Roadmap C1 Pronunciation Worksheets

C1 Teacher’s Guide

• /r/ – e.g. they’re ͜ online

UNIT 1 Linking /r/ only applies to the pronunciation of English
in parts of England, Wales, Australia, New Zealand and
Lesson 1A Teambuilding South Africa, where a letter r is only pronounced before
a vowel sound – for example in wearing /ˈweərɪŋ/ but
SPEECH UNITS not in wear /weə/.
Linking /r/ where there is no letter r in the spelling,
1 b 1 Let’s take a look at it. e.g. law ͜ r ͜ and order, is sometimes criticised as ‘intrusive’,
2 We could go for a long hike. but in terms of pronunciation, law ͜ r ͜ and and more ͜ r ͜ and
3 Who’s going to take the lead? are examples of the same phenomenon.
4 They gave us a warm welcome. Generally speaking, in most of North America, Scotland
5 It’s a way of getting people talking. and Ireland, the letter r is pronounced wherever it is
6 Does anyone want to make a contribution? written, so there is no ‘linking r’ phenomenon.
7 We’re going to hold a feedback session.
8 I just had a chat with her. Lesson 1C Kidfluencers
Speech is not a continuous, unbroken series of words, but
is divided into speech units (which have also been given STRESS IN COMPOUND NOUNS
other names, such as ‘tone units’). There may or may not
be an audible pause between two speech units, but there 3 b 1 film stars
is always at least a relaxation of energy. Speech units 2 marketing campaign
might be compared very approximately to waves in the sea, 3 Internet age
separated by troughs. For example: I’m sorry, I don’t know 4 YouTube channels
consists of two speech units; the comma marks the division 5 kidfluencer videos
between them. I’m afraid I don’t know is a single speech 6 Instagram accounts
unit. If it is divided into two (I’m afraid, I don’t know ) the 7 social media platforms
meaning of afraid changes. 8 social networking sites

Many speech units have two stressed (or ‘prominent’) Compound nouns are usually stressed on the first noun,
syllables, the first of which has a level tone and the second though there are exceptions.
of which carries or begins the main intonation movement. In items 7 and 8 in this exercise, social media and social
For example: I’m afraid I don’t know – fraid has a level networking are adjective + noun phrases with stress on the
(neither rising nor falling) tone and know typically has a noun, so the compounds are social media + platforms and
falling tone. social networking + sites.
If there are unstressed syllables after the second stress,
the intonation movement continues through these. For INTONATION IN INFINITIVE PHRASES
example, in Let’s take a look at it, the intonation movement
4 b 1 To be fair,
begins on look and covers look at it.
2 To make matters worse,
3 To cap it all,
Lesson 1B Online/Offline 4 To begin with,
5 To cut a long story short,
LINKING 6 To put it bluntly,
2 a 1 As more ͜ and more people wade ͜ in, a simple 7 To be perfectly honest,
disagreement can quickly spiral ͜ out ͜ of control. 8 To come back to my earlier point,
/r/, cv, cv, cv Infinitive phrases at the beginning of a sentence form a
2 The ͜ information ͜ is missing, and ͜ our ͜ anger quickly speech unit separate from the rest of the sentence, with
gets ͜ out ͜ of hand. either one or two stresses. (See Exercise 1: Speech units.)
/j/, cv, cv, /r/, cv, cv The second (or the only) stress typically has (or begins) a
3 We ͜ assume they’re ͜ impervious to normal ͜ emotions. fall-rise intonation.
/j/, /r/, cv For example:
4 We naturally ͜ organise ͜ ourselves ͜ into ͜ online communities To be honest, … – The fall-rise begins on hon- and
with people ͜ of similar ͜ opinions. continues through -est.
/j/, cv, cv, /w/, cv, /r/ To put it mildly, … – put has a level tone; the fall-rise begins
The final sound of one word is often linked to the first on mild- and continues through -ly.
sound of the following word. There are four types of link:
• consonant-vowel (formally known as ‘catenation’) –
e.g. get ͜ irritated, giving the impression of tirritated.
• /j/ between vowels – e.g. we ͜ assume
There is actually no /j/ added, but there is the
impression of /j/ in the transition between the vowels.
• /w/ between vowels – e.g. so ͜ angry
There is actually no /w/ added, but there is the
impression of /w/ in the transition between the vowels.

