dialogues and circle according to whether you hear the
strong or the weak form.

/ ɡɪv mi jə / jɔː hænd /

/ jə / jɔː tɜːn |
/nəʊ / ɪts jə / jɔː tɜːn /

/ðæts ˈ aʊə ˈnju: ˈneɪbə |

/ənd /ænd ˈwɒts hɪz ˈneɪm |
/nəʊ / hɜː/hə
/əʊ / ˈsɒri / ˈwɒts hɜː/hə ˈneɪm /

7. Practice saying the dialogues. Watch the Oral Practice tutorial for more suggestions
on how to practice.

8. Now, the words in bold type can be either weak or strong. Read the dialogues
thinking of the context and decide if they are weak or strong. Then, listen and check
if you were right.

A: She must be rich! Look at her car.

B: I think that's his car, actually!

A: They've sold their old house, I see.

B: They've sold their house, yes, but they haven't bought another one yet.

A: Would you like some ice cream or some cake.

B: I’d like some ice cream and some cake, please.

A: Do you like those sweets?

B: Well, some of them are good.

The shop’s closed from one to two.

There’s a bus to the village at six, but there’s no bus from there tonight.
So, look at the table below.

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 WEAK FORM STRONG FORM
Your /jə/* /jɔː/*
His /ɪz /(though this choice depends on the speaker) /hɪz/
Their /ðə/* /ðeə/*
And /ən/ or /n/ /ænd/
But /bət/ /bʌt/
Some /səm/ /sʌm/
At /ət/ /æt/
For /fə/* /fɔː/*6
From /frəm/ /frɒm/
Of /əv/ /ɒv/
To /tə/ or /tu/ (when followed by a word that starts with a /tuː/
vowel sound. For example: <to act> / tu ækt /

9. Transcribe the dialogues paying special attention to how you transcribe the weak
and strong forms.

10. Practise saying the dialogues. Watch the Oral Practice tutorial for more suggestions
on how to practice.

WEAK FORMS - A POEM

BOYS WILL BE BOYS by Leon Rosselson

1. The following words appear, in that order, in the first stanza of the poem.
Can you make sense of them? What is the poem talking about?

Look /little / Peter - Isn't / terror / shooting / neighbours/ cowboy gun?

Screaming / jet plane - Always throwing something.

I / can't control - Trouble? - He / one.

Boys / boys - Fact / human nature - Girls / grow up / mothers.

Now listen to the first stanza of the poem. Were you right?

6
The words that appear with * have an r in spelling which is generally pronounced if the following word
begins with a vowel sound. For example: <Come in for a minute> /kʌm ɪn fər ə mɪnɪt/

25
 Think of the following questions:

● Which words did you need to make sense of the poem?

Listen again and complete the following verse:

Shooting all ……… neighbours ……………… cowboy gun

● Which words did you hear that - most probably - did not change your idea of the
content of the poem before you listened to it?

2. Listen to the second stanza of the poem, and fill in the blanks with the words you
hear.

Look _____ little Janie, doesn't ______ look pretty

Playing with ______ dolly, proper little mum?
Never being dirty, never being noisy,
Don´t touch _______ sister, Peter, now look what you _________ done!!
Ah, ______ boys will be boys,
It´s ______ fact ______ human nature,
______ girls will grow up ______ ______mothers.

All the missing words are weak forms. Transcribe them as they are produced in the poem.
Which vowels are used? Are there any consonants elided?

<have> <the>
<a>

<he> <to>
<and>

<her>
<at>

<him>
<be>

<of>
<but>

26
 3. This is the next stanza. Transcribe it, paying special attention to weak forms.

Now what's come over Janie? Janie’s turning nasty!

Left hook to the body, right hook to the eye!

Vicious little hussy! Now, Peter’s started bawling!

What a bloody cissy! Who said you could cry?!

Listen to the third stanza and check.

● Why do you think <the> is pronounced differently in <to the body> and in <to the
eye>? What is the rule?

4. Read the end of the poem, which has been transcribed by an online app,
disregarding weak forms. Listen to the fourth stanza and mark the sounds or words
which are different from the transcription.

naU Di: w3:ld h{z gQn tQpsi t3:vi / dZeIni wQnts eI fUtbO:l
{nd pi:t@ dZVst si:mz h{pi pUSIN pr{mz @lQN /
It meIks ju: fi:l s@U gIlti / kIdz A: sVtS eI wVri /
dQkt@ dQkt@ tel mi / we@ dId wi: g@U rQN /
bIkQz bOIz mVst bi: bOIz / It Iz eI f{kt Qv hju:m@n neItS@ /
{nd g3:lz mVst gr@U Vp tu: bi: mVD@z /
dQkt@ dQkt@ tel mi / we@ dId wi g@U rQN /

27
Weak forms and Strong Forms 2

Whether to use the weak or strong form will change

according to the context. There are also some rules that
you can follow to decide. Let's revise them together:

✔ CITATION: strong form when a function

word is being cited or quoted (not actually

being used)
example: The word “AND” /{nd/ doesn´t usually

appear in its strong form.

