Connected Speech: Linksbetweenwords 3.1 Matching Adjectivesand Nouns:consonantto Vowel Links

Connected speech
Linksbetweenwords (3.1-3.4)
3.1 Matching adjectivesand nouns:consonantto vowel

links
Procedure
I Ask students (giving clues if necessary) to suggest singular countable
nouns that begin with a vowel sound and end with a consonant sound
(e.g. animal, egg). Notice that the words mayor may not begin and end
with vowel and consonant letters (e.g. unit begins with the vowel letter u
but the consonant sound Ij/; apple ends with the vowel letter e but the
consonant sound II/). Write the words that students give you on the right
half of the board. #
2 Now ask for similar adjectives (e.g. American, unsafe). Write these on the
left side of the board. Write the word an to the left of these.
3 Students chorally and individually repeat all the words after you. Correct
pronunciation where necessary.
4 Give students a few minutes to study the lists and write down as many
meaningful (though possibly amusing!) an + adjective + noun
combinations as they can. Then invite them to suggest their examples.
Make sure that the word final consonants flow smoothly into the
following word initial vowels. If necessary, illustrate this by marking the
link on the board. For example:
an'-Jintelligent'-Jelephant an'-Joverweight '-Juncle
After a student suggests an example and pronounces it with smooth
consonant-vowel link, ask others to repeat. Monitor the links and
correct where necessary.
79
Pronunciation Practice Activities Connected speech
Variation sound change in that cat. (Note that before the sound Isl the It! might also
Instead of eliciting adjectives and nouns from students, copy Box 31 onto a be 'unreleased' or replaced with a 'glottal stop'. This is the closure in the
handout or an OHT and do steps 3 and 4. throat we make as we begin a cough, just before we make a coughing
sound. You could encourage either a It! sound or a glottal stop before Is/.)
Box 31 2 Organise students into pairs and give out or show the material in Box 32.
Student handout
Students say the words and phrases in each row to each other and decide
address aeroplane airport which of the underlined final consonants in columns B or C is said in the
awful endless enjoyable animal apple apricot same or nearly the same way as in column A. They should put a./ next to
excellent impossible incorrect arm example egg this. Demonstrate with the first row: in column C, t will be pronounced as
an informal innocent intelligent elephant evening exam in hot, but in column B it will be pronounced something like Ip/.
Irish old open overweight example ice cream illness 3 Give the students an opportunity to check their answers. Say (or play
underground unfinished office omelette onion
from the recording) the items in each row: 'hot - a hot pizza - a hot oven',
orange uncle
etc. Make sure that you say the items in columns Band C fairly quickly so
@ CAM""DG' Umvmm PRe" '0°4 that the consonant-final changes take place.
4 Students report back their answers by saying the two similar
pronunciations first and then the different one. For example:
3.2 Changingsounds:consonant to consonant links hot (= holt!) - a hot oven (= holt!) - a hot pizza (= ho/p/)
The phrase in which there is a change in the final consonant (and the type
iIltheproIlunciation of the final
of change) is given in the Answer key below Box 32.
1;1avowel + It!, Id! or In! when they are
5 Check the answers and then ask the class and individuals to repeat after
with another consonant (e.g. hoB
ihesounds It! and IdJ are sometimes left you or the recording.
eaf a consonant cluster formed when a Extensions
1.1J}dsisJ6I1owedby a word beginning I Ask students to suggest when It!, IdJ and In! change and when they do not,
ary, We tofIPeter). This feature
and how they change.
a consonant at the
anOHT.
Procedure
I Explain that some consonant sounds at the end of a word change when
they are followed by a consonant at the beginning of the next word. 2 Keep a note of items that are commonly said as one 'unit' (i.e. without a
Illustrate by writing on the board: pause between), such as compound nouns, in which the first element ends
that that sort that cat in It!, IdJor In!. Ask students to repeat these items making the sound
and saying each item. Demonstrate that in the first two items the final tin changes practised above where necessary. Examples of compound nouns
that is pronounced Itl, but that before cat the t is pronounced something are: (with sound changes) credit card, output, feedback, broadcast,
like Ig/. Students repeat each wordlphrase after you and try to make the godmother, handball, pedestrian crossing, downpour, input; (without
80 81
sound changes) part-exchange, handout, godfather, tin opener, Procedure

downstream. Can students think of more? Encourage them to look 1 Explain that when a word that ends in a vowel sound is followed by a
out for examples in their own reading or listening, and also their own word beginning with a vowel sound, a very short Iwl or Ij/ (y)
speech. linking sound is sometimes put between them. Illustrate by writing on the
board:
two" eggs three" eggs
Box 32 Student handout W
/
Y
/
A B C Students repeat the phrases after you a few times.

1 hot a hot pizza a hot oven 2 Give out the handout or display the OHT. Students work in pairs
2 good a good excuse a good price to decide whether the links marked in the sentences in column Bare
3 seven seven languages seven people w or y. They should say the phrases aloud quietly to each other as they do
4 short a short boy a short way this.
5 red a red bike a red apple 3 Students repeat the phrases in column B after you or the recording and
6 brown a brown suit a brown beard check their answers.
7 white white wine white coffee
4 Students match the questions in column A and answers in column B.
8 bad a bad cold a bad illness
Check by asking the questions and students give the answers. Then
9 ten ten cars ten letters
students work in pairs, saying the complete dialogue. Monitor the
10 light light rain light green
II wide a wide river a wide gap students as they do this and check that they are using wand y links.
12 green a green sofa green grass Correct where necessary.
"C",""DG' UN'vmm p"" w04 5 Take a dialogue from the textbook you are currently using. Ask students
to mark where they think wand y links should be. Students then read the
dialogue aloud, making sure that the links are included.
Extensions
1 Ask students to identify the two wand y links in the questions in
column A. (Answer: 4 Who is he? w; 12Whun umbrella? y.)
2 For more advanced students you could ask them to work out when, in
general, w links and y links are used. (Answer: The choice of w or y
depends on the vowel that ends the first word. If the vowel is produced
3.3 Predict the linking sounds: vowels linked with
with the highest part of the tongue close to the front of the mouth e.g.
jjj(y) andjwj
li:1 [as in see],leII [da)!],laII [mx], hII [bQX],then the linking sound will be
with a vowel sound Ij/ [y]. If the vowel is produced with the highest part of the tongue close to
a 'Vowelsound
the back of the mouth e.g. lu:1 [you], laul [now], l'dul[gQ]then the linking
sound will be/wl [w].)
rial in Box 33 onto a handout or an OHT.
82 83
3.4 Matching opposites and words that go together:

Box 33 Student handout
vowels linked with /r /
A B
,nglish,.suchassouthern British or 'BBC English',
I Where are you going? a By'-Jair. jWeI.+the letter r or vowel + the letters re end
2 When? b I grew'-Jup there. (e.g. caris pronounced /ka:/, care is pronounced
are sometimescalled non-rhotic. In other
3 Why? c Yes, a new'-Jumbrella.
American, Scots and the west of England, these
4 Who is he? d He asked me for one.
'-J l.lpd{e.g. /ka:r/ and /ke<\r/). These accents are
5 Have you got cousins there, too? e Tomorrow afternoon. 1hisexercise is intended to be used only if
'-J
6 How will you get there?
f I'll stau week.
7 How long will it take?
g TheGalllive in France.
8 Have you been there before? h It's too'-Jexpensive.
9 How long will you be there? i To see Adam.
'-J
IO Why don't you stay longer? j A few'-Jhours. opy the material in Box 34 onto a handout
e students, copy the material in Box 35
II Will you take Adam a present? k MGuncle.
I2 Why an umbrella? I To'-JAustria.
"CAMORWGEUN<vmm PRm '°04
Procedure
I Write the followingon the board:
four - four elephants another - another ice cream
poor - poor example more - more apples were - were open
somewhere - somewhere else
Say each pair in turn or play the recording. Explain that when said alone,
the -r or -re words end in a vowelsound, but when they are followedby
another word beginningwith a vowelsound an r is inserted. For
example:
four - four'-Jelephants (lb:/ - /b:rehf<\ntsl)
r
Alternatively, say the pairs (perhaps exaggerating the r link a little) and
ask them what they observe about the pronunciation of four, another,
etc., in context. Students should then say the pairs after you. Check that
they are adding the r links.
(For elementary students)
2 Give out the handout (Box 34) or display the material on the OHT.
3 Students work in pairs to match opposites in A and B.
84 85
Pronunciation Practice Activities
Connected speech
4 Ask students for their answers. They should say, for example:
before and after
' /
r
giving the words from A first. Then get the class or individuals to repeat
after you. Monitor the use of linking r and correct where necessary.
(For intermediate + students)
2 Give out the handout (Box 35) or display the material on the OHT.
3 Students work in pairs to match words in A and B that commonly go
together. (You could use the term collocate if the students know it.) Give A B
or ask for a couple of examples: amateur orchestra, bitter enemy. Make amateur bitter car clever alarm animal arm
clear that the words need a linking r: end-of-year fair fire inner armchair article ear
amateur ' /orchestra bitter ' /enemy leather newspaper rare rear earthquake enemy engine
r r regular severe sour upper estimate exams exercise
4 Ask students for suggestions and then get the class or individuals to exit idea orange orchestra
repeat after you. Monitor the use of linking r and correct where @ CAM""DG' UN<vmm Pm; w04
necessary.
Extension
If you have a non-rhotic accent (see above), play the recording of the same
pairs listed in step I (four - four elephants, another - another ice cream, ete.)
said with a North American accent. Ask students if they notice a difference
between British and North American English. They should observe that in
North American English -r and -re words said alone are pronounced with
an r sound at the end. For example, in North American English, four said
alone is /b:r/ and in British English it is /b:/.
Contracted forms (3.5-3.7)
Box 34 Student handout 3.5 Dialogues
A B
before better bigger after exit far father
brother enter future here minor over past peace
major mother near teacher sister smaller student and Box 37 onto separate handouts or
under war there worse
@CAM>RWG,Umvmm Pm; w04
Procedure
I Give out or display the material in Box 36. Say the sentences in A or play
the recording, and students repeat each one, first chorally and then
individually. Do the same with the sentences in Band C.
86
87
2 If necessary, explain how contractions are formed by writing on the

board, for example: @) Box 37 Student handout
It is blue. -+ Itis blue. -+ It's blue. D E F
3 Ask students to look at A again. Then ask the questions in random order What colour's your bag? Where's Sam? Do you like coffee?
from D in Box 37. Students answer with sentences from A. Do the same Where's the chalk? What've you done Does Tom like tea?
for the questions in E and answers in B, and then the questions in F and You're French, to your finger? Were you in town
answers in C. Monitor contracted forms and correct where necessary. aren't you? Where's your ruler? yesterday?
4 Give out or display the material in Box 37. Chorally and individually, Where're your books? Where's my pen? Can Pat swim?
students repeat the questions in D, E and F after you or the recording. What's wrong? Where're your books? Don't forget your
(Note there are no contracted forms in the questions in E) Then students book tomorrow.
work in pairs to ask and answer questions. Monitor contracted forms A B C
and correct where necessary. It's blue. He's gone home. No, I don't.
5 Ask pairs of students to write a short two-part question-answer dialogue, There's some here. I've cut it. No, he doesn't.
similar to those practised so far. The two parts should be labelled A and B That's right. It's disappeared. No, I wasn't.
and written on separate pieces of paper. There must be at least one They're in my bag. You've left it on your desk. No, she can't.
contracted form in each part. Collect the papers, mix them up, and I'm tired. I've forgotten them. No, I won't.
distribute them randomly around the class. Ask for a volunteer with an A @ CAMmDGE UN,n,SlTY Pms 2004
part to read out their sentence. Any students who think they have the
corresponding B part should read out their sentence. Students should
continue reading out the sentences until the class (and you) are happy 3.6 Talkingaboutfamiliesl
that all the pairs have been found. This may need some discussion if
mistakes are made. Make sure students use contracted forms when they
read out their sentences, and correct where necessary. Alternatively, do
this as an activity where students move around the class looking for their
'partner' . ___="M
Procedure
~ Box 36 Student handout I Give out or display the handout. Focus on Picture I. Say the sentences
\f)
A B C below aloud or play them on the recording. Students repeat chorally and
It's blue. individually. Make sure they produce contracted forms.
He's gone home. No, I don't.
There's some here. I've cut it. No, he doesn't. @ Judy's 34- Adrian's 35.They've been married for five years. They've
That's right. It's disappeared. No, I wasn't. got two children. Pat's three and David's two.
They're in my bag. You've left it on your desk. No, she can't. 2 Ask students to make similar sentences about the family in Picture 2.
I'm tired. I've forgotten them. No, I won't. Monitor the contracted forms and correct where necessary.
«> CAM>RmGE UN'V,",'TY P,m 2004 3 Make wrong sentences about the family in Picture I. Elicit corrections
from the students as in the following examples:
A: Judy's 35.
B: No, she's not (or she isn't). She's 34.
1 Based on Hewings, M. (I993, p. 74).
88 89
A: They've been married for seven years. 3.7 Comparingspeech and writing
B: No, they haven't. They've been married for five years.
A: They've got three children. FOClJs,
Marking possible contracted forms in written dialogues; saying
contracted forms
B: No, they haven't. They've got two children. Intermediate+
Repeat for Picture 2. Then students work in pairs, making wrong 60 minutes
sentences and correcting. Monitor contracted forms and correct where Copy the mate;rialin Box 39 onto a handout. Copy the material in Box
necessary. 4° onto a separate handout or an OHT.
4 Ask students to tell you about themselves and their own families using
,---
similar sentences with contracted forms. For example: Procedure
I'm 18. I'm (not) married. I've got two children/brothers/sisters.
They're 16 and 21. My brother's called Marcus. He's married to Jenny. I Give out the handout (Box 39). Students work in pairs to decide where
They've been married for three years. They haven't got any children. contracted forms would be used in the dialogues if they were said at
Monitor contractions and correct where necessary. normal conversational speed. You may find it useful to introduce the idea
of written contractions (=reductions such as he's, I'll, we've, etc. that are
represented in writing) and blending (= reductions found in speech that
Box 38 Student handout may be, but are not often, represented in writing, such as this'd [this
would], why're [why are], couldn't've [could not have; although couldn't
Picture1 have is found in writing], etc. In this activity students are asked to mark
Ju.Jy AJr,'h all contracted forms, both written contractions and blending.
2 Check answers. You might ask students when auxiliary verbs (e.g. have,
Pt Dw,'J will, would) are not normally contracted (in yes/no questions, e.g. Have
you seen the time?, and when they occur at the end of a sentence, e.g. Yes,
I am sure it will).
3f 35 3 J.. 3 Give out the second handout with the contracted versions on (Box 40).
Mo,rr,'eJ 5 ye~r" Go through each dialogue a sentence at a time, asking students to repeat
after you or the recording, chorally and individually. Check that the
Picture 2 contracted forms are produced.
4 Students work in pairs, reading the dialogues. Monitor the contracted
forms and correct where necessary.
~~*~i
f3 f3
Mo,rr,'eJ J..D ye~r"

