ship-or-sheep.pdf

l|t
.cknowledgements
-ntroduction for students
hroduction for teachers
)iagnostic Tests
:ection A
brvels
I i: (sheep)
2 r (ship)
3 e (pen)
{ a (man)
5 .r (cup)
6 q: (heart)
i Review
8 o (clock)
9 cr (ball)
i0 u (book)
l1 ur (boot)
12 g: (girl)
13 e (a camera)
14 Review
15 er (male)
16 ar (fine)
17 cr (boy)
18 au (house)
19 au (phone)
20 ra (year)
2L ee (chair)
22 Review
SectionB
Consonants
23 P (Pen)
24 b (baby)
25 t (table)
26 d (door)
27 k (key)
28 s (girl)
29 Review
30 s (sun)
3I z (zoo)
32 J (shoe)
33 S(television)
34 tJ (chip)
35 dS(Ianuary)
36 Review
37 f (fan)
38 v (van)
39 w (window)
4o j (Yellow)
4l h (hat)
a2 0 (thin)
43 6 (thefeather)
44 Review
45 m (mouth)
46 n (nose
47 4 (ring)
48 I (letter);(bdl)
49 r {rain)
50 Review
Overview
Mask
Key
lv
vii
ix
79
81
85
89
93
97
101
105
t07
110
l14
tt7
t20
t24
L28
l3l
135
139
r43
t47
15I
155
159
r62
165
168
L72
176
180
183
185
186
I
3
'7
11
15
19
23
27
29
33
36
39
43
48
52
54
57
60
63
66
70
73
76

tv
In the preparationof this new edition I would like to thank:
SallyMellersh(formerlyof HammersmithandWestLondon College)for updating and
expandingthe lisr of likelyerrorsto accompanythe new editionsof Shipor Sheep?
and
Tleeor Three?byits inclusion on the website
(http:/ /www.cambridge.org/elt/elt
projectpage.asp?id=2500905).
David McCreathfor IT assistance
and contribution to my computerliteracy.Sandra
Turnerfor help with typing.
My editorsN6irin Burke,Frances
Amrani andYvonneHarmer,aswell asthe following
teachersfrom all overtheworld who commentedduring developmentand gaveme
suchpracticaladvice:
MicheleChartrand-Hirsch,France;Ian Chitry UK; DavidDeterding,Singapore;
Sylvie
Donna,UK; ElizabethDowney,NewZealand;LyndaEdwards,UK; LauraHancock,UK;
DavidHill, Australia;Kip Kelland,Italy;KathyKeohane,UK;AndreaPaul,Australia;
GordonFrancisRobinson,Singapore;
Iulietta Ann Schoenmann,UK; RogerScott,UK
PeterHobbsand otherteachersof InternationalHouseSydney,
who allowedme to
observeand co-teachtheir classes;
ShdnIones,for classobservationat Blacktor,rrn
TAFECollege.
I would like to continue to thankAmir Pirouzan,IeanCrockerandIohn Lipscombfor
their adviceand encouragementduring the preparationof the original edition of Ship
or Sheep?
NsoPhilippaLipscomband otherteachersof the British Council,Teheran,
who helpedwith the first classtry-outs.
Thepublisherhasuseditsbestendeavours
to ensurethat theURLsfor external
websitesreferredto in this book arecorrectand activeat the time of goingto press.
However,the publisherhasno responsibilityfor the websitesand canmakeno
guaranteethat a sitewill remainlive or that the content is or will remain appropriate.
Illustrationsby:JohannaBoccardo,PatMurray,FelicityHouseandTonyWilkins
Coverdesignby PentacorBookDesign
Designed
andtypesetby HartMcleod

o
a
Seven
of the 50unitsin thisbookarereviewunits.Eachof the other
unitsintroducesa differentEnglishsound,aswellasotheraspects
of
pronunciation(e.g.
stress,
intonation)which arealsoimportantfor
successful
communicationin English.
Youcanusethisbookeitherworkingaloneor with a class+ teacher.
Youwill need:
- equipmentto listento the CD,andequipmentto recordyourvoice
- a smallmirror to compareyourlip positionswith thepictures
-Your mask(cutit out from page185).
Youwill useit at thebeginningof
mostunits (butnot Unit l). Youcanalsouseit for extrapracticeof
soundsthat aredifficult for you.
First,find out which units aremostimportantfor you.Todo this:
- If possible,
checkyour mothertonguein the Lisrof likelyerrors(see
website:http://r,r"wwcambridge.org/elt/elt_projectpage.asp?id=2500905)
andmakea printout of that part of thelist.
- Do at leastoneof theDiagnostic
Tests(seepagesix-xi).If you are
workingalone,doTestA.TestB needsthe helpof a teacher,
native
speaker
or near-native
speaker.
If you areworkingwith a teacher,
he/shewill decidewhetheryou do thetests.
Decidewhetheryou wantto:
- work firston the mostimportantunits for you,or
- beginat the beginningandworkthroughthebook,spendingmore
time on themostimportantunitsfor you.Youcanchooseto work
simultaneously
on Section
A (vowels)
andSectionB (consonants).
You
canalsodo the sevenreviewunits.
Read,
MaktngEnglishsoundsbeforebeginningeachsection(seepages
I-2, 79-80).This introducessomeessentialvocabulary.
Symbols
usedin thebook:
meansthis materialis recorded.
meansthe answersarein the Key(seepages186-224).
meansthisexercise
is suitablefor a groupor pair of students.
If you are
a studentworkingalone,you couldtry it by usingyour imagination,e.g.
by imagininganotherstudent.
means'use
themask'(see
pagevi).
means'visitthewebsiteto practise'.
Othersymbolsused:
Intonation is shownwith arrows:
Themainword stress
is shovrrn
in bold,e.g.pronunciation,student.
Sentence
stress
is shownwith underlining,e.g.Sentence
stress
is shourn
with underlining, or sometimeswith big and small circles:
OoOoOoooOo
(Sentence
stress
is shorvrm
with underli4ing).

vl
' Phonetic symbols used in this book are the International Phonetic
Alphabet (IPA)(the contenrs page shows all the symbols used).you can
use this book without knowing these symbols, but it is useful to learn
them so that you can check the pronunciation of new words in a
dictionary. The Cambridge Aduanced Learner's Dictionary uses these
symbols.
. In most units (but not in Unit l), Exercise2 Minimal palrs givesyou
practice in contrasting two sounds in words and sentences.If you don't
have one of the two sounds in your language,practising the pairs of
sounds can sometimes help you to hear - and then produce - the
English sound.
' Dialogues are recorded.You can backtrack on the CD to repeat them as
many times asyou want. If you don't like backtracking, listen to the
dialogue after you have done the dialogue tasks.
TheMask
There are two ways in which you can use the mask (which you cut out from
page I85):
I At the beginning of the minimal pair exerclsesHere,you are instructed
to use the mask in most units after Unit l. The mask symbol at the
beginning of the exerciseindicates 'usethe mask'.you can start the
minimal pair practice with the mask covering the written words, just
Iooking at the pictures and listening to the pair sounds (first in words
and then in sentences).This will help you to focus on really listening to
the sounds first. After you have listened for the first time, you can
backtrack on the CD to listen again and repeat.
2 Extra practice of dfficult sounds You can also use the mask, for example
at the end of a unit, to enjoy extra practice of sounds that are difficult for
you. Here,your task with the mask is to try to produce the contrasting
sounds correctly while trying to remember the words and sentences.
(e.g.I Mask on - listen and repeat. 2 Mask off - read aloud. 3 Mask on _
remember and say aloud. 4 Mask off- read aloud to check.)
Otherwaysof having
extrapractice
of difficult
sounds
I Make playrng cardsby photocopying rhe minimal pair charts (e.g.four
copies) and cutting out the pairs.you can then play some of the card
games described in the review units. If working alone, play pick up pairs,
Unit 7, page27 or Pick up samesounds,Unit 14, page52.
2 Check on the website
(http: / i www.cambridge.org/ elt/ elt_projectpage.asp?id=2500905)
to seeif there is any extra practice material for this sound.

vil
o
t
Please
readthe Introductionfor Students
on pages
v-vi.
Level Thisbookiswritten for intermediatestudents,
but previous
editionshavealsobeenusedbystudentsat otherlevels.Tree
orThree?is
written for beginner-elementarylevel.
Class/Studentworking alone Theinstructions arewritten for a student
workingalone,but canbeusedfor classroom
teachingaswell.Seethe
symbolsin the students'introduction,especially t
DiagnosticTestsYoucanusetheseif you needto assess
students'
difftculties.
But ifyou already
knowthisfor your class,
you canchooseto
skipthetestsanddecidewhetheryouwant the studentsto work
throughthebookor focusonly on someunits.
Studentsworking alonecanself-administerTestA with or without your
input.ToadministerTestB,studentscanbe askedto recordtheir
individualperformances
for your assessment.
Oryou maypreferto do
thiswith them sothatyou canimmediatelycheckpossible'reading'
ratherthanpronouncingmistakes,
by askingthem to listenandrepeat
theitem.
Listof likely errors Thisis on thewebsitesothat it canbe addedto. It
canbe found at
http:/ /www.cambridge.org
/elt/elt_projectpage.asp?id=2500905.
It would be usefulfor eachstudentto haveaprintout of the relevant
part of thislist.
Minimal pairs In thisbook,thesearepairsof words/sentences
which
differby onlyonesound,e.g.BilI boughta sheep.lBill
boughta ship.
Thesesometimes
help studentsto hear- andthenpronounce- sounds
that aredifficult for them.Youmaywant to extendstudents'class
practiceof particular minimal pairsby inventing gamesor playingthe
following:
- CardgamesThesearedescribedin Exerciset of the reviewunits.
Makemorecopiesif usingpairsfrom only oneunit.Thisbookis
copl'right,but permissionis grantedto makea singlecopyof the
cardsdescribedin the reviewunits, for the solepurposeof playingthe
cardgamesoutlined.
- 'Fingers'Foreachpair,saywordsrapidly at random,e.g.sheep
sheep
sheep
ship ship sheep
shrp.Studentsshowwith oneor two fingersif
theyhearsoundI or sound2.Students
practisein pairsandthenback
to back.

vllt
- 'Mingling' Eachstudenthasoneof the minimal pair cards.Students
mingle (movearoundrandomly),not showingtheir cardsbut
repeatingtheir word to find the otherswith the samesound.They
form a group,which checkscorrectmembership.Thefirst group to
completetheirsetof wordswith the samesoundwins.Students
swap
cardswithin theirgroupandcheckpronunciationof newwords
beforeall mingling againto find the personin the other groupwith
the otherhalf of their minimal pair.Studentschangecardswith that
personandcheckeachother'spronunciation.
Thenstartthemingling
gamefrom the beginningsoboth soundsareused.
Themask (SeeIntroduction for Students.)
Thepurposeof the maskis
twofold:
- to allowstudentsto listen to and practisethe minimal pair sounds
firstin wordsandthenin sentences
without beingdistracted
by the
written word
- for extrapracticeof soundsthey find difficult.

tx
DTAGNOSTIC
TESTS
All students should do TestA.
TestB requires the help of a teacher,native speakeror near-native speaker
of English.
The tests are not to give you a mark. They may help you to find out which
sounds and other aspectsof English pronunciation could be the most
difficult for you. You should also check this in the ll'sf of likely errors or'the
website:http://wwM.cambridge.org/elt/elt_projectpage.asp?id=2500905.
TEST
A
Section
I Sound
discrimination
az Do not stop the recording or repeat. In each item you will hear two words.
Sometimes the two words are the same.Sometimes they have one sound
that is different. Listen once only to each item and tick the S (same)column
or the D (different) column. If you are not sure, tick the question mark (?)
column.
EXAMPLE If you hear,'sheep sheep'tick the Scolumn.
If you hear, 'sheep ship' tick the D column.
If you are not sure, tick the ?column.
S D 2
S D 2 S D ? S D ? S D ?
la 6a 12a 17a
1b 6b r2b 17b
2a 7a l3a l8a
2b 7b 13b 18b
2c 7c I4a l9a
3a 8a r4b 19b
3b Bb l4c 20a
4a 9a r4d 2Ia
4b 9b l5a 22a
5a 10a 15b 22b
5b r0b 16a 23a
5c lla 16b 23b
r1b l6c 24a

x
Section
2 lntonation
es Do not stop the recording or repeat. Listen to Lucy talking to Lesley on the
telephone. In some items her voice goesup ( ) at the end. In some
items her voice goesdown ( . ). Tick the ' or column for each
item. If you are not sure,tick the ?column. Listen to the example first.
EXAMPLEa) That'sLesley,
i#t ita
b) That'sLesley,
isn'tit?
Section
3 Wordstress
e+ Do not stoptherecordingor repeat.In eachitem,tick the onewordthat is
differentfrom the others.
EXAMPLEitems column number alone/ listen
I nowhere birthday mistake toilet postcard
2 guitar eighteen today machine English
3 away brother breaKast frightened valley
4 comfortable vegetables photograph lemonade minimal
5 telephoning supermarket conversation exercises helicopter
2 ?
I 6
2
3 8
4 9
5 l0

xi
IESTB
(Note:This test requires the help of a teachel native speaker,or near-
native speakerof English.)
Ask the student to read each test item, and record the grading on the result
sheet (pagexii).
A student'sperformance can be recorded, or the student can be askedto
repeat an item as many times as necessaryto record a result,The reasons
for mispronunciation are many, and some may be causedby reading
difficulty. To check this, say the mispronounced word correctly and ask the
student to repeat it. If the student can then say it correctly, add the symbol
R to your grading on that item, indicating that tfie student can pronounce
this sound but may have difficulty when reading it.
Suggestedsyrnbolsfor grading: / no difficultywith this sound
X difficulty with this sound
R may have difficulty reading this sound
Shopping
list
1 some cheese(cheap cheese);some tea (Chinesetea)
2 titty biscuits; four fish
3 ten eggs(big eggs)
4 jam; apples and oranges;a cabbage
5 ten tomatoes (largetomatoes)
6 five kilos ofveal (verygoodveal)
7 some strong string (long string)
8 four forks (small forks); spoons; cups; small paper plates
9 some good sugar;milk; coffee;a cake
10 pick up Iude'sblue shoesat the shoe shop; two kilos of brown rice; a
grapefruit
1l nuts; honey; half a dozen hot buns
12 one lemon; nine brolrm onions; flowers for the house
13 some paper for my mother's letters; collect Grandfather'sleather jacket
from the cleaner's
14 a girl's shirt and skirt (sizethirteen); cold drinks (don't get dry ginger);
some good bread
15 eight small cakesand paper plates; some sausagesfor supper
16 some yellow rosesfor your sister
17 white wine (sweetwine); some lce
18 beer for Bob (buy it from the pub near here)
19 some shampoo for Claire'shair; some pears
20 some tins of New Zealand peas, or frozen beans
21 fresh English fish from the fish shop
22 atoy for the little boy (a blue or yellow ball)
23 something for Mr Smith (it's his birthday on Thursday)
24 a small cheap television for the garage