✔ EMPHASIS & CONTRAST: strong form when a function word is being

emphasized for some reason or used to contrast it with another implicit word.
examples: She DOES /dVz/ work hard and she DOES /dVz/ do all her homework!

(although you don´t believe her!)

Excuse me, are you talking to ME /mi:/? (not to HER or HIM?)

✔ STRANDING: strong form when a function word is grammatically needed in

final position of the given structure, especially prepositions.

example: What are you thinking OF /Qv/ right now?

(ATTENTION: notice that in the example the word OF is grammatically stranded, but not
necessarily in final position)

✔ ELLIPSIS: strong form when an auxiliary verb or the verb TO BE stands alone

but is elliptical: i.e., it is in fact representing a longer stretch of referred to

language.
examples: I don´t like jazz, but my friend DOES /dVz/

You don´t like it, DO /du:/ you? [question tag]

“I´m so relaxed!” “ARE /A:/ you?” [echo question]

“Is he at home?” “Yes, he IS /Iz/. [short yes/no answers]

Now it’s your time to practise.

28
The strong form is used in the cases below. Listen and repeat. Then, decide which rule
applies in each case.

1) A: Are you ready? B: Yes, I am.

2) A: It isn't raining, is it? B: Yes, it is.
3) A: I'm not very good at English. B: Of course you are!
4) A: Is your father a teacher? B: He was, but he's retired now.
5) A: How many people are there in your class? Ten? B: There were ten, but one left
last week.
6) A: Have we met before? B: I don't think we have.
7) A: Has it started: B: Yes, come on, it has.
8) A: I don't like this music. B: Oh, I do.
9) A: Does the supermarket open on Sundays? B: I think it does.
10) A: I can't open this door. B: Let me try. Maybe I can.
11) A: Can you play tennis? B: Not now. I could when I was younger

11. Transcribe the dialogues paying special attention to how you transcribe the weak
and strong forms.

12. Practice saying the dialogues. Watch the Oral Practice tutorial for more suggestions
on how to practise.

29
 KEY

2)
/wɪl ju bi ət ðə mi:tɪŋ ˈɒn ˈfraɪdeɪ / (W)
/jes/ wɪl ju: bi ðeə/(S)

/kən ju help mi ˈkæri ðɪs ˈsuːtkeɪs/ (W)

/heɪ /weɪt fə miː/ (S)

/ɪz hi ðeə/ (W)

/hu/
/ ðə bɒs/
/nəʊ /ˈevriˌbɒdi els ɪz ˈwɜːkɪŋ bət hi:z ɡɒn həʊm/(S)

3)
/ʃi ˈdʌznt ˈsməʊk ɔː drɪŋk / (W)
/ɑː/ ðæts wɒt ˈʃi təʊld ju: / (W/S)

/ˈlʊk ˈɪts hɪm / (S)

/weə /ˈaɪ kɑːnt ˈsi: (h) ɪm/ (W)

/də ju ˈnəʊ ðæt ˈwʊmən /

/hɜː / nəʊ /aɪ dəʊnt ˈrekəɡnaɪz hə | (S/W)

/aɪm əˈfreɪd wi kɑːnt ˈsteɪ ˈeni ˈlɒŋɡə / (W)

/wɒt də ju miːn wi: /aɪv ˈɡɒt ˈplenti əv ˈtaɪm /(S)

/ðeɪ təʊld əs tə ˈɡəʊ ðɪs ˈweɪ / (W)

/wel /ˈðeɪ ˈdɪdnt tel ʌs / (S)

/wen ˈaɪ ˈsed ɡɪv ðəm ə drɪŋk ˈaɪ ˈdɪdnt miːn ðem /ˈaɪ ment ðə ˈpiːpl̩/ (W / S)

7)
/ ɡɪv mi jə hænd /

/ jɔː tɜːn |
/nəʊ / ˈɪts / jɔː tɜːn /

/ðæts ˈaʊə ˈnju: ˈneɪbə |

/ənd ˈwɒts hɪz ˈneɪm |
/nəʊ / hɜː/
/əʊ / ˈsɒri / ˈwɒts hɜː ˈneɪm /

9)
/ ˈʃi məst bi rɪtʃ /ˈlʊk ət hə kɑː / (weak)
/ˈaɪ ˈθɪŋk ðæts hɪz kɑː ˈæktʃuəli /(strong; can’t be pronounced ɪz)

/ˈðeɪv səʊld ðər əʊld ˈhaʊs /ˈaɪ ˈsiː / (weak)

30
/ˈðeɪv səʊld ðeə ˈhaʊs /jes /bət ˈðeɪ ˈhævn̩t ˈbɔːt əˈnʌðə wʌn jet / (strong)

/wʊd ju laɪk səm ˈaɪs kri:m ɔː səm keɪk / (weak)

