english pronunciation in use

Tài liệu tham khảo english pronunciation in use

THIS PACK CONTAINS TS pus AUDIO CAMBRIDGE CDs Self-study and classroom use Marlk‹ Hancock Pronunciation In Use Self-study and classroom use Mark Hancock Contents xu To the student To the teacher Map of contents described in phonological terms Section A Letters and sounds Bye, buy Back, pack Rice, rise Down town Plane, plan Introducing letters and sounds Te, feel Pol, ipl Isl, Iz !dI, It! = Meet, met 10 11 12 13 14 15 fl, WI !ạ!, /k/ Wine, win Sheep, jeep, cheap Flies, fries Car, care fal, ht 1J!, !dz, 'tỊ! 1M, trí #a:(r)/, /ea(r)/ Hear, we're, year Some, su, sưng 26 28 30 32 34 36 38 /mi, /nl, I/ /aul, /p/ !MI, lõi 19 Shirt, short fat(r)/, fox(r)/ Sơn full, June 24 Ini, Iw, [5 Note, not Arthur's mother 20 18 20 al, A Few, view Gate, Kate 16 17 18 — 16 fil, lel ~~ Carrot, cabbage 10 12 14 42 Jal, fol, fas Toytoưn fou, lauf 48 Section B Syllables, words and sentences 21 Eye, my, mine Introducing syllables 50 52 22 — Saturday September 13th Introducing word stress 23 Remember, he told her Introducing sentence stress s4 Syllables 24 25 26 27 Ob,no snow! $6 Consonants at the start of syllables Go-goal- gold Consonants at the end of syllables Paul's calls, Max’s faxes Pete played, Rita rested Syllables: plural and other -s endings Syllables: adding past tense endings 58 60 62 Word stress 28 29 30 31 REcord,reCORD_ Stress in two-syllable words Second hand, bookshop Stress in compound words Unforgettable Stress in longer words 66 68 70 Public, publicity Stress in longer words English Pronunciation in Use Sentence stress 32 DON’T LOOK NOW! Sentences with all the words stressed TuaT could be the MAN Unstressed words 33 34 T'll Ask ber (Alaska) Pronouns and contractions 35 She was FIRST Pronouncing the verb be 36 Wuat you THINK? Auxiliary verbs 37 A PIECE of CHEESE Pronouncing short words (a, of, or) 38 Pets enter, pet centre Joining words 39 After eight, after rate Joining words 40 Greet guests, Greek guests Joining words Section C Conversation 41 Could you say that again? 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 Understanding conversation ‘Was that the question?’ he asked Reading aloud: ‘pronouncing punctuation’ A shirt and a tie /a shirt and tie Grouping words Ehm Showing that you want to continue Well, anyway Telling a story I mean, it’s sort of like Understanding small talk Right, OK Understanding instructions ‘Like father like son’ as they say He will win Quoting speech Introduction to emphatic stress Schwartz Pedro Schwartz I think you're in my seat Emphasising added details Emphasising important words Chips or salad? Emphasising contrasting alternatives Fifty? No, fifteen! Emphasising corrections Look who’s talking! Here? Yes, here! Asking and checking tones Where were you born? We're closed tomorrow Oh, really? Introducing tones Tones in asking for information Tones in new and old information Continuing or finishing tones It’s fun, isn’t it? It was brilliant! Agreeing and disagreeing tones High tones 72 74 76 78 80 82 84 86 88 90 92 94 96 98 100 102 104 106 108 110 112 114 116 118 120 122 124 126 128 Section D Reference D1 D2 D3 D4 D5 D6 Introduction to phonemic symbols Guide for speakers of specifc languages 130 137 141 Sentence stress phrasebook Glossary 161 162 Pronunciation test Soundpairs Key Acknowledgements English Pronunciation in Use 144 166 200 To the student English Pronunciation in Use is a book to help students of English to work on pronunciation, for both speaking and understanding It is written mainly for students of intermediate level What will | need? You will need a cassette or CD player to listen to the recorded material that goes with this book It will be very useful if you have equipment to record your own voice, so that you can hear your own progress This symbol (44) indicates the track number for recorded material i.e CD or cassette A, track Also, when you are studying individual sounds, it is sometimes useful if you have a mirror With this, you can compare the shape of your own mouth to the mouth in diagrams like this one from Unit See page 163 for a labelled diagram of the mouth and throat ‘top teeth on bottom lip (push air through gap) How is English Pronunciation in Use organised? There are 60 units in the book Each unit looks at a different point of pronunciation Each unit has two pages The page on the left has explanations and examples, and the page on the right has exercises The 60 units are divided into