RESULTS
SHEET
ANDFINDINCS
fromList
of likelyerrors
In any of the three columns, place a crossagainst the sound where there may be difficulty.
SOUNDS
/t"[i(ctri r20
3 /e/ (pen)
101
4 le,l(man)
124
5 /qr/ (heart)
/t/ (table)
6 /v/ (van)
7 /o/ (clock)
168
8 /crl (ball) 174
9 /u/ (book)
l0 /ur/(boot)
/r/ (rain)
1l /,ri (cup)
/h/ (hat) 147
12 /n/ (nose) 165
/aui(house)
13 /e/ (camera)
/d/ (the feather) 155
14 lstl (girl)
/d/ (door)
L5 letl(male)
/s/(sun) 107
16 laul(phone)
/w/ (window) 139
143
57
17 larl (ftne)
l8 /re/ (year)
19 leal(chair)
/m/ (mouth) 162
20 lzl (zoo) 110
2r /f/ (shoe) 114
/l/ (letter) 172
23 /0/(thin)
(Diagnostic
Test B)
Findingsfrom
List
t31
11
15
13s
8I
97
176
t9
l4a, l4b, I4c
151
24 ftl(television) Il7

Section
A
Vowels
Making
English
sounds
Usevour voiceto makeall vowels.
short vowels
(makea short sound)
A/ (ship)
/e/ (pen)
/u/ (book)
/a/ (man)
h/ (cup)
/o/ (clock)
/a/ (camera)
longvowels
(makealong sound)
/c:/ (ball)
/u:/ (boot)
/irl (sheep)
/c:/ (heart)
/s/ (girl)
diphthongs
(twovowelsounds)
/eu/(phone)
/rel (year)
lctl(boy)
/aul (house)
/e/ (male)
/arl (fine)
/eel(chair)

$ rur,ur
Spotthe different sound.
EXAMPLE lal lel lul leal ltl
Answer:Thefourth soundis a diphthong.All the othersare
short vowels.
I leullul lrl lal ltl 2 lcrl lel lrcl latl laul 3 lol li'.|lczl lszllgzl
Match thesewordswith the picturesbelow.
a the backof the tongue
b thelips
c the tip of the to
d the front of the
Match the pictures(1-9)in A with the instructions (a-i) in B.
A
ngue
tongue
t--
,C
€
I
t_-
,I
Openyour mouth.
Closeyour mouth.
Put your tongue forward.
Openyour mouth alittle. Thenopenmouth a little more.
Putyour tongueback.
Putyour tonguedown.
Putyour tongueup.
Putyour tongueforward andup. Practiselill: eat,easy,
he,she,we.
Fut your tonguedown and back.Practise/ol/: ask,are,arm,car.
B
a)
b)
c)
d)
e)
f)
I
h)
i)

lul sheep
- Dovou like your teasweet?
- l-es.
Threesugars,
please.
Target
sound/irl
5 Open your mouth very little to make
the target sound ir. /irl is a long sound.
Listen and repeat:/irl.
c
2 Sound
/irl
,6
rr.-d
,"'' t':'
.1--t
sheep
Look
outforthatsheep.
cheeks
Whatlovelycheeks!
bean
Throw
outthatbean.
Stop it leakingl
This pcel's got vitamin C in it.
He'sgoing to leave.
"€
6l
Irf,
&,
&
ffi
,s
fl w.'
t'
&
Sound
/i:/words
eo a Listen and repeat the words.
Sound/irl sentences
ez b Listen to the sentences.
'r;
c Sentencestress
Notice that the most important words for the meaning of a sentenceare
pronounced more LOUDIy and s I o w Iy .
The lessimportant words are said more quietly and quidd5l
Listen to the sentencesagain and this time look at the underlined
syllables below. Notice that they are louder and slower.
Look out for that sheep.
Mhat lovely cheeks!
Throw out that bean.
leak
Stopit leaking!
Peel
Thispeel's
gotvitamin
C in it.
leave
He'sgoingto leave.
nz d Listenagainand repeatthe sentences.

/D UNIT| /irl sheep
5 Dialogue
fl a Firstpractisethesound/ill in someof thewordsfrom thisunit. Readthe
,/
wordsaloudor visitthewebsiteto nractise.
One-syllablewords: cheese beef tea eat meal
three cheap please me
Two-syllable words: Peter people Edam evening
Eastfield biscuit cheesecake
(The stressis always on the first syllable.)
Two-syllable words: Janine repeat
(The stressis always on the second syllable.)
Note on word stress:bold is used here to show you which part of the
word is strongly stressed,i.e.which syllable is pronounced more
LOUDIy and s I o w ly than the other(s).Word stressdoesnt usually
change, except in some longer words with stressnear the end. (See4c
and 4d.)
es b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and fill the gaps (1-10) with the correct words from the box.
cheese Peter eat please tea beef
three me teas beef
In a caf6:'lt'scheaper
to eatat Marguerite's'
CHRISTINA:
Whatwouldyoulrke
to eat,t_ ?Thecheese
sandwiches
are
the cheapest.
PETER:
Er. . mmm... oh,a 2_sandwich, please,
Christina.
CHRISTINA:
Cheese
... mmm Janine?
Would
voulikea I sandwich
or a
cheese
sandwich?
JANINE:
A cheese
sandwich,
+_
PETER:
Whataboutyou,Christina?
Wouldyoulikecheese
or s_ ?
WAITRESS:
Areyou allreadyto order?
Whatwouldyou liketo e_ ?
CHRISTINA:
Er,we'llhaveonebeefsandwich,
two cheese
sandwiches
and,mmm,
7 for me.
JANINE:
Teafor8_ too,please.
PETER:
Yes,
makethatthreeg- , please.
wAlTRESS:
(wr(ingdowntheorder) Onebeefsandwich,
two cheesesandwiches
andl0 teas.
ee c Listento the dialogueagainto checkyour answers.
Practise
readingthe
dialoguealoud,andrecordyourvoiceto compareyour productionof
the targetsoundwith the recording.

UNIT1 /irl sheep 5,
4 Intonation
of questions
with'or'
Intonation is the voice going up or dor,vn.
This movement up or dor,rmbegins on the most important word in a
phrase or sentence.
In questionswith'or' the intonation usually goesdor,rrn
at the end.
rs a Listen and repeat.
Would you like veal or bcgfi
Would you like coffee or tea?
Would you like coffee,tea or milk?
a
t b Role
play
Use the menu to practise a conversation in a group of four or five.You
are in a restaurant.Taketurns to be the waiter. Ask each other questions,
e.g.Wouldyou like ... or ...?Then one persongivesthe order to the
waiter, who repeatsthe order to check it. If possible,also practise using
other menus. If it is an expensiverestaurant, the waiter or waitresscan
be more formal, sa],'lngGood euening before asking for the order.
EASTFIELI] RESTAIJRANT
MENU
Soup
leek Soup onP€zlsouP
Meat
veal onbeef
Vegetables
beans oRpeas
Sweets
cheesecake onice cream 0Rpeaches
Drinks
coffee r-rn
tea
Biscuitsand Cheese
Edam cheese onBrie

[unr | /i:/sheep
ero c Wordstress
- nationalities
endingin 'ese'
Asyou listento the sentences
aboutthesenationalities,draw a line
connectingthe country and nationality in the two listsbelow
Countries Nationalities (Notethe stresson the lastsyllable.)
Iapan Nepalese
Nepal Lebanese
Vietnam Portuguese
rrr d Movingstress
Thestressof these'ese'nationalitieschangesif the nextword is strongly
stressed.
Sowe say,Thisbcefislapanesebut, It'slqanese bqf.
Listenand respond,like the example.
EXAMPLEIs this breadfrom Beirut?
Response:Yes,
it's Lebanese.
It'sLebanese
bread.
5 Spelling
Lookbackoverthis unit at wordswith the targetsound,and write what
you noticed abouthow to spellthe sound/i:/.

T
// ship
- !hat about this fish? Can I eat it?
-Yes. Eat it.
- What about this cheese?Can I eat it?
- No, don't eat it. It's six weeks out of date.
Target
sound/r/
Arzaa First practise the sound /ill
(seepage 3). Listen and repeat.
lrzub Open your mouth a little more to
make the target sound /r/.
Listen and repeat.
Al2c
c Listenandrepeatboth soundstogether.
/irl islong./r/is short.
Minimal
pairs
SoundI
li'^l
sheeP
Look
outforthatsheep.
leak
Stop
it leaking!
cheeks
Whatlovelycheeks.
i(
Sound2
ltl
ship
Lookoutforthatship.
lick
Stopit licking!
chicks
Whatlovelychicks.
Pill
This
pill's
gotvitamin
C init.
bin
Throwoutthatbin.
live
He'sgoingto live.
l:
@
$x
$ t*
^,-'7
ig " r':
1-/
.g'a
;4.
'<€4i
s
FT
€1 Wa
Y-
&
Peel
This
peel's
gotvitamin
C init.
bean
Throw
outthatbean.
leave
He'sgoingto leave.

8 UNIT
2 /r/ ship
Minimal
pairwords
Al3a
a Listenandrepeatthewords.
arsb
b Youwill hearfivewordsfrom eachminimal pair.Foreachword,write ,l
for lll (soundl) or 2 for/r/(sound
2).
EXAMPLE
Pair1: 1,2,2,2,2
Minimal
pairsentences
Al.lac Listen to the minimal pair sentences.
nrrud Listen to six of the sentencesand write I for lll (sound l) or 2 for ltl
(sound2).
e Sentencestress
The most important words in a sentenceare strongly stressed.They are
pronounced LOUDeTand s I o w e r. Look at these examplesfrom the
minimal pair sentences.(In the bracketson the right, the big circles are
the strongly stressedsyllablesand the small circles are the weakly
stressedsyllables.)
Pair l: OUT ... SHIP Look OUT for that SHIP!(oOooo)
Pair 2: STOP... LEAK STOPit LEAKing. (OoOo)
Pair 3: LOVE ... CHICKS A/hatLOVEIyCHICKS!(oOoO)
Pair4: PILLS ... C This PILLS got vitamin C in it. (oOooooOoo)
rl4a Listen to the minimal pair sentencesagain and underline the strongly
stressedwords in each sentence (on page 7).
ars f Tick the words a) or b) that you hear in the sentences.
ra)sheep
I b)ship tr
2a)bean I b)bin I
3 a)cheeks! b) chicks!
4a)cheaptr b)chip tr
5a)heel I b)hill tr
6 a)peel I b)pill I
3 Dialogue
'i a First practise the sound /r/ in some of the words from the dialogue. Read
the words aloud or visit the website to practise.
One-syllablewords: film ill miss kids quick Kim Bill
Two-syllablewords: (lst syllable) cricket tickets children
minutes quickly listen pity
(2nd syllable)begins
Three-syllablewords: (Ist syllable) history festival cinema
interesting prize-winning Africa
(2nd syllable)gymnastics olympic excited
beginning terrific gorilla
(3rd syllable) chimpanzee

UNIT2 /r/ ship 9
' b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and fill the gaps (1-8) with the correct three-syllable words
from the list in 3a.
l-n
reeinteresting
films
BtLL:Coodevening,
MrsLee
GINA:ls Kimin?
BILL:ls he coming
to the cinema,
MrsLee?
lt'sthe Children's
FilmI
MRS
LEE:Kim's
ill.
BILL;Herehe is!
clNA: Hi,Kiml
KIM: Hi,CinalHi,Billl
BILL:Kim,we'vegotthesethreefreetickets
to seethreez filmsfor
children!
MRSLEE;Listen,
Kim
KIM: Isit i ?
CtNA:l/l/e
thinkrtis First
there's
a shortfilmaboutsorillas
and4_ in
Africa,
and .
BILL: thenthe nextfilmisaboutthe sixbestOlvmpic
s
competitions,
andthen
GINA: then it'sthe bigfilm - Ihe 6_ of EnglshCricket.
KIM: Cricket!
BILL:lt'sa7 film.
MRS
LEE:lf you're
ill,Kim
GINA:lt wouldbe a pityto missit.
MRSLEE:Nowlisten,
youkids
BILL:Andit begins
in fiftyminutes.
MRS
LEE:KIM!
KIM: Quick!
Orwe'llmissthe8_ of the gorilla
filml
.16 c Listen to the dialogue again to check your answers.Practisereading the
dialogue aloud, and record your voice to compare your production of
the target sound with the recording.
d Perform the dialogue in a group of four and, if possible, record your voices.
In your group, first practise speaking with feeling. Mrs Lee is getting more
and more angry.The others are getting more and more excited.
In English, if you get more angry,you usually speakmore loudly. if you
get more excited,you usually speakmore quickly.

lO UNIT
2 /r/ ship
4 Numbers
arz a Word stress
Stressedsyllablesare in bold. Listen and repeat.
three thirteen thirty 3 13 30
four fourteen forty 4 14 40
five fifteen fifty 5 t 5 50
six sixteen sixty 6 16 60
seven seventeen seventy 7 17 70
eight eighteen eighty t] I t] B0
nine nineteen ninety 9 l9 90
b Movingstress
The stressin these'teen numbers is different when we are counting.
thirteen, fourteen, fifteen, sixteen, seventeen,etc.
c Other moving stress
The stressin these'teen' numbers is also different when there is a strong
stressin the next word.
Tim lives at number fifteen.
Tim Iives at number fifteen Green Street.
Ar8 Practisegiving As reply in the conversationsyou hear,like the example.
Example
A: The dentist is at seventeenMill Street.
B: Seventy?
A: No, not seventy- seventeen.
: d Mini Bingogame
Play in a group of 3-5. One person calls out the numbers from 4a but in
a random order. (Taketurns to call the numbers.) The others each
choose one of the boxesA, B, C or D below. Listen to the numbers and if
a number is in your box, cover it with a small piece of paper. When all the
numbers in your box are covered,you arethe wirmer and you shout, BINGO!
l 3 .'t fi{} (i0 ,{ lti ir l 5 l 6 (i0 {i ts
'7 Hl 5{i ,.ti} 3{} I.} 7(} L}0 .i {i I't f i
t7 {}{} f} 7{} 5 ti# 4{) 7 tt]' t} r}(} 80
Selfstudystudent:
firstmakearecording,
saylng
clearly
allthenumbers
from 4abut in a randomorder.Thenlistenandplayasmanyboxesas
you cansimultaneously.
5 Spelling
Look back over this unit at words with the target sound, and write what
you noticed about how to spell the sound /r/.
D
c
B
A