16 if 10
5 Students work in pairs to write short, four-line dialogues like the ones
practised so far. They should try to include at least one contracted form in
each line and represent the contraction in the dialogue. (You could
discuss later whether these are likely to be represented in written
English.) The dialogues should be given to different pairs of students,
who practise and then perform them to the class.
e CAM"WG' Vmv",,"y Pms '004
9°
91
Box 39 Student handout Box 40 Student handout

I I
A: Where have you put the coffee? A: Where've you put the coffee?
B: It is in the cupboard. B: It's in the cupboard.
A: There is none left. A: There's none left.
B: Sorry. I would have bought some more if I had known. B: Sorry. I'd've bought some more if I'd known.
2 2
A: What are you doing in the summer? A: What're you doing in the summer?
B: Tom and Mary have asked me to stay. B: Tom and Mary've asked me to stay.
A: That will be nice. A: That'll be nice.
B: Yes, I am sure it will. B: Yes, I'm sure it will.
3 3
A: Okay, let us go. A: Okay, let's go.
B: I am not ready. B: I'm not ready.
A: Have you seen the time? We are going to be late. A: Have you seen the time? We're going to be late.
B: Do not panic. The party will not have started yet. B: Don't panic. The party won't've started yet.
4 4
A: Ann is coming over later. A: Ann's coming over later.
B: How will she get here? B: How'll she get here?
A: I do not know. She might have asked Ken for a lift. A: I don't know. She might've asked Ken for a lift.
B: I have not met Ken. It would be good to see him. B: I haven't met Ken. It'd be good to see him.
S S
A: What is wrong? A: What's wrong?
B: I have lost my bike. B: I've lost my bike.
A: John might have borrowed it. A: John might've borrowed it.
B: No, he would have asked me first. B: No, he'd've asked me first.
A: I suppose he would. A: I suppose he would.
6 6
A: I have made these biscuits. Would you like one? A: I've made these biscuits. Would you like one?
B: That is kind. Urgh, they are so sweet. B: That's kind. Urgh, they're so sweet.
A: I must have put too much sugar in. A: I must've put too much sugar in.
B: Richard would like them. He will eat anything. B: Richard'd like them. He'll eat anything.
@CAMR>WG' UN<VCR>m PRe" w04 '" CAMRCWG'Umvmm PRe" w04
92 93
Weakand strong forms of grammar words (3.8-3.10)

3.8 Comparingweak and strong forms I threw the ball me. I threw the ball.............
2 You come over ......... 2 come.............
of common grammar words
dinner soon.
3 Bill Mark left. 3 Mark .............
onto a handout or an OHT. Use either the 4 got more......... 4 got more.............
Tom?
2 below).
5I home ......... 5 home .............
five o'clock.
6 talk about it 6 talk about it .............
Procedure lunch.
I If students aren't already familiarwith the idea of weak and strong forms 7 Ask come......... 7 come.............
of common grammar words, introduce the idea. Write the following the party.
dialogue on the board: 8 tell now? 8 tell .............
A: I've just had a letter. 9 gOIng......... 9 gOIng.............
B: Who's it from? (i) park.
A: It's from Jim. (ii) 10 When get the 10 get the res ults .............
Say the dialogue. Ask students to listen to (i) and (ii) and note the results tests?
II ......... II more In .............
pronunciation of from in each. In (i) it is pronounced with its strong form
in box.
/fmmJ, and in (ii) it is pronounced with its weak form /frgmJ. Explain that
12 When taking 12 taking.............
many short 'grammar' words have both a weak and a strong form: have see ?
(/hav/ vs /hgv/), can (/keenJvs /bnJ), but (/bAtJvs /bgtJ), ete.
@ C""'WGE Umvmnv PRE" w04
2 Give out the material in Box 41. (The left column is easier, with only the
weak forms omitted. The right column is more challenging with sentence
beginnings and endings omitted. Choose one of these for your students.) Box 42 Teacher reference
3 Play the sentences in Box 42 from the recording (making sure that the
weak forms of the underlined words are used in the gaps in Box 41). Ask (Sentences with weak forms marked)
students to fill in the gaps in the sentences by writing what they hear. I He threw the ball at me. /hi! ... /gt/ ...
4 Check the answers (see Box 42). Ask students to give complete sentence 2 You must come over for dinner soon. ... /mgs/ ... /fg/ ...
answers with weak forms. Don't ask them to say the individual words 3 Bill and Mark have left. ... /gnJ ... /gv/ ...
they have written as these will then be produced with their strong forms. 4 Have you got more than Tom? /hgv juJ ... /OgnJ ...
If there are problems, demonstrate the weak forms in the whole sentence 5 I was at home from five o'clock. ... /WgZ gtJ ... /frgmJ ...
said aloud. 6 We could talk about it at lunch. /wibcIJ .../gtJ...
5 Say the sentences or play them on the recording. Students repeat chorally 7 Ask them to come to the party. ... /ogm tg/ ... /tg/ ...
and individually. Monitor the weak forms and correct where necessary. 8 Can you tell us now? /kgn juJ ... /gs/ ...
Note that many of the weak forms marked could be said in their strong 9 We were going to the park. /wi Wg/ ... /tg Og/ ...
form depending on context, particularly if the word is being contrasted 10 When do you get the results of your tests? ... /dg jg/ ... /gVjg/ ...
with another, or given stress for emphasis. For example: A: Did he throw II There should be some more in the box. log Sgd bi SgmJ ... /Og/ ...
the ball to you? B: No, he threw the ball at (leet/)me. (contrast); You must 12 When are you taking him to see her? ... /g juJ ...hm tg/ ... /g/
(lmAst/)come over for dinner soon. (emphasis)
94 95
3.9 Predicting weak and strong forms

used after students are familiar with the idea that
I a A: That cake smells good. B: Do you want some?
k and strong forms.
forms of common grammar b A: I'm hungry. B: There's some soup in the fridge.
2 a A: My music teacher is George Bush. B: Not the George Bush,
surely.
b A: Which is your house? B: It's the one on the right.
QX43 onto a handout or an OHT. 3 a A: Did you enjoy the film? B: I thought it was great.
b A: I didn't see you at the meeting. Why weren't you there?
B: I was there.
Procedure 4 a A: Did you get any questions wrong? B:Just one. I spelt 'could'
I Give out the handout or display the OHT (Box 43). Students work in C-U-L-D.
pairs to decide whether the underlined words are likely to be pronounced b A: I'm going to the conference, too. B: Maybe we could go
with their strong or weak form in each pair of dialogues (one will be together.
5 a A: What are you reading? B: It's a letter from Alice.
pronounced with the strong form and the other the weak form).
b A: Is this a present for Bob? B: No, it's from Bob.
2 Play the recording of the dialogues for students to check their predictions. 6 a A: I'm going to Hungary next week. B: Are you going on your
As an alternative to using the recording, you could ask students to read own?
the A parts and you read the B parts. b A: Why did you put 'Mistake' here? B: You've written 'your'
3 Say the B parts aloud. Students repeat chorally and individually. Then ask instead of 'you'.
students to perform the dialogues. Monitor the weak and strong forms of 7 a A: I like those flowers. B: They're for Jane.
the underlined words and correct when necessary. b A: Have you got any matches? B:What do you need them for?
4 Tell students that words like the ones underlined are normally said with 8 a A: What time do you have to be at work tomorrow? B: Well, I
their weak forms, but there are four situations in which they are given should be there by 7.3°, but I don't like getting up early.
their strong forms. Ask them to work out when, using the information in b A: My new printer doesn't work properly. B: You should take it
the dialogues. r back.
<>CAM",WGC Umvmm PRm wo,
Extension
Write on the board some other words that have weak and strong forms, such
as them, at, to, can, have. Students choose a word and work in pairs to write
two short dialogues like those in Box 43, one in which the word is likely to be
pronounced with its strong form and the other with its weak form.
Distribute these to other pairs of students, who practise and perform them.
96 97
3.10 Listeningto weak forms

number of weak forms in sentences
onto a handout.
Procedure
1 Give students the handout (Box 44).
2 Say the full sentences (see Answer key) aloud or play the recording.
Students write the number of unstressed words (not the words
themselves) in the gaps. Leavingoutsounds(3.11-3.12)
3 Check the answers and then students repeat the sentences after you or the
recording. 3.11 Leavingoutconsonants:
It I andI dl inclusters

1 I wanted stay.
2 She went room.
3 When will you give back? oranOHT.
4 I knew did it.
5 It dropped floor.
6 What time here? Procedure
7 I dropped floor. 1 Explain that words with consonant clusters are sometimes simplified
8 I asked money. because they are difficult to say. Write the word mostly on the board
9 When will you give back? and show that the t is not usually pronounced when it is said at normal
IO She wanted stay.
n We went room. speed. Cross out the t, say the word a few times and ask students to
12 What time get here? repeat. Point out that It! and Id/ are the sounds most commonly missed
out in clusters.
13 I asked money.
14 I knew did it. 2 Give out the handout or display the OHT. Ask students to look at Part A.
@ CAMeR,"GE Umvmm Pm, w04 Say each word or play the recording. Students repeat chorally and
individually. Monitor that the It! or Id/ is left out.
3 Students look at Part B. Explain that It! and Id/ are also sometimes left out
when consonant clusters occur across word boundaries. Write last month
on the board and illustrate the omission of t (in last) as you did in step I.
Ask students to work in pairs to decide in which of the phrases the word-
final It! or Id/ are likely to be left out (they can indicate this by crossing out
the tor d letters) and in which they are likely to be included. They should
say the phrases quietly to each other as they do this.
99
98
4 Say the phrases (making sure that the It! or Id/ sounds are left out where
this is likely) or play the recording. Students check their answers.
5 Students repeat the phrases chorally and individually. Monitor the ItI and
Id/ sounds and correct where necessary.
Extension
You could ask students to suggest rules for when It! and Id/ are not left out
when they are the final consonant in a cluster at the end of a word. This
exercise gives a partial picture. The full rules are that It! and Id/ are not left
out: before a word beginning with a vowel, or the letters I, w, h, y or r; in the
clusters -It, -nt, -rt, -rd and -red (pronounced Ird/).
3.12 Leavingout vowels inwords

PartA
postman correctly wastepaper facts restless lastly exactly
friendly kindness handshake hands landscape blindness
grandmother
Part B Procedure
I It was next morning. 13 Did I hurt you?
I Explain that in some words, vowel sounds that are pronounced when the
2 Hold tight. 14 We reached Berlin.
word is said slowly and carefully are left out when the words are said at
3 She's world champion. 15 She arrived there.
16 We crossed over. normal speed in conversation. Illustrate by writing the word average on
4 It was just him.
5 It's in first gear. 17 I phoned Keith.
the board. First say it slowly and carefully with its full form lrev<md31and
6 Take a left turn. 18 It moved towards us. then its usual, reduced form lrevnd3/. Cross out the sound that is omitted:
7 I heard singing. 19 They're second hand. av~rage.
8 She changed clothes. 20 He finished first. 2 Give out the handout (Box 46). Focus on Part A. Students work in pairs
9 I'll send Lucy. 2I I slept badly. to predict and cross out the vowel sound which is left out of each word in
10 It was hard work. 22 I found Ruth. its usual pronunciation.
II They kept quiet. 23 I understand this. 3 Check the answers. Then say each word in its reduced form or play the
12 It looked good. 24 I felt bad. recording. Students repeat chorally and individually. Monitor and
" CAMeRmG'
Umvmm Pm; w04 correct when necessary.
4 Focus on Part B. Students should use the words in Part A to complete the
phrases in Part B.
5 When students report their answers they should say the complete phrase
and use the reduced form of the words. Monitor and correct where
necessary.
100 101
Syllables, word stress and stress in

Box 46 Student handout phrases
Part A
camera definite every factory family favourite history
marvellous police recovery reference secretary separate
similar strawberry traveller Syllables (4.1-4.3)
Part B
I A friend. 9 A officer. 4.1 Howmany syllables?
2 Modern . 10 A digital .
in words
3 A plant. II Absolutely...................
4 A car . 12 A frequent .
5 time. 13 A book.
There should be the same
6 A great . 14 A answer.
15 Entirely................... and five syllables. Write
7 Remarkably...................
16 An amazing . or an OHT. Alternatively, use
8 A personal .
@CAMBRmeEUmvmm Pm, w04
Procedure
I Focus students on the list of words. Students group the words according
to the number of syllables. Tell them they should find the same number of
words in each group, or tell them how many words with the same
number of syllables they should find (four for each group in Box 47).
2 Elicit from students the five lists of words with the same number of
syllables. Correct pronunciation where necessary.

