8l lpl pen ,*' me. Please couldyou help me? o,'n, :an I help you? Oh, you want " - arcel up there? - ur it on top of that pile of newspapers, ."i;te Thankyou. -:'<et sound /p/ I a Listen to the sound /p/. This is an unvoiced sound. \- b To make the louder sound /p/ at the h , beginning of a word, first close your lips hard. Then push air forward in vour mouth. **Then quickly open your lips to release the air suddenly.** Don't use your voice. Listen and repeat: /p/. c Notice that sometimes /p/ is quieter because the air isn't released suddenly. Listen. up top help helps help me. Omit from *x to x* above to make this quieter sound. - -:-nd pl lpl Pin r+,- ^ , ,-^F, ,1 ^i- rIS a u5eTur Prn. Pen Pen, pleasel Peal Look at the yellow pear! caP r+r^ -^ ^l-l ^ rt > or I uru LoP. PUP What a lively pup! PoPPy Do you like Poppy? 8il unn 2! tpt pen BTsa a In the words on page 81, notice that the target sound is quieter in cap and at the end of pup. Listen and repeat the words. szsr b Listen to the sentences. szgr c sentence stress The most important words for the speaker's meaning are strongly stressed. This means that they are pronounced a little more LOUDIy and s I o w Iy than the other words in the sentence. Practise listening for these important words. They are underlined here. It's a useful piu. Look at the yellow pcar. What a livelv oun! Pen, please. It's an old cap. Do you like Poppy? ezgr d Listen again and repeat the sentences. I Dialogue $ a First practise the target sound /p/ in words from the dialogue. Read the - words aloud or visit the website to practise. The sound /p/ is louder before a vowel, and fairly loud before'l' or'r'. One-syllable words: pot pie piece spoon plate plane please Two-syllable words: pencil Peter pepper pocket Poppy postcard pulling Paris airport stupid practise plastic people apple (The strong stress is always on the first syllable in these words.) TWo-syllablewords: surprised perhaps (The strong stress is always on the second syllable in these words.) Three-syllablewords: passenger newspaper potato impatient pepper pot. Note on word stress: Word stress doesn't usually cfrange. Bold is used to show you which part of the word is strongly stressed, i.e. which syllable is always pronounced more LOUDIy and s I o w I y than the other(s). Note on sentence stress: Sentence stress changes with the speaker's meaning. Underlining is used here to show you which words in the sentence are being strongly stressed, i.e. which words are pronounced more LOUDIy and s I o w I y than the others: It's a pieee of potato plc on a p.lastic plate. Peter is surpdsed. The sound /p/ is often quieter at the end of a word. an envelope with a stamp Help! a plpe \.Vhat happens to the quiet sound if the next word begins with a vowel? a cup_of tea Help_us! UNIT 25 lpr pen 8iI The sound /p/ is usually quiet and sometimes almost silent before a consonant. Listen and repeat. empty upstairs dropped help me helpful perhaps Mr Tupman stop shouting stop talking stop pulling b Listen to the dialogue, paying attention to the target sound. Notice that it is sometimes louder or quieter. Then read the dialogue and fill the gaps (1-6) and (a-f) with the correct words from the boxes. Numbers I and a) have been done as examples. Words 1-6 have a louder /p/ sound: past pocket passports policeman pepper potato Words a-f have a ouieter /p/ sound: upstairs stop envelope cup dropped help : : *-s, Please (Mr ond Mrs Tupmon ore ot the oirport. They hove just got off the plone from Poris) OFFICIAL: Passports, please! MR TUPMAN: Poppy! Poppy! I think l've lost the t possporfs ! MRS TUPMAN: How stupid of you, Peterl Didn't you put them in your z- ? MR TUPMAN: (emptying his pockets) Here's a pen a pencil . my pipe . . a postcard an a) envelope with a stamp . a pin MRS TUPMAN: Oh, b)_ taking things out of your pockets. Perhaps you put them in the plastic bag MR TUPMAN: (emptying the plostic bog) llere's a newspaper an apple . . a pear a plasticc)_ . aspoon somepaperplates. :;::." i,url''"' o. - u ou'ooon ;i'" MRS TUPMANi,Oh, stop pulling things out of the plastic bag, Peter. These people are gettrng lmpatrent. MR TUPMAN: Well, d)_ me, Poppy. MRS TUPMAN: (to officiol) We've lost our passports. Perhaps we e)_ them on the plane. OFFICIAL: Then let the other passengers 5- , please. MR TUPMAN: Poppy, why don't you help? You aren't being very helpful. Put the things in the plastic bag. OFFICIAL: Your name. please? MR TUPMAN: Tuoman. oFFtCtAL: Please go 0_ with this 6_ , Mr Tupman. &[ utr 2t lpl pen nao c Listen to the dialogue again to check your answers. Then practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording. 