It
lel pen
- Is this milk fresh?
Target
sound/e/
.reaa First practise the sound /r/
(seepage7).
arsub Open your mouth alittle more to
make the short target sound /e/.
Listen and repeat.
Alecc Listen and repeat both sounds
together:ltl andlel.
Minimal
pairs
Where's
the
SoundI Sound2
ltl lel
pin pen
I needa pin. I needa pen.
bin Ben
That's
mybin. That's
myBen.
tin ten
It'sa bigtin. lt'sa bigten.
Peg
Where's
thepeg?
Prg
pig?
chick cheque
Shewantsa chick. Shewantsa cheque.
nimal
pairwords
.u$aa Listen and repeat the words.
.,.rt*b You will hear five words from each minimal pair. For each word, write I
for A/ (sound l) or 2 for /ei (sound 2).
HGMPLE Pair1: 2,2,1,I,2

12 UNIT5 /e/pen
Minimal
pairsentences
Azlac Listen to the minimal pair sentences.
,rzrt,
d Listen to six of the sentencesand write I for ltl (sound D or 2 for lel
(sound2).
,ulae Sentencestress
The most important words in a sentence are strongly stressed.If the
minimal pair sentenceswere spoken with only one strong stress,which
word would it be?Readthe sentencesand guesswhich word it might be.
Then listen to the minimal pair sentencesagain and underline the
strongly stressedword in each sentence (on page 11).
nzz f Tick the words a) or b) that you hear in the sentences.
la)pin I b)pen tr
2a)pig I b)peg I
3a)tins I b)tens I
4a)sit I b)set I
5a)disk I b)desk I
6a)pickatI b)peckatI
5 Dialogue
O a First practise the sound /e/ in some of the words from the dialogue. Read
-
the words aloud or visit the website to practise. In words with two or
more syllables,bold is used to show which syllable is strongly stressed.
In the brackets,write the number of syllablesin each word before you
practise.
EXAMPTES friend (1) terribly (3) Emma (2) expensive (3)
jealous( ) help( ) everybody( ) any( ) bench( ) Kevin( )
America( ) Mexican( ) Emily( ) Ben( )very( ) breadl l Eddie( )
Notice that many words in English have the strong stresson the first
syllable,but some words have the strong stresson the last syllable.
hello Adele again except yourself lemonade
.?3b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and fill the gaps (l-7) with the correct questions (a-g)
below.
a) CanI getyou a drink,Adele?
b) Is thatbetter?
c)Wasit expensive?
d)Areyou listeningto the RedHot Chili Peppers?
e) How did you spendyour holiday,
Adele?
f) Areyou a friend of Emma's?
g) Haveyou met my friendAdeleyet,Kevin?

funds
UN|T
5 /e/pen
'ffiS
ADELE:
Hi,Emma!Hi,BenlHello,
Emilyl
Hello;
Eddie!
Hi,
everybody!
EVERYBODY
EXCEPT
KEVTN:
Hi,Adele!
EMILY:
Niceto seeyouagain,
Adele.
Kevin,
thisisAdele.
Adele,
thisis Kevin.
ADELE:
Hi,Kevin.
l- ? lt'stenibly
loud.
KEVTN:
Yes .. (turnsthe musicdown) z-? (Adele
nodsher head) t-?
ADELE:
Yes.
KEVIN:
Emmasaidshehada friendcalled
Adele.
EDDIE:Helpyourself
to Mexican
food,Adele.lt'son the kitchen
bench.
EMILY:
Andthere'sFrench
breadon the shelf.
BEN:4
'?
ADELE:
Yes,
thanks,
Ben.Somelemonade
with a bit of icein it.
EMMA: 5 ?
KEVIN:Yes.l'vejust met her.She'sveryfriendly.
BEN:5 ?
ADELE:I wentto SouthAmerica
with my bestfriendKerrie.
EVERYBODY;
Well!
EMMA:We'realljealous
EDDIE:7 ?
ADELE:Notvery.ButI spenteverything.
I haven'tanymoney
left.
.l,r3c Listento the dialogueagainto checkyour answers.
Thenpractise
readingthe dialoguealoud.Recordyour voiceto compareyour
production of the targetsoundwith the recording.
4 lntonation
Intonation is the voicegoingufor dOvwn
on the strongestsyllableof the
mostimportantword in a phraseor sentence.
Intonation statementsusuallygoesdovflrat the end.
Intonation in WH questions(rMho?
ltVhat?
Why?When?
"4rhere?
Hown
usuallygoesdomrn
at the end.
Intonation inYes/Noquestionsusuallygoesupat the end.

lf uNIr l lel pen
az+a Listen and repeat.
Ir14:Iquestion: How did you spend your holiday?
Statement: I went to America.
YeslNoquestion: Was it expensive?
Statement: Yes.Verv.
No. Not very.
nzs b Word stress
Practisethe word stressin these place narnes.In many place names the
strong stressis on the first syllable.
Denmark Venice Edinburgh Mexico
Mecca Melbourne Lebanon
A smaller number of place names have the strong stresson the last
syllable.
Iapm Mumbai Madrid Beirut NewYork
In longer place names the strong stressis sometimes in the middle of
the word.
the Riviera the Mediterranean Australia America Helsinki
Philadelphia
c Now practise the conversation below using the place names in 4b.
A: Howdid youspendyourholiday?
B: lwentto..
A: Wasit expensive?
B: Yes.Very.
/ Not very.
d Dictionarywork: word stress
,Vhenyou meet a new word, you cirn check which syllable is strongly
stressedin a good dictionary @.g.Cambridge Aduanced Lectrner's
Dictionary). The pronunciation of the word is shown in the International
Phonetic Alphabet (IPA),with the symbo| in front of the main strong
stress of the word, e.g.electric /rrlektrrk/. Your dictionary will also show
the secondary stress (usually in longer words) with the symbol ,, e.g.
electricity /l,lekrtrrseti/.
In Ship or Sheep?
only the main strong stressin a word is in bold to show
you where the stressed syllable ends, e.g. electric, electricity.
Look up some of these words in a dictionary and mark which syllable
has the main strong stress.
EXAMPLE execpl or exrcept
except exercise expect expedition
expel experiment expenditure expert
expression extend extra extrovert
5 5p;eliing
you noticed about how to spell the sound /e/.

t5
lllnl man
- Let s have a chat about that cat.
- tr cat?
- les ... em ... it's too fat.
- tl-ell, it is a bit fat. But it's ... mm ... a very happy cat.
I -argetsoundlrel
utlaa First practise the sound /e/
(seepage ll). Listenand repeat.
r:oo$ Qpsn your mouth a little more to
make the target sound /a/.
Listen and repeat.
26cc Listen and repeat both sounds together:
lelandla'l.
2 Minimal
pairs
€=+
SoundI
lel
x
Putthe'x'here.
Pen
Canlbonowapen?
men
Lookatthe men.
send
l'm sending
thetable.
gem
It'sa lovely
gem.
bread
Wehadbread
forlunch.
Sound2
lnl
axe
Putthe axehere.
Pan
Canlbonowapan?
man
Lookatthe man.
sand
I'msanding
thetable.
iarn
It'sa lovelyjam.
Brad
WehadBrad
forlunch.
,'-1
*

€
f:
ffi
.UL
&#lt,
,'a*J$.
(@[
'-9
{6}

16 untr 4 /ieiman
Minimal
pairwords
A27a
a Listen and repeat the words.
azzub You will hear five words from each minimal pair. For each word write l
for /e/ (sound 1) or 2 for lal (sound 2).
EXAMPLE Pair 1: 2,2,1,,I,2
Minimal
pairsentences
A28a
c Listen to the minimal pair sentences.
ezard Listen to six of the sentencesand write I for lel (sound I or 2 for lel
(sound2).
A2Ba
e Sentencestress
Listen to the first two minimal pair sentencesagain and look at the
circles on the left. The big circles are the strongly stressedsyllables,and
the small circles are the weakly stressedsyllables.
OoOO Put the'x' here./Put the axehere.
ooOooO Can I borrow a pcq?/Can I borrow a pA!!?
28a Listen to the rest of the sentencesand underline the sentencestress(the
strongly stressedsyllablesin the most important words in the sentence).
OooO Look at the men./Look at the man.
oOooOo I'm sending the table./I'm sanding the table.
ooOoO It's a lovely gem./It's a lovely jam.
ooOoO We had bread for lunch./We had Brad for lunch.
rzs f Tick the words a) or b) that you hear in the sentences.
la)pen I b)pan I
2a)men tr b)man I
3a)end I b)and I
4a)feta tr b)fatter I
Sa)pet tr b)pat tr
6a)bed I b)bad tr
3 Dialogue
i=, a First practise the sound /re/in some of the words from the dialogue.
-
Readthe words aloud or visit the website to practise.
I Allen salad habit travel Ianet absent sandwich contracts
cancelled
2 animals Africa antelope Annabelle Anthony passengers
anchovy
3 alligator advertising
tVhichof the list of words (1,2, 3) above have the word stresspatterns
below?The big circles are the strongly stressedsyllablesand the small
circles are the weakly stressedsyllables.
a) Ooo b) Oooo c) Oo

UNIT4 /ie/ rnan t?:
Match the sentences(1-3) below with the sentencestresspatterns (a-c).
The big circles are the strongly stressedwords and the small circles are
the weakly stressedwords.
I He hasn't done the backup. a) ooOooO
2 Aaron doesnt have to come back. b) oOoooOo
3 The computer has crashed. c) OooooooO
b Aaron's
recorded
messages
ro Listen to the recorded messages,pa)'lng attention to the target sound.
Now listen again and complete the sentencesbelow. Each missing word
has the sound /e/. Number I has been done as an example.
I Aaron works atlhe AjoxTrovelAgency.
2 Hes on holiday in _ .
3 His bossis Mrs
4 Aaron left an and on his desk.
5 He - to contact Anthony about the of -
he on
6 Aaron has a _ habit of being _ from work.
7 Aaron booked a _to San with three - : an
anteater,an _ , and an
8 The computer has and Aaron hadn't done the - up
for the programmes. Mrs Allen is very _ .
9 The best advertising have been becauseof Aaron's
bad
l0 Aaron doesnt to come to the - agency
becausehe'sbeen
A3l Listen to the complete sentencesand check your answersthen practise
reading the sentencesaloud. Recordyour voice to compare your
production of the target sound with the recording.
j Sentence
stress:
the rhythmof English
A3za Practisefirst with the names Annabelle and lanet. Notice how the
important words are strongly stressed- we saythem LOUDeTand
s I o w er. Listen and repeat.
Question: How do you shorten Annabelle and Ianet?
Answer: Ann and lan.
Listen to sevenpossible answersto the next question (seepage 18).
AtJ3 Notice that when we add more weakly stressedwords or syllables to
these sentences,we still say them in about the same length of time. We
do this by saying all the weakly stressedwords more +dddyand quietlv:
Question: Mho works with Aaron?
Answers:
I OO Ann,Ian.
2 OoO Ann and lan.
3 Oooo0o Annabelle and Tanet.

tB uNtT4 lnl man
4 oOooooOo There'sAnnabelle and there'sIanet.
5 ooOoooooOo Well there'sAnnabelle and then there'sTanet.
6 oooOoooooooOo Well first there'sAnnabelle and then there's
also Ianet.
7 oooooOooooooooooo Well first of all there'sAnnabelle and then you
know there's also lanet.
(Note that although sometimes native speakersof English do speaklike
this with a lot of weakly stressedwords, at other times they may use
more strongly stressedwords, e.g.'Well, first of all there'sAnnabelle and
then you know there'salso lanet.' Both are correct. Both have the same
rhythm of strong and weak stress.)
as+b Listen to the sevenanswersin 4a again and try to say them all in the
same length of time. Try a few times. First practise putting your energy
into the strongly stressedwords. Next practise saying the weakly stressed
words with lessenergy,so that you saythem more quietly. Then practise
sayingthe weakly stressedwords more and more quickly. Recordyour
voice and compare this with the recording.
c Match the questions (f -3) with the pairs of answers(a-c) below. (In the
brackets,the big circles are the strongly stressedsyllablesand the small
circles are the weakly stressed svllables.)
Questions:
I fhat kind of animals did Aaron book on the SanSalvadorflight?
2 rffhat were two of the mistakes Aaron made before he went on holiday?
3 Mho elseworks at the tlavel agency?
Answers:
a) Anthony, Mrs Allen. (Ooo,ooOo)
Well, there'sAnthony, and then there'sMrs Allen. (ooOoo,oooooOo)
b) An anteater,an antelope, and an alligator. (oOoo,oOoo, oooooo)
He booked an anteater, aswell as an antelope, and also an alligator.
(oooOoo,ooooOoo, ooooOooo)
c) The l1t4p,the backup, (oO,oOo)
He lost the map, and he didn't do the backup. (oooO,ooooooOo)
Practisereading the questions and answersaloud. Try to say the pairs of
answersin the same length of time.
Spelling
you noticed about how to spell the sound /re/.