pedestrian university umbrella cow winter potato
supermarket magazine accommodation dress country
information difficult congratulations boat ago upstairs
cook January communication
@ CAMBRweE Um"Rmv Pms w04
102 1°3
Syllables, word stress and stress in phrases
Extension Variation
Students work in pairs to produce a new version of Box 47, using words
For intermediate students, follow the same procedure, but use short phrases
from their course book or their own ideas. They could write this on the board
or sentences. You may need to repeat each one, two or three times. Example
or an OHT, and then repeat the procedure above. They should also produce material is given in Box 49. Don't give students a written list of the
an answer key, listing the words with the same number of syllables. phrases/sentences.
4.2 The same or different number of syllables? Box 49 Teacher reference

students, follow the Variation.
Answer
Focus
I~q~ptifying~l+~),1UmbeJ:.
of syllables in pairs of words
1 Tom's in Spain. (3) - She's inside. (3) S
LevelElementarylIntermediate
\ Tim~!~5'h20
miputes 2 What are you afraid of? (6) - Nice to see you again. (6) S
3 Give these to Pauline. (S) - She's overthere. (4) D
freparatiorl~tepare a listof ten pairs of words. The words in each pair should
4 Canltryiton?(s)-lsawitonTV.(6) D
~f!,Ve the same or a different number of syllables. Alternatively, use the
S Highly unlikely. (s)-Hangon a minute. (S) S
words in Bmq8. Don't give students a written list of the words.
-",,- --- 6 Put it on the top shelf. (6) - We should be going. (S) D
7 I've got nothing to do. (6) - Absolutely fantastic. (7) D
Procedure 8 A coffee, please. (4) - In the summer. (4) S
1 Students write the numbers I to loin their notebooks. Say the pairs of 9 I want to go tomorrow. (7) - The homework was difficult.(7) S
words and students write S if they hear the same number of syllables and 10 Leave it in the kitchen. (6) -Some time on Tuesday. (S) D
D if they hear a different number. Check the answers. (The number of syllables in each phrase/sentence is given in brackets.)
2 Students work alone or in pairs to produce their own list of ten pairs of
'same' and 'different' words. Then follow step I, with each student
reading out their ten pairs and the rest of the class writing the answers. 4.3 Eliminatingwords
For intermediate students, follow the Variation.
Box 48 Teacher reference Identifying the number of syllablesin words
ElementarylIntermediate
Answer IS minutes
1 sandwich (2) - April (2) S Prepare a list of IS-20 words familiar to students. There should be
2 majority (4) - exercise (3) D about the same number of words with two, three, four and five
3
4
pollution (3) -competition (4)
horse (I) -choose (I)
S guitar (2) - homework
6 twice(I)-colour(2)
(2)
D
S
S
D Procedure
-
syllables. Write them randomly on the board. You could use some of
the words from Box 47.
--...
7 helicopter(4) - American (4) S
8 museum (3)-abroad (2) D 1 Chorally and individually, practise the pronunciation of the words on the
board.
9 before (2) - computer (3) D
10 timetable (3) - afternoon (3) S 2 Call out numbers from two to five. Students find a word on the board
(The number of syllables in each word is given in brackets.) with that number of syllables. The first student to raise a hand and give a
correct answer or shout out a word with that number of syllables
gets one point (for themselves or their group). That word is then
1°4
10S
J
Pronunciation Practice Activities Syllables, word stress and stress in phrases
deleted from the list and the game continues until all the words are Variations
crossed out. 1 Instead of clapping, use a thick elastic band. Hold the elastic band at two
3 Ask pairs of students to write down four words (different from those ends, pulling it a little at each unstressed syllable and pulling it a lot at
used so far), with two, three, four and five syllables. Collect these in and each stressed syllable.1
write a selection on the board. Repeat the procedure in steps 2 and 3 2 Demonstrate syllable length by writing words with the unstressed
above. syllables in squashed-together lower case letters and stressed syllables in
spread-out capital letters. For example:
Variation
S E N T ence par TIC ularly after NOON
For intermediate students, follow the same procedure, but include some
words that may be said with either three syllables, or two when they are at
normal conversational speed. Students only get a point if they can say the 4.5 Matchingwordswiththeir stresspatterns
word with the number of syllables that they claim it has. You could use some
words from Box 46, and below are a few more examples. The vowel sounds
left out when the word is spoken at conversational speed are in square
brackets. handout or an OHT.
comf[or]table caref[u]lly nurs[e]ry p[e]rhaps (pronouncedpraps)

prob[ab]ly rest[au]rant sev[e]ral Procedure
1 Give out the handout (Box 50) or display the OHT. Ask students to focus
on the words in the box at the top and to repeat them after you or the
Wordstress(4.4-4.15)
recording. (Alternatively, ask them to say the words to themselves,
4.4 Demonstratingsyllablelength paying attention to the stress pattern; if they are unsure about stress in
any of the words they should check this in their dictionary.)
demonstrate that stressed syllables are 2 Students complete each sentence in Box 5° with one of the words at the
bles.
top that has the stress pattern indicated at the end of the sentence. Warn
ressed syllables in words
them that they can't guess the answers only from the meaning of the
sentences as there is more than one possibility each time. They need to
check the stress pattern to find the correct word.
3 Read out the answers for students to check. Students then repeat the
Procedure dialogues after you before saying them in pairs. Monitor and correct
1 Say a number of words familiar to students. These should have a variety stress placement where necessary.
of number of syllables (always more than one) and stress patterns. For
example, you could take words from Box 66 (p. 133)' As you say each
word, do a short, quiet clap for each unstressed syllable, and a longer,
louder clap for each stressed syllable. Students repeat and make the same
clapping movements with you.
2 Write a few more words on the board. Individuals say them aloud and
clap at the same time, demonstrating the number of syllables and stress
pattern. Correct where necessary.
1 This idea comes from Judy Gilbert. See for example, Gilbert, J. B. (2001).
106 1°7
Procedure
Box 50 Student handout Write the words/compounds randomly on the board, or write and display
above accountant biology calculation economIcs them on an OHT. Students classify them according to their stress pattern.
They should group them under patterns such as: 00, 00, 00, 000, ete.
engmeer experiment guitar over trumpet
When they report back their answers, correct pronunciation if necessary,
I A: Where did you put John's photo? B: It's the door. 00 focusing on any wrong stress placement.
2 A: What's Sue doing at college? B: She's studying .0000 Extension
3 A: What does Pat do? B: He's an . 000 For more advanced students, include some examples where there are
4 A: David's quite musical, isn't he? alternative stress patterns, and discuss these. You could include words such
B: Yes, he plays the .00 as Japanese which have shifting stress (see Introduction, p. 5). For example,
5 A: What do you like best at school? B: I really like . 0000 the word Japanese might be said with stress on the third or the first syllable.
6 A: What did you do in maths today? The stress in She's Tapanese is likely to be 0 000, while in She's a Japanese
B: A reallydifficult . 0000 author it may be either 0 0 000 00 or 0 0 000 00. So the stress pattern of
7 A: Was Jack hurt when he fell off his bike? the words said in isolation might best be represented as 000. Some more
B: He just got a small cut his left eye. 00 examples of words and compounds with variable stress like this are given in
8 A: What was the exam like? Activities 4.20 and 4.21. You could also include words such as object, which
B: We had an easy to do. 0000 have different stress patterns depending on whether they are used as verb or
noun: object (00) =verb; object (00) =noun. Some more examples of words
9 A: Do you play any musical instruments?
like this are given in Activity 4. II.
B: I used to play the . 00
IO A: What does Maria want to do when she leaves university?
B: She wants to be an . 000 Box 51 Teacher reference
'" CAMM,"GG
U"vmm Pm, w04
Example words Stress pattern
curtains, flower, tea towel 00
around, giraffe, guitar 00
basketball, countryside, furniture, frying pan, traffic jam 000
December, hot chocolate, museum, romantic 000
incorrect, understand 000
primary school, supermarket, windscreen wipers 0000
4.6 Groupthewords
stress pattern 4.7 Countrynames
with representing syllables and word
words with more than one syllable and syllables,
there are a number of words with each = 00; pronunciation = 00000.
BOX5I.) rds by their stress pattern
108 1°9
Procedure Here are some more jobs with their stress patterns:
I Write on the board the following series of stress patterns: I syllable 2 syllables 3 syllables 4 syllables
00 -+ 0000 -+ 0000 -+ 00 -+ 0 -+ 000 -+ 000 -+ 000 judge 0 artist 00 carpenter 000 receptionist 0000
and the following country names in random order: chef 0 dentist 00 astronaut 000 librarian 0000
Estonia, France, Germany, Japan, New Zealand, Norway, Singapore, nurse 0 farmer 00 detective 000 economist 0000
Venezuela vet 0 doctor 00 optician 000 psychologist 0000
2 Say the country names and students repeat after you. cashier 00 accountant 000 politician 0000
3 Explain that Jane is a businesswoman who travels all over the world. In masseur 00 dietician 0000
the last year she has visited eight different counties. The students need to electrician 0000
find out what order she visited the countries listed above. The stress
3 Include compounds for more advanced students. You could add some of
patterns written on the board show the order. Her first trip was to
the jobs below to those given above. Note that some of these have two
Norway (00). (Answer: Norway [00] -+ Venezuela [0000] -+ Estonia
main stresses (see Introduction, pp. 4-5).
[0000] -+ Japan [00] -+ France [0] -+ Singapore [000] -+ Germany
[000] -+ New Zealand [000].) 3 syllables 4 syllables 5+ syllables
bus driver 000 shop assistant 0000 safety officer 00000
4 Ask a few students to give their answers, and correct any wrong
street sweeper 000 taxi driver 0000 refuse collector 00000
pronunciations and stress patterns.
farm worker 000 research worker 0000 civil engineer 00000
5 Write some more examples on the board and repeat the procedure in
art dealer 000 civil servant 0000 police officer 00000
steps 1-4. Use the information about country names and their stress
security guard 00000
patterns given below.
personnel officer 000000
I syllable 2 syllables 3 syllables 4 syllables
Wales 0 Belgium 00 Angola 000 Algeria 0000
Greece 0 China 00 Zimbabwe 000

4.8 Atthe supermarket
Nigeria 0000
Chad 0 Finland 00 Austria 000 Venezuela 0000
Spain 0 Taiwan 00 Canada 000 Madagascar 0000
Sudan 00 Cameroon 000 Azerbaijan 0000

Uzbekistan 0000 ut ten items found in a supermarket. These should
Nepal 00 Mozambique 000
~rsof syllables or stress patterns. Include two-
Extensions me main stress (e.g. washing powder [0000]),
I Students write their own versions of the exercise, using different dents include two-word compounds with two
countries and making sure there is only one country having each stress alate biscuits [0000]). Don't include items
pattern. Other students or the whole class try to solve these new versions. ... (e.g. a bottle of wine). Possible examples
Lrstress patterns) for elementary students are: soap
2 Use the same procedure in different contexts. For example, people
hampoo (00), pineapple (000), potatoes (000),
standing in a queue at a bus stop all had different jobs. What order were
:000), washing powder (0000), tomato juice (0000),
they in? For example, write:
avocados (0000). Possible examples (together with their stress
00 -+ 000 -+ 000 -+ 000 -+ 0000 -+ 0000
patterns) for intermediate students are: carrots (00), courgettes (00),
and the jobs: :(000), sultanas (000), margarine (000), paper plates
solicitor, hairdresser, teacher, engineer, decorator, mechanic chocolate biscuits (0000), black currant jam (0000),
(Answer: teacher [00] -+ hairdresser [000] -+ mechanic [000]-+ sun-dried tomatoes (00000).
engineer [000] -+ solicitor [0000] -+ decorator [0000 ].)
IIa III
Procedure Possible list of stress patterns:

