JUNGLE LISTENING

Survival Tips for Fast Speech

Set 1

© Richard Cauldwell 2016

Speech in Action

Birmingham UK

Acknowledgements

Huge thanks to Jane Hadcock for piloting early versions,

and help with the recordings.

Thanks also to Sue Sullivan for ideas on methodology.

© Richard Cauldwell, Speech in Action Birmingham 2016 1

 Contents

00 Introduction 3

01 Rhythmic bursts 1 – Words are squeezed in front of prominences 5

Topic Arranging to meet Key Phrase So you won't be ...

02 Rhythmic bursts 2 – Words are squeezed between prominences 7

Topic Expressing Surprise Key Phrase All the way to the ...

03 Unclear mush 1 - 'Yes' and 'no' can sound similar 9

Topic Making Plans Key Phrase 'Nngep, Beg your pardon'

04 Syllable murder 1 – 'Any' can sound like 'knee' 11

Topic Arranging payment Key Phrase Have you got any ...

05 Syllable murder 2 - 'What did you' can sound like 'Wha chew' 13
Topic Checking understanding Key Phrase What did you say?

06 Syllable murder 3 - 'Probably' can sound like 'prolly' 15

Topic Discussing certaintyq Key Phrase It's very probably right

07 Syllable murder 4 - 'Absolutely' can sound like 'apsli' 17

Topic Disagreeing about food Key Phrase Absolutely fabulous

08 Consonant murder 1 - 'Kind of' can sound like 'kye.uv' 19

Topic Value for money Key Phrase It was kind of expensive

09 Consonant murder 2 - 'Because' can sound like 'bz' 21

Topic Preparing to travel Key Phrase Because everything's been...

10 Word clusters 1 - 'Where there were' sounds like 'Weather wuh' 23

Topic Describing a holiday Key Phrase Where there were ...

© Richard Cauldwell, Speech in Action Birmingham 2016 2

 INTRODUCTION

THE PURPOSE

Purpose. Jungle Listening will teach you to understand fast speech, so that you can understand the everyday speech of expert
speakers of English from all over the world.
Learners find that they do not understand normal everyday speech. Although they can understand the English of their teachers
and their classroom materials, they have difficulties with real speech. A learner from Singapore, called Ying, described this
problem very well:

I believe I need to learn what the word sounds like when it is used in the sentence. Because
sometimes when a familiar word is used in a sentence, I couldn’t catch it. Maybe it changes
somewhere when it is used in a sentence. (Goh, 1997: 366)

If you have the same problem as Ying, then Jungle Listening is for you.

WHY JUNGLE?
Why Jungle Listening? To answer this question, we need to consider three types of speech: Greenhouse, Garden and Jungle.

Greenhouse Garden Jungle
Greenhouse
When you learn a new word in English, it is given on its own, with a pause before and after it. This new word is similar to a plant
in a pot in a greenhouse, where it is carefully kept separate from other plants.
Here is an example of eight ‘plant-pot’ words.
Extract 0.1

|| SO THEN I COULD NOT PLAY ANy MORE ||

Notice that each word is spoken very carefully, and each sound is very clear. Say this line to yourself, paying attention to the
sounds at the beginning and the end of each word. Make sure there is a pause between each word.
Garden
But words rarely occur on their own, so we learn the rules of connected speech – how to say the words in a ‘joined up’ way.
Words touch each other gently, in a pleasing arrangement, like flowers carefully arranged in a garden. Extract 2 gives an
example.
Extract 0.2

|| so THEN i COULDn’t PLAY any more ||

With Extract 2, we are taking a step towards the naturalness of everyday speech. Unlike Extract 1, the words run smoothly into
each other, without a pause between them, and some words are now non-prominent – the upper case letters show prominent
syllables, the lower case letters show non-prominent syllables. Notice in particular that
• ‘then I’ sounds like ‘theh_nigh’ |ðe.naɪ|
• ‘could not play’ becomes ‘couldn’t play’ |kʊdn̩ tpleɪ|
But to keep the |t| in between |n| and |p| takes quite a bit of conscious effort, so very often the |t| is dropped (elided) in such
circumstances, as in Extract 003
Extract 0.3

|| so THEN i COULDn PLAY any more || |kʊdn̩ pleɪ|

© Richard Cauldwell, Speech in Action Birmingham 2016 3

But then the |n| sounds more like an |m| because the lips are preparing to say the |p| at the beginning of 'play'. So we get the
soundshapes of Extract 0.4.
Extract 0.4

|| so THEN i COULDm PLAY any more || |kʊdm̩ pleɪ|

This speech unit goes at a speed of 230 words per minute, 4.4 syllables per second.

Say this speech unit to yourself, paying attention to the rhythm and linking.
The Jungle
But in real life, everyday speech is like the messy, unruly, greenery of a Jungle. It is difficult to tell when one word ends, and
another begins. It is often difficult to tell whether a word has been said at all. Things happen which are not covered in any
textbooks. This is our eight-word sentence, spoken Jungle style.
Extract 0.5

|| SEN i coum PLAY ni more ||

This speech unit goes very fast, at a speed of over 450 words per minute, 8.8 syllables per second.

In Extract 0.5, three pairs of syllables are reduced one syllable each:
• the two words ‘so then’ become one syllable ‘sen’
• the two syllables of ‘couldn’t’ become one syllable ‘coum’
• the two syllables of ‘any’ become ‘ni’.
It is this type of speech that we need to be familiar and comfortable with in order to be good listeners. That is why this book is
called ‘Jungle Listening’.
The structure of each unit
In these materials there are ten units, each of which has ten parts. Each unit has a title, a topic, and a key phrase. The key phrase
is the group of words (e.g. 'where there were') which is the focus of attention in the unit.

Step Description
At the top of the page there is a title, plus a description of the topic of the recording, and the key
phrase which will be the focus of the vocal gymnastics exercises [5] and [6]
1 This is a simple description of the survival tip.
2 Listening – You read a question for you to consider while listening, then you listen several times
to a short recording (four to ten seconds long) and check your answers.
3 Explanation – This gives you a detailed description of the features of fast speech in the recording
4 Reading – You read the script taking it in turns to read each part, and trying to match both the
speed and the messy features of the recording
5 Vocal gymnastics 1 – Savouring sound shapes ('Savour'' means to 'taste and enjoy') – You read,
listen, and imitate the key phrase in Greenhouse, Garden, and Jungle styles.
6 Vocal gymnastics 2 – The round – You perform, in pairs or trios, a round of the key phrase. This
will help you remember the different ways of saying the key phrase.
7 Extension – You personalize the dialogue and perform it for other students in Greenhouse,
Garden and Jungle styles.
NB Sections 8-10 below are only available in the AudioNotetaker version.
8 Compare accents – You listen to Microsoft text to speech voices, and compare British and
American English versions of the script.
9 Record – You record both Garden and Jungle forms of the script.
10 Explore – You do listening tasks using extracts from different TED talks and YouTube videos. You
will hear the key phrase spoken in a range of accents.