l,tl cup
t9
- I m hungry.Howmuch money'sin the hat? J
- rhing.
- -thing?I'm hungry too.
- Ohshutup!Everybody'shungry.
I Target
soundtnt
35aa First practise the sound /re/
(seepage I5). Listen and repeat.
r.rit b Put your tongue back a little to make
the short target sound /,r/.
Listen and repeat.
rssc c Listen and repeat both sounds:
lal andrnr.
2 Minimal
pairs
SoundI
lnl
caP
Where's
mycap?
hat
There's
a hatin the garden.
track
Seethetracks
on the road.
Sound
2
cuP
Where's
mycup?
hut
There's
a hutinthegarden.
truck
See
thetrucks
ontheroad.
&
.€
n <?-
@
ffi
Lf"
,^-V
ban bun
There's
a banonit. There's
a bunonit.
bag bug
She's
gota bag. She's
gota bug.
ankle uncle
Myankle
wasinjured. Myuncle
wasinjured.
d
ffi

20 UNIT5 /n/ cr,rp
Minimal
pairwords
es6a
aroub You will hear five words from each minimal pair. For each word write I
for lal (sound I) or 2 for /n/ (sound 2).
EXAMPLE Pairl: 2,1,2,I, I
Minimal
pairsentences
A3za
, eszrd Listen to six of the sentencesand write I for lnl (sound I) or 2 for lnl
(sound2).
ffi7ae Sentencestress
Listen to the pairs of sentencesagain and match them with the sentence
stresspatterns below.The big circles are the strong syllablesand the
small circles are the weak syllables.
EXAMPLE ooO (Pair 1)Where's my cap? / Mhere'smy cup?
a) oooO b) ooOoo c) oooooO d) ooOooOo e) oOooOo
Notice that if we put too many strong stressesin a sentence,we may
sound angry especiallyif the intonation keeps going down. Practisethe
sentencesbelow.
OOO lVhere's my cup?
OOooOo IVIyuncle was !4jured.
eee f Tick the words a) or b) that you hear in the sentences.
1a)cap I b)cup tr
2a)har f b)hut I
3a)bas tr b)bug tr
4a)madtr b)mud tr
5a)hang I b)hung I
6a)ran tr b)run I
5 Dialogue
Q-a
First practise the sound i,r/ in some of the words from the dialogue.
Listen and repeat.
lunch just much one love cousin doesn't funny rubbish
enough untrue shutup unhappy understand unattractive
worry lovely honey brother other nothing company
wonderful month does
esg b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and fill the gaps (l-10) with the correct words from the box.
They are all words llke louespelledwith o but pronounced l,rl.
worry lovely honey brother other nothing company
wonderful month does

UNIT
5 /,r/cup Sl
-i-e doesn'tlovehim
JASMINE:
Honey,
whyareyouso sad?
(Dunconsoyst_ )
JASMINE:
2_, whyareyouso unhappy?
I don'tunderstand.
DUNCAN:
Youdon'tloveme,Jasmrne.
JASMINE:
ButDuncan,
I loveyouverymuch!
DUNCAN:
That's
untrue,
Jasmine.
Youlovemy cousin.
JASMINE:
Justin?
DUNCAN:
No,his3-.
JASMINE:
Dud|ey?
DUNCAN:
No.Stopbeingfunny,
Jasmine.
Notthatone.The+ brother.
Hunter.
Youthinkhe'ss and I'm unattractive.
JASMINE:
Duncan!
That's
utterrubbish!
DUNCAN:
AndHunter
loves
youtoo.
JASMINE:
No hedoesn't
DUNCAN:
Yeshe e
JASMINE:
Duncan,
justoncelast7_ | hadlunchwithHunter.
Youmustn't
8_ . I likeyour9_ muchbetterthan Hunter's.
Hunter's
DUNCAN:
Oh,justshutup,Jasmine!
JASMINE:
Buthoney,
I thinkyou'rero
DUNCAN:
Oh,shutup,Jasmine.
JASMINE:
Nowthat'senough!
You're
justjealous,
Duncan.
Youshutup!
$e c Listen to the dialogue again to check your answers.Then practise
reading the dialogue aloud. Recordyour voice to compare your
4 Stress
andintonation
Stressand intonation are used to show feelings in English. In the dialogue
in 3b, you may have noticed that Iasmine'sstressand intonation changed
at the end when she got angrywith Duncan.

22 uNtr 5 /,,r/
cuo
n+oa Study the sentencesbelow and then listen to the recording.
Emotions N (neutral) A (angry)
I No, he doesn't. ooOo OOOo
2 Yes,he does. ooO OOO
3 Now that's enough. oooO OOoO
4 I don't understand. ooooO OOOoO
5 Oh just shut up. oooO OOOO
A4r Listen to the sentencesand write A for angry or ^|y'
for neutra-.
I2345
Complete this statement.
If someone speakswith a lot of _ly stressedwords, with the
intonation going - all the time, they can sound very angry.
,rz b Intonationin a list
The intonation goesup on the last strongly stressedword in each
phrase, and then dor,rmat the end. Listen and repeat.
He bought a cup and some nuts.
He bought a cup, some nuts and some honey.
He bought a cup, some nuts, some honey and a brush.
c Game
'My uncle (motheri brother/cousin) went to London'
Practisethis game with a group of five people. Choose any words from
the list below.
EXAMPLE
A: My uncle went to London and he spent a lot of money. He bought a
bus comoanv.
B: My uncle went to London and he spent a lot of money. He bought a
bus company and a toy duck.
Each player remembers what the others have said and then adds
something to the list.
Practisesaying thesephrasesbefore you start.
an onion field some sacksof nuts
a bus company a toy duck
a brush
a cup
a cuddly monkey
somehoney a lovelv butterflv
somecomfortablegloves a bun shop a hundredbuttons
somesunglasses
5 Spelling
you noticed about how to spell the sound /,r/.Make a list of all the words in
this unit that are pronounced lttlbttt spelt with the letter o,hke loue.Add
other words to this list when you seethem.

llsul heart
- [arvellous cars, arenit they?
- onderful... fantastic... sofast...
- Theyare...theyare...
I Target
sound/or/
43aa Firstpractisethe sound/re/
(seepage15).Listenandrepeat.
rlsub Putyour tonguefurther backand
down to makethe longertarget
sound/ori.Listenandrepeat.
.r3c
c Listenandrepeatboth soundstogether.
/e/ is short./or/islong.
2 Minimal
pairs
A .ti
za--:.
,>-o:

','lnimalpairwords
+4a
l++u
b Youwill hearfivewordsfrom eachminimal pair.For eachword write l
forlal (soundI) or 2 forlstl (sound2).
EXAMPLE
Pair1: 2,1,1,2,2
....t2
&
a--d,
(r,'
i(
i)_ 5
SoundI Sound2
le,l lstl
caP carP
Whata lovelycap! Whata lovelycarpl
hat
Hetouched
hishat.
heart
Hetouchedhisheart
cat cart
It'sa farmcat. lt'safarmcart.
ban barn
There's
a banonit. There's
a barn
onit.
pack park
l'llpackthe car. l'llparkthe car.

24 uNlT6 /o:l heart
Minimal
pairsentences
A4sa
c Listento theminimal pair sentences.
n+su
d Listento five of the sentences
andwrite I for lal (soundD or 2 f.orls'^l
(sound
2).
.q,45a
e sentencestress
In Englishsentences,
theimportantwordshavea stronglystressed
syllablethat is LOUDeTand sI o w er.Theunstressed
syllablesare
cluieterand quid<er
This givesEnglishits rhythm.
Listento theminimal pair sentences
againandunderlinethe sentence
stress(onpage23).
E)(AMPLElVhat alovelycarp!
Minimal
pairs
B
SoundI Sound2
l,tl lstl
cuP calP
What
a beautiful
cup! What
a beautiful
car^l
come calm
'Comedown,'shesaid. 'Calmdown,'shesaid.
Minimal
pairwords
rlr,e
rrer b Youwill hearfivewordsfrom eachminimal pair.Foreachword write I
for /e/(sound1)or 2 forlal (sound2).
HGMPLE PairI: 1,2,1,2,2
Minimal
pairsentences
4ia c Listen to the minimal pair sentences.
rrzud Listen to five of the sentencesand write I for /n/ (sound t) or 2 for ls'^l
(sound2).
t:e e sentencestress
Listen to the minimal pair sentencesagain and underline the sentence
stress(above).
EXAMPLE lVhat's in that bun?
/@
$
ffi
nu,
.A
'aR
€;
qs
ENT
@
ffi
hut
There's
a problem
with
myhut.
bun
What's
inthatbun?
cut cart
He coveredhiscut. He coveredhiscart.
heart
There's
a problem
with
myheart.
barn
What's
in thatbarn?

UNIT6 /r:r/heart 25
f tick the words a), b) or c) that you hear in the sentences.
la)hat I b)hut tr c)heart I
2a)cat I b)cut tr c)cart I
3a)cap tr b)cup tr c)carp I
4a)bun tr b)barn I
5a)come tr b)calm I
6 a)Patty's ! bl parties !
3 )ialogue
fi a First practise the sound /o:/ in some of the names in the dialogue. Read
b
the names aloud or visit the website to practise.Remember that when
we sayboth the first and last names, the last name has the strongest
stress.
It's Tara. It's Tara Darling.
Bart lackson Margaret Markus Marsh Alana
The sound /qr/ is also in some of the words in your instructions.
example answer the target sound the mask the last name
,, b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and fill the gaps (1-5) with the correct adjectives from the
box.
marvellous attractive fantastic fabulous smart
:: 3 party
(MorgoretondAlonoore ot the bor.Peopleore loughingin the gorden.)
ALANA:
Whata l_ party
thisislI'mhaving
so muchfun,Margaret.
MARCARET:
Where's
yourglass,
Alana?
ALANA:Hereyouare.Thanks.
That's
enough.
MARTIN:
Alana!
Margaret!
Comeintothe garden.
Tara
Darling
andMarkus
Marsh
aredancing
on thegrass.
MARGARET:
Inthe darl<?
MARTIN:
They're
dancing
underthestars
ALANA:
z I AndBartJackson
is playing
hisgurtar.
MARCARET:
JustlookatTara!
Shecan'tdancebutshelooks
very3-.
MARTIN:
Lookat Markus.
Whata + dancer!
ALANA:Whatans coupletheyarelLet's
takea photograph
of them

26
4
UNIT
6 /qr/heart
n+sc Listento the dialogueto checkyour answers.
Thenpractisereadingthe
dialoguealoud.Record
yourvoiceto compareyour productionof the
targetsoundwith therecording.
Intonation
in exclamations
Weoften showthe feelingof surprisein an exclamationwherethe
intonation goesa longwayup and then down.
esoa Listenandrepeat.
lVhat afastcar!
What afunny dancer!
Whata marvellous
phetograph!
What a fantasticguital!
b Usethesewordsto makeexclamations
aboutthepictures.
dark dirty fast marvellous smart unusual funny fantastic
Spelling
you noticed about how to spell the sound /ql/.
glass

27
REVIEW
l::d game:
Pick
up pairs
t
Photocopy
andcut out cardsfrom all minimal pairsin units 1-6.
Shufflethe cardsand dealthem facedown all overthe table.
-:ST
Turn over any two cards and read their sentences aloud. If they are
minimal pairs, you keep them and you continue playtng.
If these two cards aren't minimal pairs, turn them face down again and the
next person plays.
Collect asmany pairs asyou can in a time limit, e.g.ten minutes.
You can use a dictionary if you wish, but you dont need to understand
everyword to do this test.
rsr 1 For eachline (1,2,3,4, 5),first listen to the whole line.Then circlethe
one word that is said twice. Note that meaning is not important in this
exercise.The purpose is to review the sounds by hearing them in
contrast. Some of the words are rarely used in everyday English, and this
is shown by an asterisk*.
ti'^t tU tCJ"l
/8,/
tet
I bean bin Ben ban bun barn
2 beal bit bet bat but Bart
3 bead bid bed bud
bad bard*
4 peak pick peck pack Puck* park
5 peaty* pity petty Patty putty party
Score
2 Circle the words with
I cup
the samevowel sound as 1-3.
done sad
doesn't does
match comb
copy come hot
us yes
2 heart
t(Ii/
jump half
am arm cut
home are
aren't can
carry
can't

28 uNtT7 Review
3 sheep
li'^l
slip people
bread piece any
these stick shop
she this need
Score
3 Intonationjumble
Match the correct intonation pattern items a-f with the conversation
items t-6. Number I has been done.
I 'I'm goingto makesomejelly.'-----r, a) (alist)
2 'Wouldyou likelemonor cherry?' b) Sreslno
question)
3 'Cherry.' "- c) (statement)
4 'CanI help?' d) (shortstatementr
5 'I need a spoon, a bowl, some jelly e) (exclamation)
crystalsand some hot water.'
6 'A/hata lovelv colour!'
f) (questionwith'or')
Score
4 Wordstress
Underline the main stressedsyllable in thesewords. (Scorehalf a mark
per item.)
advertising understand Lebanon lemonade sandwich
expensive sunglasses fantastic photograph guitar
Score
Total score
Additional
review
taskusingdialogues
fromUnitst-6
Unitl23456
Target sound litl ltl lel lal l,rl latl
sheep ship pen man cup heart
From the above table, choose any target sounds that you had difficulty
with.
I Listen again to the dialogue in that unit, listening for the target sound.
2 Circle the target sound in any words in the dialogue.
3 Listen to the dialogue again and check your answers.
4 Check your answers in the key.
5 Listen to the dialogue again, listening for the target sound.
6 Practisereading the dialogue aloud, and record your voice to compare
your production of the target sound with the recording.
You can also use this review task as a quick self-test,by doing steps2 and
4 only.

