Table Of Content

English Pronunciatio English • • • In Pronunciation Use Self-study and classroom use Mark Hancock vM C AMBRIDGE UNIVERSITY PRESS Contents To the student 5 Tothe read1er •7 Mapofccereersdescribed in phonological terms Section A Letters and sounds 1 Bye. buy Introducing Ietttn and sounds '0 2 P~.plall leJl./tt:I 12 3 &uk,t=1< fbI, /pI 14 4 Ria, ri$e "',hi 16 5 Doumt~ !d!./tI 18 6 Mm, WIn Ii:!,lei 20 7 Carrot. ubbage '~. hJ 22 8 Few, view /fl,Iv! 24 9 Gate, Kate IgI,M 26 10 Hear, ~·rt. year /hI,/w/, Ij! 28 wm 11 Wine, lal1,hi 30 12 Sheep,;UP. theap IJI, /d:/,ItJI 32 13 Flies.fries !V,Ir! 34 14 Car. care lo:(r)/,lea(rY 36 15 Some. $Nn. sung fmJ,/n1,1r;j/ 38 16 Note, not 1~.loI 40 ... 17 Arthur'smQther /9/, IN 42 18 Sun, fitlJ, J_ IAI,IuI,fu:l 19 Shin, short 13:(rll,/::l:(r)l 46 20 TO)!. town 1:>11,/aJ.JI 48 Section B Syllables, words and sentences 21 Eye,~ mine Introducing lI}'l.I.abks SO 22 Sahmlay &pkmlNr 13th lntroducing wordscess 52 23 R-m.~ told her Introducing seeeeece stress 54 Syllabl~s 24 Dh,no snow! Ccesceanes at the startof syllables 56 25 Go - goal- gold Consonants at the endof syllables 58 26 PauJ'$ ulh. Mu's flJXn Syllables: plural and other-6cndinp 60 2 7 P~e pl4yed. Rit4 rn kd SyUables:adding past tenseendings 62 Word stress 28 REt:ord, rrt:ORD Stress in two-syllablc words 64 29 Sewndhand,booluhop Stress in compound words 66 30 Unforgett4hle Stressin longer words 1 68 31 Pub/it;,publicity Stress in longer words 2 70 ] Sentence stress n 32 DON'TLOOK NOW! Sentences with allthe wordsstressed 33 THATcould be the MAN Unstressed words 74 34 I'll ASK her (Alaska) Pronouns and contractions 76 35 She was FIRST Pronouncing the verb be 78 36 WHAT do you THINK? Auxiliary verbs 80 37 A PIECE.of CHUSE Pronouncing shon words (a, of.or) 82 38 Petsenter, petcentre Joining words 1 84 39 Aftereight, after rate Joining words 2 86 40 GreetgJU!sts, Greek gue$ts Joining words 3 88 Section C Conversation 41 Could you say that again? Understandingconversation 90 42 'Wasthat thequestionf"heasked. Reading aloud: 'pronouncing punctuation' 92 43 Ashirtand a tieIashirt andtie Groupingwords 94 44 Ehm •.. Showing that you want to continue 96 45 Well,anyway ... Telling a story 98 46 I mean, it'ssortof like ... Understandingsmalltalk 100 47 Right. OK ... Understanding insrrucrions 102 48 'Like father likeson'as they say Quoting speech 104 49 HeJJliJlwin Introduction to emphatic stress 106 50 Schwam ... bJJm Schwam Emphasising added details 108 51 Ithink you're in~seat Emphasising important words 110 52 o,ips or salad? Emphasising contrasting alternatives 112 53 Fifty?No,fifka! Emphasising corrections 114 54 Look who'stalking! Introducing tones 116 55 Here?Yes, here! Asking and checkingtones 118 56 Wherewere you born? Tones in asking for information 120 57 We'redosed tomorrow Tones in new and old information 122 58 Dh, really? Continuing or finishing tones 124 59 It'sfun. isn" it? Agreeing and disagreeing rcnes 126 60 It was brilliant! High tones 128 Section D Reference 01 Introduction to phonemic symbols 130 02 Pronunciation test 137 03 Guide for speakersofspecificlanguages 141 04 Sound pairs 144 05 Sentencestress phrasebook 161 06 Glossary 162 ~ 166 Acknowledgements 200 • To the student English ProtfJl7ldation in Useis a book to help studentsof Englishto work on pronunciation., for both speaking and undersranding. It is wrinm mainly for students of inn:rmediarebel What will I need? You willneeda cassetteorCD player to listen to the recorded material that goes with this book. It willbevery usefulifyou h®ave equipment [0 record your own voice, sothat you can hear your own progress.This symbol indicates the track nwnber for recorded material l.e. CD or cassette A. track 1. Also, when you are srudying individual sounds, it is sometimes useful ifyou have a mirror. With this,you can compare the shape ofyour own mouth to the mouth in diagrams like this one from Unit 8. Seepage 163 foe a Labelleddiagram ofthe mouth and throat. How is English Pronunciation in Use organised? There are 60 units in the book. Each