© Richard Cauldwell, Speech in Action Birmingham 2016 4

Survival Tip 01 Rhythmic bursts 1 – Words are squeezed in front of prominences

Topic: Arranging to meet Key phrase: ‘So you won’t be here then’
1.1 Tip
In the Jungle, people speak very fast, and squeeze words out of shape. This unit shows how words are squeezed when they
come in front of a prominent syllable.
1.2 Listening:
Allan and Beth are trying to fix a time for a meeting the following day. Do they succeed? Yes, or No? Listen to Extract 1.1 three
times (it lasts four seconds) and decide on your answer. (Answer Key).
1.3 Explanation: Window on speech – three-part pattern
The table below shows speech unit 04 from Extract 1.1. This speech unit has a very common rhythmic shape: the three-part
pattern. Words are squeezed together in column 3, the syllable in column 2 is loud and clear, and the syllable in column 1 is
reasonably clear (more clear than in column 3) because the speaker is slowing down before a pause. The 'ba bam' row in the
table shows the rhythm of the speech unit, and the last row gives a summary of this explanation.

3 2 1

so you won’t be HERE then

ba ba ba ba BAM bam

[squeeze] BANG! [relax]

1.4 Reading
In pairs read the dialogue several times. Change roles each time. Start slowly, then speed up. Enjoy making a mess of the
syllables at the start of speech unit 04.
Extract 1.1

01 A: i’m going to the DENtist tomorrow

02 B: WHERE are you going?
03 A: DENtist
04 B: so you won’t be HERE then
05 A: NOPE
1.5 Vocal gymnastics 1 – Savouring sound shapes
So that you can hear words in fast speech, you must practice saying them at different speeds. Listen to Extract 1.2 and repeat
the three versions of ‘so you won’t be’ that you hear. Try to match the speed exactly.
Extract 1.2

Greenhouse Garden Jungle

SO YOU WON’T BE SO you WONE.be syu.wo.be
soʊ.juː.woʊnt.bi soʊ.jə.woʊn(woʊm).bi sjə.woʊ.bi
1.6 Vocal gymnastics 2 – The Round
With one or two other students, chant the lines of the table below. Perform it as a ‘round’ as demonstrated in Extract 1.3 (your
teacher will help you).
Extract 1.3

1 2 3 4
Greenhouse SO YOU WON’T BE
Garden SO you WONE be HERE THEN
Jungle syu.wo.be HERE then syu.wo.be HERE then syu.wo.be HERE then syu.wo.be HERE then

1.7 Extension
Re-write the dialogue replacing the word ‘dentist’ with other words which fit the sentence (e.g. doctor, sea-side, pop concert),
and act out the new dialogue for other people in the class.

© Richard Cauldwell, Speech in Action Birmingham 2016 5

NB This page is for Enhanced, AudioNotetaker mode only.
1.8 Compare accents
Look at the transcript and listen to two 'computer voices' reading the dialogue. One, Hazel, speaks British English, the other
speaks American English. What differences do you notice? Circle the words and syllables that sound different.
01 A: i’m going to the DENtist tomorrow
02 B: WHERE are you going?
03 A: DENtist
04 B: so you won’t be HERE then
05 A: NOPE
1.9 Record
With another student, record the dialogue in both Garden and Jungle forms, and send them to other students and ask them
what they think
1.10 Explore - Listening tasks
These listening tasks are contained in a separate AudioNotetaker file, in the folder 'Jungle Listening Supplementary'
Listening task 1.10.1
The speaker is Daniel Goldstein, and this extract is from his talk ‘The Battle between your present and future self. He is a
psychologist. He is talking about the strategies people use to help themselves resist temptation. Listen to the extract, and
transcribe it. The beginning and end are given for you.

But there are other ones such as locking a credit card away ah with a key



so you can't use your computer

Listening task 1.10.2
The speaker is Cary Fowler, and this is an extract from his talk ‘One seed at a time, protecting the future of food’. Cary was
born in Memphis Tennessee, and is an agriculturalist. Some of the words in the transcript are wrong. Listen to the
recording, and correct the transcript.

And now a pair of security doors to stop you seeing it quite like this again. When
you get to the end you get into an area that's really a scary place. I think of it as a
large cathedral.

Listening task 1.10.3
The speaker is Robert Fischell, and this is an extract from his talk 'My wish: Three unusual medical inventions'. Robert
Fischell is a physicist, and inventor. The transcript has a choice of words at certain points. Listen to the extract and select
the choice you hear.

And there/then ... you will be/you're going to be with your doctor and you'll
be/you're going to be taken care of in order not to/so you won’t die of a heart
attack so that's the third/first invention that I wanted to describe.

© Richard Cauldwell, Speech in Action Birmingham 2016 6

Survival Tip 02 Rhythmic bursts 2 – Words are squeezed between prominences

Topic: Expressing surprise Key Phrase: ‘All the way to the’

2.1 Tip
In the Jungle, people speak very fast, and squeeze words out of shape. This unit shows how words are squeezed when they
come between two prominent syllables.
2.2 Listening
Adam is talking to a friend, Beth. He is talking about his grandfather (75 years old) who was late for a train. What did his
grandfather do? Where was the station? Listen to Extract 2.1 three times (it lasts eight seconds) then decide on your answers.
2.3 Explanation: The five-part pattern
The table below shows speech unit 01 from Extract 2.1. This speech unit has a very common rhythmic shape: the five-part
pattern. Words are squeezed together in column 3, between the prominences in columns 4 and 2 where the syllables are loud
and clear. The syllable in column 1 is reasonably clear (more clear than in columns 5 and 3) because the speaker is slowing down
before a pause. The 'ba bam' row in the table shows the rhythm of the speech unit, and the last row gives a summary of this
explanation.

5 4 3 2 1

i mean he RAN all the way to the STA tion

ba ba ba BAM ba ba ba ba ba BAM bam

[squeeze] BANG! [squeeze] BANG! [relax]

2.4 Read
In pairs read the dialogue several times. Change roles each time. Start slowly, then speed up. Enjoy making a mess of the
syllables 'all the way to the' in unit 01.
Extract 2.2

01 A:i mean he RAN all the way to the STAtion

02 B: ALL the WAY
03 B: UP THERE
04 A: all the WAY up THERE
05 B: IN CREDible
2.5 Vocal gymnastics 1 – Savouring soundshapes
So that you can hear words in fast speech, you must practice saying them at different speeds. Listen to Extract 2.2 and repeat
the three versions of ‘all the way to the’ that you hear. Try to match the speed exactly.
Extract 2.2

Greenhouse Garden Jungle

ALL THE WAY TO THE ALL the WAIter the or the wetter the
ɔːl.ðə.weɪ.tuː.ðə ɔː.ðə.weɪ.tə.ðə ɔ.ðə.we.tə.ðə
2.6 Round
With one or two other students, chant the lines of the table below. Perform it as a ‘round’ as demonstrated in Extract 2.3 (your
teacher will help you).
Extract 2.3

1 2 3 4 5
ALL THE WAY TO THE
ALL the WAIter the ALL the WAIter the WAIter the
or the wetter the or the wetter the or the wetter the or the wetter the or the wetter the
2.7 Extension
Re-write the dialogue changing ‘ran’ to other verbs of motion (e.g. ‘swam’ ‘drove’ ‘flew’) and replace 'station' with another
appropriate noun.