/aɪd laɪk səm ˈaɪs kri:m ænd səm keɪk pliːz /(strong)

/də ju laɪk ðəʊz swiːts / (weak)

/wel /sʌm əv ðəm ə ɡʊd / (strong / weak / weak))

/ðə ˈʃɒps kləʊzd frəm wʌn tə ˈtuː / (weak)

/ðeəz ə bʌs tə ðə ˈvɪlɪdʒ ət sɪks (weak) / bət ðeəz ˈnəʊ bʌs frɒm ðə təˈnaɪt/(strong)

12)
/ ə ju ˈredi /
/jes / ˈaɪ æm / (short answer / ellipsis)

/ˈɪt ˈɪznt ˈreɪnɪŋ /ɪzˈɪt /

/jes /ˈɪt ɪz/ (short answer / ellipsis)

/aɪm nɒt ˈveri gʊd ət ˈɪŋɡlɪʃ /

/əv kɔːs ju ɑː / (ellipsis)

/ɪz jə fɑ:ðə ə ˈtiːtʃə /

/ˈhi wɒz / bət hiz riˈtaɪəd naʊ / (ellipsis)

/ˌhaʊ məni ˈpiːpl̩ə ðər ɪn jə klɑ:s/ ten/

/ ðə wɜː ten /bət wʌn left lɑːst wiːk / (Contrast)

/həv wi met biˈfɔː/

/aɪ dəʊnt ˈθɪŋk wi hæv / (ellipsis)

/ˈhəz ˈɪt ˈstɑːtɪd/

/ jes /ˈkʌm ɒn /ˈɪt hæz /(ellipsis)

/ˈaɪ dəʊnt laɪk ðɪs ˈmjuːzɪk /

/əʊ /ˈaɪ duː / (ellipsis, contrast)

/dəz ðə ˈsuːpəmɑːkɪt ˈəʊpən ˈɒn ˈsʌndeɪz /

/ˈaɪ ˈθɪŋk ˈɪt dʌz /(ellipsis)

/ˈaɪ kɑːnt ˈəʊpən ðɪs dɔː /

/ˈlet miˈtraɪ /ˈmeɪbi aɪ kæn / (ellipsis, contrast)

/kən ju pleɪ ˌtenɪs / nɒt naʊ /ˈaɪ kʊd wen ˈaɪ wəz ˈjʌŋɡə / (contrast, ellipsis)

31
STRONG FORMS - A conversation

THERAPISTS

1) Watch this video once answer the following questions:

§ What is going on?

§ What is the relationship between the two people?
§ What has happened?
§ What can you say about gender roles?
§ How could you connect with the poem Boys will be boys?

2) Watch this first part (up until 0:53 sec) and account for the strong
forms (underlined) in this section using the rules in the previous section.

3) In the last intervention by Tom, there are two strong forms that haven’t been
underlined in the script. Find them and account for them.

32
4) Now listen again to the second part (as from 0.53 sec). Read the script and
decide if the function words that are marked in red are weak or strong,
according to what you hear. If they are strong, say why.

5) Finally, select one of the two sections and read it with a partner. You could
use other choices of strong/weak forms.

33
STRONG FORMS – Short Exchanges

1. Watch the following video to identify some of the rules for strong forms.

● Watch and take notes.

https://drive.google.com/file/d/13pzkMRumYYswxUJCEfgBa7njVuxFTnAd/vi
ew?usp=sharing
● Transcribe each script below in the light of what you hear on video. Which
strong forms of function words can you spot?
● Account. Which rule is each example illustrating?
● Which two kinds of strong forms are missing?
● Practise reading aloud the scripts.

The Love Punch

A: Get out there!

B: I do get out there!
A: Taking your laptop out into the garden is not getting out there.

The devil wears Prada

Miranda: I don´t understand why it´s so difficult to confirm an

appointment.
Assistant: I´m sorry Miranda, I actually did confirm last night.
Miranda: Details of your incompetence do not interest me.

Miranda: Don´t be ridiculous Andrea, everybody wants this.

Everybody wants to be us.

Friends

Rachel: I´m pregnant

Ross: We used a condom.
Rachel: I know… but you know, condoms only work like 97% of
the times
Ross: What? WHAT!? Well, they should put that on the box!
Rachel: They do.
Ross: No, they don´t.
Ross: Well, they should put it in huge block letters.
Rachel: Ross, let´s just forget about the condoms.
Ross: Well, I may as well have!

34
 Rachel: Listen, you know what? I was really freaked out too
when I found out.
Ross: Freaked? Hey, I´m not freaked out. I´m indignant as a
consumer!

Starwars

Yoda: Much anger in him. Like his father.

Father: Was I any different when you taught me?

Yoda: There... he´s not ready.

Luke: Yoda! I am ready! Ben! I can… I can be a jedi! Ben! Tell
him I´m ready!
Yoda: Ready are you!

