Documente Academic
Documente Profesional
Documente Cultură
PRONUNCIATION EXTRA
ADVANCED UNIT 1
1.3
1.1
PRONUNCIATION TIP
When one word ends in a consonant
sound and the next word begins with a
vowel sound, the two words link together
as if they were one word:
Its amazing.
Sometimes when one word ends in two
or more consonants and the following
word also starts in a consonant, the
middle consonant is lost. This is called
elision. E.g., notice how the /t/ sound is
lost in He doesnt like to have his photo
taken. /dznlak/
PRONUNCIATION TIP
Auxiliary verbs are usually stressed in negative forms, short
answers and tag questions. They are not usually stressed in
positive sentences or question forms unless the speaker wishes to
add extra emphasis to the verb.
1
2
3
4
2A
5A
1.2
3A
PRONUNCIATION EXTRA
ADVANCED UNIT 2
2A
2.1
1A
2.2
PRONUNCIATION TIP
3 A Read the text below. Find at least five examples of each of the
2.4
2.3
4A
Listen again and say As part with the speaker. Then listen again
and say Bs part.
PRONUNCIATION EXTRA
ADVANCED UNIT 3
3.2
3A
3.1
1A
super
mini
un
out
under
semi
3.3
4A
1
2
3
4
5
6
7
8
/c st
t ts/
/f g pr nts/
/k l br z/
/ pl p /
/sw m p l/
w l/
/ s
p/
/
/sk lb ks/
PRONUNCIATION EXTRA
ADVANCED UNIT 4
4A
4.1
1A
5 sew show
6 sign shine
7 bus buzz
8 sip zip
9 sock shock
10 rice rise
4.6 Listen and circle the words you hear in Exercise 5A.
Write the correct symbol, /s/, /z/ or //, alongside.
1 eyes /z/
4.3
6A
5 A Read out the pairs of words. Notice which of the three sounds
4.2
3A
Read the Pronunciation tip. Then listen again and say the
sentences with the speakers. Pay special attention to the
consonant clusters.
PRONUNCIATION TIP
Consonant clusters with two or more consonant sounds can occur
within a word or across word boundaries within the same chunk.
PRONUNCIATION EXTRA
ADVANCED UNIT 5
5.2
4A
5.1
PRONUNCIATION TIP
Elision is the omission of one or more sounds (such
as a vowel, a consonant or a whole syllable) in a word
or phrase, e.g. I dont like cheese. We had promised.
Fortunately. Dramatically.
1A
2A
6A
a) a commonly-held perception
b) a fallacy
c) conventional wisdom
d) debunk a myth
e) intuitively true
f) recent research
g) uncover the truth
h) verify the rumours
5.3
PRONUNCIATION EXTRA
ADVANCED UNIT 6
5A
6.1
1A
Oh no! Look at the time! Shell have been waiting for us for ages!
I guess youll have been wondering whats going to happen next.
Im going to have to give up on this job, its too difficult!
Next month Im celebrating a work anniversary. Ill have been
working here for 20 years!
5 Youll have to tell him, hes going to want to know whats going on.
6 Were going to be meeting them at 12, will you be there too?
2A
6.2
What decision do you think the two people are going to have to
make? What kind of changes do you think theyll be facing?
6.2
PRONUNCIATION TIP
When a word that ends with /n/ is
followed by a word that starts with
6.4 Look at the words in the box. Match them to the sounds in
Exercise 3A. Then listen and check.
6.3
3A
PRONUNCIATION EXTRA
ADVANCED UNIT 7
7.1
2A
/a/
//
/i/
//
/red/
/red/
/wnd/
/rid/
/rid/
/wand/
/wnd/
/lvz/
/lvz/
/led/
/led/
/wand/
/lavz/
/lavz/
/lid/
/lid/
/mnt/ /manjut/
/mnt/ /manjut/
7.7 Listen and check. Then listen again and say the
sentences with the speakers.
7.3
phrases. Underline where you think the two main stresses will
fall in each phrase.
1 Oh come on! You must be joking.
2 Thats absolutely right.
3 Well, I agree with you up to a point.
4 Oh thats ridiculous!
5 Right. I know what you mean.
6 Wheres the logic in that?
7 You cant really think that.
8 I couldnt agree more.
9 Absolutely! Im with you 100 percent on that.
10 How can you say that?
1
2
3
4
7.6
7.2
3A
Listen again and say the phrases with the speakers, paying
special attention to both the stress and the tone.