29
Irar clock
- hat's wrong?
- ['ve got a reallybad backache.
- I'm sorry to hear that.
I Target
sound/o/
,., a First practise the sound /a/
(seepage l5). Listen and repeat.
,.::bb Put your tongue slightly back and
bring your lips slightly forward to make
the target sound /o/. Listen and repeat.
i-2! c Listen and repeat both sounds together:
lel andror.
2 14inimal
pairsn:
SoundI
lal
hat
It'shatweather.
cat
He'sgota whitecat.
fax
Lookforthefax.
(
. "el ,(f
(s-*d?;:t)
c--a''
&
qs-
ru
e
&
S&-
sack sock
Putit ina sack. Putit ina sock.
Sound2
lol
hot
It'shot weather.
cot
He'sgota whitecot.
fox
Lookfor the fox.
toP
Turn
thattopslowly.
taP
Turn
thattapslowly.
backs box
I canseetheirbacks. I canseetheirbox.

lO unr 8/o/clock
Minimal
pairwords
As3a
eseub You will hear five words from each minimal pair. For each word, write l
for lal (sound I) or 2 for /o/ (sound 2).
H(AMPLE: Pair I: 2,2,1,2,1
Minimal
pairsentences
As4a
es,ru
d Listen to six of the sentencesand write I for la,l (sound l) or 2 for lol
(sound2).
A54a
e sentencestress
Themostimportantwordsfor themeaningof a sentence
arespoken
with a strongstress.
Listento the minimal pair sentences
againand
matchthemwith the sentence
stress
patternsbelow.Thebig circlesare
the strongsyllables
andthesmallcirclesaretheweaksyllables.
EXAMPLEoOOo(Pair1)It'shat weather./It's
hot weather.
a)OooO b) oooOO c) ooOoO d) OoOOo e)OoooO
nss f Tickthewordsa)or b) thatyou hearin the sentences
Ia)cat I b)cot I
2a)sack t] b)sock tr
3a)tap I b)top tr
4a)Pat tr b)pot I
5a) baddieE b) body I
6 a)black I b) block I
5 Dialogue
fl a Firstpractisethe sound/o/in someof thewordsfrom the dialogue.
Read
v
thewordsaloudor visitthewebsiteto practise.
soft hot long strong popular horrible wants what wrong
socks job got often sorry washing Mrs Bloggs
nsob Listento the dialogue,
payingattentionto the targetsound.Thenread
the dialogueandfill the gaps(l-6) with thecorrectadjectives
from the
box.
soft hot long strong popular horrible

UNIT8 lol clock If;
-. aCvertisement
for 'Onwash'
VOICE
A: What's
wrongwithyou,MrsBloggs?
MRSBLOGCS:
What's
wrongwithme?| wanta holiday
fromthisr_ job of
washing
socks!
VOICE
B: Buya bottleof 'Onwashi
MrsBloggs!
VOICE
C: 'Onwash'
issoz andr
vOICE
D: Youdon'twantlotsof + waterwith'Onwash'.
VoICE
A: lt'snota s _ job with'Onwash'.
VOICE
B: Use'Onwash'
often.
VOICE
C: Youwon'tbe sorrywhenyou'vegot'Onwash'.
VOICE
D: Everybody
wants'Onwash'.
EVERYBODY:
'Onwash'
isso6 !
{56 c Listen to the dialogue again to check your answers.Then practise
reading the dialogue aloud. Record your voice to compare your
4 Intonation
in suggestions
andcommands
Intonation is the voice going qi or dOrim.Sometimes this shows whether
the speaker is more polite and friendly or less friendly.
esz a Listen.
Intonation goesup in a Intonation goesdorninin a
suggestion,and this sounds command, and this sounds less
polite and friendly: friendly:
Have a holiday, Mrs Bloggs. Have afu4iday, Mrs Bloggs.
Stop wdshing, MrWong. Stop washing, MrWong.
Don't dfop that pol!, Ms Morris. Dont drep that pe!, Ms Morris.
Put it on the box, Miss Iohnson. Put it on the box, Miss |ohnson.

S ur.rre/o/clock
)tsr assb lntonationdictation
Listento the intonation in the sentences
below.Decideif they are
suggestions
(which arepolite and friendly asthe intonation is goingufl
or commands(which arelessfriendly asthe intonation is goingtfotryn).
Draw an ilrowup or dorrmin the spacebeforethe stronglystressed
word. Number I hasbeendone.
I Put thesesocksin the top- dfalger,Iohn. commond
2 Put it on top of the box.
3 Makethe coffee hot, MrsWong.
4 Dor/t washthesesocksin the washingmachine,
Robin.
5 Don't go to the wrong Ofrce.
6 Goto the shops,Oscar.
7 Dont go to the wrong doctor,Bronwen.
AFBc Listenagainand then practisethe sentences.
Recordyourvoice to
compareyour production of the intonation with the recording.
5 Spelling
'>r Lookback over this unit at words with the target sound, and write what
you noticed about how to spell the sound /o/.

5t
a
lc'^lball
- D.rrrn .rlwaysgoesfor a jog in the morning.
- Don?Iogging? In the morning?
- o, not Don! His daughter-in-law, Dawn. She'svery sporty.
-argetsoundicll
, a First practise the sound /o/
(seepage29).Listenand repeat.
b The back ofyour tongue goesup a
little more to make the long target
sound /c:/. Listen and repeat.
c Listen and repeat both sounds together.
/o/ is short. /c:/ is long.
'.1inimal
pairs
;€5F.
- Thiscodwasinth
Hewa
--4/
I_
ti I lt'sasmall
H
-z!rt
fox
Lookfor the fox.
-tA
spot
-/' I don'tliketnesespots.
r,'rimal pairwords
. a Listen and repeat the words.
,'b You will hear five words from each minimal pair. For eachword write
for /oi (sound 1) or 2 for lc;l (sound 2).
EXAMPLE Pair1: I,1,2,2,1
D
Ji-
Sound2
Dawn
lsyournameDawn?
cord
Thiscordwasin the sea.
short
Hewasshort.
Port
It'sa small
port.
forks
Lookfortheforks.
sPort
I don'tlikethesesports.
*-Z--
=jy4:="a

t{ unlr 9 lctlball
Minimal
pairsentences
eorac Listen to the minimal pair sentences.
aarud Listen to six of the sentencesand write I for lol (sound I) or 2 for lctl
(sound2).
A6ra
e sentence stress
stress(on page 33). Notice that the strongly stressedwords are LOUDeT
and s I o w er.The weakly stressedwords are quieter and quidcu.
eoz f Tick the words a) or b) that you hear in the sentences.
I a)spots I b)sports f
2a)pots I b)ports I
3a)cod I b)cord I
4a)shot I b)short f
5a)Rod I b)roared tr
6a)whata ! b)water f
5 Dialogue
$
a Firstpractisethesound/crlin someof thewordsfrom rhedialogue.
Readthe wordsaloud or visit the websiteto practise.
Laura morning walking towards airport awful always
reporter report sports York fault (/fcrlt/ or /folt/)
A footballmatch
a footballer has fallen over a forward
aoeb Listen to the dialogue, paying particular attention to the target sound.
Sports
reportfromRadio
Station
4
ANNOUNCER:
Thismorning
the Roarers
football
teamarrived
backfromyorr.
LauraShortis our sportsreporter,
andshewasat the airport.
LAURA
sHoRT:cood morning,
listeners.
Thisis Laura
short.
Allthefootballers
are
walking
towardsme.Here'sCeorgeBall,the goalkeeper.
Cood
morning,
Ceorge.
cEORcE
BALL:Coodmorning.
Areyou a reporter?

UNIT9 /cr/ball 55
LAURA
sHoRT:Yes.
Ceorse.
l'm Laura
Short
fromRadio
Station
4. Tellusabout
the footballmatchwithYork
cEoRcEBALL:Well,it wasawful.We lost Andthe scorewasforty-four,
four.But
it wasn'tmv fault.Laura
LAURA
SHORT:
Whose
faultwasit,Ceorge?
CEORCE
BALL:Theforwards.
LAURA
SHORT:
Theforwards?
cEORcE
BALL:Yes.
Theforwards.
Theywerealways
falling
overor losing
the ball!
c Practisereading the dialogue aloud. Recordyour voice to compare your
4 'rtonation
Intonation is the voice going up or dornrn.
We can show a feeling of
surprise with an intonation that goesa long way up.
-.r a Listen to the speakersexpressingsurprise.
A: Mr Short
always
plays
football
inthe morning.
B: Inthernorning?
C: Mr Short?
D: Football?
e: fways?
In this conversation B, C, D and E are all surprised by what A says.B is
surprised that he plays in the morning. C is surprised that Mr Short plays.
D is surprised that he playsfootbal/. E is surprised that he always pIays.
roi b Listen and then expresssurprise about the part of the sentencein italics,
like the example.
EXAMPLE I sawVictoriaat the qilport.
Response:At the airport?
I I've put the ball in the drawer.
2 lt's too warm ro go walking.
3 Georgiawas looking gorgeousthis morning.
4 Morgan
hasboughtprty-ftue
fotks,
5 I'm goingtobuy a horse.
6 Yououghtto getup atfuurin themorning.
7 I sawOrlandowhen I wasin NewYork.
8lt'syoutfault.
s Spelling
you noticed about how to spell the sound /crl.

56
il lu t book
-We should put all these books in that boxnow, shouldn't
-Yes, we should.
I Target
sound/u/
,6ro
a First practise the sound /o/
(seepage29).Listen and rePeat.
{6br,
b The back of your tongue goesforward
and up a little more to make the target .-:)
sound /o/.
'(-")
bh(c Listen and repeat both ofthese short
sounds: lol and lul.
2 Minimal
pairs
r*hl.
fffi r,,
rock
y K
you
up.
.A rock rook
Thewindblewaround
the rock. Thewindblewaround
the
Minimal
pairwords
{i:4 a Listen and repeat the words.
,; bb You will hear five words from each minimal pair. For each word write l
for /o/ (sound 1) or 2 for lal (sound2).
EXAMPLE Pair l: 2,2,1,2, I
Minimal
pairsentences
r,.', 6 lislsn to the minimal pair sentences.
r,-r,d Listen to five of the sentencesand write I for /o/ (sound l) or 2 for lul
(sound2).

e
UNITl0 /u/ book SI
Sentencestress
Any word in a sentence can become the most important word, and have
the strongest stressto give the sentencea specialmeaning. Listen to the
minimal pair sentencesagain and write the word which has the
strongeststressin each pair in the table. Then read the special
meanings.
Strongest stress Special meaning
Pair I IN Not just anywhere, e.g.near or beside it.
Pair 2 Evervbodv else has a different answer.
Pair 3 Nobody elsewould do that,
Pair 4 But not under it or above it.
Pair5 Don't trust anvbodv else.
, r f Tick the words a) or b) that you hear in the sentences:
I a)cock tr b)cook I
2a)lock I b)look tr
3a)god I b)good I
4a)cod I b)could I
f ialogue
$Ia
Eirstpractisethe sound/u/in someof thewordsfrom thisunit. Readthe
wordsaloudor visitthewebsiteto practise.
good book foot cook look took should could would full
sugar football bookshelf cookery shouldn't couldn't wouldn't
.'i b Listento the dialogue,
payingattentionto thetargetsound.
I :st book
MRCooK: Couldyoutellme whereyou'veputmy book,Bronwen?
MRSCOOK:lsn'tit on the bookshelf?
MRCooK: No,Thebookshelf
isfullof yourcookery
books.
A4RS
COOK:Thenyoushouldlookinthe bedroom,
shouldn't
you?
MRCooK: l'velooked.
Youtookthatbookandputit somewhere,
didn'tyou?
MRSCOOK:Theliving
room?
MRCOOK:No.l'velooked.
l'm going
to putallmy booksin a boxandlockit!
MRSCoOK:Look,
John!lt'son thefloornextto yourfoot
MRCOOI(:
Ah!Cood!
Practisereading the dialogue aloud. Recordyour voice to compare your

ffi urrrto/u/book
4 Intonation:
downtags
E)(AMPLEWeshouldput all thesebooksin that box now,sheuldnt we?
Theintonation in most questiontagsis goingdown.This meansthat the
speakerexpectsagreement.Sodoumtagsareuseda lot in conversationsto
createagreementand rapport betweenthe speakers.
azza Listenand repeat.
shauldyou? shquldnt you? cerld you? eoraldn't
you? wo{rldhe?
weldnt he?
He couldnt cook,cotrldhe? Shecould play foatball,eogldn'tshe?
Youwouldn't look.wauld vou? Thevwould like suear.worldnt thev?
il .rzsb Practisein pairs.Listenand respond,like the example.
**-
:,= r
E)(AMPLEShecouldnt cook.
A: Shecouldn'tewk, eErld she?
B: No,sheco*rldnt.
I Wecouldnt cooka cakewithout sugar.
2 Goodfootballersshouldn'teattoo much pudding.
3 Youshouldlook at somegoodcookerybooks.
4 Youwouldnt'put your foot in it'*.
(*idiommeaningsayor do thevwongthing)
5 Theywouldnt'cook thebooks'*.
(*idiom meaningchangethe accountsto stealmoney)
5 Spelling
Lookbackoverthis unit atwordswith the targetsound,andwrite what
you noticedabouthowto spellthe sound/u/.

59
-:'getsound
/ur/
-- a First practise the sound /u/
-- b Put your tongue up and back a little
more to make the long target
sound /ur/. Listen and repeat.
-. c Listenandrepeatboth soundstogether.
/u/ is short. /ur/ is long.
I '"'nimalpairs
lutl boot
- , :n full of goodfood.
- >uchbeautifulpuddings!
- 3urtoomuchsugar...
- . hrada hugeservingof chocolatemoussewith stewedfruit.
- ""
tradthe blueberry souffldandthe rhubarb strudel.
- .'"ir€6
very foolish.I had servingsof gooseberryfool.
- -'!hata foolyou are!
(Note:pol hastwo meanings:I a stupidperson;2 mousse,
souffl6,strudel
andfool aredesserts)
'd..
u4
ffi
't6
d*lr i
*;=l'/'
i%i
(
-'-
PUILt
€_*_
rhf>
!l
4v
SoundI Sound2
lul lu'^l
look Luke
Look,
a newmoon! Luke,
a newmoon!
could cooed
Thebirdcould. Thebirdcooed.
would wooed
'Hewould,
Julie, HewooedJulie
atthefullmooni atthefullmoon.
(Note: proolhas two meanings: I evidence that something is true;
2foolproof - made so that it can't be damaged, even by a fool)
Pull
Thesign
said
'Pull'.
full
This
isn'treally
fullproof.
Pool
Thesignsaid'Pool'.
fool
This
isn'treally
foolproof.