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 Roadmap C1 Pronunciation Worksheets
C1 Teacher’s Guide

Lesson 1D English in action WORD STRESS

3 b 1 ambition ambitious S
VOWEL SOUNDS
2 elect election S
5 b advice remind /aɪ/ 3 employ employee D
brains breaker /eɪ/ 4 glamour glamorous S
choose move /uː/ 5 operate operation D
hover wander  /ɒ/ 6 probable probability D
person prefer /ɜː/ 7 promote promotion S
small talk /ɔː/ 8 simple simplified S
The second words in each pair exemplify regular patterns in
words with suffixes:
UNIT 2 In words with the suffixes -ify, -ion, -ious and -ity, the
stress is usually on the syllable before the suffix.
The suffix -ee is usually stressed.
Lesson 2A Changes (However, many such words are subject to stress shift –
see Unit 3, Exercise 4.)
THE LETTER t
1a 1 a tipping point /t/ Lesson 2C Local issues
2 to save the planet GS
3 set to continue GS INTONATION IN CLEFT SENTENCES
4 the start of a new era /t/
4 b 1 It’s the people at the top that matter.
5 everything that’s happening GS
2 What I love about this idea is that it’s cheap to
6 support the environment GS
implement.
7 the benefits it has /t/
3 What we did was to set up an investigation.
8 a positive effect /t/
4 All we’re saying is that you’ll have to wait a few minutes.
9 climate change GS
5 What we really want to do is make sensible investments.
10 clean up the plastic /t/
11 it won’t be possible GS Cleft sentences beginning with What or All typically consist
12 recent trends GS of two speech units, the first with a fall-rise and the second
with a fall.
The letter t is often pronounced as a glottal stop –
especially, but not only, at the end of a word. This feature
is important for listening, and learners should not feel that
CONSONANT SOUNDS
they necessarily have to imitate it, but they will probably 5 a /k/ (council ): archaic, chaotic
find it easier to glottalise t in some contexts – e.g. set to /tʃ/ (cheap): actually, challenging, charming, costume
continue. /dʒ/ (language): vintage
/ʃ/ (fashion): attention, cautious, harsh, issue
Lesson 2B A job of work /ʒ/ (vision): measure

SPEECH UNITS: unstressed syllables

2 b 1 They’ll hate the idea. UNIT 3
2 I can work from home a couple of days a week.
3 Most students are open to the idea of sharing resources. Lesson 3A Ideas
4 They’re likely to go along with the proposals.
5 A few others might be at odds with the idea though. STRONG AND WEAK FORMS
6 These trends are likely to continue in the future.
A speech unit sometimes ends with a long sequence of 1a 1 You can’t arrive any earlier, can you? S
unstressed syllables – for example, in this exchange: 2 Why is it that we don’t see more of this? W
‘I’ll be so happy when I’ve finished my studies!’ 3 What should they do in that situation? SS
‘Yes, but what do you want to do after you’ve finished your 4 Why do they always take so long? W
studies?’ 5 You mean that’s the most important factor? WS
6 Let’s think about the first issues, shall we? SS
Here there are eight unstressed syllables after do. Such
7 Could you have done this better? WW
syllables tend to be spoken particularly fast. Some learners
8 So you’re saying we don’t need to leave yet? WS
find it difficult to articulate such sequences of syllables
9 What time did you get there? SS
without introducing extra stresses.
10 Could you tell us what the findings are? WS
Grammatical words such as those underlined are most
commonly unstressed and appear in their weak forms.
However, when they are stressed the strong forms are
used.

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Lesson 3B Problems, problems Lesson 3D English in action