The big bang theory

Penny: I was wondering if you could help me out with

something…?
Leonard: Yes!
Penny: Oh! Okay,great, I´m having some furniture delivered
tomorrow and I may not be here so…

Penny: Oh! Hello!

Howard: (speaks in Russian)
Penny: I´m sorry?
Howard: Haven´t you ever been told how beautiful you are in
flawless Russian?
Penny: No, I haven´t.
Howard: Get used to it.
Penny: I probably won´t.
Modern family

Phil: What do you mean you´re out? Where are you going?
Luke: Dad, no offence, but I´ve seen you with a glue gun. I
think the nails are going to be harder to get out of my hair.
Phil: No, don´t go. I´m doing this for you!
Luke: Are you dad? Are you?

Phil: The kid made me think with

that one. Who was I really doing
this for?

35
Linking

1. In the theoretical classes you have already

been working on LINKING, and its different
kinds.
2. Now it’s your time to practise: work in the
following FILE and its AUDIOS

The Last Brownie

(Notting Hill by Richard Curtis)

A group of friends are having dinner together, in

celebration of one of their birthdays (Honey´s).
After coffee, there´s only one brownie left, and
the host (Max) offers it to the “saddest-act”
winner, for which each of the characters will try
to convince the others that he/she is the one
deserving the treat.

1 – LISTENING COMPREHENSION:
Watch the scene and note down each
character´s arguments to win the last brownie.

2- What is linking? When and why does it occur? Which are the 3 ways in which
words can be linked together? Label the following examples.

36
MAX : Having you here, Anna, firmly establishes what I've long suspected, that we really
are the most desperate lot of under-achievers. I'm going to give the last brownie as a prize
to the saddest act here.

a) f3:mli'Ist{blISIz _______________________
b) wQt_aIv lQN s@spEktId __________________________
c) @ lQt @v Vnd@ 4 @tSi:v@z______________________________

3 - Label the cases of linking in Bernies’s argument (as from 1:07)

.
WILLIAM Bernie.
BERNIE Well, obviously it's me, isn't it -- I work in the City in a job I don't understand
and everyone keeps getting promoted above me. I haven't had a girlfriend
since... well, since puberty and nobody fancies me, and if these cheeks get any
chubbier, they never will.
HONEY Nonsense. I fancy you. Yeah, or I did before you got so fat.

4 – Transcribe Honey´s argument:

MAX … Honey here earns twenty pence a week flogging her guts out at London's worst
record store.
HONEY Yes. And I haven´t got hair -- I've got feathers, and I've got funny goggly eyes,
and I'm attracted to cruel men. And, actually, no one will ever marry me because…
um… my boosies have actually started shrinking.
MAX You see… it’s incredibly sad.
BELLA On the other hand, her best friend is Anna Scott.

a) Now listen and check if the instances marked in the text above are actually linked in
the video. (as from 1:37)
b) Which one of the instances marked in grey is not a possible case of linking? Why?

37
5 – Dictation: Bella’s argument (as from 2:03)

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

………………………………………………………………………………………………………....

................................................................................................................................................

a) Mark the cases of linking.

b) Which is the type of linking that does not appear in Bella’s argument?

What’s the difference between linking /4/

and intrusive /4/?
Look at the examples and complete the
context in which the intrusive /4/ can be
used.

. Let’s have pasta and sauce / p{st@ 4 @n sO:s /

. There’s bacteria in it /b{ktIri@ 4 In It/
. Law and order /lO: 4 @n O:d@/
. The Shah of Persia /D@ SA: 4 @v p3:S@/

Intrusive 4 insertion rule: any word that ends in …………………………………… +

another word beginning in a vowel sound. There isn´t …………………………………..in
the spelling.

38
6 – There is an instance of intrusive /4/ in William´s argument. Can you predict it? Then,
listen and check. (as from 2.43)

/wEl/ aI d@Unt n@U/ lUk @t wIli@m/ vEri Vns@ksEsf@l pr@fESn@li/ divO:st/ ju:st@ bi h{ns@

m/ naU kaInd @v skwIdZi raUnd Di EdZIz/ @n {bs@lu:tli nEv@ t@ hI@ fr@m {n@ @gen wVn

s Siz h3:d D@t hIz nIkneIm @t sku:l w@z flQpi/

/ju dId/ aI kA:nt b@li:v It/ ju dId/ T{Nks vEri mVtS/ T{Nk ju/ wEl/ @t li:st aI gEt D@ lA:st

braUni/

7 - After Anna´s argument:

a) Why do Max and William say the following?

MAX: Nice try gorgeous… but you don´t fool anyone.

WILLIAM: Pathetic effort to hog the brownie!

b) Eventually, it is William who gets the brownie. Do you agree with the decision? Who
(if any other) should receive the brownie?

⇒ You will find the KEY to exercises 1 2 3 4 5 6 at the end of this document.