PRONUNCIATION EXTRA
ADVANCED UNIT 8
8.1
1A
4A
PRONUNCIATION TIP
Intrusion refers to adding an extra sound to mark the
difference between two vowels in connected speech.
This happens when one word ends and the next word
begins with a vowel sound, e.g.
/w/ Do (/w/) it again! /dwtgen/
/j/ I (/j/) ate it. /ajett/
/r/ Maria (/r/) agrees. /mrrgriz/
8.3
8.2
2A
5A
PRONUNCIATION EXTRA
ADVANCED UNIT 9
9.1
1
2
3
4
5
6
7
8
9
B
C
9.1
in each word?
store
more
bother
glove
shone
moon
solar
bone
cloud
spoon
joy
sorry
dome
sound
fool
cook
actor
zone
doubt
dog
ground
door
9.2
3A
Monday
9.2
honey
9.3
mother
2 // (took)
3 // (on)
4 // (coin)
5 // (actor)
6 /u:/ (shoot)
7 /a/ (mouth)
8 /:/ (door)
9 // (show)
9.4
9.6
speakers.
10
PRONUNCIATION EXTRA
ADVANCED UNIT 10
10.2
3A
10.1
Look again at the phrases in the box in Exercise 3A. Mark the
main stress.
Listen again and check your answers. Then listen and say the
sentences with the speakers.
10.3
consequence partnership
excitement adventure remarkably
horizon unbreakable continent
civilisation experience explorer
legendary
5A
B
PRONUNCIATION EXTRA
4B
ADVANCED
ANSWER KEY
UNIT 1
1.1
1A
You may want to do the first item with
the class as an example if you feel they
need the extra support.
1B
In item 4 the stress is on a positive
structure to show that the plan changed.
2A
Clarify that the stress on hasnt
emphasises the speakers disbelief, the
stress on has confirms the information
speaker B gave previous to the extract,
the stress on are stresses the questioning
tone and the stress on the emphatic
auxiliary did emphasises speaker Bs
statement and is gently teasing
speaker A.
1.2
1 d 2 d 3 would
6 will 7 will
5A
5B
Again you may want Ss to repeat the
consonant clusters in isolation before
shadow reading the whole text.
UNIT 2
2.1
1A
2B
3A
4 would
5 ll
3B
You may want to ask Ss to shadow read
the whole text in Ex 3A to highlight the
differences in intonation.
1.3
4A
Point out that the final /s/ or /z/ sound
is always pronounced, e.g. He never looks
towards the camera.
/lkstwdzkmr/.
1
2
3
4
5
6
7
8
1B
2.2
2A
2B
The // sound can be both strong as seen
in Ex 2A or weak as seen here
3A
As youll see there are more than five
examples of each, but Ss need only find
five. It makes the task more achievable
to give a lower number then, when they
compare in pairs, Ss may well find they
have different ones. You may want to
point this out to Ss and ask them to
find at least five examples. Alternatively
for stronger classes you could tell them
exactly how many there are and see if
they can find them all.
3B
2.3
5A
1 what, you
2 never, stage
PRONUNCIATION EXTRA
5B
Some Ss may struggle with the words
defensiveness and incredulity, so you
may want to check they understand
them (defensiveness is a feeling of
being attacked or criticised and wanting
to defend yourself; incredulity is not
believing something) and ask them for
situations where they, or others, might
feel these emotions.
3.2
3A
You may want to ask Ss to identify the
words with more than one syllable before
they mark the stress.
3B
UNIT 3
3.1
bicentenary, bimonthly
mini bar, miniskirt
outgrow, outsell
semicircle, semi-retired
subway, subtitle
superpower, superhero
unfortunately, unknown
underrated, understated
1A
3C
2A
Model the sounds with simple one
syllable examples of your or your Ss
choice, e.g. // cat. Alternatively, you
could ask Ss to use a dictionary (print
or online) to check their answers
before they listen to the recording. If
they are struggling, let them listen to
the recording in Ex 2B (track 3.3) and
then complete the exercise with the
phonemes.
2B
When you check the answers, make sure
Ss have used the correct symbols and
have spelt the words correctly.
1
2
3
4
5
6
7
8
// // // custard tarts
// // // fingerprints
/u/ /i/ cool breeze
// /a/ apple pie
// // /u/ swimming pool
/i/ // sea wall
/u/ // shoe shop
/u/ // schoolbooks
3.3
4A
Students Book, Lesson 3.3 introduces
phrases and expressions for making a
proposal. Some of these expressions
are cle sentences. A cle sentence is a
structure which uses a short introductory
clause to emphasise the subject of the
sentence. e.g. The thing that I like most
is
4B
4C
You may want to ask Ss to write two or
three sentences about their plans and
intentions for the evening/weekend using
the sentence openers: What I plan/want/
aim/propose/hope to do is . and then
read them out to the class, or in groups.