INTONATION IN REASON CLAUSES SILENT d and t
2 a 1 As you’ve already contacted them, 5 a 1 the plot of a book Y
2 As you’ve already contacted them, 2 I tried to make it clear. N
3 Seeing as we agree on this point, 3 the best way to learn N
4 Seeing as we agree on this point, 4 How did they solve it? Y
5 As we don’t know all the facts yet, 5 your last weekend N
6 As we don’t know all the facts yet, 6 I don’t understand. Y
Reason clauses at the beginning of a sentence form a 7 I’m more confused now. N
speech unit separate from the rest of the sentence, with 8 the gist of it Y
two stresses. The second stress typically has (or begins) a The letters d and t are often elided (not pronounced),
fall-rise. especially between other consonants. One effect of this
can be to eliminate the difference between present and
SPEECH UNITS: unstressed syllables past verb forms, for example:
I try to make it clear.
3 a 1 It might sound blatantly obvious. I tried to make it clear.
2 I can see how this must be hard for you.
3 It’s easy to let a problem overwhelm you.
4 We don’t seem to be making any progress with this.
5 I think you misinterpreted what she was saying.
UNIT 4
6 The idea is that you approach a problem in six different
ways. Lesson 4A High emotion
There is sometimes a long sequence of unstressed
syllables between two stressed syllables. (See also Unit 2 SPEECH UNITS AND PAUSING
Exercise 2.) 1 a The second version is more effective.
Lesson 3C Fact or fiction? b On the whole, / fear is a good thing. / If we weren’t afraid
of fires, / heights / and venomous snakes, / we would never
WORD STRESS SHIFT survive. / But sometimes / our fears do more harm than
good, / holding us back / from doing what we want to do.
4 a 1 understanding the media
When a speaker is addressing an audience formally, for
2 a lack of understanding
example when giving a presentation, inserting plenty of
3 perfectly straightforward
pauses in appropriate places between speech units helps
4 a straightforward procedure
listeners to follow and reflect on what the speaker is
5 unconfirmed reports
saying, and helps the speaker to appear calm, organised
6 the reports are unconfirmed
and authoritative.
Some words can have different stress patterns, depending
on whether they are near the beginning or the end of a
won’t and wouldn’t
speech unit, for example:
understanding the media 2 a 1 I wouldn’t even touch them.
a lack of understanding 2 You won’t have heard it.
In both these phrases, the first stressed syllable is on a 3 I won’t watch scary movies.
level tone and the second one carries, or introduces, the 4 He wouldn’t listen to me.
intonation movement of the speech unit – see Unit 1 5 Why wouldn’t it stop?
Exercise 1. 6 My car won’t start.
The forms won’t and wouldn’t are often unstressed and
spoken quickly, and /d/ in wouldn’t is often pronounced
indistinctly or elided, so that the difference between the
two tends to be obscured.

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Teacher’s Personal Trainer   1C A new lifestyle

Lesson 4B Volunteering UNIT 5

INTONATION: conditionals
Lesson 5A Unsung heroes
3 c 1 If you give us the money, we’ll run the project.
2 We’ll run the project if you give us the money. STRESS IN WORDS AND PHRASES
3 If you’d like to follow me, I’ll show you to your room.
4 I’ll show you to your room if you’d like to follow me. 1 a  1 unsung heroes
5 If you promise to take care of it, I can lend you my car. 2 spread like wildfire
6 I can lend you my car if you promise to take care of it. 3 his books are overrated
7 If you won’t help me, I don’t know who will. 4 a peripheral member
8 I don’t know who’ll help me if you won’t. 5 invisible superheroes
When the if clause is at the beginning of the sentence, it 6 my work’s undervalued
often has a fall-rise. When it is at the end of the sentence, 7 respect and support
if often has a rise. 8 to replicate the project
9 albeit reluctantly
10 groundbreaking ideas
STRESS IN WORDS AND PHRASES
11 undervalued work
4a 1 changeable 12 overrated books
2 on a regular basis Pairs of items 6/11 and 3/12 illustrate stress shift – see
3 extravagant Unit 3 Exercise 4.
4 reciprocal support
5 participant INTONATION: linking devices
6 expertise
7 up-to-date knowledge 2 a 1 Although reluctantly, he agreed to participate.
8 rent-free 2 Now that the project has taken off at last, the organisers
9 work experience are expanding it.
10 businesspeople 3 Inasmuch as we couldn’t make any decisions today, the
11 an untapped resource meeting was a disaster.
12 intergenerational volunteering 4 Given that we had problems last time we tried, what
Some of these words and phrases are subject to stress shift should we do differently?
– see Unit 3 Exercise 4: 5 Regardless of how old they are, everyone’s welcome.
Is your knowledge up-to-date? Clauses with a linking device at the beginning of a sentence
This resource is so far untapped. often have a fall-rise intonation.
Volunteering is now intergenerational.
Lesson 5B The power of failure
Lesson 4C The mind’s eye
WORD STRESS
SOUNDS AND SPELLING: oo, ou, u
3 a Oo: colleague, failure, risky
5 a /ʌ/ (run): muffled, pungent, stunning, touch Ooo: positive, skateboarder
/ʊ/ (took): childhood, handful Oooo: accident-prone, soul-destroying
/uː/ (room): include, moving, through oO: career
/juː/ (use): assume, genuine, muted, visualise oOo: musician
/aʊ/ (how): mountain, sounds, thousand oOoo: embarrassment, hilarious, perfectionist
/ə/ (ago): focus, odour, savoury, textured
silent u : building, guess, vague Lesson 5C The great clean-up
VOWEL SOUNDS AND SPELLINGS
4 a 1 litter 2 global 3 scrub 4 viral 5 snorkel
6 phenomenon