© Richard Cauldwell, Speech in Action Birmingham 2016 7
NB This page is for Enhanced, AudioNotetaker mode only.
2.8 Compare accents
Look at the transcript and listen to two 'computer voices' reading the dialogue. One, Hazel, speaks British English, the other
speaks American English. What differences do you notice? Circle the words and syllables that sound different.
01 A:i mean he RAN all the way to the STAtion
02 B: ALL the WAY
03 B: UP THERE
04 A: all the WAY up THERE
05 B: IN CREDible
2.9 Record
With another student, record the dialogue in both Garden and Jungle forms, and send them to other students and ask them
what they think
2.10 Explore - Listening tasks
These listening tasks are contained in a separate AudioNotetaker file, in the folder 'Jungle Listening Supplementary'
2.10.1 Listening task
This speaker is Eddy Cartaya, and the extract is from his talk 'My glacier cave discoveries'. Eddy is a Forest Ranger from
Oregon. Listen to Eddy talking about walking on a glacier. He uses forms of the verbs 'creep' and 'hike'. Complete the
missing words from the transcript

The next morning xx xxxxx xxx xx xxx xxxx xxx xxxxx xxx xxx xxx xx xxx xxx xx
the glacier.

2.10.2 Listening task
This speaker is Freeman Hrabowski, and this is an extract from his talk '4 pillars of college success in science'. He is an
educator, and President of the University of Maryland. Read the transcript. Some of the words are wrong. Listen to the
recording and correct them.
... we produced a lot of people in law and humanities, we produced great artists

2.10.3 Listening task

This speaker is Aris Venetikidis, and this is an extract from his talk 'Making sense of maps'. Aris is a graphic designer with
expertise in map design.
He is talking about the growth of the bus transport system in Dublin. 'Outskirt' means 'suburb'. Read the transcript. Some
of the words are wrong. Listen to the recording and correct the transcript.
For each outskirt that was built there was another bus-route planned reaching
from the outskirt to the middle of the city centre.

2.10.4 Listening task

This speaker is Anil Ananthaswamy, and this is an extract from his talk 'What it takes to do extreme astrophysics'. Anil is a
science writer. Read the transcript. Some of the words are wrong. Listen to the recording and correct the transcript.
This is a cosmic ray collector that is being launched far into the upper
stratosphere to a height of forty kilometres.

© Richard Cauldwell, Speech in Action Birmingham 2016 8

Survival Tip 03 Unclear mush 1 - 'Yes' and 'no' can sound similar

Topic: Making plans Key phrase: 'NNYEP, Beg your pardon?'

3.1 Tip
In the Jungle, speakers make ‘yes’ and ‘no’ sound indistinguishable
3.2 Listening
Geoff asks Ann if she is interested in going to the cinema. They are married. Are they in a good mood with each other? Is she
interested or not? Listen to Extract 3.1 three times (it lasts 14 seconds), and decide on your answer.
3.3Explanation:
In the Jungle, it is sometimes difficult to tell whether someone is saying ‘Yes’ or ‘No’. Additionally, ‘I beg your pardon’ is often
spoken so fast that it is difficult to catch.
3.4 Read
In pairs read the dialogue several times. Change roles each time. Start slowly, then speed up. Enjoy making a mess of 'NNYEP'
(throughout) and 'pardon in speech unit 03.
Extract 3.1

01 G: are you INTerested or NOT

02 A: NYEP
03 G: BEG your pardon
04 A: NYEP
05 G: EH?
06 A: LISten TO ME! / for GOODness SAKE
07 A: NYEP NYEP NYEP yeah yeah YES YES YES YES
08 A: GOT it?
09 G: NYEP
3.5 Vocal gymnastics 1 – Savouring sound shapes
So that you can hear words in fast speech, you must practice saying them at different speeds. Listen to Extract 3.2 and repeat
the three versions that you hear. Try to match the speed exactly.
Extract 3.2

Greenhouse Garden Jungle

I BEG YOUR PARDON/ YES i BEG your PARdon/ YEAH BEG your parbm/NYEP
aɪ.beɡ.jɔː.paːdən/jes a.beɡ.jə.paːdn̩v /jeə beg.pa.b
̚ m/njep
v ̚
3.6 Vocal gymnastics 2 – The Round
With one or two other students, chant the lines of the table below. Perform it as a ‘round’ as demonstrated in Extract 3.3 (your
teacher will help you).
Extract 3.3

1 2 3 4
Greenhouse YES YES YES YEAH
Garden Yeah yeah Yeah yeah Yeah yeah YAH
Jungle NYEP yep yep NYEP yep yep NYEP yep yep NYEP yep yep

3.7 Extension
Re-write, and perform, the same dialogue with a different 'ed' form (or other verb or adjective) instead of 'interested', with as
many versions of 'No' as you can manage, for example ‘nope' and 'nah’ try to make 'nope' as close as possible to 'yep', and 'nah'
as close as possible to 'yeah' or 'yah'.
Note: Special Symbols
In phonetic symbols, the version of ‘Yes’ that is represented as ‘NNYEP’ is |njep| where the little superscript angle at the end
̚
means ‘no audible release’.
See also Tip 05.

© Richard Cauldwell, Speech in Action Birmingham 2016 9

NB This page is for Enhanced, AudioNotetaker mode only.
3.8 Compare accents
Look at the transcript and listen to two 'computer voices' reading the dialogue. One, Hazel, speaks British English, the other
speaks American English. What differences do you notice? Circle the words and syllables that sound different.
01 G: are you INTerested or NOT
02 A: NYEP
03 G: BEG your pardon
04 A: NYEP
05 G: EH?
06 A: LISten TO ME! / for GOODness SAKE
07 A: NYEP NYEP NYEP yeah yeah YES YES YES YES
08 A: GOT it?
09 G: NYEP
3.9 Record
With another student, record the dialogue in both Garden and Jungle forms, and send them to other students and ask them
what they think
3.10 Explore - Listening tasks
These listening tasks are contained in a separate AudioNotetaker file, in the folder 'Jungle Listening Supplementary'
3.10.1 Listening task
This speaker is Shashi Tharoor, and this extract is from his talk 'Why nations should pursue soft power'. He is a politician
and former diplomat. He is talking about the US President Barak Obama, and corrects himself after saying (wrongly) that
Obama is not Christian, male, or white. The transcript is incomplete. Listen to the recording and write down the words you
hear.
Maybe - and by ... xxxxx xx xx xxxxxxxxx, x xxx xxxx xxxxxx, xxx ... xxx xx xx xxxx
but he isn't white [laughter] all the others have been all those three.



3.10.2 Listening task
This speaker is Laurie Oaks, and this is a comparing the habits of older people ('elders') and younger people in their use of
computers. Read the transcript. Some of the words are wrong. Listen to the recording and correct the transcript.
... then her elders I think you’ll agree and that's clearly a good sign.