three sections of 20 units each Section A is about how to say and spell individual sounds Section B is about joining sounds to make words and sentences Section C is about pronunciation in conversation ‘After the 60 units, there is a fourth section, Section D, which contains the following: * Introduction to phonemic symbols * Pronunciation test * Guide for speakers of specific languages * Sound pairs * Sentence stress phrasebook * Glossary At the end of the book there is a Key with answers With the book, there is also a set of four cassettes or CDs, one for each section of the book What order shall | the units in? It is better if you balance the work that you from the three sections: first, a unit from Section A, then a unit from Section B, then a unit from Section C, then another unit from Section A, and so on So, for example, you could begin like this: Unit 1, then Unit 21, then Unit 41, then Unit 2, etc At the end of each unit, you will find a note telling you where to go next If you have problems in hearing the difference between individual sounds in Section A of the book, you will be directed to one of the exercises in Section D4 Sound pairs English Pronunciation in Use You may want to focus your work more closely If so, here are more ideas: « Do the Pronunciation test in Section D Count your score for each section If you did specially well in any one of the sections, then you may want to miss the units in that section of the book + Look at Section D3 Guide for speakers of specific languages Find your own language (the languages are in alphabetical order) The notes there will tell you which units are less important for speakers of your language and which sound pairs in section D4 are recommended Do I need to know the phonemic symbols? It is possible to use this book without knowing phonemic symbols However, it is useful to learn them because they make it easier to analyse the pronunciation of words Also, many dictionaries use phonemic symbols to show pronunciation In Section D1 Introduction to phonemic symbols, you will find a table of the phonemic symbols, plus a set of puzzles to help you learn them Is this book only about pronunciation in speaking? No, it isn’t Pronunciation is important for both listening and speaking In many of the units, especially in Sections B and C, the pronunciation point is more important for listening than speaking For example, when they are speaking fast, many native speakers join words together in certain ways You need to be able to understand this when you hear it, but it does not matter if you not speak in this way People will still understand you Pronunciation points like this are Kr shown with a grey background and this sign: liste It is your choice whether you want to just focus on listening, or whether you want to try to speak that way too What accent of English is used in this book? For a model for you to copy when speaking, we have used only one accent, a Southern British accent But when you are listening to people speaking English, you will hear many different accents If you are not used to these, it can be very difficult to understand what is being said For this reason, you will hear a variety of accents in some parts of the listening material for this book What is the Sentence stress phrasebook? It can help you to speak more fluently if you say some very common expressions with a fixed pronunciation, like a single word In Section DS Sentence stress phrasebook, some common expressions are given, and they are grouped together by the way they sound: by their sentence stress or rhythm You can practise listening and repeating these to improve your fluency What is in the Glossary? In this book, there are some words which are specific to the subject of pronunciation You can find an explanation of the meaning of these words in Section D6 Glossary How should | use the recordings? ‘When you are working with the recording, you should replay a track as often as you need to When you are doing an exercise you may also need to pause the recording after each sentence to give you time to think or to write your answers When you are instructed to repeat single words there is a space on the recording for you to so, but if you are repeating, whole sentences you will have to pause the recording each time English Pronunciation in Use To the teacher Although English Pronunciation in Use has been written so that it can be used for self-study, it will work equally well in a class situation, In a