INTONATION: If only …
5 a 1 If only we had more time.
2 If only we could do something.
3 If only you’d clean your room more often.
4 If only they’d help us a bit.
5 If only it was as simple as that.
Sentences beginning with If only … typically have a first
stress on only and a second stress later in the sentence
with a falling intonation.

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Lesson 5D English in action WORD STRESS

3 b 1 apply application D
STRESS IN SENTENCES
2 cancel cancellation D
6 b 1 I’m a bit tied up. 3 imply implication D
2 I’m otherwise engaged. 4 market marketing S
3 I’m completely out of my depth. 5 propose proposal S
4 Something’s cropped up. 6 responsible responsibility D
5 I’m in the middle of something urgent. 7 subscribe subscription S
6 It’s out of my hands. 8 target targeted S
7 I’ve just got to pop out for a moment. The second words in each pair exemplify regular patterns in
8 I’ll see what I can do. words with suffixes. In words with the suffixes -ion and -ity,
These short sentences are examples of single speech units the stress is usually on the syllable before the suffix. The
– see Unit 1 Exercise 1. suffixes -al, -ed and -ing do not usually have any effect on
the location of the stress.

UNIT 6 Lesson 6C Signs of the times

EMPHATIC STRESS
Lesson 6A Dystopias
4a 1B 2B 3A 4B 5A
AUXILIARIES IN PASSIVES Beginning an intonation pattern on a particularly high pitch
is a common way of emphasising a point. Learners may find
1 a 1 Two reasons were given for the popularity of such films. this strange if their L1 does not make use of it.
2 The information is given to the government.
3 Messages are sent to people via the machine.
4 Everyone was intrigued by the film.
SPEECH UNITS
5 The control centre was broken into. 5 b 13 22 32 43 52 63
6 People were constantly shouted at.
In passives, auxiliary verbs are normally used in their weak
forms – unless the auxiliaries are stressed for emphasis. It UNIT 7
can be difficult to hear the difference between is and was,
and between are and were.
Lesson 7A Journeys
Lesson 6B Consumer affairs
LINKING
THE LETTER h 1 a  1 environmental ͜ impact cv
2 a  1 Cars have been banned. N 2 under your ͜ own steam /r/
2 How did you get those figures? Y 3 for many ͜ a traveller /j/
3 You just click here. N 4 the novelty would wear ͜ off /r/
4 You haven’t completed your purchase. Y 5 a huge ͜ industry cv
5 Have you seen any other tricks? N 6 the ͜ idea ͜ of ͜ overlanding /j/, /r/, cv
6 You’ll have beaten them to it. N 7 literally ͜ any country /j/
7 I’ll support you whatever happens. N 8 a new name for ͜ an ͜ old ͜ activity /r/, cv, cv
8 How do you want to pay? N 9 to ͜ overcome ͜ any challenge /w/, cv
9 They froze all his bank accounts. N 10 a sense ͜ of ͜ adventure cv, cv
10 There have been a number of copies. N 11 your first few flights ͜ are ͜ awe ͜ inspiring cv, /r/, /r/
11 The minister has been charged. Y 12 through ͜ all that spectacular scenery /w/
12 Speak to her parents. N The final sound of one word is often linked to the first
The weak forms of has, have, his and her are typically sound of the following word. There are four types of link:
pronounced without /h/: /əz/, /əv/, /ɪz/ and /ə/. But the • consonant-vowel (formally known as ‘catenation’) –
letter h is frequently not pronounced in other cases, too. e.g. get ͜ irritated, giving the impression of tirritated.
Some people regard this so-called ‘h-dropping’ as incorrect, • /j/ between vowels – e.g. we ͜ assume
so it is probably advisable for learners to elide /h/ in the There is actually no /j/ added, but there is the
weak forms, but to pronounce it in the other cases. impression of /j/ in the transition between the vowels.