3.10.3 Listening task
This speaker is Seema Anand, and she is talking about her education in India - in particular about the syllabus of her
degree in English. Read the transcript. Some of the words are wrong. Listen to the recording and correct the transcript.
We did not have a single Indian lecturer on our course, a single Indian author I
mean to say on our course so I read everything from the Bible.


3.10.4 Listening task
This is a short extract from a discussion on Health. Australian (or New Zealand)speakers. It features overlapping speech,
and an extremely reduced form of 'I beg your pardon'. In the text pane, all the script is given - except for 'I beg your
pardon' - where does 'I beg your pardon' occur?

...want to go back on the field. She's not going to want to go back on the field. No
no you're limited in that she's trying to get pregnant.

© Richard Cauldwell, Speech in Action Birmingham 2016 10

Survival Tip 04 Syllable murder 1 – 'Any' can sound like 'knee'

Topic: Arranging payment Key Phrase: ‘Have you got any’

4.1 Tip
In the jungle, speakers make ‘any’ sound like ‘knee’.
4.2 Listening
Arthur and Bella are paying for two bottles of soft drinks. How do they pay for it? Listen to Extract 4.1 three times (it lasts eight
seconds). Then decide on your answer.
4.3 Explanation
In fast speech, the syllables between prominences are often squeezed out of shape (cf. Tip 02). This squeezing can result in the
murder of syllables, and in consonant death. Speech unit 01 has two prominent syllables, and the syllables between them are
squeezed so that ‘any’ sounds like ‘ni’, and the final ‘t’ of ‘got’ is absent. As a result, we have two syllables ‘gonny’ instead of
three syllables of ‘got any’. In contrast, unit 04 ‘got a’ is ‘gotta’. In 03 and 04 ‘pound note’ sounds like ‘pown note’ – the ‘d’ is
absent.
4.4 Read
In pairs read the dialogue several times. Change roles each time. Start slowly, then speed up. Enjoy making a mess of 'got any' in
speech unit speech unit 01.
Extract 4.1

01 A: HAVE you got any CHANGE

02 B: NO SOrry
03 A: i’ll have to PAY with a FIFty pound NOTE then
04 B: no I’VE got a TEN pound note
05 B: let ME pay
4.5 Vocal gymnastics 1
So that you can hear words in fast speech, you must practice saying them at different speeds. Listen to Extract 4.2 and repeat
the three versions that you hear. Try to match the speed exactly.
Extract 4.2

Greenhouse Garden Jungle

have you got any haffew go tenny hah few gonny
hæv.juː.ɡɒt.e.ni hæ.fjuː.gɒ.te.ni hæ.fjuː.gɒ.ni
4.6 The round
With one or two other students, chant the lines of the table below. Perform it as a ‘round’ as demonstrated in Extract 3.3 (your
teacher will help you).
Extract 4.3

1 2 3 4 5
HAVE YOU GOT ANy CHANGE
haffew gotenny haffew gotenny CHANGE
hah few gonny hah few gonny hah few gonny hah few gonny CHANGE
4.7 Extension
With another student, change the dialogue so that it refers to another currency (e.g. Dollars, Pesos). Replace the word ‘fifty’ and
‘ten’ other numbers. Practice it, and prepare a performance in both Garden and Jungle styles.
Note
th
Allan Cruttenden's Gimson Pronunciation of English. 8 Edition. p. 273 mentions ‘any’/’ni'. Future units will cover ‘got’ with a
glottal stop, a flap, and ‘r’.

© Richard Cauldwell, Speech in Action Birmingham 2016 11

NB This page is for Enhanced, AudioNotetaker mode only.
4.8 Compare accents
Look at the transcript and listen to two 'computer voices' reading the dialogue. One, Hazel, speaks British English, the other
speaks American English. What differences do you notice? Circle the words and syllables that sound different.
01 A: HAVE you got any CHANGE
02 B: NO SOrry
03 A: i’ll have to PAY with a FIFty pound NOTE then
04 B: no I’VE got a TEN pound note
05 B: let ME pay
4.9 Record
With another student, record the dialogue in both Garden and Jungle forms, and send them to other students and ask them
what they think
4.10 Explore - Listening tasks
These listening tasks are contained in a separate AudioNotetaker file, in the folder 'Jungle Listening Supplementary'
4.10.1 Listening task
You will hear Victoria Morgan, an interviewer asking three prize-winning students to give advice on 'the work life and
study balance'. British English, RP. Listen to Victoria and complete the missing words from the transcript.

But you you three worked while you studied xx xxxx xxx xxx xxx xxxxxx xxx
xxxxxxxx xxx xx xxx xxxxx xxxx xxx xxx xx xx xxxxxx the work life and study
balance.


4.10.2 Listening task

This is someone - speaking in British English - asking for advice in a seminar. Look at the transcript. Some of the words are
wrong. Listen to the extract, and correct the transcript.

But what are the key pieces of advice for kind of the working mothers in the
world because I believe it's not just a man's role.


4.10.3 Listening task

This person is asking for 'guidelines' (advice) from another person (not in view) called Anthony.
Look at the transcript. Some of the words are wrong. Listen to the extract, and correct the transcript.

Are there any guidelines for this type of situation? Anthony, are there any
suitable guidelines I mean I believe this is very very important problem [it is
imp...] and quite complicated isn't it.

© Richard Cauldwell, Speech in Action Birmingham 2016 12

Survival Tip 05 Syllable murder 2 - 'What did you' can sound like 'Wha chew'

Topic: Checking understanding Key phrase: ‘What did you say’

5.1 Tip
Speakers often ask other people to repeat what they say, but they often do it in ways which are themselves very unclear. For
example, 'What did you say' can sound like 'Wha chew say'
5.2 Listening question
Arthur and Bertha are trying to understand each other. Do they succeed? Listen to Extract 5.1 three times (it lasts five seconds).
Then decide on your answer.
5.3 Explanation
Strangely, people often ask for repetition in very unclear ways. The dialogue shows six ways of asking for repetition. Lines 01, 02
and 05 are polite, and 03, 04 and 06 are less polite (03 and 06 can sound rude). Line 01 contains four words and four syllables.
Many textbooks say that a Garden version of 'What did you say' is 'Wha di jew say' . But in the Jungle, speakers often murder
the syllable 'di' giving us 'Wha chew say?. For your own pronunciation, you need to use Greenhouse/Garden forms, but for
listening in everyday situations you need to understand the Jungle forms.
5.4 Read
In pairs read the dialogue several times. Change roles each time. Start slowly, then speed up. Enjoy making a mess of 'got any' in
speech unit speech unit 01.
Extract 5.1

01 A: WHAT did you SAY?

02 B: i BEG your PARdon?
03 A: you WHAT?
04 B: SAY aGAIN?
05 A: COULD you rePEAT that?
06 B: EH?
5.5 Vocal gymnastics 1 – Savouring sound shapes
So that you can hear words in fast speech, you must practice saying them at different speeds. Listen to Extract 5.2 and repeat
the three versions that you hear. Try to match the speed exactly.
Extract 5.2

Greenhouse Garden Jungle

what did you say what di jew say wha chew seh
wɒt dɪd juː seɪ wɒt dɪ ʤuː seɪ wɒ ʧuː seɪ
i beg your pardon i beh yaw pa dum beh paabm |be pɑːbm|
you what yuh what yuh woh |jə wɒʔ|
say again say yuh genn say gemm |seɪ ɡem|
could you repeat that ku chew repee that kuyourepeethat |kʊ ju rɪpiː ðæt|
eh eh eh |eɪ|
5.6 Vocal gymnastics 2 – The Round
With one or two other students, chant the lines of the table below. Perform it as a ‘round’ as demonstrated in Extract 5.3 (your
teacher will help you).
Extract 5.3

1 2 3 4
WHAT DID YOU SAY
what di chew say what di chew say
wha chew seh wha chew seh wha chew seh wha chew seh
5.7 Extension
With one or two other student(s), make rounds from the other rows shown in the table in [5] above.
Note: See also Tip 03.