39
 KEY

Bernie:
→ Has a difficult job that he doesn´t understand
→ Is getting chubby
→ has never had a girlfriend
Honey:
→ has feather hair
→ has goggly eyes
→ has shrinking boosies
→ has a badly-paid job
→ is attracted to cruel men
Bella:
→ is in a wheelchair
→ has given up smoking
→ can´t have children

William:
→ is very unsuccessful professionally
→ is divorced
→ used to be handsome
→ had “Floppy” as nickname

Anna:
→ has to watch her diet
→ hasn´t had nice boyfriends
→ has had surgery
→ hasn´t got a private life
→ has no future

40
2 – Linking is a way of joining the pronunciation of two words so that they are easy to say
and flow together smoothly. Lack of linking can make an accent sound choppy. In English
there are different ways that this happens.

Vowel to vowel linking - when certain vowels come next to each other an extra sound is added to make the
link smooth.

Consonant to vowel linking - when the first word ends with a consonant sound and the second word begins
with a vowel sound.

Linking 'r'
In standard GB the letter 'r' after a vowel sound at the end of word is often not pronounced. However, when the
following word begins with a vowel the /r/ sound is pronounced to make a smooth link.

a) /f3:mli'Ist{blISIz/ vowel to vowel

b) /wQt_aIv lQN s@spEktId/ consonant to vowel
c) /@ lQt @v Vnd@ 4 @tSi:v@z/ linking /4/

3 – Bernie´s argument

/Its mi:'Iznt_It/

/aI w3:k_In D@ sIti'In_@ dzQb_aI d@Unt_Vnd@st{nd/

/pr@m@UtId_@bVv mi/

/h{d_@ g3:lfrEnd/

/@n_If Di:z tSi:ks gEt_Eni tSVbi@/

/O: 4 aI dId/

4 – Honey´s argument

a) /hVni hI@/3:nz twEnti pEns_@ wi:k flQgIN h@ gVts_aUt_@t lVnd@nz w3:st rEk@d stO:/
/jEs/ @n_aI h{v@nt gQt he@/ aIv gQt fED@z/ @n_aIv gQt fVni gQgli'aIz/@n_aIm_@tr{ktId t
@ kru:@l mEn/ @nd/{ktSu@li n@U wVn wIl m{ri mi bIkQz maI bu:ziz_@v_{ktSu@li stA:tId
SrINkIN/ /ju si:/ Its_InkrEdIbli s{d/ /Qn Di'VD@ h{nd h@ bEst frEnd_Iz_{n@ skQt/

c) Which one of the instances marked in grey is not a possible case of linking? Why?
/n@U wVn/ - because it´s vowel to consonant

5 – Bella´s argument: Dictation key + linking cases

41
 /@n m@Ust_@v h@ lImz w3:k /we@r{z_aIm stVk_In DIs TIN deI'@n naIt_In_@ haUs fUl_@v
r{mps/ @n tuw{d_Ins@lt t@ sI@ri@s_IndZ@ri/ aIv t@Ut@li gIv@n_Vp sm@UkIN/ maI feIv@rIt
TIN/ @n D@ tru:T_Iz/ wi kA:nt h{v_@ beIbi/
/stIl_@m/ wI@ lVki/In lQts_@v weIz/ b@t SO:li D{ts w3:T_@ braUni/

→ Which is the type of linking that does not appear in Bella’s argument?

Linking /4/

INTRUSIVE /4/

What’s the difference between linking /4/ and intrusive /4/?

Linking/4/ occurs when there´s a letter R in the spelling; intrusive/4/ when there isn´t.

Intrusive 4 insertion rule: any word that ends in /O:/ /A:/ /@/ + another word
beginning in a vowel sound. There isn´t a letter R in the spelling.

The /4/ can be inserted to prevent hiatus, two consecutive vowel sounds.

Intrusive /4/may also occur between a root morpheme and certain suffixes, such
as drawing /drɔːrɪŋ/

5 - William´s argument

/wEl/ aI d@Unt n@U/ lUk @t wIli@m/ vEri Vns@ksEsf@l pr@fESn@li/ divO:st/ ju:st@ bi h{ns@

m/ naU kaInd @v skwIdZi raUnd Di EdZIz/ @n {bs@lu:tli nEv@ t@ hI@ fr@m {n@ 4 @gen wV

ns Siz h3:d D@t hIz nIkneIm @t sku:l w@z flQpi/

/ju dId/ aI kA:nt b@li:v It/ ju dId/ T{Nks vEri mVtS/ T{Nk ju/ wEl/ @t li:st aI gEt D@ lA:st

braUni/

42
Vowels 1

There are twelve vowels or monophthongs in English. The following are front and central
vowels. Watch the video linked to each vowel button.

43
PART ONE

Work on the practice exercises for these sounds

SCHWA /@/

1. Read, listen to and practise the following dialogue, notice the syllables with the sound
/@/ highlighted in yellow.

TRACK

A: What shall we have for supper?