• /w/ between vowels – e.g. so ͜ angry
There is actually no /w/ added, but there is the
impression of /w/ in the transition between the vowels.
• /r/ – e.g. they’re ͜ online
Linking /r/ only applies to the pronunciation of English
in parts of England, Wales, Australia, New Zealand and
South Africa, where a letter r is only pronounced before
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a vowel sound – for example in wearing /ˈweərɪŋ/ but Lesson 7D English in action
not in wear /weə/.
Linking /r/ where there is no letter r in the spelling, e.g. SPEECH UNITS: unstressed syllables
law ͜ r ͜ and order, is sometimes criticised as ‘intrusive’, but
in terms of pronunciation, law ͜ r ͜ and and more ͜ r ͜ and are 5a 1 chosen by a vote
examples of the same phenomenon. 2 chosen by a show of hands
Generally speaking, in most of North America, Scotland 3 as eloquently as possible
and Ireland, the letter r is pronounced wherever it is 4 as eloquently and coherently as possible
written, so there is no ‘linking r’ phenomenon. 5 short-stay hotels
6 short-stay bed-and-breakfasts
STRESS IN IDIOMS 7 under greater pressure
8 under greater and greater pressure
2 b  1 the great outdoors 9 priceless treasures
2 get away from it all 10 priceless architectural treasures
3 steer clear of it
4 the back of beyond b 1 3 2 5 3 4 4 9 5 2 6 3 7 1 8 4 9 1 10 6
5 as the crow flies There is sometimes a long sequence of unstressed syllables
6 jaw-dropping beauty between two stressed syllables, as in sentences 2, 4 and
7 meeting people as you go 10. (See also Unit 2 Exercise 2.) Depending on the speed
8 if that’s your thing and casualness of the pronunciation, the unstressed
9 off the beaten track sequences can become compressed to the extent that the
10 with no mod cons number of audible syllables is reduced.
These phrases are examples of single speech units – see
Unit 1 Exercise 1.
UNIT 8
Lesson 7B It’s a scam!
Lesson 8A We all do it
t and d
3 a 1 ✗ I bought ten cameras. STRESS IN IDIOMS
2 ✗ I’d been taken in. 1 b 1 It had me in stitches.
3 ✓ When it comes to retirement, it pays to be sure. 2 I had butterflies in my stomach.
4 ✗ Start making money in minutes. 3 He saw red.
5 ✓ We congratulate ourselves. 4 I felt on top of the world.
6 ✗ Retirement funds. 5 I wanted the ground to swallow me up!
7 ✗ I asked to withdraw £5,000. 6 Don’t make a fool of yourself.
8 ✗ They found themselves heavily in debt. 7 She was over the moon.
/t/ and /d/ are often elided (not pronounced) or 8 They were up in arms.
assimilated (change under the influence of adjacent In these and many other idioms, the stress pattern is
sounds), especially between other consonants. One effect important, because a different pattern can undermine the
of this can be to eliminate the difference between present idiomatic meaning and even have an unintended comic
and past verb forms – for example: effect.
I ask to … I asked to …
Lesson 8B Pivotal moments
Lesson 7C Skills for life
WORD STRESS
RISES AND FALLS IN QUESTIONS AND ANSWERS
2 b basically  Ooo imminent  Ooo
4 a 1 No time to go shopping? No problem. breakthrough  Oo inconsequential oooOo
2 Need a shoulder to cry on? Just give us a call. colonists  Ooo lament  oO
3 Hate washing? We’ll do it for you. consequences Oooo  
quandary  Oo
4 Got a puncture? Just drop your bike off at the repair shop. envisaged  oOo revolutionise  ooOoo
5 Computer illiterate? We’ll help you learn the basics. hindsight  Oo subsequently  Oooo
6 Any questions or comments? Just let us know. hurricane  Ooo threshold  Oo
When people ask a rhetorical yes/no question and
immediately answer it themselves, they often use a rising
tone in the question and a falling tone in the answer.