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NB This page is for Enhanced, AudioNotetaker mode only.
5.8 Compare accents
Look at the transcript and listen to two 'computer voices' reading the dialogue. One, Hazel, speaks British English, the other
speaks American English. What differences do you notice? Circle the words and syllables that sound different.
01 A: WHAT did you SAY?
02 B: i BEG your PARdon?
03 A: you WHAT?
04 B: SAY aGAIN?
05 A: COULD you rePEAT that?
06 B: EH?
5.9 Record
With another student, record the dialogue in both Garden and Jungle forms, and send them to other students and ask them
what they think
5.10 Explore - Listening tasks
These listening tasks are contained in a separate AudioNotetaker file, in the folder 'Jungle Listening Supplementary'

5.10.1 Listening task

The speakers are 'Haas and Hahn' - Dutch artists Jeroen Koolhaas and Dre Urhahn. They create community art by painting
entire neighborhoods, and involving those who live there. In this extract they talk about their work in the favelas of Rio de
Janeiro, Brazil. Read the transcript. Some words are missing. Listen to the extract and fill them in.
We started painting xxx xxx xxxxx xxxxx xx xxx was to paint everything blue.
And we thought that looked already xxxxxx good. But they hated it the people
lived there really hated it xxxx xxxx xxxx xxx xxx xx?' You painted our house in
exactly the same colour as the police station.

5.10.2 Listening task
The speaker is Renata Salecl: Our unhealthy obsession with choice. She is Slovenian.Follow the transcript as you listen to
the extract. Some words in the transcript are wrong - correct them.
Now sometimes people ask me 'What can you learn by studying choice?' And
there is an important message that I learned. When thinking about choices, I
started taking choices very seriously. Personally.


5.10.3 Listening task
Leslie T. Chang is an American reporter, of Chinese origin. This is an extract from her talk 'The voices of China's workers'.
She is quoting the experience of one such worker. Follow the transcript as you listen to the extract. Some words in the
transcript are wrong - correct them.

When I travelled home for the New Year, everyone noticed I have changed. They
asked me, 'What have you done that you have changed so much? I told them that
I was studying and working hard. If you tell them more they will not understand
anyway.

© Richard Cauldwell, Speech in Action Birmingham 2016 14

Survival Tip 06 Syllable murder 3 - 'Probably' can sound like 'prolly'

Topic: Discussing certainty Key Phrase: 'It’s very probably right'

6.1 Tip
In the Jungle speakers often drop unstressed syllables from words such as ‘probably’.
6.2 Listening
Arthur and Bertha have just listened to the weather forecast on the Radio. Do they believe the weather forecast? Listen to
Extract 6.1 three times (it lasts eight seconds). Then decide on your answer.
6.3 Explanation
Speakers often drop the middle weak syllable ‘-ba-’, thus ‘pro.ba.bly’ becomes ‘pro.bly’; then they may drop the ‘b’ of the last
syllable, thus ‘probly’ becomes ‘prolly’. You can see why this happens in the table below (cf also Tip 01). The word ‘probably’
occurs in column 3, between the prominent syllables in columns 4 and 2, and therefore gets squeezed and severely reduced.

5 4 3 2 1

it’s VE ry probably RIGHT

6.4 Read
In pairs read the dialogue several times. Change roles each time. Start slowly, then speed up. Enjoy making a mess of 'probably'
in speech unit 01.
Extract 6.1

01 A: it’s VEry probably RIGHT

02 B: but it’s NOT absolutely CERtain to rain?
03 A: NOT absoLUTEly
04 B: NO
05 A: but it’s PRObably going to rain
6.5 Vocal gymnastics 1 – Savouring sound shapes
So that you can hear words in fast speech, you must practice saying them at different speeds. Listen to Extract 6.2 and repeat
the three versions that you hear. Try to match the speed exactly.
Extract 6.2

Greenhouse Garden Jungle

IT'S PRObably RIGHT it’s probly right it’s prolly right
ɪts prɒ.bəb.li raɪt ɪts prɒ.bli raɪt ɪts prɒ.li raɪt
6.6 Vocal gymnastics 2 – The Round
With one or two other students, chant the lines of the table below. Perform it as a ‘round’ as demonstrated in Extract 5.3 (your
teacher will help you).
Extract 6.3

1 2 3 4
ITS VEry PRObably RIGHT
very probly very probly very probly RIGHT
it’s very prolly right it’s very prolly right it’s very prolly right it’s very prolly right
6.7 Extension
Change the dialogue so that in speech unit 02, you replace 'rain' with one of 'be sunny' 'be foggy' 'be windy'. Practice it, and
prepare a performance in both Garden and Jungle styles.
Note See Tip 07 ‘absolutely’

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NB This page is for Enhanced, AudioNotetaker mode only.
6.8 Compare accents
Look at the transcript and listen to two 'computer voices' reading the dialogue. One, Hazel, speaks British English, the other
speaks American English. What differences do you notice? Circle the words and syllables that sound different.
01 A: it’s VEry probably RIGHT
02 B: but it’s NOT absolutely CERtain to rain?
03 A: NOT absoLUTEly
04 B: NO
05 A: but it’s PRObably going to rain
6.9 Record
With another student, record the dialogue in both Garden and Jungle forms, and send them to other students and ask them
what they think
6.10 Explore - Listening tasks
These listening tasks are contained in a separate AudioNotetaker file, in the folder 'Jungle Listening Supplementary'
6.10.1 Listening task
This extract comes from TED talk by Greg Gage - 'How to control someone else's arm with your brain'. He mentions the
'ulnar nerve' which is a nerve which runs from just above the elbow down to the little finger. American English. Follow the
transcript as you listen to the extract. Some words in the transcript are missing - fill them in.

All right xx x'x xxxxx xx xxxx your ulnar nerve, xxxxx xx xxxxxxxx xxxxx
around here.


6.10.2 Listening task
This extract comes from a talk by Laurel Braitman 'Depressed dogs, cats with OCD — what animal madness means for us
humans'. In this extract Laurel gives a list of pets, the last item being a ridiculous one (she's trying to make her audience
laugh) 'your one-armed monkey'. The talk is about the mental health of animals.
American English. Read the transcript, and listen to the extract. The transcript gives a choice of words in five places. Which
words does she say?
So when it comes/happens you know/I mean to your dog or your cat or
perhaps/ maybe your one-armed monkey that you happen to know, if you
think that they are traumatised/dramatised or depressed/repressed you're
probably right.