I Write the prepared list of words on the board in random order. Write just I 000 6 0000 II 00
the words, not the stress patterns. Give students a few minutes to try to 2 00 7 0000 12 00
remember the words. 3 0000 8 000 13 000
2 Rub the words out, and in random order write up the stress patterns of 4 000 9 0000 I4 00
the words (000,00, etc.). It can help to write a number next to each one. 5 000 10 000 15 000
Students point to a pattern (or say the number) and then give the word
Example items:
from the list having that pattern. If correct, they score a point and the
00: coffee, ice cream, sugar, apples
pattern is rubbed off the board. Continue until all the patterns are
000: marmalade, cabbages, oranges, shower gel
removed. The winner is the person/team with most points.
000: salami, tomatoes, spaghetti, satsumas
Variations 000: mayonnaise
I After step I, rub the words out and write up only the stress patterns in a 0000: tonic water, talcum powder
numbered order. 0000: deodorant
Start with this: End with only this:
I lemonade 5 shampoo I 000 5 00
4.9 Stress patterns in -ty and -teen numbers (1):
2 pineapple 6 potatoes -+ 2 000 6 000 Bingo
3 soap 7 butter 3 0 7 00
4 washing powder 8 tomato juice 4 0000 8 0000 numbers (e.g. 3 ° vs I3,
The first student begins: 'I went to the supermarket and bought some r vs thirTEEN) than on
lemonade' (stress pattern I). The second student continues: 'I went to the 4.9 and 4.10 focus on this
supermarket and bought some lemonade and a pineapple' (stress the basis of stress
patterns I and 2). The remaining students continue in the same way,
remembering what has come before and adding an item to the list. They
are eliminated if they make a mistake (either in remembering the word or
getting the wrong stress pattern) and the turn moves to the next student.
Students may substitute words not in the original list, provided that they
have the correct stress pattern. Procedure
2 Don't use a pre-set list of words for the 'I went to the supermarket. . .' I Write the numbers I3, I4, I5, I6, I7, I8, I9, 3°, 4°, 5°, 60, 7°, 80,9°
memory activity. Instead, write a list of numbered stress patterns on the on the board. Each student chooses six of the numbers and writes them
board (such as the possible list opposite) and ask students to suggest on a piece of paper. Call the numbers out at random and students cross
items themselves which they can buy in a supermarket and which match them off their lists when they hear them. Make sure that you stress the
these patterns. You could use some of the examples given above, but second syllable in the -teen numbers (thirTEEN, fourTEEN, etc.) and the
some other example items (with only one main stress) are given opposite. first in the -ty numbers (THIRTy, FORTy, etc.). The first student to cross
out all six numbers shouts out Bingo, and they are the winner if they have
crossed out the correct numbers.
2 Check by asking the winner to read back their numbers.
112 113
Variations 4.10 Stress patterns in -ty and -teen numbers (2):
I Instead of just saying the numbers, say sentences with the numbers in talking about accommodation
context. Some possible sentence frames are given in Box 52. Use the
numbers at the end of sentences or followed by an unstressed word. FQC~c~' ,Qistinguishingbetween -ty and -teen numbers on the basis of stress
0 pattern
Make sure that you stress the second syllable in the -teen numbers LevelIntermediate
(thirTEEN, fourTEEN, etc.) and the first in the -ty numbers (THIRTy, Tii11e!i minutes
FORTy, etc.). (SeeVariation 2 for the reason.) PreparationCopy the material in Box 55 (for half the class) and 56 (for the other
2 As in Variation I, say sentences with the numbers in context. This time, onto Sepal;ate handouts. For the demonstration, write the
however, include examples of -teen numbers with stress shift when they about house I in just one copy of Box 55.
are followed by a stressed syllable. If you use the -teen numbers followed
by a word beginning with a stressed syllable, the stress usually shifts to Procedure
the first syllable. Compare:
fifTEEN but FIFteen YEARS I Write the following on the board:
0 0 0 0
(For more details, see Introduction, p. 5.)
She's thirty. She's thirteen.
Some possible sentence frames for this are given in Box 53. You could
replace some of the frames in Box 52 with these. 00 0 0 0 0 0 00 0
She was thirty yesterday. She was thirteen yesterday.
Students repeat the sentences after you, chorally and individually. Point
Box 52 Teacher reference
out (if the students don't already know) that stress can be shifted in the
I His office is number (13/30). -teen words: She's thirTEEN vs She was THIRteen YESterday. (For more
2 Next birthday he'll be (13/30). information, see Activity 4.9 or Introduction, p. 5.) Repeat a few times
3 There were (13/30) of them. with some of the 14/40, 15/50, etc. pairs (up to 19/90).
4 Do questions I to (13/30) for homework. 2 Do a quick listening quiz. Say sentences such as 'She's ninety', 'She was
5 Turn to page (13/3°)' fourteen yesterday', etc., and students write down the numbers they hear:
6 It costs 4 dollars, (13/30).
9°, I4, etc. You could use the frames in Box 52 (without stress shift) and
7 She'll be (13/30) on Friday.
Box 53 (with stress shift).
8 The plane leaves from gate (13/30).
3 Organise the students into Student A/B pairs. Give one of the handouts
(Box 55) to Student A and the other (Box 56) to Student B.
4 Explain the context: Students A and B are looking for accommodation to
Box 53 Teacher reference rent together while studying at college / university / a language school
(whichever is relevant to your context). They have each found different
I It costs (13/30) dollars. (00.THIRteen DOLLars/THIRTy DOLLars)
things out about advertised accommodation and are now back home
2 I've got (13/30) cousins. (00.THIRteen COUSins/THIRTy COUSins)
3 There are (13/30) children in the class. (00.THIRteen CHILDRen / sharing this information (the address, the rent per week, the distance
THIRTy CHILDRen 00')
from the college/university/school, the bus number, and the time the bus
4 The book only has (13/30) pages. (oo.THIRteenPAGes/THIRTy journey takes). They have to complete their table by asking each other
PAGes .00) questions.
5 There were (13/30) thousand people in the crowd. (00.THIRteen 5 Demonstrate the activity. Call one of the students to the front and give
THOUSand/THIRTy THOUSand ...) them the copy of Box 55 that you prepared earlier with the added
information about house I . You take one of the blank copies. Ask this
II4 115
student questions abut house I and write the information you get on your Box 54 Teacher reference
handout. Show that answers can be checked if necessary by saying 'Sorry,
did you say... or ...?' The conversation might go, for example: Accommodation I 2 3 4 5
Teacher (T): What's the address of the first house? Address 80, Black 5°, Blue 19, Green 16, Red 4°, White
Student (S): 80, Black Road. Rd Rd Rd Rd Rd
T: Sorry, did you say 80 (EIGHty) or 18 (eighTEEN)? S: 80. £60/wk
How much? £n6/wk £70/wk £n7/wk £I80/wk
(You then write down the answer.)
T: How much does it cost? S: n6 pounds a week. Bus number? 17 60 13 14 9°
T: How far is it from the college? S: 18 kilometres. How far? I8km I9km I4km I6km 13 km
T: Sorry, did you say 80 (EIGHty) or 18 (eighTEEN)? S: 18.
How long? 40mm 50mm 30mm 40mm 60min
T: How long does it take? S: 4° minutes.
T: What's the bus number? S: 17.
T: Sorry, did you say 7° (SEVenty) or 17 (sevenTEEN)? S: 17.
6 The rest of the class should add the information to their sheets at the
Box 55 Student A handout
same time. At the end of the demonstration, ask students to check any
information they didn't get or weren't sure about, with the student at the Accommodation I 2 3 4 5
front. Encourage them to use the 'Sorry, did you say... or ...?' pattern Address 5°, Blue 19, Green
demonstrated. Rd Rd
7 Students then work in pairs, asking each other questions to complete
How much? £70/wk £60/wk
their handouts. When they have finished, they should compare handouts
and check that they have the correct information. During this time, Bus number? 13 14
monitor and correct stress in numbers.
How far? I4km I6km
Extensions
How long? 50mm 60min
I At the end of the activity,ask students to discusswhich accommodation "CAMeRWGE Umvmm Pms w04
they would prefer to have and why. If they don't make the -teen/-ty
numbers clear in the discussion, ask 'Sorry, did you say... or ...?', and
encourage other students to do the same. Box 56 Student B handout
2 Having formally introduced and practised this point of pronunciation in
Accommodation I 2 3 4 5
the activity, try to repeat it as the occasion arises in the classroom. For
example, when asking students to open their books at a particular page, Address 16, Red 4°, White
give them the opportunity to check numbers: Rd Rd
T: Can you turn to page 7° (mumbled, or said quietly), please? How much? £r80/wk
£n7/wk
S: Sorry, did you say 7° or 17?
or to clarify numbers for you: Bus number? 60 9°
T: What room is your next class in? S: GI3. How far? I9km 13 km
T: Sorry, did you say GI3 or G30?
How long? 30mm 40mm
'" CAMBRWGE UN'VERmv PRm w04
116 II7
--
4.11 Stress innoun-verb
... ,nwpairs ---
focus Identifying different stress patterns when the same word is used as a
noun Ora verb Part A

level Advanced
@)
Time20 minUtes
I contract permit record I
Copy the material in Box 57 onto a handout.

I They won the contract to build the new museum.
2 As they cool, metals contract.
Procedure
3 You need a permit to fish here.
I Give out the handout (Box 57) and ask students to look at Part A. 4 The rules don't permit mobile phones in the schooL
Explain that some words, such as the three in the box, have different 5 The time was a new world record.
stress patterns when they are used as a noun or a verb. Say the sentences 6 I asked if I could record her lecture.
aloud or play them on the recording, and ask students to use the Rule
sentences to complete the rule at the bottom of Part A. When these words are used as nouns they have stress on the
2 Focus on Part B. Students decide whether the words given are used as a
syllable, and when they are used as verbs they have
noun or verb in each sentence and where stress should be placed. stress on the syllable.
3 Students say the sentences aloud. Say each sentence after the student (or
play the recording) and ask other students to check whether the student Part B
was using the correct stress in the target word.
discount object present produce
Extension Iconduct suspect I
Prepare a similar exercise with other words that have this feature: combine, I I've always wanted to conduct an orchestra.
compound, conflict, contest, contrast, convict, decrease, defect, extract, 2 She gave me a watch as a present.
insult, misprint, perfect, produce, protest, rebel, reject, survey, upset. Note 3 Thomas was the main suspect in the crime.
that the nouns export and import are stressed on the first syllable: EXport, 4 What's that strange object on the top shelf?
IMport. As verbs these words usually have stress on the second syllable: 5 The vegetable shop sold only local produce.
exPORT, imPORT, but may be stressed on the first syllable with stress shift 6 It's my pleasure to present Dr Stevens.
(see Introduction, p. 5): We EXport SHOES /They IMport CARS. 7 We can't discount the possibility that John has had an accident.
8 The children's conduct during the concert was excellent.
Answerkey ,
9 I have to produce the report by the end of the week.
PartA: 1noun:CONtract,2verb:conTRACT, 3 PERmit,4 verb: perMIT, 10 When she asked for money I began to suspect her honesty.
II Would anyone object if we finish the meeting early?
5 noun:RECord,6 verb:reCORD.
12 Will you give me a discount on the price if I buy three?
Rule:usedasnouns- stressonthefirstsyllable;usedasverbs- stressonthe
@CAMB,mGE UNlvmm P,m w04
secondsyllable.
PartB:1verb:conDUCT, 2 noun:PRESent,
3 noun:SUSpect,
4 noun:OBject,
5 noun:PROduce,6 verb:preSENT,7verb:disCOUNT,
8 noun:CONduct,
9 verb:
proDUCE,10verb:susPECT, 11verb:obJECT,12noun:DIScount.
u9
uS
4.12 Rulesof word stress intwo-syllablenouns,

adjectives and verbs ---- Box 58 Student handout
FoclISIdentifying stressed and unstressed syllables in two-syllable nouns,

bottle brother carry forget famous happy
adjec~ives and verbs
Elementary to Intermediate lovely pencil pocket begin happen yellow
15 minutes
Copy the mateJ."ialinBox 58 onto the board, an OHT or a handout. If
rrepi1~~tjiqn
00 you uSe the board or an OHT, you should start by asking students to Noun Verb Adjective
cOPYf~enounlverb / adjective columns and the gapped rule into their ................ ................ ................
notebooks. If you are going to do the extension, copy the material in
Eox59 onto anOHT or a handout. (It could go on the same handout .. ................ ................
................ ................ .
... . ................
Procedure
I Give or show students the material in Box 58. Ask them to write the two- Rule
syllable words in the box under the correct heading: Noun, Verb or Most two-syllable and have stress on the
Adjective. first syllable. Some two-syllable are stressed on the
2 Say the words (all the nouns first: bottle, brother, pencil, pocket; then the first and some on the second syllable.
verbs: carry, forget, begin, happen; and finally the adjectives: famous, ~ CAM"mG' UN<vEI<SITY Pm; '004
happy, lovely, yellow). Students check their answers. Repeat and ask
students to mark the syllables in the words as stressed or unstressed (for
example, by putting 0 over the stressed syllable and 0 over the
unstressed) . @)
3 Students use the information in the table to complete the general rule I had a letter from my brother Paul yesterday. He was very angry and
about stress in two-syllable words. Tell them that the gaps should be upset. He's a guitarist and he was going to Japan to give some concerts.
filled with the words nouns, verbs and adjectives. (Answer: nouns, But at the airport his guitar was stolen. He called the police, of course.
adjectives, verbs.) They were very polite and friendly and took his address, but told him
Extension he would be very lucky to get it back. He still had his passport and
Give or show students the text in Box 59 and ask them to identify all two- tickets, but couldn't go without his guitar.
C>CAMB.me, UNlvmm P.m '004
syllable nouns and adjectives. Remind them that the rule they have just
learned applies to most, but not all, nouns and adjectives. Ask them which
ones don't follow the rule. (Note that verbs are not highlighted here as the
tendency in verbs is less definite than with nouns and adjectives, as the
second sentence of the rule in Box 58 shows.) Read the text aloud or play the
recording. Students check their answers.
121
120
Answer key Procedure

Nounswithstresspattern00: letter,brother,concerts,airport,passport,tickets I Explain that some common word suffixes influence word stress. Some
NounswithstresspatternoO:Japan,guitar,polic~,address(nQtEjtnat addressis usually cause the syllable before the suffix to be stressed and others don't.
stressedonthefirstsyllableinsomevarietiesofEnglishsuchastiS and Illustrate with:
Australian) 0 0 0 00 0 0 0 0 0 00
Adjectives
witf1stresspattern00: angry,friendl}l,lucky athlete but athletic infinite but infinity
Adjectives
witnstresspattern00: upset,polite (so the suffixes -ic and -ity cause the syllable before the suffix to be
stressed)
0 a 0 a a a
Stress and wordformation (4.13-4.17) fashion and fashionable
(so the suffix -able doesn't change the stress from that in the 'root'
Activities 4.13 to 4.15 look at the relationship between pronunciation and word)
word stress. Although English word-stress rules are complicated,
If you feel that your students lack confidence in understanding stress
generalisations can be made that relate word formation, particularly
markings in dictionaries, ask them to look up the six words and note how
suffixes, to stress and pronunciation. Some of these are presented in stress is represented.
Appendix 4. While it would be difficult to learn every application of these
rules in total, it can be useful to focus on particular words with particular .
2 Give students the handout (Box 60). Ask them to:
underline the suffixes
suffixes or groups of suffixes. By the time they do the suggested activities
below, students should already be familiar with the idea that words are
. give the 'root' word for each (you could just say 'Find the word these
come from')
divided into syllables (e.g. Activity 4. I) and that one of these syllables takes
. say which ones are like -ic (i.e. they cause the syllable before the suffix
main stress (e.g. Activity 4.4). They should also have been taught a way of
to be stressed) and which ones are like -able (i.e. they don't usually
marking main stress (e.g. Activity 4.7) and should have had experience of change stress placement).
looking up word stress in a dictionary (e.g. Activity 8.1). Rules of word
Encourage students to use their dictionaries, particularly for the last task.
stress associated with suffixes are probably best taught at post-intermediate
3 Check the answers. Finally, say the words aloud, or play the recording,
levels as the vocabulary involved is likely to be very difficult for lower-level and students repeat.
students.