classroom context, the learners can get immediate guidance and feedback from the teacher Also, they can practise some of the dialogues and other exercises in pairs You can direct students with particular pronunciation difficulties to specific units on their own In order to simplify the jargon in the book, many of the terms you may be familiar with are not used For example, the term initial consonant cluster is not used The unit on initial consonant clusters is called Unit 24 Oh, no snow!: Consonants at the start of syllables The following is an explanation of how the book is organised, ending with the map of contents described in phonological terms Section A aims to cover the sounds of English and their main spellings The units are organised by letters rather than sounds The intention is that this would be a more intuitive route in for non-specialist users At the same time, this organisation helps to highlight sound-spelling regularities in English The vowels are covered first via the five vowel letters of the alphabet, and their ‘long’ and ‘short’ pronunciations, for example the letter A as in tape or tap The remaining vowel sounds are presented as vowels which typically occur before a letter R The consonant sounds are presented through either their most common spelt letter, or by one of their main spellings The ordering of these units is more or less alphabetical The units in Section A are not presented as minimal pairs Vowels are paired according to their spelling, not their potential for being confused with one another Consonants are paired mainly where they share the same place of articulation The units were not organised as minimal pairs for two reasons: * Any sound can form a minimal pair with a number of other sounds, not just one Organising units according to minimal pairs would therefore lead to a huge number of units and a lot of duplication « Many minimal pairs will be redundant for any given learner, so learners need to be selective Potentially confusing minimal pairs are gathered together in Section D4 Sound pairs Learners are encouraged to select from these according to their own needs Alternatives are included for those areas of pronunciation which are especially susceptible to variation across different varieties of English For example, where there is a letter R with no vowel after it, many speakers not pronounce the R and many other speakers pronounce it, and both varieties are presented Many vowel sounds are treated as local variants of vowel + R For instance, the diphthong /Ia/ is initially presented not as a sound in itself, but as a variant of /is/ when it occurs before R or L English Pronunciation in Use For ntially irrelevant to some learnerskers pote are k boo the in ts poin n tio cia of nun pro Some of the non-native spea mainly to communicate with other instance, for learners whose aim is y: Research nds /@/ and /8/ is probably not necessar English, accurate production of the sou these sounds with other approximations such as /t/ and s, readers are ests that where speakers substitute sugg y such case d (Jennifer Jenkins: 2000)* In man /d/, communication is not impede less included My feeling rthe neve tion points are e pronuncia settle for Thus, a advised of this fact in the units Thes ween what we aim for and what we is that a distinction can be drawn bet (or /s/) Atl learner might aim for /0/ and settle for kers, there to communicate with native spea re aspi does ner lear a re whe s , Similarly, even in case e would be sufficient For instance enc pet com e ptiv rece re whe ures are many pronunciation feat s, but not necessarily produce it d speech with weak form such a learner would need to understan background shade and the sign ‘Important for listening’ a grey This is indicated in the units by cise to produce such features Thave ner lear the ask ch Whi s exer be Nevertheless, there may to attempt to produce, even no better awareness-raiser than e is observed that in many cases, ther if the aim is receptive competence vidual sounds The units are n units which are bigger than indi tio cia nun pro on of the ses focu B ion Sect stress and sentence stress As the title dealing in turn with syllables, word e municativ in three blocks, more or less in isolation from acom at ed look are ures feat e thes ionary , section suggests is the form as it may appear in a dict form in it ss, stre d wor ‘of case the in , unmarked context For instance ‘of sentence stress, we focus on an in the case that is dealt