Their classmates raise their hands or call
out if they have similar plans.
UNIT 4
4.1
1A
2A
Ss could read the trailers out to each
other in pairs before listening to the
recording. Encourage them to use
exaggerated stress and intonation and
throw themselves into the part of the
voiceover actor.
As an extension, you could set Ss the task
of finding another movie trailer online,
writing out the voiceover script and then
reading it out to the class in the next
lesson. This could form the basis of a
student-led dictation.
PRONUNCIATION EXTRA
4.2
3A
You may want to ask Ss to suggest
words that contain the three sounds
and you may want to discuss if they
have particular problems with any of the
sounds, for example, Spanish speakers
oen have problems with both the /z/
and the // sound as they dont use them
in their L1.
Consider challenging stronger Ss by
asking them to explain how the sounds
are different from each other. (/s/ is
unvoiced, /z/ is voiced, // is unvoiced
and the tongue is higher in the mouth.)
3B
You may want Ss to read out the sentence
themselves and decide on the sounds
before they listen to the recording to
check their answers. You could also ask
them to write the phonemic symbols
under the corresponding letters.
/z/ /s/
/s///
/s//s/
An amazing story of social injustice.
/s/ appears four times, and /z/ and //
appear once each.
4A
5B
5C
This is a traditional tongue twister taught
to children learning English as their first
language. You can reassure Ss that they
have problems with it, too! If Ss enjoy
tongue twisters, encourage them to do an
internet search for more examples to test
each other with in the next lesson.
4.3
6A
You may want to ask Ss to decide how
they would pronounce the sentences
before they listen to them in the
recording.
UNIT 5
5.1
1A
Draw attention to the definition in
the Pronunciation tip box and the
underlining and crossed out letters in
the text. It might be worth pointing out
to Ss that we dont expect them to speak
like this, but its useful to be aware of this
phenomenon in order to be able to follow
and understand fluent speakers.
Notice in the case of smoke coming we
have elision of the /k/ sound which Ss
have not seen before.
5.2
4A/B
5A
To help Ss with this activity, you might
want to ask them to clap the rhythms
before doing the matching, and to count
the syllables, both in the patterns and in
the phrases. This will help them narrow
down their choices.
5B
1 c) 2 a)
8 d)
3 b) 4 e)
5 g) 6 f) 7 h)
5.3
6A
2A
You may want to remind Ss that /t/ or
/d/ are dropped when they are followed
by a consonant sound in the following
word.
Ss may not be familiar with the words
steadfastly (strongly without moving,
without changing your mind) and
relented (to soen and change your
mind).
3B
1H
8H
2A
3A
4H
5H
6A
7A
6B
If necessary, explain that staccato means
short, separate sounds.
Although being assertive can be a
positive quality, in this particular case
on the recording it has been pushed to
an extreme to help Ss get a feeling for it.
They might not want to go quite so far
in real life as it could be interpreted as
rudeness!
1A
2H
3H
4A
5H
6A
UNIT 6
6.1
1A
1 e)
2 d)
3 b) 4 a)
5 c)
6 f)
PRONUNCIATION EXTRA
2A
1
2
3
4
2C
As an extension you could ask Ss to write
five sentences about the peoples future
and the changes theyll be facing. Then
ask them to read out their sentences
paying particular attention to the
pronunciation of the contractions.
UNIT 7
7.1
1A
group 1:
legal legalise
modern modernise
central centralise
group 2:
embarrass embarrassment
enjoy enjoyment
harass harassment
group 3:
motivate motivation
hesitate hesitation
renovate renovation
group 4:
lonely loneliness
unhappy unhappiness
tired tiredness
4A
1B
6.2
3A
Note that Ex 3A5B should be done in
one block as they develop one common
theme.
3B
1 /t/
2 /d/
5A
5B
As an extension, Ss can ask and answer
questions beginning with Did you and
Would you.
6.3
6A
If you feel Ss need extra support, ask
them to read the sentences and circle all
the words that end in n. Tell them that
they should also include words ending
in ne, e.g. one. Check as a class and then
tell students to look at the words that
come aer the ns they have circled and
identify which ones start with /p/, /b/ or
/m/. They can then listen and focus on
how the sounds combine.
