PRONUNCIATION UNIT 1 UNIT 3 /s/ , /z/ , /ɪz/ sounds Vowel sounds: /ɪ/ and /i:/ Aim: Students learn to identify and produce plurals Aim: Students learn to identify and produce short and present simple verbs ending in: - s ( e.g. walk s ) and /ɪ/ and long /i:/ vowel sounds in, for example, m i lk , - es ( e.g. bus es ) , using the appropriate /s/, /z/ or /ɪz/ dr i nking , ch ee se , ea t . ending. 1 1.36 Students listen to the recording while 1 1.18 Students listen to the recording while reading the tongue twister. reading the sentences. 2 Students say the words with short /ɪ/ sounds (J i ll , 2 Students say the words with the /s/ (Gu s , make s , w i shes , f i sh , ch i ps , d i nner , eat i ng , w i th , dr i nk , m i lk) and cake s , sweet s , work s , sleep s ) , /z/ (Jame s , enjoy s , kind s , the words with long /i:/ sounds (P e te , ea ting , m ea t , game s , play s , friend s ) and /ɪz/ (Liz ’s , wash es , brush es , ch ee se , p ea s , t ea ) . hors es , relax es ) endings. 3 1.37 Students listen and repeat. Then they 3 1.19 Students listen and repeat. Then they practise with a partner. practise with a partner. EXTRA INFORMATION EXTRA INFORMATION Learners ofuen find it difgicult to hear the difgerence between ● /s/ and /z/ are an unvoiced and voiced consonant pair, that ● these two sounds. Ask students to exaggerate the manner of is, the manner of articulation is the same for both phonemes articulation to help them to hear and say the phonemes. For but when producing the /z/ phoneme, the voice is used. You /ɪ/ the lips are only slightly open, in a ‘square’ shape. The sound is made at the back of the throat but is short. For /i:/ could ask students to put their fingers on their throat when saying the two sounds to feel the vibration when producing the lips are spread in a wide smile and the sound is longer. the /z/ phoneme. The /ɪ/ sound is usually written with the letter i but the ● The voiced /z/ phoneme occurs when the previous sound is ● sound is also found in es and ed endings (wish es , want ed ) and in some unstressed words and syllables ( e.g. been /bɪn/ , voiced (compare walk s and live s ). chick en /ˈtʃɪkɪn/ ) . The /z/ endings are most clearly heard when the word that ● The /i:/ sound has two main spelling patterns: ee in s ee and follows it starts with a vowel sound (e.g. Jame s e njoys …). ● ea in ea t , but this phoneme is also found in words such as An extra syllable must be added in order to say plural or verb ● forms where the final sound is a /s/ , /z/ , /ʃ/ , /tʃ/ or /dʒ/ mach i n e , e mail and p ie ce . ( e.g. bus es , watch es ) . The extra syllable is pronounced /ɪz/ . The same rule applies to possessives e.g. Liz ’s . UNIT 4 - er /ǝ/ at the end of words UNIT 2 Aim: Students learn to identify and produce the schwa Contractions /ǝ/, in words ending in: er ( e.g. moth er , writ er , div er ) . Aim: Students learn to identify and produce contractions 1 1.42 Students listen to the recording while found in the unit ( e.g. I’m , there’s , they’ve) . reading the tongue twisters. 1 1.27 Students listen to the recording while 2 Students focus on the schwa by saying the words reading the dialogue. ending in er /ǝ/ (Jennif er , fath er , fjrefjght er , Oliv er , 2 Students say the contractions in the dialogue (here’s , moth er , writ er , Pet er , sist er , driv er , Amb er , broth er , that’s , don’t , they’ve , haven’t , there’s , you’re , it’s) . div er ) . 3 1.28 Students listen and repeat. Then they 3 1.43 Students listen and repeat. Then they practise with a partner. practise with a partner. EXTRA INFORMATION Some students say contractions as though they’re two words ● (e.g. I’ m is pronounced I am ) which can sound very unnatural. It can be difgicult to know how to say contractions (e.g. ● they’ re rhymes with hair but they’ ve rhymes with wave ). Explain to students that a good strategy for remembering the pronunciation is to find a word that rhymes with it. 114