4.13 Rulesof word stress:prefixesand
--- suffixes
-=~~~"'" ~,,=~-
ThiSa;ctivity is a general introduction to the relationship between historical consistency solidify managerial
word stress and prefixes and suffixes. It should be used before punishment rapidly politeness ability political
ACtiyit~es4.14 and 4.T5, which look in more detail at particular presidency bottomless beautiful acidify investigation
aspects of word stress and suffixes. uniformity willingness powerless conservation purposeful
Focus Identifying the influence of suffixeson word stress government substantial immediately
LevelUpper4ntermediate '" CAMORlDGE UN'YERmy PRm '004
Time 4° minutes
~,i~parationCopyrhe material in Box 60 onto a handout. For this activity, each
student should have access to a dictionary that shows stress patterns
in words.
-<'~, , ~C~~ "~-"" ~_c_~~- -~~cc_-
122
123
3 Ask students if they can see any patterns in stress placement in the words.
They should notice that all the -ian words have main stress in the syllable
before -ian. This is the general rule that you should highlight. (-ian words
often refer to 'people who are members of a particular group'.) Students
might also note that the other words all have stress in the first syllable.
Accept this, of course, but as this doesn't represent a general rule, don't
focus attention on it.
4 Students continue to work in pairs. Student A should 'be' one of the -ian
words, and Student B tries to guess what they are by asking questions:
'Do you do magic?' 'Are you involved in politics?' etc. They should
include words on the handout (magic, politics) in their questions, but for
some roles (physician, pedestrian) they will need to use additional
vocabulary either because they do not have a corresponding 'root' word
(pedestrian) or because a corresponding word has a different meaning (a
physician is a doctor, not someone who studies or works with physics). .
4.14 Suffixes and word stress:wordsending -ian2 Demonstrate the activity with one student in front of the class before
Activity 4.13 before this one. Activity 4.13 starting the pairwork.
the relationship between word stress and 5 In monitoring and correcting while the pairwork is in progress, focus
e this activity looks in particular at the only on stress placement in the words on the handout.
-ian and word Extensions

I Ask students (perhaps for homework) to collect other -ian words
and check whether they follow the general rule introduced in the
activity.
or write the words at 2 At a later date, you could do the same kind of activity with the material in
sc6Py them into their notebooks. Box 62. Here the focus is on the -er/-or noun suffix, used in the names of
jobs. With this suffix, words have the same stress as in the corresponding
Procedure 'root' verb (DECorate/DECorator, comPOSE/comPOSer, etc.). Note that
I Focus students on the words in Box 61. In pairs, students mark above some of the jobs have corresponding verbs, and others don't (e.g.
each word a small circle for an unstressed syllable and a larger circle for hairdresser, author), so that in the guessing stage students will have to use
additional vocabulary, as in step 4 above.
the main stressed syllable, as in the example. If students can't agree, they
should check stress placement in a dictionary.
2 Check class answers quickly by eliciting the number of syllables each
word has and the syllable taking main stress. So, for example, the
answers for musician would be three and second. Note that library and
history can be said with either two syllables or three: (/larbri/ or /larbrgril;
/hrstril or /hrstgril).
2 This activity is based loosely on one in Celce-Murcia, M., Brinton, D. M. and Goodwin,
J. M. (I996, p. 49).
124 125
Box 61 Student handout 4.15 Suffixesand word stress: wordsending -ic and -ical
000 Students should have done Activity 4.13 before this one. Activity 4.13
is a general introduction to the relationship between word stress and
musician politician diet magic vegetarian library music physician
prefixes and suffixes, while this activity looks in particular at the
suffixes -ic and -ical.
Jdentifyingthe relationship between the suffixes -ic and -ical and
word stress
dietician historian politics grammar electricity pedestrian Advanced
Time 4° minutes
vegetables history librarian grammarian electrician magician

PreparatioQli
--
tp.e.m):~terial
in Box 63 onto a handout.
i:>CAMORmGE UNlv",m PRm >0°4

Procedure
1 Give out the handout (Box 63) and focus on Part A. Ask students to work
Answer ~f:lY in pairs and underline the main stress in each word, using a dictionary
0 00 0000 00 0 0 0 0000 0 00 0 0 0 where necessary to check stress, pronunciation and meaning.
musicianj:politician, vegetarian, 2 Say the words with the stress indicated below or play them on the
recording. Students repeat and check their answers.
0000 ,,9 000 00 Ooo~o 0 00
dietician,liistorian, p s,
MICroscope microSCOPic ALPHabet alphaBETical
electricity, pedestrian,
ATHlete athLETic aNALysis anaLYTical
0 0 000 0 00 00 aPOLogy apoloGETic GRAMMar graMMATical
vegetables, history, librarian,
--
-.. grammarian, electrician,
..... magician. aROMa aroMATic CYLinder cyLINDrical
-..
ICEland IceLANDic Irony iRONical
caTAStrophe catasTROPHic phiLOSophy philoSOPHical
Box 62 Student handout 3 Ask students to look for a pattern in the stress placement in words ending
-ic and -ical. (Answer: In these words, stress is placed on the syllable
immediately before -ic and -ical.)
conduct actor composer conductor hairdresser decorator
4 Then focus attention on Parts Band C. In pairs, students should first use
the sets of words in Part B to complete the gaps in the sentences in Part C.
The four words in each set fill the four spaces in each pair of sentences.
edit translator decorate translate astronomer editor 5 Students then report back by reading out their full sentence answers.
Monitor stress in the words they have written in the spaces and correct
where necessary, reminding them of the -ic/-ical rule where appropriate.
Ask a number of students to say each sentence, in order to give plenty of
act author compose practice.
i:>CAMBRmG< UNmRmy PRm >0°4
126
127
~ ;'
""10 Part A
miCroscope
,
microscopiC
'
alphabet alp ha betical

athlete athletic analysis analytical
apology apologetic grammar grammatical
aroma aromatic cylinder cylindrical
Iceland Icelandic irony ironical
catastrophe catastrophic philosophy philosophical
Part B
drama - dramatic politics - political
theatre - theatrical energy - energetic
diplomat - diplomatic science - scientific 4.16 Stress inphrasalverbsandrelatednouns
enthusiasm - enthusiastic theory - theoretical andrelated nouns
technology - technological geography - geographical i

practice - practical history - historical
Part C ~
I The course is a mixture of the

a and the . Procedure
b In it takes three hours, but in it takes
I Give out the handout (Box 64) and focus on Part A. Point out that some
much longer.
2 a He didn't know anything about or the . phrasal verbs (you could just call them 'two-word verbs' if students don't
b The performance was and extremely . know the term 'phrasal verb') have related nouns, but that the stress in
3 a My best subjects at school were and . each is different. The verbs are commonly stressed in both component
b Although it was a novel, it had both and words, while the noun has just one stress, usually on the first syllable. In
accuracy. the table in Part A, stressed syllables are marked in capital letters.
4 a The best teachers are full of and for 2 Say the verbs and nouns, or play the recording, and students repeat.
their subject. 3 Reinforce the stress and pronunciation by: saying one of the words and
b She must be both and to have such an asking students which number word you said (e.g. PRINTout = 12);
important job and bring up a family, too. saying a number and asking a student to say the word(s) (correcting stress
5 a They're trying to get more young people interested in placement if necessary).
and .
4 In pairs, students then use the words to complete the pairs of sentences in
b They are among the first patients to benefit from recent
Part B.
and advances in medicine.
6 a Jane Winters is the 5 When students report their answers back, monitor that they are saying
and correspondent
for the Daily News. the verb/noun they have written with correct stress. Extend the practice
b He claims to be the only who has no interest in by asking a number of students to say each sentence.
...................
@ CAM"WG' Umvmm p"" W04
128 129
Part A
Verb Noun
I BREAK OUT 2 BREAKout
3 COVer UP 4 COVer-up
5 GET toGETHer 6 GET-together
7 HIDEaWAY 8 HIDEaway
9 LIE DOWN 10 LIE-down
II PRINTOUT 12 PRINTout Extension
13 SEND OFF 14 SEND-off Here are some other verb-noun pairs with the same stress pattern, which
15 SET BACK 16 SETback you could use later in a similar exercise: break down / a breakdown, break in
17 STOP OVER 18 STOPover
/ a break-in, buyout / a buyout, change over / a changeover, climb down / a
19 TURN OUT 20 TURNout
climbdown, flare up / a flare-up, get away / a getaway, hold up / a hold-up, let
Part B down / a letdown, let up / a letup, mix up / a mix-up, sell out / a sell-out,
I a I must send off this parcel before the post office closes. takeaway / a takeaway, work out / a workout.
b We gave him a good send-offbefore he left for Australia.
2 a He couldn't from his parents any longer.
b The robbers had a in the mountains. 4.17 Rules of stress in compound nouns
3 a I'm not feeling very well. I'm going to have a .
b I'm tired. I think I might go and .
4 a The government is accused of a of events at the
demonstration.
handout or an OHT.
b There's no point trying to the mistake. You'll just
have to admit it.
5 a We've got a spare room if you need a place to . Procedure
b My ticket to Sydney includes a in Singapore.
I If necessary, explain that compound nouns are made up of two separate
6 a There's a of the report next to the computer.
b
words (either noun + noun, or adjective + noun) and are often written as
I'll the report and give you a copy.
7 a He felt a cold sweat on his forehead. two words (e.g. credit card). Others are written as a single word (e.g.
b There's been a from the prison. toothpaste) or with the words joined by a hyphen (e.g.cross-section).
8 a My brothers and I try to every month or so. 2 Give out or show students the sentences in Box 65 and ask them to
b We're having a on Friday. Would you like to underline all the compound nouns (each sentence has two). Ask
come? them whether the main stress is in the first or second part of the
9 a There was a of 95% in the election. compound.
b The play didn't to be a great success. 3 Read the sentences aloud or play the recording. Students check their
10 a Ronaldo suffered a yesterdayas he tried to getfit answers. Ask them to say what is the usual pattern. (Main stress is in the
for the World Cup. first part of most compound nouns, but occasionally in the second.)
b The flooding work on the building by weeks.
Q CAM","G' Umvmm PH" W04
13° 131
Extension 66; these are on the recording); for

Ask students to take a text that they have been using for other purposes, ~sand short sentences, each pair
but either the same or different
identify the compound nouns and note whether the pattern they observed in
the pairs in Box 67; these are on the
the activity can be found. and sentences could have

Procedure
I I went out during the lunch hour and bought a newspaper.
2 When I have tea with my grandparents, they always give me jam I Say pairs of words with more than one syllable (either from your list or
sandwiches. Box 66, which is on the recording) and ask whether they have the same
3 I'm meeting my girlfriend at the bus station in an hour. stress pattern (i.e. the same number of syllables and stress placement) or a
4 I've only got a tape recorder, so I can't play CDs. different one. For example:
5 I never do any housework on weekdays. around- below (= same: 00)
6 It gets so hot in the sitting room that we've had to fit an air- computer - overseas (= different: 000/000)
conditioner. 2 Do the same using pairs of phrases or short sentences as in Box 67. For
7 He works as a shop assistant in the city centre. example:
8 My housemate is terrified of fireworks. Shetold me her name. - A litre of milk. =same: 00000
@CAM"WG' Umvmm Pm; w04
He went by car.- Overthe hill. =different: 0000 / 0000
3 Students work in pairs to produce one or two pairs of phrases or short
sentences, each pair having the same number of syllables. Students can
choose whether these will be said with the same or different stress
pattern. Students say their pairs aloud, and the rest of the class decides
whether they are the same or different.
Box 66 Teacher reference

(S)ame or (D )ifferent?
Stress in phrases (4.18-4.22) I around - below S:oO
2 computer - overseas D: 000/000
3 furniture - tomorrow D: 000/000
4.18 Same or different stress patterns?
4 timetable - granddaughter S:Ooo
to help students become aware of stress 5 education - scientific S: 0000
short sentences. The first step introduces the 6 moustache - ugly D: 00/00
stress in words. You may decide that your 7 journalist - wonderful S:Ooo
ed this introductory step, so you could start at step 2. 8 politics - overweight D: 000/000
tress patterns in words, phrases and short sentences 9 Argentina - biology D: 0000/0000
IO pyjamas - attractive S:oOo
t of pairs of words for step I, each pair having the same

of syllables, bnt either the same or different stress pattern
132 133
Procedure
Box 67 Teacher reference 1 Distribute at random to each student one of the cards/pieces of paper you
(S)ame or (D )ifferent? have prepared.
1 She told me her name. - A litre of S: 00000 2 Students walk around the room and find others who have B parts with
milk. the same stress pattern (i.e. the same number of syllables with stress on
2 He went by car. - Over the hill. D: 0000/0000 the same syllables). To do this, Student 1 says the B part on their card and
3 He plays the guitar. - I'll try to find S: 00000 Student 2 says theirs. If the two B parts don't have the same stress
out. pattern, the students move on to another student and do the same thing.
4 On holiday. - A chest of drawers. D: 0000/0000 If the two parts are the same, the students form a pair and together they
5 They live in a flat. -It's against the D: 00000/00000
go to find other students with the same stress pattern. This continues
law.
until all students have formed into groups. First demonstrate the
6 What does it look like? - She's really D: 00000/00000
procedure carefully with a few students at the front of the class.
angry. 3 Check the answers by saying the A parts for each set of dialogues. The
7 I'm afraid I can't. - In the afternoon. S: 00000
S: 000000 student with the appropriate B part responds. If the students who
8 She's meeting her boyfriend. -It's
under the table. respond to the A parts in each set are standing together, then they have
9 She's completely exhausted. - He D: 0000000/0000000 found their partners correctly. If they are not, ask them to say their parts
wants to be a doctor. again and discuss with the other members of the class where they should
10 She's expecting a baby. - I was S: 0000000 be. Continue until you and the class are happy that the correct groups are
looking for David. formed.
Variation
If it is not practical for students to walk around the classroom, give all the
4.19 Findyourpartners dialogues to all students on a handout (Box 69). They should work in pairs
to categorise the B parts according to their stress pattern.
of which has one of the two-