B: Would you like bacon and eggs?
A: No, not bacon and eggs tonight. What else have we got?
B: There are some potatoes and lots of tomatoes. We could have baked potatoes and a
tomato salad.
A: I had a baked potato yesterday.
B: Well, then you can have some fish and chips from the shop at the end of the road.
A: OK. Shall we have a bottle of wine?
B: No, just a jug of sugar.

2. Read the following dialogue. Cross out all the syllables with the sound / @ /. Listen
and check.

TRACK

A: My sister is coming to see me tomorrow. I’d like to take her to the theatre. I wonder
what’s on.
B: Look in the newspaper in the section called Entertainment.
A: Oh, yes, look, at the Players Theatre there is a comedy with Amanda Morgan and
Michael Allen.
B: I’ve heard of Amanda Morgan but who’s Michael Allen?
A: He was in that television series about a hospital. He played the doctor who came from
Canada.
B: Oh yes, I remember. Tomorrow is a good night to go to the theatre. On Mondays you
can get two seats for the prize of one.
A: That’s good. Usually, when I go to the theatre, I sit at the back. It’s not as comfortable
but it’s cheaper. But tomorrow you can afford better seats, at the front.

44
FLEECE /i:/ AND KIT /I/

3. Listen and practise the difference:

TRACK

green grin
bead bin
reason risen
meal mill
feet fit
cheek chick
deep dip
each itch

4. Read and listen to the following dialogue between two doctors. Notice the syllables with
the sound / i: / highlighted in blue and the sound / I / highlighted in orange. Practise
reading aloud the text. Make sure you produce the contrast between / i: / and / I /

TRACK

A: Have you been busy this evening?

B: Pretty busy. My first patient was Jim Beaton. He had twisted his knee. He slipped on a
banana skin on the street. I think he just needs to rest his knee. He is very fit.
A: My first patient was Mrs. Neale. She keeps being sick, and it is just because she eats
too
much.
B: A lot of patients don’t really need treatment. They feel ill because they do silly things.
We
can give them pills to treat some illnesses, but they need to keep fit and eat sensibly.

TRAP /{/ and DRESS /e/

5. Listen and practise the difference: TRACK

had head
bag beg
land lend
can Ken
pan pen
mat met
pack peck
marry merry
Pat pet
Cattle kettle

45
6. Highlight the sounds /{/ in pink and /e/ in green. Then listen and check. TRACK

A: I’m a reporter from the Hendon Standard. Were you present when the accident
happened?
B: Yes, I was standing at the end of Elm Avenue, by the park.
A: What happened?
B: There was a red van travelling west, and several cars and vans behind it.
A: Was the red van going fast?
B: No. The driver kept glancing at a map on his lap. Then a black taxi started to pass the
redvan.
A: Was that the cause of the accident?
B: It wasn’t the taxi that caused the accident. It was the red van. The van driver suddenly
turned, and crashed into the taxi.
A: what happened then?
B: The taxi smashed into a lamppost. The taxi driver wasn’t badly hurt, but he was very
angry.

TRAP /{/ and STRUT /V/

7. Listen and practise the difference:

TRACK

Bug bag
Mud mad
Puddle paddle
Fun fan
Sung sang
Butter batter
Hut hat
Truck track
Much match
Drunk drank
Cut cat
Uncle ankle

46
 K E Y S

PART 1

EX 2
A: My sister is coming to see me tomorrow. I’d like to take her to the theatre. I wonder
what’s on.
B: Look in the newspaper in the section called Entertainment.
A: Oh, yes, look, at the Players Theatre there is a comedy with Amanda Morgan and
Michael Allen.
B: I’ve heard of Amanda Morgan but who’s Michael Allen?
A: He was in that television series about a hospital. He played the doctor who came from
Canada.
B: Oh yes, I remember. Tomorrow is a good night to go to the theatre. On Mondays you
can get two seats for the prize of one.
A: That’s good. Usually, when I go to the theatre, I sit at the back. It’s not as comfortable
but it’s cheaper. But tomorrow you can afford better seats, at the front.

EX 6
A: I’m a reporter from the Hendon Standard. Were you present when the accident
happened?
B: Yes, I was standing at the end of Elm Avenue, by the park.
A: What happened?
B: There was a red van travelling west, and several cars and vans behind it.
A: Was the red van going fast?
B: No. The driver kept glancing at a map on his lap. Then a black taxi started to pass the
red van.
A: Was that the cause of the accident?
B: It wasn’t the taxi that caused the accident. It was the red van. The van driver suddenly
turned, and crashed into the taxi.
A: what happened then?
B: The taxi smashed into a lamppost. The taxi driver wasn’t badly hurt, but he was very
angry.

P A R T T W O – to be done in class

Read the dialogue between Ross and Marsha

in an episode from and think:

- Why does Marsha think the cave

woman should look angry?
- Why doesn’t Ross agree?

https://www.youtube.com/watch?v=-zPvgFT0nnQ

47
Sort out the words according to the highlighted vowel sound:

KIT FLEECE DRESS TRAP STRUT SCHWA

ROSS: No, it's good, it is good, it's just that- mm- doesn't she seem a little angry?