with here Similarly, ss pattern Ooo© In a think?” is presented with the stre you at ‘Wh e, mpl exa For B pattern 0000, Section ence could be said with the stress same sent specific conversational context, this in Section C rather than Section B with t deal are ext cont al tion ersa but sentences in conv conversation These which emerge in the context of ures feat n tio cia nun in pro on ses Section C focu tone Note that there is a lot of grey shading minence and include discourse organisation, pro that is more important is felt for listening than for production It rial mate this section, indicating ond the reach of many y features of intonation will be bey man of y ter mas e tiv duc pro e whil that them fit from a receptive awareness of learners, they may nevertheless bene based on the kers of specific languaget is 200 spea for de Gui D3 ion Sect in rial mate The : Note Bernard Smith: 1)** of the and n Swa el cha (Mi ish Engl r rne Lea in s note n pronunciatio ented there, as many pres on ati orm inf the m fro ate apol extr to had Nevertheless, I have in the pronunciation notes in ned tio men ally ific spec not are k boo this in d minimal pairs presente that book University Press rnational Language Oxford: ‘Oxford Inte an as ish Engl of y olog Phon e University Press ‘Jenkins, J 2000 The ish ‘Second Edition), Cambridge: Cambridg e*Swan, M and B Smith 2001 Learner Engl English Pronunciation in Use 33110109 3AIE|EAa :S2uO} (|Õ|H_ 09 JaMOA 0) |3M0A BUJUF] 6£ 0B] pUE WONE|IWIISSY 0y I(:e['J4):e[ spunos JaMoA a1 6L Joe] fic] spun0s |aMoA 3| 0Z suonsanb Be ‘quawiaaubesip 'u04u|dO :uoI)euo}u| 6S [3M0A 0} }uEuosuo2 6uIJur] BE [PH] J0] |] spun0s jaMon DL BL 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paquadsap s}ua}uod jo deyy English Pronunciation in Use eae Bye, buy Introducing letters and sounds Letters are not speech, words are made of sounds In rs lette of e mad are s word d, but In writing, key and car begin with the same soun s word the ple, exam For ds soun always the same as s in phonemic symbols: this clearly if we read the two word the letters are different We can see same pronunciation but different spelling: Jki/, [kai/ In the examples below, word sun bye buy weigh week weak two too A write pairs have the son way right ion D1 you learn the phonemic symbols in Sect Note: There are some exercises to help t sounds (C) and There are two kinds of sounds: consonan wel-consonant -vo ant duck, there are three sounds, conson ber of letters We word is not usually the same as the num For example, duck is phonemic symbols (see Section DỊ) vowel sounds (V) For example, in (CVC) The number of sounds in a , can see this if we write the word using /dak/ name for a For example, if they are finding a s word in ds soun the with play Writers often cartoon character, they might: Duck « repeat the first sound, for example(thisDonisaldcalled rhyme), for example Ronald McDonald repeat the final sound or sounds that the writer is expressions with sound-play Notice three Listen to these examples of names and , ple, in Dennis the Menace the last the sound, not the spelling For exam ling is completely different eee ds of the words are the same, but the spel playing with Mickey Mouse Rudolf the red-nosed reindeer Dennis the Menace Bugs Bunny news and views rock and roll wine and dine While the cat’s away, the mice will play others not exist in your language, and h whic ish Engl in ds soun e som ably the prob e are mak re and ‘The e it difficult to hear mak can This same the tly exac not but lar simi are weet Uistinction between two similar words in English m difficult for you? Listen to these pairs Are any of the tác ỐC THẾ hoá M4ocaR0W77 e eae = yikes sune—sun_fewin 4u of your language, usually easy or difficult for speakers are ds soun h whic out find To : Note uages see Section D3 Guide for speakers of specific lang English Pronunciation in Use ... Oh, really? Introducing tones Tones in asking for information Tones in new and old information Continuing or finishing tones It’s fun, isn’t it? It was brilliant! Agreeing and disagreeing tones... repeating, whole sentences you will have to pause the recording each time English Pronunciation in Use To the teacher Although English Pronunciation in Use has been written so that it can be used... Pronunciation in Use 144 166 200 To the student English Pronunciation in Use is a book to help students of English to work on pronunciation, for both speaking and understanding It is written mainly for