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STRONG AND WEAK FORMS Lesson 8D English in action

3 a 1 The new measures were due to come into effect
STRESS IN COMPOUND NOUNS
last year. W
2 The new technology was on course to revolutionise 5 b  1 automated message
the industry. W 2 country house
3 We were about to pack up and go home. S 3 landline
4 Important events are often shaped by 4 microphone
inconsequential things. W 5 password
5 The new measures were due to come into effect 6 phone call
last year. S 7 postcode
6 The company was all set to launch its new product line. W 8 SIM card
7 We were about to pack up and go home. W 9 speakerphone
8 Important events are often shaped by 10 text message
inconsequential things. S 11 top-up
Instead of the weak forms of is, are, was and were, the 12 voicemail
strong forms can be used for emphasis. Compound nouns are usually stressed on the first noun,
though there are exceptions.
Lesson 8C Urban survival

INTONATION: fall-rise and fall UNIT 9

4 a  1 Life in a big city / can be hazardous.
2 But don’t worry. Lesson 9A Oral storytelling
3 Whatever you do, / don’t make eye contact with
anyone. CONTRACTIONS AND WEAK FORMS
4 Whenever you see two seats free, / always take the 1 a  1 She was wrapping up her talk.
window seat. 2 I’d been shaking uncontrollably.
5 Under no circumstances whatsoever / should you sit 3 They’ll listen more closely.
on the aisle seat. 4 It’s going to be a long semester.
6 Don’t be a pavement hog. 5 They’ve asked lots of questions.
7 Everyone / has a right to walk along the pavement. 6 The lecture’s going badly.
8 Another good tactic / is to walk along with earphones in. 7 He’d presented his slideshow.
9 Wherever you are in the city, / always check your 8 The people in the audience were smiling encouragingly.
surroundings. 9 They’ve become extremely successful.
10 No matter what you do, / don’t panic. 10 I’d never spoken in front of a large audience before.
11 No matter how difficult it is, / you should try not to talk 11 We were just about to give up.
to anyone. 12 I spent weeks working on it.
12 Whenever you feel angry, / you should count to ten / slowly.

b 1 Life in a big () city can be () hazardous. Lesson 9B Gossip

2 But don’t () worry.
3 Whatever you () do, don’t make () eye contact with INTONATION IN REPORTED SPEECH
anyone. 2a 1 ✗ Somebody said that you’re leaving.
4 Whenever you see two seats () free, always take the 2 ✓ She told me that they were delighted with her work.
() window seat. 3 ✓ He says he isn’t a gossip.
5 Under no circumstances whatso()ever should you sit 4 ✗ She said she won’t do it again.
on the () aisle seat. 5 ✓ Gossiping is said to be good for you.
6 Don’t be a () pavement hog. 6 ✓ It’s believed that they were trying to keep it secret.
7 () Everyone has a right to walk along the () pavement. 7 ✗ He says he isn’t a gossip.
8 () Another good tactic is to walk along with 8 ✗ Gossiping is said to be good for you.
() earphones in. 9 ✓ She said she won’t do it again.
9 Wherever you () are in the city, always check your 10 ✗ She told me that they were delighted with her work.
sur()roundings. 11 ✗ It’s believed that they were trying to keep it secret.
10 No matter what you () do, don’t () panic. 12 ✓ Somebody said that you’re leaving.
11 No matter how () difficult it is, you should try not to
If you want to express doubt about the truth of what
() talk to anyone.
someone said, without saying so explicitly, you can use a
12 Whenever you feel () angry you should count to ()
fall-rise intonation on said or any other reporting verb.
ten () slowly.
Learners – and even teachers! – sometimes find it difficult
to identify the directions of intonation patterns. What is
more important is to notice the difference between them,
even using other names such as ‘pattern A’ and ‘pattern B’.