'}on it. You could photocopy
the left column) that you
stj;esspattern (in the right column) to
reorgapised so that all three dialogues in
se)'slJ:1total}have the same stress pattern in the B
.NOte that the A parts are just designed to put
f!llQi1:j;epotspoken by students in this activity.
i1:tthere are at leasttwo from each set. So, for
ha'leaclass of 12 students, you could use two
(':aiZl\.ofthesix sets, or all three dialogues from four
to more than one student if you
For th.eVariation, prepare a handout oran OHT
69.
134 135
Box 68 Teacher reference Box 69 Student handout

Stress pattern for I A: Where's their office? B: On the seventeenth floor.
B parts:
A: Where's their office? 2 A: Where are you going to hang that picture? B: Over the window.
B: On the seventeenth floor. 3 A: What did Francis say when you phoned her?
B: She didn't answer.
A: Why are you having a party tonight? 000000 4 A: What did you do with the sugar? B: I put it in the cupboard.
B: It's my birthday today.
5 A: Do your broken ribs still hurt you? B: Only when I laugh.
A: Where does Becky always sit? 6 A: How are you getting to Paris? B: I'm planning to drive.
B: At the back of the class.
- - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - -- -- - -- - - - - -- - - - - -- - - - -- - - - - - - - - - - - - - - - - - - - - - - --
7 A: What are you looking for? B: I'm looking for a pencil.
A: How do you like your coffee? 8 A: Why are you having a party tonight? B: It's my birthday today.
B: With milk and sugar. 9 A: What languages do you speak? B: English and Spanish.
A: What are you going to eat? 00000 10 A: What do you think of this photo of Paul? B: Let me have a look.
B: A plate of pasta. II A: What are you going to eat? B: A plate of pasta.
A: What did Francis say when you phoned her? 12 A: Do you want anything from the vegetable shop?
B: She didn't answer.
- - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - -- - -- - - -- - - - - - - - - - - - -- - - - - -- - - - - - - - - - - - - - - - - -- B: A kilo of tomatoes.
A: What languages do you speak? 13 A: Where do you want this box? B: Put it on the floor.
B: English and Spanish. 14 A: How do you like your coffee? B: With milk and sugar.
A: Where are you going to hang that picture? 00000 15 A: Where did you get your new coat from? B: I bought it in town.
B: Over the window. 16 A: Where does Becky always sit? B: At the back of the class.
A: When did you learn to ski? 17 A: When did you learn to ski? B: When I was younger.
- - -~: ~~-~r:_~ ~~_s- y-~~_~!?~_r~ - - - - - - - - - - - - - - - - - - - - - - -- - - - - -- - - - - -- - - - - - - - - - - - - - - - - - - -- 18 A: When are you going back home? B: I'm leaving today.
A: Where did you get your new coat from? @CAM"WG' UN<vmm PRm w04
B: I bought it in town.
A: When are you going back home? 00000
B: I'm leaving today.
A: How are you getting to Paris?
- - -~: !~~)?!~::r:~~JE~ ~:~~~: - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - -- - - - -- - - - - - - - - --
A: Do your broken ribs still hurt you?

B: Only when I laugh.
A: What do you think of this photo of Paul? 00000
4.20 Stress shiftin nationality words
B: Let me have a look.
words
A: Where do you want this box?
B: Put it on the floor.
- - - - - - -- - -- - - - - - - -- - - - - - - - - - - - - - - -- - - - -- - - - - - - - - - - - - - - - - - - - - -- -- -- - - - - - -- - - - -- - - - - - --
A: What did you do with the sugar? handout or an OHT. Write a

B: I put it in the cupboard. ace under each face, selected
A: What are you looking for? 0000000 nationalities from list I, any
B: I'm looking for a pencil. occupations from list 3.
A: Do you want anything from the vegetable shop?
B: A kilo of tomatoes.
@ CAM"WO' UN<vwm Pm; '°°4
136 137
Procedure
1 Give out the handout (Box 7°) or display the OHT. Practise the Box 71 Teacher reference
pronunciation of nationalities and occupations: Q: Where's a from? List I List 2 List 3
A: He's Chinese. Q: What does he do? A: He's a dentist. Pay particular (Stress shift possible; stress (No stress shift)
attention to stress. patterns are given for the words
2 Demonstrate that when they are used before a word with stress in the first without and with stress shift)
syllable, some nationality words (those in list I) have a different stress Japanese (0001000) Italian (0000) doctor (00)
pattern than when they are used at the end of the sentence (or before Chinese (00100) Icelandic (000) dentist (00)
words that don't have stress in the first syllable). Compare: Taiwanese (0001000) Malaysian (000) farmer (00)
a's Chinese (00). He's a Chinese dentist (00 00). (with stress shift) Portuguese (0001000) Australian (0000) teacher (00)
b's Malaysian (000). She's a Malaysian farmer. (00000) (without Singaporean (00000100000) Peruvian (0000) lecturer (000)
stress shift) Argentinian (00000100000) Nigerian (0000) artist (00)
Ask students to predict which nationality words have this stress shift and Indonesian (000010000) Tunisian (0000) author (00)
to put ". above these. The stress patterns of the words are given in Box 71. Pakistani (000010000) Norwegian (000) architect (000)
3 Give students a few moments to try to remember the nationalities and sculptor (00)
jobs, then turn off the OHT or ask them to turn their handouts face lawyer (00)
down. Ask students to make sentences of the type: a's Chinese or a's a journalist (000)
footballer (000)
Chinese dentist. Give one point for remembering and one for getting
actor (00)
stress in the right place in the nationality word.
Box 70 Student handout 4.21 Stressshiftincompounds

compound words
. an OHT or a handout.
the words in column B of Box
. an OHT or a handout.
ac:tivity, do the same for the
a b c d
Procedure
1 Give out or display the material in Box 72. Students repeat the items in
column A after you or the recording. Make sure that the main stress is in
the second half of the compound, as follows:
broken-down 000 semi-detached 0000
far-reaching 000 stress-related 0000
e f g h
long-distance 000 three-dimensional 00000
@CAMORWG' UN<v",m Pm; w04
138 139
overnight 000 underground 000

purpose-built 000 warm-blooded 000 Box 72 Student handout
second-class 000 A B
2 Demonstrate that when these compounds are followed by a word broken-down far-reaching animal car
beginning with a stressed syllable, main stress in the compound usually long-distance overnight car park changes
shifts back to the first stressed syllable. For example: purpose-built second-class citizen factory
000 00000 semi-detached stress-related house illness
broken-down but a broken-down car three-dimensional underground Journey object
3 Ask students, individually or in pairs, to suggest a word from column B warm-blooded runner
that would naturally follow an item from column A. (Note that there @CAMeRWGEUmvmnYPm; w04
isn't always an exact answer, although possible answers are given in the
key.)
4 Students report their answers. Make sure that main stress in the
compound shifts back to the first word or first half of the compound.
Variation
Give out or display the blanked copy of the material in Box 72 and follow
the procedure for steps I and 2. Then students work in pairs to think of
suitable nouns to follow the beginnings in column A. These should either
have one syllable or, if they have more than one, have stress in the first Box 73 Student handout
syllable. This will produce compounds that most regularly have stress shift.
A B
Students report their answers. Make sure that main stress in the compound
bloodshot .credit card eyes . footballer
shifts back to the first word or first half of the compound.
daylight first-class fraud hours
Extension full-time next door job neighbour
Repeat the activity at a later date using the material in Box 73, which is rush hour Stone Age ticket traffic
designed to show that the tendency highlighted in the activity above doesn't windscreen world-class tools Wiper
always apply. Begin by reminding students that when compound adjectives " CAMeRWGEUmvmnY PRm w04
are combined with nouns the stress may shift back, but not always. The
material contains a mixture of compounds that have main stress in the
second part, and stress shift when followed by a stressed noun (first-class,
full-time, next door, world-class); and compounds that always have stress in
the first part and no stress shift (bloodshot, credit card, daylight, rush hour,
Stone Age, windscreen).
14° 141
Intonation
Intonation students respond. Make sure that they use the prominence and
intonation pattern practised so far. For example:
What colour's your car? It's~ ~

5 Students then work in pairs to ask and answer the questions. Monitor the
. prominence and intonation in the answers and correct where necessary.
Prominence: highlighting words and syllables
(5.1-5.3) Extension
You could elicit from students, or explain to them, why words are prominent
and non-prominent. You could explain this by saying either:
5.1 Introducing prominent and non-prominent words:
'James Bond' . 'new' information is prominent and 'given' information is non-
prominent (this is a simple explanation of prominence/non-prominence),
d non-prominent words in sentences or
. where there is a choice, we make the word which we have chosen
prominent, and where there is no choice we make the word non-
ox 74 onto a handout. prominent (this is a more complicated, but perhaps more generalis able,
explanation of prominence/non-prominence).
Procedure
You could demonstrate either of these explanations in the responses to I and
I Begin the activity by reminding or telling students that James Bond often
2 in Box 74 as follows:
introduces himself in films by saying, 'The name's Bond. James Bond.'
Say this a couple of times and write on the board:
What colour's your car?
The NAME'S ~~ bond.
Point out that when Bond is said first it is prominent and when it is
It's I RED.
blue.
DARK
light
red.
green.
repeated it is not prominent. (You could use the word stressed or ete.
highlighted instead of prominent, or simply demonstrate the difference (= new / a choice (= new / a choice (= given / no other
by gesture.) Both have a falling tone.
is made) is made) word can go here)
2 Introduce yourself in the same way by saying (for example):
Where's Seoul?
TheNAME'S~gs.~ It's in I KOREA. SOUTH Korea.
Perhaps shake hands with one of the students to 'dramatise' it. North
Japan.
3 Ask a few students to introduce themselves to you in the same way, and India.
then all students introduce themselves to other students around them.
ete.
Check that the last name is not prominent and correct where necessary. (= new / a choice (= new / a choice (= given / no other
(If students don't have a name that fits this pattern - perhaps they have is made) is made) word can go here)
only one name or put their family name first - you may have to miss out
this step, or adapt as necessary.)
4 Give out the handout (Box 74) to students. First ask them to match the
questions and responses. Check the answers by asking the questions and
142 143
Pronunciation Practice Activities Intonation
2 Next give out or show the material in Box 76. Say the utterances in Box
Box 74 Student handout 77. First take row I and read A, Band C in any order, but keep a note of
I What colour's your car? a It's hot. Incredibly hot. the order in which you read them. (Note that the questions in Box 77
2 Where's Seoul? b It was boring. Terribly boring. correspond to the answers in Box 76 - AI goes with AI, A2 with A2, etc.
3 What's the weather like in Malaysia? c I play football. American football. - so make sure you change the order.) Students listen and choose the most
4 How was the exam? d She was delighted. Really delighted.
e It's red. Dark red. appropriate response in each case. They could write I, 2 and 3 next to
5 Where shall we have the barbecue?
6 Where does Maria live? f They're in the drawer. The bottom drawer. responses A-C to indicate the order in which they hear them. For
7 What did you think of the film? g It's in Korea. South Korea. example, say 'Row I, number I - I thought I put my book under the
8 Have you seen my car keys? h In the garden. The front garden. table', and students write:
9 How's your toothache now? i It's painful. Extremely painful. C
10 Do you do any sport? j He's broken his arm. His left arm. They're ON the table. I
II Did Helen like the present? k In Spain. The north of Spain.
12 What's happened to Jack? I It was difficult. Very difficult. 3 When you have read the utterances in row I, check the answers by
@ CAMCRWGC
Umvmm Pms w04
reading out one of them again. Ask a student to give their answer,
replying (for example) 'B: They're on the TABLE.' Check that they get
both the letter and the prominence placement correct in their response.
Then repeat the procedure for rows 2, 3, etc.
4 Finally, give out the material in Box 77. Students work in pairs. One says
the utterances in Box 77, as in step 3, and the other responds with the
answers in Box 76. So answer AI in Box 76 is the correct response to
question AI in Box 77, etc. After a time, they should try to respond
5.2 Hearingandsayingprominentwords: without looking at Box 76 - from memory with the correct prominence
'They'reonthetable' in their response. Monitor and correct when necessary.

handouts for A B C
on an OHT). 1 They're on the table. They're on the table. They're on the table..
2 At ten past eight. At ten past eight. At ten past eight.
3 It's a red Ford. It's a red Ford. It's a red Ford.
Procedure 4 She broke her leg. She broke her leg. She broke her leg.
I Give out only Box 75 first. Explain to students that they need to circle the S He's writing a book. He's writing a book. He's writing a book.
6 Pizza and salad. Pizza and salad. Pizza and salad.
word they hear as prominent in each sentence (you could alternatively talk
about 'stressed' or 'highlighted' words). Play the recording or say the 7 The third on the right. The third on the right. The third on the right.
@CAMORWGC UmVCRmv Pms w04
utterances as they appear in Box 76. For example: you say, 'IA They're
ON the TABLE' and students circle on and table; you say, 'IB They're on
the TABLE' and students circle table; etc. Use the utterances in row I as an
illustration of what the students need to do and then continue through the
remaining rows. Check the answers (students should say which words they
have circled) and repeat any utterances that students find problematic.
144 I45
5.3 Prominence contrasts within words: stalactites and