MARSHA: Well, she has issues.

ROSS: Does she.

MARSHA: He's out banging other women over the head with a club, while she sits at home trying to get the
mastodon smell out of the carpet!

ROSS: Marsha, these are cave people. Okay? They have issues like 'Gee, that glacier's getting kinda close.'
See?

MARSHA: Speaking of issues, isn't that your ex-wife? (CAROL HAS ENTERED BEHIND THEM, OUTSIDE
THE EXHIBIT)

ROSS: (TRYING TO IGNORE HER) No. No.

MARSHA: Yes, it is. Carol! Hi!

ROSS: Okay, okay, yes, it is. (WAVING) How about I'll, uh, catch up with you in the Ice Age.

P A R T T H R E E – to be done in class

https://view.genial.ly/60c01fe6c455270d104dbe74/interactive-content-genially-sin-titulo

48
Vowels 2

It’s the turn of back vowels now. Watch the video

linked to each vowel button.

PART 1

Work on all the exercises. Once you finish you can check your work with a dictionary. You
may wish to watch the tutorial on Dictionary Use again.

LOT /Q/ & THOUGHT /O:/

1. Listen and practise the difference. AUDIO

/Q/ /O:/
not nought
stock stalk
pot port
cot court
spot sport
cod cord
cock cork
fox forks

2. Listen and practice this interview for a job. Notice the words with the sound /Q/
highlighted in pink and the sound /O:/ highlighted in green. AUDIO

A: Why do you want a job with the Northern Record?

B: I’d like to become a sports reporter. I always read the Northern Record. I saw
your advertisement. So I filled in an application form.
A: What other jobs have you done?
B: I’ve got a job in a sports shop, at the moment. Last August, I was a hotel porter. It
was a holiday job, in a seaside resort.

49
 A: Are you interested in sport?
B: Yes, I like watching football; I always watch my local football team when the play
at the sports centre. I also watch sport on television quite often. And I go jogging
every morning.
A: Right, now, I’ll tell you what this job involves…

FOOT /U/ & GOOSE /u:/

1. Listen and practise the difference. AUDIO

/u:/ /U/
fool full
pool pull
Luke look
boot foot
food good
tool wool

2. Listen to the first part of a conversation from a radio programme. Notice the words
with the sound /u:/ highlighted in yellow and the sound /U/ highlighted in blue.
Transcribe the highlighted words. AUDIO

Judith Brookes: In the Food programme studio today, we have two cooks, Julian
Woolf and Susan Fuller. They are going to choose Christmas presents for a new
cook. Julian Woolf, your kitchen is full of useful tools. if you could choose just two
things for a new cook, what would you choose?

Julian Woolf: I’d choose a fruit juice maker. You just put the fruit in and it produces
fruit juice. It’s super. and secondly, I’d choose a really good butcher’s knife. Every
cook could do with a good knife.

NURSE /3:/ & PALM /A:/

1. Listen and practise the difference. AUDIO

/3:/ /A:/
firm farm
burn barn
stir star
heard hard
dirt dart
hurt heart
birth bath
purse pass

50
PART 2 – to be used in class

Stranger than Vowels

Are you a routine person?

Do you usually follow the same routine when you wake
up every day?
Do you always have the same for breakfast, or
choose the same dish or ice-cream flavour every time
you eat out?

1. Use the words and expressions in the box to

predict what happens in the scene you are
about to watch.

walk wristwatch numbers remarkably back and forth

toothbrush coffee Wednesday bus words

2. Watch the scene and check your predictions.

https://drive.google.com/file/d/1ULCK4JFw7xnUHmKYr9Eg17fZgs6vGlz6/view?
usp=sharing

3. Transcribe the following passage.

This is a story of a man named Harold Crick and his wristwatch. Harold Crick was a
man of infinite numbers, endless calculations and remarkably few words. And his
wristwatch said even less.

4. Listen to your teacher and take down the dictation.

5. Go through the previous and following passages and add words to the
charts according to the vowel sound. Watch the scene again, if
necessary. Then practise saying the words.

Every weekday, for twelve years, Harold would tie his tie in a single Windsor knot,
instead of the double. Thereby saving up to 43 seconds. His wristwatch thought the
single Windsor made his neck look fat, but said nothing.
Every weekday, for twelve years, Harold would run at a rate of nearly fifty seven
steps per block for six blocks, barely catching the 8:17 Kronecker bus. His
wristwatch would delight in the feeling of the crisp wind rushing over its face. And
every weekday, for 12 years, Harold would review 7.134 tax files as a senior agent
for the Internal Revenue Service.

51
6. Go back to the texts transcribed in exercises 1 and 2, highlight the
vowels in the stressed syllables, and practise reading the texts aloud
paying particular attention to those vowels.