Group 3
2A
1 accommodation 2 adaptation
3 cancellation 4 decorations
5 frustration 6 fascination
7 imagination 8 nomination
Audio script
1 Its really difficult to find
accommodation in the summer.
2 The film is an adaptation of a famous
novel.
3 We werent told about the cancellation
until we got to the airport.
4 They had spent a lot of time and
money on the decorations.
5 The disappearance caused a lot of
trouble and frustration.
6 He listened to the story with
fascination.
7 Their plan showed a great deal of
imagination.
8 He was incredibly pleased with his
nomination.
2C
You may want to check spelling too at
this point.
As an extension, ask Ss to think of at least
another five examples of nouns that end
in -ation and to repeat Exs 2B and 2C with
their nouns.
1 accommodate accommodation
2 adapt adaptation
3 cancel cancellation
4 decorate decorations
5 frustrate frustration
6 fascinate fascination
7 imagine imagination
8 nominate nomination
There is no stress shi on frustrate
frustration.
7.2
3A
1 /a/ eye 2 // it
4 // her
3 /i/ eat
3C
4A
Explain to Ss that heteronyms are words
that are spelt the same but pronounced
differently and have different meanings.
4B
You may want to check that Ss are clear
on the meaning of wind down, lead
(noun) and minute (adjective) aer they
complete the exercise.
1 a) /red/
2 a) /wnd/
3 a) /lvz/
4 a) /lid/
5 a) /manju:t/
b) /rid/
b) /wand/
b) /lavz/
b) /led/
b) /mnt/
PRONUNCIATION EXTRA
5A
7.3
5B
1
2
3
4
5
6
7
8
9
1 b)
2 c)
3 a)
4 e)
1A
2n
3b
4p
5d
6k
7t
8l
1C
2A
8.2
2A
3 /w/ /w/
4 /r/
2B
Ss can ask and answer the questions in
pairs.
3B
9.2
3A
If you have a strong class, they could do
the exercise without listening.
3B
1 sometimes 2 woods
3 podcast, oen, not 4 choice
5 for, inspiration, to 6 shoes 7 sound
8 or, more 9 go
4B
8.3
4B
UNIT 9
9.1
1w
9g
1 a) down
2 a) up
3 a) down
4 a) up
5 a) up
1 a) Yes. b) Yes?
2 a) Thats all? b) Thats all.
3 a) Well do it tomorrow.
b) Well do it tomorrow?
4 a) Nothing else. b) Nothing else?
5 a) No more? b) No more.
1B
5 d)
1B
4A
UNIT 8
8.1
1A
6A
b) up
b) down
b) up
b) down
b) down
a) wh- questions
b) yes/no questions
9.3
1 linking: c) Im in a
2 elision: b) mustnt say
3 intrusion: a) no /w/ idea /r/ of
Raving
It was absolutely /j/ incredible.
Its really the best media /r/ event.
I was one of the lucky ones.
I couldnt believe my luck when I saw /r/ it.
Its an all-time great.
Ranting
If theres one thing I cant stand, its lies.
It drives me /j/ up the wall.
It was absolutely /j/ awful .
It was a total waste of money.
Its not my cup of tea /j/ at all.
UNIT 10
10.1
1B
In item 3, the to in to escape is not
pronounced with a schwa because of
the two adjacent vowel sounds. It is
pronounced: /tuwskep/
In item 5, the to before before is an
exception to the rule. It is also not
pronounced with a schwa as this would
sound strange to a native speaker.
You may want to ask Ss to discuss which
saying they like most and least and why.
2A
2B
Ask Ss to write three sentences about
travel using at least one word from the
box in each. Then ask them to look at the
stress patterns and the schwas and read
them out as a dictation to a partner or
group.
PRONUNCIATION EXTRA
10.2
3A
1
2
3
4
5
6
7
8
3C
Ask Ss to choose three sentences and
think of experiences to match. Then ask
them to talk about their experiences in
pairs.
1
2
3
4
5
6
7
8
10.3
4A
1S
2S
3R
4S
5R
6S
7S
8R
4B
5A
a)
b)
c)
d)
e)
5B
a) 2 b) 8 c) 3 d) 5 e) 1
The wording is shorter and more direct.
The tone is more emphatic with a strong
falling tone.
Note: It would only be acceptable to use
this tone in certain circumstances and
would be considered inappropriate in
many situations. Therefore, suggest Ss
avoid using such wording and emphatic
tone as they could be seen as being very
aggressive.