40 uNlr| | /ulrboor
Minimal
pairwords
8'rr d List€fl and repeat the words.
t rr' b You will hear five words from each minimal pair. For each word write I
for /u/ (sound 1) or 2 for lw,l(sound 2).
EXAMPLE Pair l: 2,2, ).,2,I
Minimal
pairsentences
Iilr c Listen to the minimal pair sentences.
tut, d Listen to five of the sentencesand write I for /u/ (sound l) or 2 for lu;l
(sound2).
sr e Listen to the strong and weak stressesin: oOoooo a foolproof compllter.
Then listen and underline the strong stressesin:
OooO waterproof boots oOoOo a wind-proof jacket
OooOo childproof containers oOooO an ovenproof dish
oOooO a waterproof coat oOooO a bullet-proof vest.
rk, f Tick the words a) or b) that you hear in the sentences.
r a)look I b)Luke tr
2 a)full I b) fool
3 a)pull I b) pool
-
4 a)fullish tr b) foolish !
5 a)would E b) wooed I
5 Dialogue
fl a First practise the sound /ur/ in some of the words and phrasesfrom the
-
dialogue. Readthe words aloud or visit the website to practise.
who school soup threw unit rudeness rudest student
continue computer chewing gum excuseme good afternoon
it was you!
n; b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and guesswhich words are strongly stressed.The number
in brackets tells you how many strong stressesthere are in that line. The
first line has been done.
sz c Listen to the dialogue again and underline the strong stresses.
Check
your answers.

UNIT
ll /ur/bootffi
-re two rudeststudents
in the school
MlSsLUKE:(l) Coodafterngen
girls.
GIRLS:(2) Coodafternoon,
MissLuke.
MISSLUKE: (a) Thisafternoon
we'regoingto learnhowto cooksoup.
(5) Turnon yourcomputers
and lookat unittwenty-two.
LUCY:(2) Excuse
me,MissLuke.
MISS
LUKE:(l) Yes,
Lucy?
LUCY;(2) There's
somechewing
gum on yourshoe.
MISSLUKE: (5) Whothrewtheirchewing
gum on the floor?Wasit you,Lucy?
LUCY:(2) No,MissLuke.
lt wasSusan.
MISS
LUKE:(l) Who?
LUCY:(2) Susan
Duke.
SUSAN:(3) lt wasn't
me,stupid.
lt wasJulie.
JULIE:(1) lt wasyou!
SUSAN:(8) lt wasn'tme!My mouth's
fullof chewing
gum.Loo( MissLuke!
JULiE:( ) Stoppulling
my hair,
Susan.
lt wasyoul
SUSAN:
(l) YOU!
JULIE:(1) YOU!
MISS
LUKE:
(11) Excuse
me!lf youtwo continue
withthisrudeness,
youcanstay
afterschoolinstead
of goingto the pool.
{ Sentence
stress
na a Listen to this conversation. Notice how the strongly stressedwords are
LOUDer, and the weakly stressedwords are said very quiddy.
A: Excuse
me.
B: Yes?
A: Could
youtellme whereI cangetsome(1) shoelaces?
B: Yes.
There's
a shopnextto the (2) supermarket
thatsells
vsrygood
(l) shoelaces.
l'm going
theretoo.

b use the wordsbelowto makemore conversations
like the one in 4a.Trv
to saythe unstressed
syllablesquickly.
I
shoelaces
herbalshampoo
toothpaste
tools
football boots
tuna
chewing gum
fresh fruit juice
2
supermarket
swimmingpool
computer shop
newspaperstand
school
5 Spelling
Lookbackoverthis unit atwordswith the targetsound,andwrite what
you noticed abouthow to spellthe sound/u:/.

/*3
lst^lgirl
- {l my co- rkers have started ... er ... walking
:o rr-ork... er ... very early in the morning.
- 'lh. -{nd do yoz walk to rk?
' -:'getsound
/sr/
* a First practise the sound /crl
'-r-t'b Put your tongue forward and up a
little more to make the target sound
/sll. Listen and repeat.
.-c c Listen and repeat both ofthese
long sounds together: lctl and lstl.
: ',iinimal
pairs
A ':
#
ft
SoundI Sound2
lctl lsl
four fur
She's
gotfour. She's
gotfur.
torn turn
It'sa tornsign. lt'saturnsign.
uvarm wolm
I wouldn't
likewarmsoup. I wouldn't
likewormsoup.
walker workel
He'sa fastwalker. He'sa fastworker.
malpairwords
"rua
rrrrr
b You will hear five words from each minimal pair. For each word write I
for lcll (sound L')or 2 for lstl (sound 2).
EXAMPLE Pairl: 1,2,I,1,2
,"f"t
V'
-51
rt *a--_-
sifenq*9
3i<
g
,+*t
#,ru

44 UN|T12 l':;l girl
Minimal
pairsentences
trrra C Listento theminimal pair sentences.
nrrud Listento four of the sentences
andwrite 1 for lctl(soundl) or 2 for lstl
(sound
2).
Bllae sentence
stress
Listento theminimal pair sentences
stress(onpage43).
EXAMPLEI wouldn't like warm soup.
Minimal
pairs
B
SoundI Sound2
lel ls'^l
ten turn
Thesign
says
ten. Thesign
says
turn.
Ben burn
Look
atit,Ben. Look
atit burn.
bed bird
It'sa colourful
bed. lt'sa colourful
bird.
west wolst
It'sthewestwind. lt'stheworstwind.
Minimal
pairwords
Errd
Hl;l b Youwill hearfivewordsfrom eachminimal pair.Foreachword write l
for /e/(soundl) or 2 forlsl (sound2).
EXAMPLE
PairI: 2,2,2,I, I
Minimal
pairsentences
BlJac Listento the minimal pair sentences.
nreu
d Listento four of the sentences
andwrite I for /e/(sound1)or 2 for ls.^l
(sound
2).
Bt.ra
e Sentence
stress
Listento the minimal pair sentences
stress(above).
EXAMPLEIt'sthe westwind.
6)
f
A
h
,H
w
L/r
vil
t
Y.
',4
L
R

UN|T12lstl g,irl 45
'Q et
- 'nalpairsC :i
u
.b
tl
SoundI Sound2
I'tl l3ll
fun fern
Fabulous
fun! Fabulous
fern!
bun burn
Lookatthatbun. Lookatthatburn.
w
'6
ti
-qJl
G
H
5-
#
,Si
.[t
bud bird
That's
a tinylittlebud. That's
a tinylittlebird.
-O ll girl
$ There's
a gullontheb :h. ih.,.', a girlonthebeach.
- nal pairwords
b You will hear five words from each minimal pair. For each word write I
for /,r/ (sound l) or 2 for ls.^l(sound 2).
EXAMPLE Pair1: 1,2,1,2,I
-
"ral
pairsentences
d Listen to four of the sentencesand write I for /n/ (sound l) or 2 for lll
(sound2).
e Sentencestress
stress(above).
EXAMPLE Fabulous fun!
f Tick the words a) or b) that you hear in the sentences:
t a)bed I b) bud I c) bird I
2a)Ben's tl b)buns f c)burns tr
3a)ward tr b)word I
4a)walk I b)work I
5a)short tr b)shirt I
6a)or I b)er I
i I alogue
o'' a First practise the sound /srl in words from the dialogue below. Readthe
words aloud or visit the website to practise.
were weren't nurse worst world shirts hurts thirstv
Thursday dirty Sir Herbert Colonel Burton
b Listen to the dialogue, paying attention to the rarget sound.

$. UN|Tl2 lstl girl
Theworstnurse
SIRHERBERT:
NUTSe!
COLONEL
BURTON:
Nurse!
l'mthirstyl
SIRHERBERT:
Nurse!
My headhurts!
COLONEL
BURTON:
Nurse
Sherman
always
wears
suchdirtyshirts.
SIRHERBERT:
He never
arrives
at workearly.
COLONEL
BURTON:
Heand er ... Nurse
Turner
weren't
at workon Thursdav,
werethev?
SIRHERBERT:
No,theyweren't.
COLONEL
BURTON:
Nurse
Sherman
istheworstnursein theward.isn'the.Sir
Herbert?
SIRHERBERT:
No,he isn't,
Colonel
Burton.
He'stheworstnursein the
world!
c Practise reading the dialogue aloud. Record your voice to compare your
4 lntonation:
up or downtags
Bls a Theintonationof questiontagsisusuallygoingdown.Thismeansthe
speakerexpectsagreement.Down tagsareuseda lot to create
agreement
andrapportbetweenthe speakers.
EXAMPLEA:Wewereatwork early,werent we?
B:Yes,
wewere.
Sometimes
theintonationgoesup.Thismeansthe speaker
is not sureif
the information is correctand is askingthe listenerto checkit. Beforean
up tagthereis oftena slightpause..
EXAMPLEA:Thenurseswereatwork on Thursday,werent they?
B:Yes,
thevwere.

UNIT
12/sr/girl S
. r b Up or down?
Listenand mark intonation arrowson the tagsSlexpects agreement)or
I (notsure).NumberI hasbeendone.
I Theywerent walking to work, rqdrethey? notsure
2 Thosedirfy shirtswereNurseTqlner's,werent they?
3 Thewardswerert'tdtW, werethey?
4 Theywerent speakingGelman,werethey?
5 Thosenurseswerethirsw, weren'tthev?
6 TheColoneland SirHerbertwerethe worst patientsin theward,
wererlt they?
c Practisereadingthe questionsabovewith the sameintonation. Record
your voiceto compareyour production of the intonation with the
recording.
5 Spelling
Lookbackoverthis unit atwordswith the targetsoundand write what you
noticedabouthow to spellthe sound/srl.

lel acamera
48
- Remember to telephone your sisterthe day after tomorrow
for her birthday.
- And dont forget to send a letter to your brother.
- Shall I send you a letter?
- Of course.But dont forget to telephone as soon asyou arrive.
I Target
sound/a/
B20a
a First practise the sound /sl/
szou
b Make the same sound but very very
short to make the target sound /e/.
Listen and repeat.
Bzoc
c Listen and repeat both sounds together:
/srl is long. /e/ is very short.
3 e pair ef binoculas
4 e photegraph efhe
mother end fathe
5 a book ebout
South americe
Cover the words on the left and practise questions and answers.
EXAMPLE A: Mhat'sin picture two?
B: e glassef wate
2 lel in unstressed
wordsandsvllables
epil rllt"ggggrc
a photograph ofher
mother and father
a book about
South America
Bzraa Listen and repeat.The spelling has been changed in the words on the
right to show you when to use the sound /e/.
*@ I e photegraph efBarbere
a glassof water 2 e glassaf wate
(.-
) --'------..
t;1
r@

Tellingthe time
Listen and repeat.
Look at the clock.
Mhat'sthe time?
It's six o'clock.
It's a quarter to seven.
Now practise these.
EXAMPLE A: /hat's the time?
B: It's e quarte te twelve.
UNIT15 /e/ a carnera 4!f
Look et the clock.
Mhat'sthe time?
It's six a'clock.
It's e quarte ta seven.
o
o
t,
3 ;eading
ooeoooo@
aloud
Q
a Readthis story aloud or visit the website to practise.The spelling has
been changed to showyou when to make the sound /e/. Recordyour
voice to listen to your production of the target sound.
Barberespent Satedayaftenoon Iooking et e beautifal book ebout South
emerice.
'I want te go te South emerice,' she said te heself.
The next morning, when Barberewoke up it wes six e'clock, end he
brothes end sisteswe still esleep.Barberelooked et them, end then
closed her eyesegain.
Then she quietly got out af bed end started te pack he suitcase.
Shetook same comfeteble clothes out ef tha cupbed. Shepacked e
pair ef binocules end he siste'scamera.Shepacked e photegraph ef
haselfend one ef he mothar and fathe.
'I musn't fegette have same breaKest,' she said ta haself.Bet then she
looked et the clock. It wes e quarte to seven.
'I'll jest drink e glassef wate,' she said.
'e glassef wate,' she said.
'Wate,'she said, end opened her eyes.
Shewes still in he bed, and he brothes end sisteswe laughing et he.
'Tell eswhat you we dreaming ebout,' they said te he.
Bat Barberedidn't answe.Shewes thinking ebout he wondeful
iourney te South americe.

f unrrtt latacamera
szzb Weakforms
Listento the exampleof the weakform and the strongform of uras.
H(AMPLE
Wesshedreaming?
This is the sound/a/.This is the weakform of uas.
Yes,shewas.
This is a different sound.This is the strongform of uras
Thenlisten and repeat.
Wesshethinking about SouthAmerica? Yes,shewas.
Waher brothersand sistersasleep? Yes,
theywere.
Dethey like reading? Yes,theydo.
Heveyou readabout SouthAmerica? Yes,I have.
Dasyour friend like reading? Yes,he does.
eweworking hard? Yes,
we are.
Hasyour friend beento SouthAmerica? Yes,he has.
Canyou swim? Yes,I can.
nzs c Tick the wordsa)or b) that you hearin the sentences.
la)has f b)hes I
2a) can I b) cen I
3a)was I b)was I
4a)does I b)das I
5a)am I b)em I
6a)them tr b)them I

,U,NIT
l5 /e/a cameraffi
- - 3rOgU€
a Readthis dialogueand circlethe soundlal.The first line hasbeendone
for you.
'ltr:COlfl$
A: t'm going6thd libr&y.
B: Canyou buysomething
for me at the newsagent's?
A: Butthe newsagent's
is a milefromthe library.
B: No.Notthatnewsagent's.
Notthe onethat'snextto the fishandchipshop.
I meanthe onethat'snearthe butche/s.
A: Oh,yes.Well,whatdo youwant?
B: Somechocolates
anda tin of sweetsandan address
boor.
ir:r b Listen and check your answers, then practise reading the dialogue
aloud. Record your voice to compare your production of the target
sound with the recording.
t Spelling
you noticed about how to spell the sound /a/.