7. Think about your morning routine in as much detail as Harold. Write

down some key words, to guide your speech. Pay special attention to the
vowels in those key words.
After you have practised it, record yourself in no more than 1 minute.
Swap audios with a partner and analyze their text. Make comments.

52
Integration

On this occasion we are going to be working

with a short story. We have already worked
together with Little Red Riding Hood. This
time, we have chosen The Wolf´s Tale, by
Louise Cooper.
Let´s start working!
1. Read the beginning of the story and
transcribe it. (ignore the highlighting at this
point)

You all know the story of Little Red Riding Hood, right? Well, I'm sure of one thing. You don't
know what really happened. No one does, except me. I know people don't believe in fairy tales
these days, but the Riding Hood story happens to be true. I should know. You see, I'm the
wolf. And the rest of them—the girl, the woodsman, all the other people—they got it wrong.
All wrong.

Now check your transcription against the audio, where the story is read aloud by the author herself!
● Why do you think “they got it all wrong”? What do you think “really happened”?

2. Read very carefully the options and listen to four extracts from the rest of the story.
Which do you hear: A, B or C? (the key is provided at the end of this document)

1 - I wouldn't have harmed a hair of her head.

A -/aI wUdnt h@v hA:md @ hE@ r @v h@ hEd/
B - /aI wUd@nt h@v hA:md @ hE@ r @v h3: hEd/
C - /aI wUdnt @v hA:md @ hE@ r @v h@ hEd/

2 - I can remember the pain; it was horrible.

A - /aI k{n rimemb@ D@ peIn/ It w@z hQrIbl/
B - /aI k@n rimemb@ D@ peIn/ It w@z hQrIbl/
C - /aI k@n rimemb@ D@ peIn/ It wQz hQrIbl/

3 - I can't be killed that way.

A - /aI kA:nt bi: kIld D{t weI/
B - /aI kA:nt bi kIld D@t weI/
C - /aI kA:nt bi kIld D{t weI/
4 - A monster that no one can control.
A - /eI mQnst@ D@t n@UwVn k@n k@ntr@Ul/
B - /@ mQnst@ D@t n@UwVn k@n k@ntr@Ul/
C - /@ mQnst@ D@t n@UwVn k{n k@ntr@Ul/

● After reading the four extracts, how do you think the story continues?

3. Read the second part of the story and check your predictions.

53
 They think I killed and ate old Granny. I didn't. I wouldn't have7 harmed a hair of her head,
but when I tried to tell them so, of course they couldn’t8 understand me. So the woodsman
cut me open. Oh, how that9 hurt . I can remember the10 pain; it was horrible. Even now I
have11 nightmares about it, and I shudder and cry out in my sleep, until I wake up screaming.
They didn't kill me12, you see. They thought they did, but they didn't. I can't be killed that
way. It has13 to be something else. A silver bullet, that's the14 only thing that15 will work.
A silver bullet, for a werewolf. Because that's what I really am16. I was attacked by a
werewolf one night, years ago. It bit me, and infected me with its curse. I'd give anything
to be free. I'd rather die than live like this, changing every full moon into a monster that
no one can control.
.
4. Analysis of weak and strong forms of function words.

● How would you account for the instances in yellow? Why are they weak or
strong?

>> Use expressions like the following to account for the realization of weak and strong
forms in the text.
examples
OF in the line “the story of Little Red Riding Hood” is weak. It is produced with the
unstressed vowel called schwa.
DOES in “no one does” is strong because there is ellipsis. It is used elliptically replacing a
longer stretch of language (no one does=no one knows what really happened)
ME in “except me” takes its strong form because the pronoun is in contrast (“me” in implicit
contrast with “everyone else”)

5. Let´s for a moment go back to previous weeks´ assignments:

● How many instances of words with silent letters can you find in The Wolf´s
Tale? Transcribe them.
● How many instances of –ED and –S inflectional endings are there? Transcribe
them.
● Find examples of the different kinds of linking we have worked on. Transcribe
them. Can you find examples of all of them?

7
have
8
couldn´t
9
that
10
the
11
have
12
me
13
has
14
the
15
that
16
am

54
6. Think ahead to our next :
● How does the story end?

7. We will be discussing your answers and looking

at your transcriptions in our virtual meeting
space.

KEYS

EX1

/ D<@ wUlfs teIl/

/ju O:l n@U D@ stO:ri @v lItl rEd raIdIN hu:d raIt / wEl aIm SU@ r @v wVn TIN / ju d@Unt n@U
wQt rI@li h{p@nd/ n@U wVn dVz / IksEpt mi:/ aI n@U pi:pl d@Unt b@li:v In fe@ri teIlz Di:z
deIz / b@t D@ raIdIN hu:d stO:ri h{p@nz t@ bi tru: / aI SUd n@U / ju si:/ aIm D@ wUlf/ @n D
@ rEst @v D@m / D@ g3:l / D@ wUdzm@n / O:l Di VD@ pi:pl / DeI gQt It rQN / O:l rQN /

EX2

1–C
2–B
3–A
4–B

55