PRONUNCIATION UNIT 7 EXTRA INFORMATION The schwa /ǝ/ is an important phoneme in English. It is Vowel sounds: /ʊ/ and /u:/ ● very common in unstressed syllables within words and Aim: Students learn to identify and produce the short in unstressed words within sentences. Students need to /ʊ/ and long /u:/ vowel sounds in words, e.g. b oo k practise it regularly. The schwa gives English its characteristic /bʊk/; s oo n /su:n/ and p u t /pʊt/; tr ue /tru:/. rhythm and when speakers don’t use it they tend to sound unnatural and wooden. The best place to start learning to 1 2.08 Students listen to the recording while produce this sound is at the end of words ending in er . reading the dialogue. The schwa is also found in unstressed syllables which aren’t ● 2 Students say the words containing the /ʊ/ (l oo k , spelled er ( e.g. b a nan a , act or , pict ure ) ; in weak forms ( e.g. b oo k , sh oul d) and /u:/ sounds (r oo m , m oo n , S ue , Do you like pizza?) and as part of connected speech patterns c oo l , b oo ts , sch oo l , L u k e ) in the dialogue. ( e.g. fish and chips) . 3 2.09 Students listen and repeat. Then they practise with a partner. UNIT 5 Regular past tense endings: /d/ , /t/ and /ɪd/ EXTRA INFORMATION Aim: Students learn to identify and produce regular The manner of articulation of the long /u:/ sound can be ● past tense verbs ending in: - ed with the /d/, /t/ and clearly seen in the small circular shape of the mouth, with lips slightly extended. The /ʊ/ sound is much shorter, with /ɪd/ pronunciations. They recognise that if the word ends in a /t/ or /d/ sound, an extra syllable is added the lower lip extended further than the top lip. ( e.g. want ed , decid ed ) . The oo spelling pattern has two main pronunciations ● (e.g. b oo k and s oo n ) but there are some words which are 1 1.48 Students listen to the recording while pronounced difgerently (e.g. bl oo d /blɅd/ ). reading the dialogue. The /u:/ phoneme is common in English and occurs with ● 2 Students say the past tense words with /d/ many difgerent spellings (e.g. the stressed forms of t o and d o , (happen ed , clean ed ) , /t/ (cook ed ) and /ɪd/ (start ed , y ou , m o v e , thr ou gh ). decid ed ) endings. The /ʊ/ phoneme also occurs in c oul d , w oul d and sh oul d . ● 3 1.49 Students listen and repeat. Then they practise with a partner. UNIT 8 Weak and strong forms of was and were EXTRA INFORMATION Aim: Students learn to identify and produce strong and The final letter of the verb impacts on the way in which the ● ed ending is pronounced. The /ɪd/ ending is only added weak forms of the past tense verbs w a s /wɒz/; /wǝz/ and w e re /wɜ:/; /wǝ/. when absolutely necessary since it involves adding another syllable to the word. This occurs when the word ends in 1 2.13 Students listen to the recording while either a /t/ or /d/ sound ( e.g. wan ted , nee ded ) . reading the dialogue. 2 Students say the words with the /ɒ/ sound (sh o pping , stressed w a s , s o cks) and /ɜ:/ sound (homew or k , UNIT 6 w er en’t , l ear ning , s ur f) . The unstressed (weak) forms Stressed syllables in words of w a s and w er e are pronounced /wǝz/ and /wǝ/. Aim: Students learn to identify and produce stressed 3 2.14 Students listen and repeat. Then they syllables in adjectives of personality and other familiar practise with a partner. words with two, three and four syllables. 1 1.55 Students listen to the recording while EXTRA INFORMATION reading the sentences. We use the schwa /ǝ/ in the weak forms of was /wǝz/ and ● 2 Students say the two (Sarah’s , funny , cheerful , helpful) , were /wǝ/ . Explain to students that the /ǝ/ is the shortened three (Jonathan’s , generous , con fjdent , talented) and /ɜ:/ and /ɒ/ sounds. four syllable (Elizabeth’s , intelligent , adventurous , easy- The strong and weak forms of the negative forms follow ● going) words in the text. Note that the stress in the the same pattern: w a sn’t /wɒznt/ and /wǝznt/ ; w er en’t / two and three syllable words is on the fjrst syllable, wɜ:nt/ and /wǝnt/ . but it moves in the four syllable words. The schwa /ǝ/ is common in unstressed words in sentences ● 3 1.56 Students listen and repeat. Then they and gives English its characteristic rhythm. When speakers don’t use it they tend to sound unnatural and wooden. practise with a partner. Other verbs with weak and strong forms include can and do . ● EXTRA INFORMATION Ask students to try putting the stress on each syllable in a word ( e.g. generous , generous , generous) to help them get a sense of what sounds or feels correct. 115
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