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Lesson 9C Rewilding UNIT 10

WORD STRESS
Lesson 10A The next big thing
3 b aggravate  Ooo facilitate  oOoo
alleviate  oOoo habitat  Ooo VOWEL SOUNDS
desolate  Ooo impair  oO
deteriorate  oOooo improvement oOo 1 a 1 flourish
deterioration ooooOo  indigenous  oOoo 2 superb
ecosystem  Oooo permafrost  Ooo 3 frontier
endangered  oOo predator  Ooo 4 trailblazing
envisage  oOo wildflower  Ooo 5 spurring
6 herald
INTONATION IN PARTICIPLE AND VERBLESS
CLAUSES STRONG AND WEAK FORMS
4 a 1 If in () doubt, () call me. 2 a  1 Computers are likely to get cheaper. W
2 Having () said that, some projects are contro()versial. 2 You really do need a cheaper alternative. S
3 Not wanting to appear () rude, I ac()cepted their offer. 3 If I could give you a hand, I would. S
4 Having spent the afternoon () weeding, I was 4 The new design has wowed customers, but the
()exhausted. technology is still the same. W
5 Instead of com()plaining, you should be () celebrating. 5 This is an interesting idea, but I don’t think it’s
6 If () necessary, you can start () again. likely to catch on. S
6 If I could give you a hand, I would. W
Participle and verbless clauses at the beginning of a
7 Computers are likely to get cheaper. S
sentence often have a fall-rise, and there is a fall later in
8 This is an interesting idea, but I don’t think it’s
the sentence.
likely to catch on. W
9 The new software really is good. S
Lesson 9D English in action 10 The new design has wowed customers, but the
technology is still the same. S
WORD STRESS
11 What can schools do to encourage entrepreneurial
5b 1 adaptable adaptability D spirit among students? W
2 agony agonise S 12 This really does make things easier. S
3 ambiguity ambiguous D Strong forms of auxiliary verbs are often used for emphasis,
4 assume assumption S or to imply doubts or reservations.
5 autonomous autonomy S
6 competent competency S Lesson 10B It’s your turn
7 entrepreneur entrepreneurial S
8 interview interviewer S 3 a 1 This game, it’s a card game.  
9 persevere perseverance S 2 He’s a clever boy, your Matt.  
10 tolerance tolerate S 3 It’s a bit like a jigsaw, this game.  
The second words in each pair exemplify regular patterns in 4 The pink counter, that goes first.  
words with suffixes; in words with the suffixes -ial, -ion and 5 The player with the red card, they’re the banker. 
-ity, the stress is usually on the syllable before the suffix. 6 It’s a difficult game to play, chess.  
When the suffixes -ous is added to a word, it does not 7 The red card, I can’t find it anywhere.  
usually have any effect on the location of the stress. 8 These keys, are they yours?  
Very often, background information has a fall-rise (in a
head) or rise (in a tail) and additional or new information
has a fall. For example:
The pink counter, (fall-rise – you can see that there’s a pink
counter) that goes first (fall – this is what I want to tell you
about the pink counter).
It’s a difficult game to play, (fall – this is what I want to
say about chess) chess (rise – we’re already talking about
chess).

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 Roadmap C1 Pronunciation Worksheets
C1 Teacher’s Guide

Lesson 10C Is this the future?

INTONATION IN CONCESSION CLAUSES
4 a  1 Although innovation is exciting, we need to take a
cautious approach.
2 In spite of the recent downturn in the economy, many
businesses are thriving.
3 Even though it was popular, there was little evidence
to support it.
4 Difficult as it may sound, the new approach is certainly
effective.
5 Although profits are up, the company is still having
difficulty.
6 Despite the recent changes, the system is still lagging
behind.
7 Even if it becomes a reality, it’s unlikely to become
commonplace.
8 In spite of the high cost, I’d like to try it.
9 However expensive it may be, people will still buy it.
10 However simple it appears when you first look at it,
it’s not without its complications.
Concession clauses at the beginning of a sentence often
have a fall-rise.

Lesson 10D English in action

STRESS IN PHRASAL VERBS
5a 1 She pulled it off and the board was impressed.
2 His comments have really messed things up.
3 The team have managed to bounce back this year.
4 Her business didn’t take off immediately.
5 His comments have messed things up for all of us.
6 You don’t want to lose out, do you?
7 Finally her business took off.
8 We’ve taken some huge risks, which have paid off.
9 Our dreams went up in smoke.
10 The risks paid off, fortunately.

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