6.10.3 Listening task
This extract is from a talk by Jessi Arrington 'Wearing nothing new'. Read the transcript, and listen to the extract. The
transcript contains wrong word in seven places. Correct them.

Confidence is important. If you feel you look great in something you almost
certainly do. And if you also feel that you don't look great in something, you're
also probably right. I grew up with a mom who taught me this, night and day. But
it wasn't until I turned dirty that I really understood what this meant.

© Richard Cauldwell, Speech in Action Birmingham 2016 16

Survival Tip 07 Syllable murder 4 - 'Absolutely' can sound like 'apsli'

Topic: Disagreeing about food Key Phrase: 'Absolutely fabulous'

7.1 Tip
Speakers often drop syllables, even stressed syllables, from words such as ‘absolutely’.
7.2 Listening Question
Anita and Ben are discussing something they did the previous day. What did they do? Do they agree? Listen to Extract 7.1 times
(lasts eleven seconds). Then decide on your answer.
7.3 Explanation
The sound shapes of words change when they occupy different positions in speech units (cf. tips 1 and 2). The table shows the
three speech units from Extract 7.1 in which the word 'absolutely' occurs. In 01 it has a citation form, with two prominences; in
05 it is non-prominent in column 3 (a squeeze zone) and sounds like ‘apsli’, in 06 it has one prominence on the first syllable, and
the other syllables are non-prominent (this is an example of ‘stress shift’).

5 4 3 2 1

02 yeah AB so LUTE ly

05 the CAKE was absolutely FAB ulous

06 AB solutely FAB ulous

7.4 Read
In pairs read the dialogue several times. Change roles each time. Start slowly, then speed up. Enjoy making a mess of 'absolutely'
in speech unit 05.
Extract 7.1
01 A: DID you enJOY it
02 B: yeah ABsoLUTEly
03 A: REally
04 A: I didn’t enjoy it at ALL
05 B: but the CAKE was absolutely FABulous
06 A: ABsolutely FABulous?
07 A: I thought it was AWful.
7.5 Vocal gymnastics 1 – Savouring sound shapes
So that you can hear words in fast speech, you must practice saying them at different speeds. Listen to Extract 7.2 and repeat
the three versions that you hear. Try to match the speed exactly.
Extract 7.2
Greenhouse Garden Jungle
ABsoLUTEly FABulous ABsolutely FABulous apsli FABulous
æb.sə.luːt.li fæbjuːləs æb.sə.luːt.li fæbjuːləs æps.li fæbjuːləs

7.6 Vocal gymnastics 2 – The Round
With one or two other students, chant the lines of the table below. Perform it as a ‘round’ as demonstrated in Extract 7.3 (your
teacher will help you).
Extract 7.3
1 2 3 4
AB so LUTEly FABulous AB so LUTEly FABulous
ABsolutely FAB ABsolutely FAB ABsolutely FAB ABsolutely FAB
apsli FABulous apsli FABulous apsli FABulous apsli FABulous
7.7 Extension
Change the noun and adjectives in 05-07 and practice and perform your version for the class.
NOTE cf also Tip 06.

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NB This page is for Enhanced, AudioNotetaker mode only.
7.8 Compare accents
Look at the transcript and listen to two 'computer voices' reading the dialogue. One, Hazel, speaks British English, the other
speaks American English. What differences do you notice? Circle the words and syllables that sound different.
01 A: DID you enJOY it
02 B: yeah ABsoLUTEly
03 A: REally
04 A: I didn’t enjoy it at ALL
05 B: but the CAKE was absolutely FABulous
06 A: ABsolutely FABulous?
07 A: I thought it was AWful.
7.9 Record
With another student, record the dialogue in both Garden and Jungle forms, and send them to other students and ask them
what they think
7.10 Explore - Listening tasks
These listening tasks are contained in a separate AudioNotetaker file, in the folder 'Jungle Listening Supplementary'
7.10.1 Listening task
The speaker is Martin Pistorius: 'How my mind came back to life — and no one knew'. The extract contains his computer
voice, because he suffered 'locked in syndrome' as a young person, and still cannot speak himself. He talks about the time
when he was completely paralysed and had to watch children's programmes on television. There are six words missing in
the transcript. Listen to the extract and fill them in.

I often spent my days xxxxxxx in front of the TV watching Barney re-runs. I
think because Barney is so xxxxx and xxxxx and I xxxxxxxxx wasn't, it made it
so much xxxxx. I was completely xxxxxxx to change anything in my life or
people's perceptions of me.

7.10.2 Listening task
The speaker is Scott Dinsmore 'How to find work you love'. In this extract he is quoting Mahatma Ghandi. Read the
transcript, five of the words are wrong. Listen to the extract and correct them.

And he has this quote that I completely live by: First they ignore you second they
laugh at you third they fight you and lastly you lose.


7.10.3 Listening task
This extract is by Billie Jean King 'This tennis icon paved the way for women in sports'. A famous tennis player, she won a
famous match against a male opponent, Bobby Riggs. Read the transcript, and listen to the extract. The transcript gives a
choice of words in five places. Which words does she say?

And that's the reason I beat him actually/in fact it's because I respected him.
It's true. My mom and dad, particularly/especially my dad, said respect your
opponent and never underestimate them ever/all. And he was right/correct,
he was absolutely correct/completely right. But I knew it was about social
change.

© Richard Cauldwell, Speech in Action Birmingham 2016 18

Survival Tip 08 Consonant murder 1 - 'Kind of' can sound like 'kye.uv'

Topic: Talking about value for money Key Phrase: 'It was kind of expensive'
8.1 Tip
In the Jungle, speakers do not like to be precise, so they use ‘kind of’ in front of adjectives to avoid being precise. In doing so,
they often murder consonants such as the |d| at the end of 'kind', even before a vowel.
8.2 Listening question
Angelo is telling Bethan about the meal that he had in a restaurant the previous evening. Was the meal worth the money? Did
he enjoy it? Listen to Extract 8.1 three times (it lasts seven seconds). Then decide on your answers.
8.3 Explanation
Speakers often use expressions such as ‘kind of’ or ‘sort of’ in order to avoid being precise about amounts of money. In its
Garden forms, the ‘d’ at the end of ‘kind’ joins with the vowel of ‘of’ to sound like ‘kine duv’; its other Garden form is when the
‘d’ is dropped, ‘kine.uv’. However its Jungle form, ‘kind’ can drop both the ‘n’ and the ‘d’ and sound like ‘kye.uv’ or even ‘kye’.
8.4 Read
In pairs read the dialogue several times. Change roles each time. Start slowly, then speed up. Enjoy making a mess of 'kind of' in
speech unit 05.
Extract 8.1

01 A: it WAS kind of exPENsive

02 A: but it was deLIcious
03 B: WAS it WORTH the MONey though
04 A: YES DEfinitely
8.5 Vocal gymnastics 1 – Savouring sound shapes
Listen, repeat and savour the different ways of asking for repetition.
Extract 8.2