Box 76 Student handout stalagmites
A B C activity will be challenging even for
I They're ON the TABLE. They're on the TABLE. They're ON the table. beusefuJ to give students the vocabulary
2 At ten past EIGHT. At TEN past eight. At TEN past EIGHT. a preparatory exercise (perhaps for
3 It's a RED ford. It's a RED FORD. It's a ted FORD. the meaning of any words they don't
4 She broke her LEG. She BROKE her leg. She BR 0 KE her LEG. in Box 78 to copy as a handout.
5 He's WRITING a BOOK. He's writing a BOOK. He's WRITING a book. ;;l$tiveprominence placement in words
6 PIZZA and salad. PIZZA and SALAD. Pizza and SALAD.
7 The third on the RIGHT. The THIRD on the right. The THIRD on the RIGHT.
"CAM"WG' Umvmm Pm, w04 a handout and give out in advance.

l OBT. Copy the material in Box
the cartooJ) in Box 79 to the top of
to an OHT.)
A B C
I Where are my books? Didn't I put my books I thought I put my Procedure
on the chair? books under the table. I Draw on the board a cavewith stalactitesand stalagmites,somethinglike
2 The film starts at ten See you at twenty past What time are we this:
past nine, doesn't it? eight. meeting?
3 There's a blue Ford What car has Vicky got? Becky's got a red
commg. Toyota, hasn't she?
4 Is Jane's broken arm Did Jane bruise her leg? How was Jane's skiing
any better? holiday?
5 What's David doing David's writing a play, I've heard David is
these days? isn't he? going to write a book.
6 Did you order pasta What would you like to Is yours the pizza and
and salad? eat? chips?
7 I take the third turning Your house is the Which is your house?
on the left, don't I? second on the right,
isn't it?
@ CAMB"DG' UmvmnY Pm, w04
Elicit from students the words stalactite and stalagmite. Point to a

standing column and say, 'It's a STALagmite'. Then point to a hanging
column and say 'It's a STALactite'. Write stalagmite and stalactite on the
board and point out that stress is on the first syllable in these words.
2 Show students the cartoon in Box 79 (either on the handout or displayed
on the OHT). Discuss with them how the caption would be read aloud,
146 147
and point out or elicit that stalagmite would need to be pronounced

STALagMITE (rather than the usual STALagmite) in this context. You
could explain this either by saying that there is a choice made on the final archaeologist - sociologist cornflour - cornflakes
syllable (between -tite and -mite) or that there is a contrast made on this destructive - constructive disappeared - reappeared
syllable (between stalactite and stalagmite). The main point to get across encouraging - discouraging geology - biology harmless - harmful
is that the normal prominence placement in its citation form (see microscope - microphone millionaire - billionaire
Introduction, p. 6) is overriden by the prominence placement that is motorbike - motorboat rewind - unwind stalagmite - stalactite
needed in a particular context. Tell students that this is going to be toothbrush - toothpaste undervalued - overvalued
practised in the activity. "CAM",,"G' Umvmm Pms w04
3 If you haven't already done so, give out the handout (Box 80).
4 Practise the pronunciation of the words said alone, in Part A of the
handout. Prominent syllables are in capital letters. Students repeat after Box 79 Student handout
you or the recording.
S Practise a couple of the dialogues in Part B with the students. Take one
from 1-8 (whicb includes words that have stress on the first syllable in
their citation forms, moving to a later syllable in the dialogues) and one
from 9-16 (which includes words that have stress in later syllables in their
citation forms, moving to the first in the dialogues) to demonstrate what
to do. For example:
1 It's a STALactite, isn't it?
No, it's a STALagMITE.
=
=0
~'('If IIfTTlY
9 Are you trying to reWIND the tape?
No, it's got tangled. I'm trying to UNwind it.
6 Students work in pairs on the dialogues. Then select a few to perform
some of the dialogues for the class. Monitor the contrastive prominence
placement and correct where necessary.
Extension
Here are some more pairs of nouns that might be contrasted in the same way.
Ask students to work in pairs to write their own dialogues showing the
contrast, and then to perform them.
telescope - telephone relevant - irrelevant
attach - detach impression - expression
41'1"""''''
disused - misused conservatory - observatory 1[EII
headband - headscarf accusation - application

'In a case of this kind, Mrs. Hall, ourfirst concern is
to persuade the patient that he's a stalagmite. "
"CAM",,"G'Umvmm p"" W04
@TheNewYorkerCollection 1943 Gardner Rea from cartoonbank.com. All Rights Reserved
148 149
Toneunits and tonic placement (5.4-5.5)

Part A 5.4 Dividingspeech intotone units
Stress on first syllable Stress on later syllables
STALagmite reWIND disaPPEARED
STALactite unWIND reaPPEARED
HARMless geOLogy millionAIRE
HARMful biOLogy billionAIRE copy the material in Box 8I 1onto a
MOtorbike deSTRUCtive underVALued own material (see Variation), record a
MOtorboat conSTRUCtive overVALued ,four or five seconds for each one
TOOTHbrush enCOURaging archaeO Logist the extracts and divide the speech
TOOTHpaste disCOURaging sociOLogist be pauses, or they may
MIcroscope However, don't worry
MIcrophone rdeciding on boundaries; if you hear
CORNflour
CORNflakes ql\:tdesoulldsthat run together without a break,
gv#tsionofthe transcripts (as in Box 81) onto a
Part B:
I A: It's a stalactite, isn't it? B: No, it's a stalagmite.
2 A: Is it harmful? B: No, it's harmless. Procedure
3 A: I hear you travelled by motorboat. B: No, I went by motorbike. I Give out the handout (Box 8I). Focus on Part A. Students look at the first
4 A: Have you forgotten your toothbrush? extract while you play the recording of this two or three times.
B: No, I've forgotten my toothpaste.
2 Ask individual students to repeat, trying to break up the speech into units
5 A: Did you say microscope? B: No, I said microphone.
6 A: Do you want me to get cornflakes? B: No, I want cornflour. in the same way as on the recording. If students have problems, play (or
7 A: Has she dyed her eyelashes? B: No, she's dyed her eyebrows. say) single units one at a time until they can say each one fluently. Then
8 A: Should I cross the footpath after that? ask them to say the whole extract again. Then do the same for the
B: No, you cross the footbridge. remaining extracts.
9 A: Are you trying to rewind the tape? 3 Focus on Part B. This includes extracts from the recording without unit
B: No, it's got tangled. I'm trying to unwind it. boundaries marked on the written transcript. Ask students to listen to the
Ia A: I hear you're studying geology. B: No, I'm studying biology. recording a few times, decide where the natural breaks are and mark
II A: So he suddenly disappeared? these on their handouts. Then follow the procedure in step 2 above. The
B: No, I said he suddenly reappeared. transcripts with unit boundaries marked are given below Box 8I for your
12 A: Disagreements in a relationship can be very destructive. information.
B: Yes, but they can be constructive, too.
13 A: I found his comments very encouraging. Variation
B: Well I thought they were discouraging. Rather than using the recording, you could use your own material; for
14 A: Do you know he's a millionaire? B: He's actually a billionaire. example, recordings accompanying textbooks that you use. Make sure that
15 A: So you think the company is undervalued? you don't include commas and full stops, which might give clues to
B: No, I think it's overvalued. intonation unit boundaries.
16 A: Pam's a sociologist, isn't she? B: No, she's an archaeologist.
"CAM"WG' UN<vmm PRe" w04 1 Source: Brazil, D. (I994 [Part A: I from p. 57; 2 from p. 78; 3 from p. I3; 4 from p. 35. Part B:
I fromp. 45; 2 fromp. 89; 3 fromp. 23 (part); 4 fromp. 3I]).
15° 151
Extension 5.5 Tonic word placement:

For homework, ask students to record a very short extract from a radio or 'At ten to seven, or ten to eight?'
television news broadcast where the newsreader is talking (this is likely to be
unit (or 'tone unit') there is one word which
the clearest part). They should transcribe this and mark where unit it is where the voice begins to fall
boundaries occur. Encourage them to think about how professional . (For more information, see
broadcasters divide their speech into units, and discuss one or two of the
transcripts in class.

in Box 82 onto a handout or an OHT.
Part A A onto an OHT or write it on the board, and
I She's leaving / to take up a post / in Glasgow / we wish her well out.
2 The door opened and / this person got out / and it was a little old
lady / with a shopping bag
3 I hurried across / and turned into an alleyway / and started to walk /
Procedure
it was dark / and drizzling a little I Focus on Part A. Demonstrate the importance of tonic word placement.
4 At the top of the stairs / was the coffee room / and opposite that / Say sentences a and b (with a falling tone) for the class so that they
was the photocopying room / just beyond there / was the post room / understand that the tonic syllable is ten in sentence a and eight in
and Arthur's room / was about three doors along sentence b. Then ask 'Which comes before a - I or 2?' (a comes after 2,
Part B and b after 1.)
I Well I'm rather busy just at present perhaps you wouldn't mind 2 Focus on Part B. Students repeat all the items in column B (with tonic
waiting for a few minutes syllables in capitals) after you or the recording.
2 We need to reduce the numbers of cars on our roads we don't need 3 Students form Student A/B pairs. For the first pair of sentences, Student A
to increase them says either sentence I or 2 and Student B replies with response a or b, as
3 The thing to look out for is the playing fields and soon after you've appropriate (Answers: 1- b, 2 - a). Demonstrate this first.
passed them you'll go under an underpass 4 Student A selects randomly from the six pairs of sentences, perhaps
4 You remember that friend of his though the guy who came from repeating items, so that plenty of practice is generated. After a time,
Liverpool he always came on Fridays and nobody quite knew why Students A and B can exchange roles.
!!) CAMBRmGR Umvmm PRR;, w04
Extensions
I Give students short sentences such as I went to Paris last summer and ask
Transcripts for Part B with unit boundaries marked: them to suggest the first parts of dialogues to produce the responses:
I Well I'm rather busy / just at present / perhaps you wouldn't mind I went to PARis last summer.
waiting for a few minutes I went to Paris LAST summer.
2 We need to reduce / the numbers of cars on our roads / we don't need I went to Paris last SUMMer.
to increase them
2 In a later lesson, when sufficient time has elapsed so that students have
3 The thing to look out for / is the playing fields / and soon after you've
forgotten the details of the exercise, give them the B responses in Box 82,
passed them / you'll go under an underpass
4 You remember that friend of his though / the guy who came from Part B again. Ask them to suggest appropriate A parts to elicit each of the
Liverpool/he always came on Fridays / and nobody quite knew why responses.
152 153
Procedure
Box 82 Student handout I Draw on the board the following tones (fall, fall-rise, rise, level) and
Part A numberthem I to 4.
I See you at ten to seven. aAtT~
2 Seeyou at five to eight. bAttentoE~ I~ 2V 3~ 4L ~
2 On the recording, the word yes is said ten times, each with one of the
Part B
A B tones above: 1)4, 2)1, 3)2,4)3,5)2,6)3,7)4,8)3,9)2, ro)r.
Play the recording and ask students to give the number of the tone that
0 I I thought the office was in West Oldtown. a No, it's in West NEWtown.
they hear.
2 I thought the office was in East Newtown. b No, it's in WEST Newtown.
@ I Isn't Kate a chemist? a No, my SISter's a doctor. 3 Repeat with words that have more than one syllable. The recording gives
2 Your brother's a doctor, isn't he? b No, my sister's a DOCtor. ten versions of the following words:
Q) I How do you like your coffee? a With MILK, please. question-I) 2, 2)3, 3)4,4)2,5)3,6)1,7)2,8)4,9)1, ro)2
2 You have your coffee black, don't you? b WITH milk, please. pronunciation-I) 3, 2)3, 3)1, 4)4,5)2,6)2,7)3,8)1,9)1, ro)4
@ I I can't find the car keys in your handbag. a They're in my black HANDbag. Alternatively, you could say the words with different tones yourself.
2 Where did you put the car keys? b They're in my BLACK handbag. 4 Ask a student to take the role of teacher, saying a word that you give them
(i) I When do you think Jill will get here? a She's coming AFTer lunch. using different tones, while other students answer with the appropriate
2 What do you think Jill will want for b She's coming after LUNCH. tone number.
lunch?
@ I Do you think leaving school at 16 was a a It was a big misTAKE.
mistake? 5.7 Tone choice inquestions
2 Why did the police arrest Tom? b It was a BIG mistake.
-questions end with a falling tone, and
@C"mmG' UN<V",,"y Pm' w04
ing tone. While this is often true,
questions in natural speech which break
by reminding students of the 'textbook
this to give students a more general
nship between questions and intonation.
n we might be trying to find out information
now. Alternatively, we might ask a question in
Tones(5.6-5.9) information we think we know is correct.
falling tone, and making sure
5.6 Choosing tones: fall or rise? (that is, falling-rising
are often used to find out, they
be used to introduce the four most frequent tones in
and as yes/no questions are often used to make
fall, fall-rise, rise, level- or to remind students of
lling-rising or rising tone. However, wh-
activity such as Activities 5.7 or 5.8 below.
be used to make sure, and so have falling-rising or
ones: fall, fall-rise, rise, level
yes/no question can also be used to find out, and so
154 155
questions; distinguishing between 3 Give out the handout (Box 84). Focus on Part A. Students repeat the
questions questions after you with the intonation shown. Then take the B parts in
the dialogues and students ask you questions. I told you is inserted in the
answers in 6-10 to emphasise that this is information A should already
onto a handout or an OHT, or write the
know. Finally, students work in pairs to ask and answer the questions
r.d. Copy the material in Box 84 onto a handout.
as A and B. Monitor the intonation in the questions and correct if
necessary.
Procedure 4 Focus on Part B. Say that wh-questions can also be used for making sure-
I Give out or show the material in Box 83. Play the recording of the to check information that you have already been told (but may have
questions. Alternatively, say the questions yourself with the intonation forgotten) - and these questions often have a fall-rise starting on the wh-
at the end of the questions as given below. This is also the intonation word. Play the recording of the first five questions, or say them with the
used on the recording. (Note that for the sake of simplicity, falling-rising intonation shown, and follow the procedure as in step 3.
tones are used on the recording rather than rising tones. However, you 5 Then explain that yes/no questions can also be used for finding out, and
could use a rising tone instead of the falling-rising, with a similar these questions often have a falling tone. Play the recording of the next
meaning. ) five questions, or say them with the intonation shown, and follow the
procedure as in step 3. The difference between these questions and those
I How's Tom getting to ~? in Part A is that in Part A (with falling-rising tone) the questions are
2 Do you want a lift to the ~? checking (we think we know the answer) and in Part B (with falling tone)
they are finding out information we don't know.
3 Why's~ 6 Focus on Part C. Explain that students should ask the questions again
with an intonation appropriate to the purpose (find out / make sure)
4 Are you going to the~t?
given on the left. The B responses should be taken from those given in
5 Doyoulike~? Parts A and B and should be appropriate to the intonation used. Give a
6 What do you want for your ~ few examples to illustrate and then students work in pairs.
Extension
7 When are you going back ~
After you have used a recorded dialogue in class, go back and focus on the
8 Did you get back this~ intonation at the end of any questions in it. Ask students to identify whether
there is a falling or end-rising tone (rising or falling-rising). In most cases, the
9 WasS~?
finding out or making sure distinction will help explain intonation choice.
10 Who's the man in the blue ~ For more advanced students, you could go on to consider whether the
Ask students to listen in particular to the end of the question, starting alternative intonation choice might also be appropriate in the context and if
not, why not.
with the syllable in capital letters, and decide whether they hear a falling
or a falling-rising tone. Try to elicit from students a relationship between
the type of question and the intonation in these sentences: that is, wh-
questions end with a falling tone, and yes/no questions end with a falling-
rising tone.
2 Explain to students the distinction between finding out and making sure,
and the connection with wh- and yes/no questions (see above).
IS6 IS7
Box 83 Student handout Box 84 continued
I How's Tom getting to PARis? making sure 3A:~day? B: I told you, a new jumper.
2 Do you want a lift to the STATion?
3 Why's ALice coming this evening? making sure 4A:~? B: I told you, tomorrow.
4 Are you going to the PARTy tonight? making sure 5A:~ B: I told you, the marketing
5 Do you like OYSTers? manager.
6 What do you want for your BIRTHday?
finding out B: No, I'll walk.
7 When are you going back HOME? 6 A:Do you want a liftto the S~
8 Did you get back this MORNing? finding out 7 A:Areyougoingto the P~ B: No, it's been cancelled.
9 Was SUSan at the meeting?
finding out B: Yes, I love them.
IO Who's the man in the blue SUIT? 8A: Do youlike O~
@ CAMBRmeRUmvmm Pm; w04 finding out B: No, last night.
9 A:Didyou get backthis M~
finding out B: Yes, she was there.
IOA:WasS~
Part C
find out I A: How's Tom getting to Paris?
Part A make sure 2 A: Why's Alice coming this evening?
finding out I A: How's Tom getting to P~ B: By train. make sure 3 A: What do you want for your birthday?
find out 4 A: When are you going back home?
finding out
2 A: Why's A~ B: To borrow some CDs. find out 5 A: Who's the man in the blue suit?
finding out 3 A: What do you want for your B: Anew jumper. make sure 6 A: Do you want a lift to the station?
BIR~ find out 7 A: Are you going to the party tonight?