4 Stress and intonation car a Stress Listen and underline the stressed syllables. The first one in each column has been done as an example. Check your answers, then listen and repear. apiu a pen a pear some soap a carpet a prano a plpe a puppy an expensive present for Poppy a spoon an apple sez b Intonation ' Intonation usually goes down on the last strongly stressed word in a sentence. In a list, the intonation goes up with each item but down on the last item. Listen and repeat. He bought a pen. He bought a pelt and a pencil. He bought a pen and a pcacil and a piu. c Practise this game in a group of four or five. You must remember what the others have said and then add something to the list. EXAMPLE A: Peter went to Paris and he bought a pipe. B: Peter went to Paris and he bought a pipe and a picture. C: Peter went to Paris and he bought a pipe, a picture and a plano. a pe[cil a paper pla@ a postcard a pepper pot a picture a plastic spider 5 Spelling Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /p/. 85 ll lbt baby fe those people backpackers? They've l packs on their backs. - rt they aren't trauelling. They've just been .:.opping and they're waiting for a bus or a cab. - S'-, does that mean they aren't backpackers? - ner're just er people with backpacks. - \lm. 1 Target sound /bi - . a First practise the unvoiced sound /p/ (see page 8l). Listen and repeat. ,, b Use your voice to make the target I sound /b/. Listen and repeat. - r c Listen and repeat both sounds together. /p/ is unvoiced. lbl is voiced. :o d Notice that sometimes /b/ is quieter because the air isnt released suddenlv. Listen. job jobs cab cabs verb verbs 2 Minimal pairs Sound I tpt Pin It's a useful pin. Pen Ben Pen, please! Ben, please! -{1-\ Sound 2 tbt bin It's a useful bear Look at the yellow bear. t vot ce n"@ \;.: 1-, -:' "ffi @ 6€ffi ffiffi bin Peal Look at the yellow pear. caP Gab It's an old can. lt's an old cab. PUP Pub What a lively pup! What a lively pub! Poppy Bobby Do you like Poppy? Do you like Bobby? tu & unrr 24 /b; babv Minimal pair words Bs4a a Listen and repeat the words. Notice that the target sound is quieter in cab and pub. nslt b You will hear five words from each minimal pair. For each word, write I for /p/ (sound 1) or 2 for lbl (sound 2). EXAMPLE Pair l: 2,2,L,2, Minimal pair sentences Bssa c Listen to the minimal pair sentences. nasr d Listen to six of the sentences and write 1 for lpl (sound I) or 2 for bl (sound 2). B85a e sentence stress Listen and underline the strongly stressed words in the minimal pair sentences (on page 85).'Notice that when an important word has more than one syllable, Ike yellow, the sentence stress is only on the strong syllable. EXAMPLE It's a useful bin. nae f Tick the words a) or b) that you hear in the sentences. ra)pin tr b)bin I z a) Poppy E b) Bobby tr 3a)pup I b)pub I 4a)pig I b)big I 5 a) pack tr b) back 6a)peach tr b)beach - 3 Dialogue 6 a First practise the target sound /b/ in words from the dialogue. Read the words aloud or visit the website to practise. /b/ is LOUD before a vowel and fairly loud before'l' and'r'. One-syllable words: big but been book birds blue black blouse Two-syllable words: better busy cabbie Ruby brother buttons birthday (first syllable stressed) Two-syllable words: about (second syllable stressed) Three-syllablewords: somebody beautiful Barbara butterflies terribly remember /b/ is often quiet before a consonant or at the end of a word. a cab Bob pub a proverb Bob's job. Is it louder when the next word begins with a vowel? the cab_over there the pub_on the corner the job_is interesting saz b Listen to the dialogue, paying attention to the target sound. Notice that it is sometimes louder or quieter. UNIT 24 hi babv 87 -itcl,"r* Birthday B0B: Hi, Barbara! BARBARA: Hi, Bob. lt's my birthday today aoB Oh, yes! Your birthday! . er Happy birthday, Barbara! SARBAI{A: Thanks, Bob. Somebody gave me this blouse for my birthday BoB: What a beautiful blouse! lt's pot . , mm . er blue butterflies on it. BARBARA: And big black buttons. BoB: Did er mm Ruby buy it for you? BARBARA: Yes. And my brother gave me a book about birds. BOs: I didn't remember your birthday, Barbara. l'm terribly sorry. l've been so busy with my new job. I left my old job. The one in the pub. Cuess what? l'm driving a cab. BARBARA: A cabbiel Congratulations! Don't worry about the birthday present, Bob But, remember that proverb: 'Better late than never'. c Find five words in the dialogue where the sound /b/ is quieter. d Practise reading the dialogue aloud. Record your voice to compare your production of the target sound with the recording. Word stress trus a In compound nouns, the stress is on the first word. Listen and repeat. I a shelf 2 a brush 3 a card 4 a ball 5 abag 6 aman a bookshelf a hairbrush a postcard a football a handbag a policeman a paintbrush a birthday card a ping pong ball a shopping bag a postman sss b Talk about these pictures. Follow the example. Listen and respond. EXAMPLE lt's a bookshelf. :o 3 ball 1 bag 2 ball 4 bag . sound /p/ in words from the dialogue. Read the - words aloud or visit the website to practise. The sound /p/ is louder before a vowel, and fairly loud before'l' or& apos;r'. One-syllable. in words from the dialogue. Read the words aloud or visit the website to practise. /b/ is LOUD before a vowel and fairly loud before'l' and'r'. One-syllable words:. pot. Note on word stress: Word stress doesn't usually cfrange. Bold is used to show you which part of the word is strongly stressed, i.e. which syllable is always pronounced more LOUDIy