Greenhouse Garden Jungle

KIND OF kine.duv kye.uv
kaɪnd.ɒv kaɪn.dəv kaɪ.əv
8.6 Vocal gymnastics 2 – The Round
With one or two other students, chant the lines of the table below. Perform it as a ‘round’ as demonstrated in Extract 7.3 (your
teacher will help you).
Extract 8.3

1 2 3 4 5
IT WAS KIND OF exPENsive
it was kine.duv it was kinduv exPENsive
it was kye.uv it was kye.uv it was kye.uv it was kye.uv exPENsive

8.7 Extension
Change the context of the dialogue (e.g. talk about a car, or a holiday) and then change the adjectives as needed, then perform
your version to the class in both Garden and Jungle forms.
Note: See also Tip 09, ‘sort of’

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NB This page is for Enhanced, AudioNotetaker mode only.
8.8 Compare accents
Look at the transcript and listen to two 'computer voices' reading the dialogue. One, Hazel, speaks British English, the other
speaks American English. What differences do you notice? Circle the words and syllables that sound different.
01 A: it WAS kind of exPENsive
02 A: but it was deLIcious
03 B: WAS it WORTH the MONey though
04 A: YES DEfinitely
8.9 Record
With another student, record the dialogue in both Garden and Jungle forms, and send them to other students and ask them
what they think
8.10 Explore - Listening tasks
These listening tasks are contained in a separate AudioNotetaker file, in the folder 'Jungle Listening Supplementary'
8.10.1 Listening task
The speaker is Alix Generous, and her talk is 'How I learned to communicate my inner life with Asperger's..
Alix has Asperger's syndrome, which means that she has difficulty with social interactions. Fill in the gaps in the transcript.
Language xx xxxx xxx xx our species anyway - I am x xxx xxxx primitive - xxxx
x beta version of Google Translate.

8.10.2 Listening task

The speaker is Thomas Piketty, and his talk is 'New thoughts on capital in the twenty-first century'. He is a French
economist who is famous for a book published in 2014 on economic inequality. He has a strong French accent (wonderful).
He says 'you know' four times, and 'kind of' once. Listen to the extract, read the transcript, and mark where they occur.
The influence of private money in uh uh US politics is a matter of of concern right
now so we don't want right now to return to that extreme pre-world war one
inequality having a a decent share of national wealth for the middle class is not bad
for growth.
8.10.3 Listening task
The speaker is Chris Domas, and his talk is 'The 1s and 0s behind cyber warfare'. Chris Domas is a cyber security
researcher - he researches how to make electronic systems and devices safe. Listen to the extract, read the script, and fill
in the missing words.
Xx xxxx xxx xxxxx xx xxxx xx Cyber from this perspective, spending your life sifting
through binaries - information - xxxxxx xx xxxx xxxx xx xxxxxxxx. But here's the
catch - this is hard.
8.10.4 Listening task
The speaker is Stella Young, and her talk is 'I’m not your inspiration, thank you very much'. Stella Young (1982-2014) was
a comedian and journalist, and campaigner for disability rights. One clause is missing from her transcript - fill it in.
Um and in fact you know I'm sitting on this stage looking like I do in this
wheelchair xxx xxx xxx xxxxxxxx xxxx xx xxxxxxxxx xx xx xxxxxxx xxx. Right?
Yeah. Well ladies and gentlemen I'm afraid I'm going to disappoint you
dramatically. I am not here to inspire you, I am here to tell you that we have
been lied to about disability.
8.10.5 Listening task
Mary Lou Jepsen: Could future devices read images from our brains? Mary Lou has to take medication for a brain
condition. This changes the way she thinks about herself. She says 'kind of' three times. Look at the script, listen to her
speak, and add 'kind of' where you hear them.
And I thought I was the smartest person in the entire world. And - of course over
the years I have met guys like that or maybe toned down versions of that. I was
extreme.

© Richard Cauldwell, Speech in Action Birmingham 2016 20
Survival Tip 09 Consonant murder 2 - 'Because' can sound like 'bz'

Topic: Preparing to travel Key Phrase: 'Because everything’s been moved around'

9.1 Tip
'Because' is an extremely common word, it has a number of different sound shapes*. Perhaps the most familiar reduced form is
‘cos’ but there is at least one more ...
9.2 Listening Question
Andrew and Belinda (husband and wife, long married) are preparing to leave on holiday. Andrew can’t find passport. Why?
Listen to Extract three times. It lasts eight seconds. Then decide on your answer.
9.3 Explanation
The word ‘because’ is very common, therefore it gets squeezed in many different ways. Cruttenden/Gimson (2014) includes
‘because’ in the list of weak forms and they list three weak forms, | bɪkəz, bəkəz, kəz | as well as the accented form | bɪkɒz |. In
the Jungle, however, we may well hear another form: | bz |.
9.4 Read
In pairs read the dialogue several times. Change roles each time. Start slowly, then speed up. Enjoy making a mess of 'because'
in speech unit 02.
Extract 9.1

01 A: i CAN’T find my PASSport

02 A: because EVerything’s been moved aROUND
03 A: you’ve TIdied everything aWAY
04 B: NO i HAVEn’t
05 B: WHY don’t you just LOOK CAREfully?
06 B: and DON’T be so imPAtient
9.5 Vocal gymnastics 1 – Savouring sound shapes
Listen, repeat and savour the different ways of saying ‘because’.
Extract 9.2

Greenhouse Garden Jungle

because ’cos bz
bɪkɒz kəz bz
9.6 Vocal gymnastics 2 – The Round
With another student, or preferably two others, chant each line of the table below. As you walk home, play yourself this round,
and practice saying it, four beats to the bar to the rhythm of your walk.
Extract 9.3

1 2 3 4
because everything’s been moved
cos everything’s bimmoved cos everything’s bimmoved
bzeverythingzbimoved bzeverythingzbimoved bzeverythingzbimoved bzeverythingzbimoved
9.7 Extension
Change the wording of the dialogue so that Andrew is angry about something else, not because things have been tidied away,
but 'messed up'.
Note
Cruttenden/Gimson (2014: 273) lists three weak forms for 'because': |bɪkəz| bəkəz | kəz |. Wells's LPD (3rd Edition, 2008) lists
other Greenhouse/Garden versions including |bikɒz|bikɔːz|bikaːz|, and |bikɒs|bikɔːs|bikaːs|

© Richard Cauldwell, Speech in Action Birmingham 2016 21

NB This page is for Enhanced, AudioNotetaker mode only.
9.8 Compare accents
Look at the transcript and listen to two 'computer voices' reading the dialogue. One, Hazel, speaks British English, the other
speaks American English. What differences do you notice? Circle the words and syllables that sound different.
01 A: i CAN’T find my PASSport
02 A: because EVerything’s been moved aROUND
03 A: you’ve TIdied everything aWAY
04 B: NO i HAVEn’t
05 B: WHY don’t you just LOOK CAREfully?
06 B: and DON’T be so imPAtient
9.9 Record
With another student, record the dialogue in both Garden and Jungle forms, and send them to other students and ask them
what they think
9.10 Explore - Listening tasks
These listening tasks are contained in a separate AudioNotetaker file, in the folder 'Jungle Listening Supplementary'
9.10.1 Listening task
The speaker is Leyla Acaroglu, and this is an extract from her talk 'Paper beats plastic? How to rethink environmental
folklore'. She is an Australian, based in New York. What are the first six words of this extract? And what are the six words
which come after 'because everything'.