make sure 8 A: Do you like oysters?
finding out 4 A: When are you going back H~ B:Tomorrow. make sure 9 A: Did you get back this morning?
finding out 5 A: Who's the man in the blue ~ B: The marketing manager. find out IO A: Was Susan at the meeting?
"CAMBRmGR Umvmm Pms '°°4
making sure
6 A: Do you want a lift to the ~ B: No, I told you, I'll walk.
making sure
7 A: Are you going to the ~ B:No, I told you, it's been
cancelled.
making sure B: Yes, I told you, I love them.

8 A:Do you likeO~
making sure B: No, I told you, last night.
9 A: Didyou get backthis MO~
making sure IoA:WasSU~ B: Yes, I told you, she was
there.
Part B
making sure IA:_? B: I told you, by train.
making sure B: I told you, to borrow some

2A:~?
CDs.
@CAMBRmeR UmVRRmv Pm; w04
158 159
5.8 Falling and falling-rising tones: reservation One student asks a question to a selected member of the class, who
definite yes/no answers and fall-rise tone for should respond with one of the yes or no patterns on the board. Continue
with other students. To encourage a range of answers, you may need to
point to one of the patterns and ask the responding student to begin their
answer in this way. (Of course, not all questions will permit all four
questions (or think of other yes/no responses. )
own situation) on a small piece of paper:
Were you hard working at school?
Are you going to give us any 5.9 'News' and 'not news': correcting
homework today? returning students' exercise
Do you play any musical If this is not possible,
instruments?
ne for telling something new and the
~ for something already known
a handout.
Procedure
I Distribute the piecesof paper with questionson to a number of students,
Procedure
but don't explain what they are for. Then prompt students to ask you the
1a Return the students' work, but give the exercise books or papers to the
questions they have on their pieces of paper. Answer using all four
responses on the board, showing that a falling tone is used for definite wrong people. Give back the first book/paper, and when the student
yes/no answers, and that a fall-rise tone indicates some reservation or objects, elicit from them the following: .
limitation which you can go on to give. For example:

Have you ever been to Paris? ~
But this is (F~ book/work, not ~
Alternatively, students can use a rising tone instead of a fall-rise:
Do you enjoy teaching us? V most of the time, But this is (F~ book/work, not ~E.
Can you speak German?
Are you a good swimmer?
Do you watch TV a lot?
,~
~ but I'd like to learn.
no more than average.
Make sure the first student uses one of the two intonation patterns
shown, with the syllables in capitals indicating the place where the falling
and falling-rising (or rising) tones begin (i.e. the tonic syllables). Repeat
this with other students. (Note that some of your students may have
Were you hard working at school? ~ in the last couple of years.
names in which more than one syllable, or even all syllables, are stressed.
Are you going to give us any ~ This activity should still work, using a falling tone on the last stressed
syllable of the name.)
2
homework today?
Do you play any musical instruments? ,

Give students time to think of and write down one or two additional
b As an alternative, 'borrow' a few of the students' belongings (pens,
books, rulers, ete.), mix them up and return them to the wrong people.
Then follow the procedure in step I a.
2 When students are familiar with the intonation pattern, explain that we
yes/no questions each, or brainstorm ideas for questions on the board. use a falling tone when we tell something new, and a rising or
160 161
10 A: I want to learn to drive. I've read lots of books about it.

falling-rising tone (it doesn't matter which) for something that is 'already
known' or 'assumed'. The labels News (signalled with a falling tone) and
Not news (signalled with a rising or falling-rising tone) might be helpful.
B: You'll need to ~ not just read B~
3 Give out the handout (Box 85). Explain to students that they are going to II A: The new farming policy is good for Germany.
practise the same 'news' and 'not news' pattern in correcting what people
B: It's good for E~ot onlY~,
say. Take the part of A in the first dialogue and ask a number of students
in turn to take the B part. Monitor and correct the intonation pattern 12 A: We're not allowed to smoke in the offices, are we?
where necessary. Do the same with the remaining dialogues. The activity
gets progressively more difficult: 1-3 have intonation and tonic syllables B: Smoking's banned in the whole ~ot only in the~
Note that in British English at least, a falling-rising tone is often used in
marked; 4-6 have only tonic syllables marked; and the rest have neither
marked. The most likely intonation patterns and choice of tonic syllables correcting (as in I. . . not to Norway; 2 . . . not a green one, etc.). The
are shown below, and these are given on the recording. effect of this tone is to make the correction less confrontational and so
appear more polite; the correction is a reminder of something they may
I A: Have a great time in Norway. have forgotten. Although a falling tone could replace a falling-rising tone
B: I'm going to S~, not to ~ in the examples above, it might be heard as less polite; telling A that they
have got their facts wrong.
2 A: Mary's house is the one with a green door. 4 Finally, students work in pairs on the dialogues. Monitor and correct
B: Her house has got a ~ not a G~

3 A: I'd hate to be a painter like John. I don't like going up ladders.
intonation where necessary.
Extension
Ask students to reverse the order of the information in the B parts (e.g. I I'm
B:He'san~ota~ not going to Norway, I'm going to Sweden; 2 Her house hasn't got a green
4 A: I hear Sue's going to India this summer. door, it's got a blue one; 3 He's a decorator, not an artist; 4 She's not just
going there for the summer, she's going permanently; 5 He won't just have to
B: She's going there ~ notjustfortheS~ eat less, he'll have to do more exercise; etc.). Then they should work in pairs
on the new dialogues. In the B parts the fall-rise (or rise) should come first
5 A: Tom's trying to get fit. He's on a diet.
(for the information which is 'not news') and the fall should come second
B: He'll have to do more ~not just~. (for the information which is 'news'). For example:
6 A: It's cheaper to go to Barcelona by plane than train. A: Have a great time in Norway.
B: It's ~ot only C~ B: I'm not going to ~I'm going to~.

7 A: I'll get the number sixty-two into town.
B: You catch the sixty~notthe sixty-~.

8 A: It'll be really hot in Greece in July.
B: We're going in O~, not in~

9 A: You should easily beat Emma at tennis.
B: I'm playing Su~not E~

162 163

1 A: Have a great time in Norway.
B: I'm going to ~, not to ~

2 A: Mary's house is the one with a green door.
B: Her house has got a ~ not a ~

3 A: I'd hate to be a painter like John. I don't like going up ladders.
B:He'san~nota~
4 A: I hear Sue's going to India this summer.
B: She's going there PERManently, not just for the SUMMer.
5 A: Tom's trying to get fit. He's on a diet.
B: He'll have to do more EXercise, not just EAT less.
6 A: It's cheaper to go to Barcelona by plane than train.
B: It's easier, not only cheaper.
7 A: I'll get the number sixty-two into town.
B: You catch the sixty-one, not the sixty-two.
8 A: It'll be really hot in Greece in July.
B: We're going in October, not in July.
9 A: You should easily beat Emma at tennis.
B: I'm playing Suzanne, not Emma.
10 A: I want to learn to drive. I've read lots of books about it.
B: You'll need to practise, not just read books about it.
II A: The new farming policy is good for Germany.
B: It's good for Europe, not only Germany.
12 A: We're not allowed to smoke in the offices, are we?
B: Smoking's banned in the whole building, not only in the offices.
@CAM",W'" UN<vmm Pm' w04
164

Connected Speech: Linksbetweenwords 3.1 Matching Adjectivesand Nouns:consonantto Vowel Links

Uploaded by

Copyright:

Available Formats

Connected Speech: Linksbetweenwords 3.1 Matching Adjectivesand Nouns:consonantto Vowel Links

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Connected Speech: Linksbetweenwords 3.1 Matching Adjectivesand Nouns:consonantto Vowel Links

Uploaded by

Copyright:

Available Formats

Connected speech

3.1 Matching adjectivesand nouns:consonantto vowel

sound changes) part-exchange, handout, godfather, tin opener, Procedure

A B C Students repeat the phrases after you a few times.

rial in Box 33 onto a handout or an OHT.

3.4 Matching opposites and words that go together:

2 If necessary, explain how contractions are formed by writing on the

Mo,rr,'eJ J..D ye~r"

Box 39 Student handout Box 40 Student handout

Weakand strong forms of grammar words (3.8-3.10)

3.9 Predicting weak and strong forms

3.10 Listeningto weak forms

Box 44 Student handout

3.12 Leavingout vowels inwords

Syllables, word stress and stress in

Box 47 Student handout

4.2 The same or different number of syllables? Box 49 Teacher reference

comf[or]table caref[u]lly nurs[e]ry p[e]rhaps (pronouncedpraps)

Greece 0 China 00 Zimbabwe 000

Chad 0 Finland 00 Austria 000 Venezuela 0000

Spain 0 Taiwan 00 Canada 000 Madagascar 0000

Sudan 00 Cameroon 000 Azerbaijan 0000

Procedure Possible list of stress patterns:

noun Ora verb Part A

Copy the material in Box 57 onto a handout.

4.12 Rulesof word stress intwo-syllablenouns,

FoclISIdentifying stressed and unstressed syllables in two-syllable nouns,

Answer key Procedure

Box 60 Student handout

-ian and word Extensions

vegetables history librarian grammarian electrician magician

i:>CAMORmGE UNlv",m PRm >0°4

Box 63 Student handout

alphabet alp ha betical

technology - technological geography - geographical i

I The course is a mixture of the

Box 64 Student handout

Extension 66; these are on the recording); for

Box 65 Student handout

Box 66 Teacher reference

t of pairs of words for step I, each pair having the same

of which has one of the two-

Box 68 Teacher reference Box 69 Student handout

A: Do your broken ribs still hurt you?

A: What did you do with the sugar? handout or an OHT. Write a

Box 70 Student handout 4.21 Stressshiftincompounds

overnight 000 underground 000

What colour's your car? It's~ ~

Box 75 Student handout

5.3 Prominence contrasts within words: stalactites and

"CAM"WG' Umvmm Pm, w04 a handout and give out in advance.

Elicit from students the words stalactite and stalagmite. Point to a

and point out or elicit that stalagmite would need to be pronounced

headband - headscarf accusation - application

@TheNewYorkerCollection 1943 Gardner Rea from cartoonbank.com. All Rights Reserved

Toneunits and tonic placement (5.4-5.5)

Extension 5.5 Tonic word placement:

Box 81 Student handout

Box 83 Student handout Box 84 continued