52
TIREVIEW
Cardgame:
Pickup samesounds
TEST
Photocopy and cut out cards from all minimal pairs in Units B-13.
Shuffle the cards and deal them face down all over the table.
Turn over any two cards and read their sentencesaloud. If they are the
same vowel sound you keep them and you continue playing.
If those two cards aren't the samevowel sound, turn them face down again
and the next person plays.
Collect as many same sound pairs asyou can in a time limit, e.g.ten
minutes.
You can use a dictionary if you wish, but you don't have to understand
every word to do this test.
nz-,I Foreachline (I,2,3,4),firstlistentothewholeline.Thencircletheone
word - or part of a word - that is said twice. Note that meaning is not
important in this exercise.The purpose is to review the sounds by
hearing them in contrast. Some of the words are rarely used in everyday
English, and this is shown by an asterisk*.Incomplete words have the
rest of the word written in brackets, e.g.foll(ow).
lvl
/ut
tDt
I Poll(y) Paul pull pool Pearl
2 foll(ow) fall fool
tull furl*
3 cod cord could cooed curd*
4 wad ward would wooed* word
Score
2 Circle the words with the same vowel sound as 1-4.
I bird
t3'^/
bed were
rude burn
early board shirt
worst shot
2 ball,
torn water
girl all glass
four log
talk nurse

3 boot
/u"l
4 book
hv,l
UNIT14 Review 55
full box
cook who
lock threw
would look
tool good
Iook
shoe two
could
though
mornrng
super do
clock
score
f -l-z-ol
3 Listento the sentences
andmarkwhichkind of questiontagisbeing
used:
agreement
(expected) unsure(sochecking
the information)
I You can buy bootlaces at the shoeshop,can'tyou?
2 That carpet shop sellscushions too, doesnt it?
3 Suebought her flute at the music shop, didn't she?
4 You'dlike a new cookerv book, wouldn't Vou?
5 The bookshop'snext to the newsagent's,isn't it?
6 You do want your birthday presentsto be a surprise,
don't you?
score
| 7b]
Total score [- ]
:- :ionalreview
taskusing
dialogues
fromUnits8-12
Unit I I 10 ll L2 13
Target sound lol lc;l htl lutl l'rtl lal
clock ball book boot girl a camera
From the above table, choose anytarget sounds that you had difficulty
with.
1 Listen again to the dialogue in that unit, Iistening for the target sound. If
you have chosen the target sound /e/,listen for that sound in any of the
dialoguesfrom Units 8-12.
2 Circle the target sound in any words in the dialogue.
3 Listen to the dialogue again and check your answers.
4 Check your answers in the key.
5 Listen to the dialogue again, Iistening for the target sound.
6 Readthe dialogue aloud, and record your voice to compare your
production of the target sound with the CD.
You can also use this review task asa quick self-test,by doing steps2
and 4 only.

54
letl male
- I'm afraid I've made a mistake on this form.
Is your name spelt C-K?
My occupation. I'm not a wine taster. I'm a food tester.
Target
sound/erl
B2za
a Firstpractisethesound/e/(see
pageI 1).Thenpractisethe short
sound/r/ (seepage7).Listenand
repeat.
szzu
b Ioin the two sounds:
/eeer/.
B27c
c Listenandrepeatthe targetsound/erl.
Thesecondpart of the soundis shorter.
2 Minimal
pairs
SoundI Sound2
lel lerl,
I.4<fur
e-
Pen
What
anawfulpenl
shed
Thedog's
intheshed.
edge
It'sa difficult
edge.
wet
Just
wet.
Parn
What
anawful
pain!
shade
Thedog's
intheshade.
a8e
It'sa difficult
age.
wait
Just
wait.
om
e&
,^@
ffi
t
'*7.
I
test taste
Test
thisfood. Taste
thisfood.
FA
tpI
lr I
lt000u
al pair
B28a tl
nzsrb
PePPer PaPel
That's
toomuch
pepper. That's
toomuch
paper.
words
Listenand repeatthe words.
Youwill hearfivewordsfrom eachminimal pair.For eachword, write
for /e/(sound1)or 2 forletl (sound2).
EXAMPLE
Pairl: 1,I,2,2,1
--->
F#
Minim

UN|r t5 /er/male 55
: latr sentences
. c Listen to the minimal pair sentences.
- d Listen to six of the sentencesand write I for lel (sound l) or 2 for letl
(sound2).
e Sentencestress
First read the minimal pair sentencesand try to guesswhich words will
be stressed.Notice which words are nouns, adjectivesor main verbs.
Theseare often important, and the most important words for the
meaning of a sentenceare stressed.
Then listen to the sentencesagain and underline the sentencestress(on
page54).
EXAMPLE VVhat an aryful pcn! / iVhat an awful paiu!
f Tick the words a) or b) that you hear in the sentences,
1a)pen tr b)pain I
2a)shed tr b)shade I
3a)pepper
! b)paper tr
4a)ler tr b)late tr
5a)letter I b)later tr
6a)get I b)gate I
I - : logue
a First practise the target sound /erl in some words from the dialogue.
made late changed may say train waiting eight
Grey timetable April station ages Baker eighteen
afraid mistake today
b Listen to the dialogue, paying attention to the target sound.
- '-: railway
station
(Mr Creyis woiting ot the roilwoy stotion for o troin.)
MRCREY:
Thistrain's
late!l'vebeenwaiting
hereforages.
PoRTER:
Which
train?
MRCREY:
The8.l8 to Baker
Street.
PORTER:
The8.l8? l'm afraid
you'vemadea mistake,
sir.
MRGREY:
A mistake?
Mytimetable
says:
BakerStreet
train- B.lB
PoRTER:
Oh no.TheBaker
Street
trainleaves
at B.OB.
MRGREY:
At 8.08?
PoRTER:
Theychanged
the timetable
at the end of April.lt'sthe firstof May
today
MRcREY:Changed
it?MayI seethe newtimetable?
Whatdoesit say?

55 UNITl5 /erlmale
PORTER:
lt says:
Baker
Street
train- 8.08.
MRGREY:
Oh no,you'reright.
Thetrainisn'tlate.I am.
c Practisereading the dialogue aloud. Recordyour voice to compare your
4 lntonation
B3za In a conversation we can show surprise by repeating the other person's
words with the intonation going up. Listen.
EXAMPLES
A: I'm afraid you've made a mistake, sir. B: A mistake?
A: They changed the timetable. B: Changed it?
osr b Write B'spart in the conversation below by repeating the part in italics.
Note that number 7 needs a different word in the answer.Draw
intonation arrows following the example in l. Check your answersby
Iistening to the recording and then practise the intonation. Recordyour
voice to compare your production of the intonation with the recording.
1 A: It'stheeighth of May. B: rheeighth?
2 A: Yes.It'sMrs Grey'sbirthday today. B:
3 A: Yes.She's
eighty-eight. B:
4 A: Yes.
And she's
goingawayfor a holiday B:
5 A: That'sright.And she's
goingbyplane. B:
6 A: Yes.
Shewantsto go toSpain. B:
7 A: That'sright.,Vhydon'tyou gowith her? B:
s Spelling
you noticed about spelling the sound /erl.

57
rIllr.
,larl tme
- er ... Hr! ... Are you all riglrt?... er ... ''
,t ,uld vou like a ride in mv cart?
- .,rhanks. I'm fine. I'm just flring mv kite
.*:d enjoying the sunshine.
- )h ... er ... alright! Havea nice time!
I Target
soundiarl
a Firstpractisethe long sound /oll (see
page23).Then practisethe short
sound /r/ (seepage7).Listenand repeat.
b loin the two sounds:/orqro:r/.
c Listenand repeatthe targetsound /arl.
The secondpart ofthe sound is shorter.
I
Minimal
:o (z
)tj"-.'-
r,
a./r
_
-(s
G
fue*i
V:
Parrs
Seund
E Sound
2
iUi 'all
bar buy
Thatwasa goodbar. Thatwasa goodbuy.
bark bike
Whata noisybark. Whata noisybike.
Pa pie
He loveshisPa. He loveshispie
eye
It'sgottwo R's. lt's8oi tvvoeyes.
cart kite
It'sa cart. lt'sa kite.
heart height
Check
the heart. Check
the height.
,fi,
q
A,
*'fl
-,tK(Y..r-.
r,q|--!:^J@
Vv
&/,
5
/<>-
(t,c)
..*T{-
?
l*i
2
-{

.5S uNtT 16/arl fine
Minimal
pairwords
sss a Listen and repeat the words.
eso b You will hear five words from each minimal pair. For each word write I
for la,^l(sound I) or 2 for latl (sound 2).
EXAMPLE Pairl: 2,2, I,I,7
Minimal
pairsentences
B37a
sszud Listen to six of the sentencesand write I for latl (sound l) or 2 for larl
(sound2).
B3za
e SentenCe
streSS
stress (on page 57). Strongly stressedwords are LOUDeT and s I o w er.
Weakly stressedwords are quieter and qufu*er
EXAMPLE That was a good buy.
nsa f Tick the words a) or b) that you hear in the sentences.
I a) cart I b) kite I
2 a) darning! b) dining I
3a)star tr b)sW tr
4a)laugh tr b)hfe I
5a)hard tr b)hide tr
6a)Pa I b)pie tr
Heidi,Caroline
and Nigel
(Heidi ond Corolineore both typing)
HEtDt:(Stopstyping.She's
smiling.)Hi,Nigel.
NTCEL:
Hi,Heidi.
Hi,Caroline.
You're
looking
l_ , Caroline
(Silencefrom Coroline.Shekeepstyping
)
NTGEL:
Wouldyou likesome2_ coffee,
Caroline?
5 Dialogue
*
a Firstpractisethe targetsound/a/ in wordsfrom the dialogue.Readthe
wordsaloudor visitthewebsiteto practise.
hi right ride smile five nine drive Miles Heidi Riley
Nigel Caroline bike nice type iced mobile climbing
spider Friday library tonight
ssg b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and fill the gaps l-f 0 with the correcr words from the box.
bike nice type iced mobile climbing spider Friday
library tonight

CAROLINE:
NIGEL:
CAROLINE:
NIGEL:
CAROLINE:
NIGEL:
CAROLINE:
NICEL:
HEIDI:
CAROLINE:
HEIDI:
UNITl6 /ari fine 51I
(Keepson typing.)No thanks,
Nigel l'm busytyping.I have99 pages
to 5_ by Friday.
Nevermind.Doyoulikemotor riding,
Caroline?
Sometimes.
(Mobilephonerings.)... My s_ ! . Hello...
(Sniles.)...Hi,Riley!Mmmm!
... (Loughs.)
. l'dlikethat..
Mmmm ... at five... atthe .. it's19 HighStreet . bye
byel (Corolineputs owoy her mobile ond stortsVping)
Wouldyou liketo comeridingwith me 7_ , Caroline?
Nottonight,Nigel.l'm goingfor a drivewith Riley.
(Smilesto herself
ond keepsAping)
Whatabout8 ?
Friday?
l'm goings_ with Miles.
Allrightthen.Bye.
Caroline,
Nigel's
putsomething
behind
yourcomputer.
ls it something
nice,Heidi?
No.lt'sa lo
c Listen to the dialogue to check your answers. Then practise reading the
dialogue aloud. Recordyour voice to compare your production of the
target sound with the recording.
,'.lrdstress
a Listen and repeat.
flyrng ice skating sky diving driving horse riding wine tasting
kite flying climbing cycling
i b Use the words above to practise this conversation.
A: I think is quiteexciting.
Do you likeit?
B: Yes.
Wouldyou liketo come with me on Friday?
R: l'd really
liketo Butl'm busyon Friday.
Wouldsomeothertimebe allright?
! relling
you noticed about how to spell the sound /all.

50
lctl boy
- I put all this oil in the rice?
-Yes,all the oil, and then let it boil.
Target
sound/crl
nrrr a First practisethe sound /crl (seepage33).
Then practise the short sound /r/
rrrrt'b Ioin the two sounds: lctc'.c..r|.
nrr, c Listen and repeatthe targetsound /cll.
The second part of the sound is shorter.
2 Minimal
pairs
SoundI
lttl
all
It'sallthere.
ball
It's
aball
onhishead.
cotn
Look
atthat
golden
corn.
J:.
r <-:=>
#
ri3
t
@
M
ffi
Roy
Hearthe
EV
A
nn
.{i{+-.
rU''
V
s-
toal
Hear
theengine
roar. engine,
Roy.
Minimal
pairwords
Ir.'r a Listen and repeat the words. Then listen and repeat.
nr:t' b You will hear five words from each minimal pair. For each word, write
for ltl (sound L) or 2 for lctl (sound 2).
EXAMPLE Pair l: 1,2,I,2,2
Minimal
pairsentences
B{rac Listen to the minimal pair sentences.
u.r*, d Listen to five of the sentencesand write I for lctl (sound l) or 2 for ltl
(sound2).
Sound2
Ittl
oil
It'soilthere.
boil
It'sa boilon hishead.
coin
Lookat thatgoldencoin.
tore toy
Thepaper
tore. Thepaper
toy.

UNIT17hrl bov '6*t
..e Sentencestress
Listen to the minimal pair sentencesagain and notice that the most
important words for the speaker'smeaning are LOUDer. The less
important words for the meaning are r4i.iir:t*r.
Underline the most
important words in the sentences(on page 60).
EXAMPLE Hear the engine, Roy.
. f Tick the words a) or b) that you hear in the sentences.
I a) corn f b)coin I
z a) bawling I b) boiling !
3a)all tr b)oil I
4a)aw I b)oi tr
5a)bore tr b)boy tr
6a)all tr b)oil tr
3ogue
I a First practise the target sound /crl in words from the dialogue. Readthe
-
words aloud or visit the website to practise.
boy toy noise voice spoilt pointing destroyed employed
appointment annoying disappointing
lntonationin names
The main stressis on the last name.
JoyceRoyal Roy Coyne Rolls Royce
b Listen to the dialogue, paying attention to the target sound.
Royal's
Rolls
Royce
(JoyceRoyoltokesher noisy RollsRoyce
to the mechonicemployedot the
goroge,o young boy nomed RoyCoyne.Royloves RollsRoyces)
ROY
COYNE:
Whata terrible
noise,
MrsRoyall
JOYCE
ROYAL:
lsn'tit annoying,
Roy?
It'soutof oil.
ROY
CoYNE:
A Rolls
Royce!Outof
oil? . Andlookl(pointing)...
Thewate/s
boilingl
Perhaps
you've
spoilt
the motor.
Or evendestroyed
it.How
disappointing!
lt'ssucha beautiful
RollsRoycel (oising his
voicd ANDA ROLLS
ROYCE
ISN'T
A TOY!
JGYCE
ROYAL:
Howdisappointing!
l'llbe latefor my appointment.

ffi unr fl lctlboy
c Practisereadingthe dialoguealoud.Recordyour voiceto compareyour
production of the targetsoundwith the recording.
4 Wordstress
saoa Guessthe main stressed
syllablein eachword in this list. (Theyall
containthesamesound.)Thenlistenandcheckyour answers.
annoying unemployment oyster employer appointment
enjoy poisonous destroyer ointment moist embroidery toilet
disappointed join
b Dictionary
work:secondary
stress
ln Shipor Sheep?
the main stressin aword is shonmin bold,
e.g.employment.
Whenyou meeta newword,you canchecktheword stress
in a good
dictionary @.g.CambridgeLearner's
Dictionary).Most dictionariesuse
the symbolrin front of themain stressed
syllable,
andthe symbol,to
showanysecondarystress(usuallyin longerwords),
e.g./'nnrmrplcrment/.
Choose
four of thelongestwordsin thelist in 4aanduseyour dictionary
to checkifthere is anysecondary
stress.
5 Spelling
you noticed about how to spell the sound /crl.