Xxx xxxxxxxx xxxxxx xxxx xx xx 'Oh Leyla I just want the eco-materials'. And I
say well that's very complex and we'll have to spend four hours talking about
what exactly an eco-material means because everything xx xxxx xxxxx xxxxx
xxxx xxxxxx.

9.10.2 Listening task
The speaker is Gian Giudice, and this extract is from his talk 'Why our universe might exist on a knife-edge'. He is an
Italian physicist, working at CERN. What is the complete sentence which begins with the words 'Because everything'.

And in a thousand billion years, if dark energy keeps on fueling space expansion
at the present rate you will not be able to see as far as your toes. Because
everything xxxxxx xxx xxxxxxx xx x xxxx xxxxxx xxxx xxx xxxxx xx xxxxx.

9.10.3 Listening task
The speaker is Jeff Hancock, and this talk is from his talk 'The future of lying'.
Jeff is a Professor in the Department of Communication at Stanford University. Professor Hancock is an expert on lying and
social media. His accent has some Canadian features - 'about'. What are the first eight words of this extract? (There is one
contracted form, which counts as two words). What are the five words in front of 'because everythin'? And what are the
four words which follow 'because everything'?

Xxxx xxxxx xx xx xxxx xx xxxxx so much more about human thought and
expression about xxxxxxxxxx xxxx xxxx xx xxxxxxxxx because everything xx
xxxxx xxxxxxxx xxx. But what does it mean for the average citizen, what does it
mean for us in our lives.

© Richard Cauldwell, Speech in Action Birmingham 2016 22

Survival Tip 10 Word clusters 1 - 'Where there were' can sound like 'Weather wuh'

Topic: Describing a holiday Key phrase: 'Where there were'

10.1 Tip
Speakers blur very common word clusters together into a continuous flow of sound, which can be difficult for learners to
understand, even though the words may be very familiar.
10.2 Listening
Allan is telling Bella about his holiday. Was it at the seaside? Listen to Extract 10.1 three times. It lasts nine seconds. Then decide
on your answer.
10.3 Explanation
Some groups of words (known as word clusters) consists of frequent words run together into a smooth stream. They often
consist of weak forms, which, when run together make a single soundshape where it is impossible to hear the individual words.
The words ‘where there were’ are an example a word cluster which does this – the words are run together into a very fast
stream.
10.4 Read
In pairs read the dialogue several times. Change roles each time. Start slowly, then speed up. Enjoy making a mess of 'where
there were' in speech units 01, 02, and 04.
Extract 10.1

01 A: we WENT where there were MOUNtains [OH!]

02 A: where there were LAKES [MM]
03 A: AND [YEAH]
04 A: where there were VEry good REStaurants [YUMmy YUMmy]
05 A: we had a fanTAStic time [OH!]
10.5 Vocal gymnastics 1 – Savouring sound shapes
Listen, repeat and savour the different ways of saying ‘where there were'.
Extract 10.2

Greenhouse Garden Jungle

WHERE THERE WERE MOUNtains wheretherewere MOUNtains wehthuhwuh MOUNtains
weə.ðeə.wɜː.maʊn.tɪnz we.ðe.wɜː.maʊn.tɪnz we.ðə.wə.maʊn.tɪnz
10.6 Vocal gymnastics 2 – The Round
With another student, or preferably two others, chant each line of the table below. As you walk home, play yourself this round,
and practice saying it, four beats to the bar to the rhythm of your walk.
Extract 10.3

1 2 3
WHERE THERE WERE MOUNtains
where there were MOUNtains where there were MOUNtains
wehthuhwuh MOUNtains wehthuhwuh MOUNtains wehthuhwuh MOUNtains wehthuhwuh MOUNtains
10.7 Extension
With another student, write another dialogue, with vocabulary describing your own favourite holiday destination. Prepare to
perform it in both Garden and Jungle modes.

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NB This page is for Enhanced, AudioNotetaker mode only.
10.8 Compare accents
Look at the transcript and listen to two 'computer voices' reading the dialogue. One, Hazel, speaks British English, the other
speaks American English. What differences do you notice? Circle the words and syllables that sound different.
01 A: we WENT where there were MOUNtains [OH!]
02 A: where there were LAKES [MM]
03 A: AND [YEAH]
04 A: where there were VEry good REStaurants [YUMmy YUMmy]
05 A: we had a fanTAStic time [OH!]
10.9 Record
With another student, record the dialogue in both Garden and Jungle forms, and send them to other students and ask them
what they think
10.10 Explore - Listening tasks
These listening tasks are contained in a separate AudioNotetaker file, in the folder 'Jungle Listening Supplementary'
10.10.1 Listening task
The speaker is Shukla Bose, and this extract is from her talk 'Teaching one child at a time'. Shukla Bose is the founder and
CEO of the Parikrma Humanity Foundation, a nonprofit organization that runs English-medium schools for under-
privileged children in Bangalore, India. Some of the words in the transcript are wrong. Listen to the recording, and correct
the transcript.

So we started uh Parikrma the first Parikrma school started in an area with more
than 70,000 chil- uh children living on uh um the poverty line. Uh we start ... our
first school was on a basement.

10.10.2 Listening task
The speaker is Gavin Schmidt. And this extract is from his talk 'The emergent patterns of climate change'. Gavin Schmidt is
a climatologist and Director of the NASA Goddard Institute for Space Studies in New York. He is also the co-founder of the
award winning climate science blog RealClimate. The transcript gives a choice of words at different points. Listen to the
recording and select the words that you hear.

Deforestation alters/changes the climate by changing/challenging the surface
properties of how water is evaporated and moved around in the planet/system.
Contrails change the climate by creating clouds whether or none/ where there
were none before. And naturally/of course Greenhouse gases strain/change
the system.

10.10.3 Listening task
The speaker is Seth Shostak, and this extract is from his talk 'ET is (probably) out there -- get ready'. Seth Shostak is an American
astronomer, currently Senior Astronomer and Director, Center for SETI research. The transcript has some gaps. Listen to the
recording, and fill in the gaps.

This reminds me I uh uh x xxx'x xxxx a couple of years ago I gave a talk at a
school in Palo Alto xxxxx xxxxx xxxx about a dozen eleven year olds xxx'x xxxx xx
xxxx xxxx I'd been brought in to talk to these kids xx xx xxxx. Eleven year olds
xxxx xxxx xxx xxxxxxx xx x xxxxxx semi-circle looking up at me with big eyes.
And I started there was a whiteboard behind me and I started off by writing a
one with twenty-two zeroes after it and I said 'xxx xxxxx xxx, xxxx. This is the
number of stars in the visible universe, and this number is so big, xxxxx xxx'x
xxxx a name for it.

© Richard Cauldwell, Speech in Action Birmingham 2016 24