Nlaui house
' ; r'our cow?
:r":er nor'I'm takingit to RoyCoyne.
It'srunning
: :r't askaboutyour car!I saidhow'syour cow?
- Know,
your br cow!
'':et sound/aul
- a First practise the sound lel (see
page 23).Then practise the sound /u/
(seepage36).Listen and repeat.
-- b Ioin the two sounds: lna,r;al.
- c Listen and repeat the target sound /aul.
The second part of the sound is shorter.
' ^imalpairs
SoundI Sound2
la;l laol
car cow
It'sthe bestcar. lt'sthe best
Itwasa long
bow
Itwasa
brow
arch ouch
Arch!'he saidloudlv. 'Ouch!'he said
-al pairwords
:a3 Listen and repeat the words.
,,b You will hear five words from each minimal pair. For each word write I
for latl (sound l) or 2 for laul (sound 2).
EXAMPLE Pair1: 2, l,1,2,2
bar
Dar. longbow.
There's
beautiful
bra
Herbrawaswrinkled. Herbrowwaswrinkled
grass glouse
grass
here. There's
beautiful

ffi urrrr18/aul
house
Minimal
pairsentences
s"rga
nlsbd Listen to five of the sentences and write I for latl (sound l) or 2 for laul
(sound 2).
B4sae Sentencestress
First read the minimal pair sentencesand notice which words are
adjectivesor adverbs.These are often important for the meaning of a
sentence (aswell as nouns and main verbs).Then listen to the sentences
again and underline the sentencestress(on page 63).
EXAMPLE It's the best car.
aso f Tick the words a) or b) that you hear in the sentences.
la)car I b)cow I
2a)grass I b)grouseI
3a)bra tr b)brow I
4a)ha
5a)ah
6a)tarn I b)tourn tr
! Dialogue
I b)how tr
I b)ow! I
O a Firstpractisethe sound laulinwords from the dialogue.Readthe words
aloudor visitthewebsiteto practise.
ow! now how shouting house mouse couch loudly town
dor.tm frovrm brovrm round found lounge ground somehow
mountain around pronounce upsidedown
asr b Correction
Therearesixitems to changein the dialogue.Readthe dialogueand
listento therecordingatthe sametime.Makethewordsthesameasthe
recording,
mouse
inthehouse
MR BROWN:
MRSBROWN:
MR BROWN:
MRSBROWN:
MR BROWN:
MRSBROWN:
MR BROWN:
(shouting
loudly)l'YEFOUND
A MOUSE!
Ow!You'reshouting
too loudly.
Sitdownanddon'tfrown.
(sittingdown) l'vefounda mousein the house.
A town mouse?
Yes.
A littleroundmouse.
lt'srunning
around
in the lounge.
On theground?
Yes.lt'sunderthe couchnow.

UNITl8 /ailrhouse 55
MRSBROWN:
Well,
getit out.
MRBR0WN:How?
MRSBROWN:
Turnthe couchupside
down.Cetit outsomehowWedon'twanta
mousein ourhouse.
Oursisthe cleanest
houseinthetownl
c Practisereading the corrected dialogue. Recordyour voice to compare
your production of the target sound with the recording.
Stress
in phrasal
verbs
ir;: a EXAMPLE f Sit dor,r,n.
Listen and repeat.
I He'ssitting dolrm.
2 He'slying down.
3 He'sstanding up.
4 He'sturning round.
5 He'sshouting out.
6 He'srunning around.
4 Turn it down.
5 Work it out.
b Match these oictures with the correct sentencesin 4a.
d Match these pictures with the correct sentencesin 4c.
Spelling
you noticed about how to spell the sound /aul.
a)
,.|
e)
e)
a
(( (:
B;.r C EXAMPLE 2 Get it out.
Listen and repeat.
I Put it dornm.
2 Take it out.
3 Throw it out.

66
lleur'phone
- Are you going to go to the boat sh
- Mmm ... don't know ... Maybe I'll go with Bert.
- Does Bert have a boat?
-No.
-oh.
1 Target
sound/eu/
Bs4a
a First practise the sound /sr/ (see
page 43).Then practise the sound /u/
(seepage36).Listen and repeat.
ss+n
b Join the two sounds:/slsrsru/.
Bs4c
c Listen and repeat the target sound /au/.
The second oart of the sound is shorter.
3: -'--:: -_::---
u z-:-
fern phone
It'sa greenfern. lt'sa greenphone.
Bert boat
That's
myBert. That's
myboat.
work woke
I workearly. I wokeearly.
flirt float
Helikes
flirting. Helikes
floating
Minimal
pairwords
Bssa
essu
b Youwill hearfivewordsfrom eachminimal pair.Foreachword write I
for lc'^l(soundI) or 2 forleul (sound2).
E)(AMPLE
Pair1: 2,I,I,2,7
#
m
SoundI Sound2
ls'^l laul
burn bone
It'sa large
burn. lt'sa large
bone.

UNIT19 laal ohone 67
- 3 Pairsentences
--- c Listen to the minimal pair sentences.
' d Listen to five of the sentencesand write I for lcrl (sound l) or 2 for leul
(sound2).
e Sentencestress
Listen to the minimal pair sentencesagain and notice the strong stress
on the pair words.
EXAMPLE oooO/oooO It's a green fern.i It's a green phone.
Notice how all the other words in the sentence are said more quiddyand
quietly. Underline the sentence stressin the sentences(on page 66).
-al pairsB
iaw Joe
It'smy jaw lt'smy Joe.
ball bowl
Civemetheball. Cive
methebowl.
-.al pairwords
'- a Listen and repeat the words.
.: b You will hear five words from each minimal pair. For each word vwite I
for lcll (sound l) or 2 for laul (sound 2).
HGMPLE Pair1: 2,2, I,L,2
-al pairsentences
''rac Listen to the minimal pair sentences.
-qt,
d Listen to five of the sentencesand write I for /crl (sound I) or 2 for leul
(sound2).
ffi
rqn"6
ller&:,-!Ejj
@
w
I
*
-l
ft
t/ I
--t
-f
}-ii
e
/tS,
t/, l
tl lf
SoundI
l;, I
caught
Cino'scaught.
nought
It'sa nought.
bought
Wehada bought
picnic.
Sound2
leul
coat
Cino'scoat.
note
It'sa note.
boat
We hada boatpicnic.

ffi ur.rrr
t9 /eu/
phone
Bssa
e Sentence
stress
Listento the minimal pair sentencesagainand underline the sentence
stress(onpage67).
EXAMPLEGino'scaught.
, 860 f Tick the words a),b) or c) that you hearin the sentences.
I a)fern I b) phone I
2a)or I b)oh I
3a)ball I b)bowl I
4a)burn I b)bone tr
5a)walk I b)work tr c)woke f
5 Dialogue
u Eitrt practisethe targetsound laulinwords from the dialogue.Readthe
wordsaloudor visit thewebsiteto practise.
oh go no know Ioe sno/ throw coat woke nose closed
dont Iones only window over going snowball joking
October hello
ser b Listento the dialogue,paylngattention to the targetsound.
Snowin October
(JoeJonesis sleeping,but Joonno woke up a few minutes ogo.)
JoANNA:
JoelJoelJOEI
Hello,
wakeup,Joe!
toE: (groons)Oh!Whatis it,Joanna?
JOANNA:
Lookout of the window.
JoE: No.My eyesareclosed,
andl'm going
to goto sleepagain.
JOANNA:
Oh!Don'tgoto sleep,
Joe.Lookat the snow!
JoE: Snow?
Butit'sonlyOctober.
I knowthere'sno snow
JOANNA:
Comeoverto the window,Joe.
JoE: You're
joking,
Joanna,
There's
no snow.
JOANNA:
OK.l'llput my coaton andgo out andmakea snowball
andthrowit at
yournose,
JoeJones!
c Practisereading the dialogue aloud. Record your voice to compare your

UNITl9 iaoi phone 69
I Rhyming
Notice that laal may sound different when followed by the letter'l'.
a Listen and repeat.
old hole bowl cold hold stole sold told gold
In the list above five words rhyme vlr.thold, and two words rhyme with
hole.'Nhich words are they?
EXAMPLE 'gold' rhyrnes with'old'.
b Rhyming crossword
The clues are words which rhyme with the answer but do not have the
same meaning.
Clues
Across:
I only
2 don't
3 know
-1 Joe
5 billow
Spelling
Down:
I slow
2 Iohn
3 snow
4no
5 hello
r-ounoticed about how to spell the sound /eu/.

70
I rlel vear
- There'sa beein your beer.
- I cart'thear.
- I said ht'rtJsto you, my dt ar.
- Cht'ers,dt'ar! I've beenht aring that joke about
a beein my bt't-'rfor nearly sixty-threey(rars.
t Target
soundirol
Rrira
a First practise the sound /r/ (see
page 7).Then practise the sound /e/
Irii.]l'
b Join the two sounds: /tIta/.
rr,,,.c Listen and repeat the target sound /lel.
2 Minimal
pairs
J-
SoundI Sound2
t:,
,Iir
E eal
That
E's
toobig. That
ear's
toobig.
bee
It'sa small
bee.
tea
Thisteatastes
salty.
beer
It'sa small
beer.
tear
This
teartastes
salty.
Pea Prel
It'sanoldpea. lt'sanoldpier.
bead beard
He hasa blackbead. He hasa blackbeard.
Minimal
pairwords
rp.l,a Listenandrepeatthewords.
n,i4r,
b Youwill hearfivewordsfrom eachminimal pair.Foreachword,write l
for lill (soundl) or 2 for lrcl(sound2).
EXAMPLE
Pair1: 2,l,1,2,2

UNIT20 irel vear 7I
'rr- -ndlpairsentences
.. c Listen to the minimal pair sentences.
' d Listen to five of the sentencesand write I for /i:/ (sound l) or 2 for lrcl
(sound2).
.--. e Sentencestress
First imagine how the minimal pair sentenceswill be spoken if the only
stressis on the pair word.
EXAMPLE He has a black beard.
Imagine this word being said more LOUDIy and s I o w ly, and all the
other words more quiddyandquietl1,.
Then listen to the sentencesagain
and underline the sentencestress(on page 70).
. f Tick the words a) or b) that you hear in the sentences.
I a)bee tr b)beer tr
2a)tea I b)tear I
3a)bead tr b)beard I
4a)pea I b)pier tr
5a)E's I b)ears tr
6a)Dee I b)dear tr
5 Dialogue
-n
a First practise the target sound /re/ in some words from the dialogue.
w
dear Lear here nearly bearded idea Austria windier
disappear atmosphere beer clear year hear cheers beard
mountaineer beer
t r: b Listen to the dialogue, paying attention to the target sound. Then read
the dialogue and fitl the gaps f -B with the correct words from the box
below.
beer clear year hear cheers beard mountaineer beer
Abearded
mountaineer
(Mr ond Mrs Leorore on holrdoyin Austrio.)
MRLEAR:Let'shavea t _ here,dear.
MRSLEAR:
Whata goodidea!Theyhaveverygoodbeerhere.We cameherelast
2
MRLEAR:
Theatmosphere
herersvery3_ .
MRSLEAR:
Butit'swindier
thanlastyear.
MRLEAR:(speokingto the woiter)Twobeers,please.
MRSLEAR:
Look,
dear!Lookatthat4_ drinking
beer.

72 uNfT2o lrcl vear
MRLEAR:
Hiss isin hisbeer.
MRSLEAR:
Hisbeardhasnearly
disappeared
intohis6_ I
MRLEAR:
ShlHemight7_
WATTER:
(binging thebeer)Hereyou are,sir.Twobeers.
MRLEAR:
Thank
you.(drinking
hisbee) Cheersl
ftIRS
LEAR:
8 | Here's
to the bearded
mountaineerl
' 867 c Listen to the dialogue and check your answers.Then practise reading
the dialogue aloud. Recordyour voice to compare your production of
the target sound with the recording.
4 Theletter'r'- pronounced
or silent?
When there is no vowel following it, /r/ is silent. This'rule' only applies to
some speakersof English, e.g.in south-east England, South Africa,
Australia. But many native speakersalwayspronounce lrl, e.g.in south-
west England, Scotland,America. Soyou may chooseto omit this exercise
if you are learning a variety of English where /r/ is alwayspronounced.
868a Listen and repeat.
'r'not pronounced 'r'pronounced (before a vowel)
Here they are. Here_are_all the books.
Here'sthe beer. The beer_is here_on the table.
aosb Readthese sentencesand decide which words have 'r' oronounced.
Then listen and check.
I can hear Mr Lear. He can hear us too.
Mr Lear calls her'dear'. Dear old Mrs Lear is here in the kitchen.
He'sa mountaineer. A mountaineer always spendssome time each
year in the mountains.
5 Spelling
you noticed about how to spell the sound /rel.

7T
leel chair
trtr,rihr--.
s rhe rredding? Here?...
.": ir('rrrnrr
hdr? ... And ... Oh, my dear, I wouldn't dare!
-r-i=: soundieel
Firstpractise/e/ (seepagell).
Then practise /e/ (seepage 48).
Listen and repeat.
Ioin the two sounds: leeeel
.
Listen and repeat the target sound /eel.
J
a
i ri- ral pairs
F:"
a@
Howdo you
tear tear
That'sa tear. That'sa rear.
Cheers! chairs
'Three
cheers!'
he said. 'Three
chairs!'
he said.
pairwords
b You will hear five words from each minimal pair. For each word, write I
for lrcl (sound l) or 2 for leel (sound 2),
EXAMPLE Pair1: 2,2,1,I,2
€
w
,.'
swi:
€
Lfr
SoundI Sound2
ltol leal
eal air
Theearisn't
good. Theairisn't
good.
beer bear
It'sa sweetbeer. lt'sa sweetbear.
Prer
That's
anoldpier.
hear
spell
'hea/?
Peal
That's
anoldpear.
hair
Howdo youspell'hai/?
(-
t
a,

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