unit looks at a differmrpoint of pronunciation. Each unit has rwo pages.The page on the left has explanations and examples, and the page on the right has exercises.The 60 units aredivided into three sections of 20 unitseach. Section A is about how to say and spell individual sounds. Section Bis about joining sounds to make words and sentences. Section C is about pronunciation in conversation. After the 60 units., there is a founh section, Section D, which contains the following: • Introduction to phonemic symbols • Pronunciation tl:5t • Guide forspeakers of specific languages • Sound pain • Seereece suess phrascbook oG""""" At the end ofthe bookthereis a Key with answers. With the book,there is also a set of fourcassettesor CDs, one for each seaionofthe book. What order shall I do the units in? It is better if you balance the work that you do from the three sections: first, do 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 I, then Unit 21. then Unit 41, the:n Unit 2, etc. At the end of each unit, you will find a note telling you where to go next. Ifyou have problems in hearing the difkrence between individual sounds in Sa.:rion A ofthe book, you willbedirected toone ofthe:exercises in S«rion D4 SoJmJpairs. 5 You may want to focus your work moreclosely. If so, beee are more Wfeas: • Do the Pronunaatiotr tnt in Section o.Count your score for each section. Ifyou didspecially row well in anyone ofthe sections, then you may want to the units in that section ofthe book. • Look at Section 0 3 Guide forspeaken ofspecific languages. Find your own language (the languagesare in alphabeticalorder],The noeesthere will tell you which units are less important for speakers of your language and which sound pairsin section D4 are recommended. Do I need to know the phonemic symbols? It ispossible to use this book without knowing phonmUc symbols, Ho~C"r, it isU5C'fuJ to learn them becausethey make it easier to analyse the pronunciation of words. Also, many dictionaries uSC' phonemic symbols to show pronunciation. In Section 0 1Introduction to phon~jc symbols, you willfind a table ofthe phonemic symbols, plus a setofpuzzles to help you learn them. Is this book only about pronunciation in speaking? No, it M 't. Pronunciation isimportant fer both listeningand speaking. In manyof the units. especially in Secrions Band C.the pronunciation point is more important for listening than speaking. Forexample. when they arespeaking fast, many nativespeakers join words together in certain ways. You need to be able to understand this when you hear it, but it does ReX matter if you do not speak in this way. People willstill understand you. Pronunciation points like this are shown with a grey background and this sign: ~ It isyour dlOic:e 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 usedonlyone accent, a Southern British accent. But when you are listening to people speaking English. you will hear many different accems, Ifyou are not used to these, it can beverydifficult to undcmand what isbeingsaid. For this reason, you will heara variety of acceersin someparts of the Iistmingmaterial. foe 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 0 5 $mtolt:estress pbrasebook, somecommon expressions aregiven. and theyare grouped together by the way theysound: by their sentC'fJU sITus or rhythm. Youan practise listeningand repeating these to improve your fluency. What is in the Glossary? In this book. there are some words wbjch are specific to the subjectofpronunciation. You a n find an explanation of the meaningofthese words in Section D6 Glou.:try. How should I use the recordings? Whenyou are working with the recording, you should replay a track as often as you need to. Whenyou are doingan exercise you may also need to pause the recording altereach sentence to give you lime to think or10 write youranswers, When you are instructed 10 repeat singk weeds there is a space on the recording for you 10doso, but if you are repeating whole senrena:s you will have to pause the recording each time. • To the teacher Although English Prom4ndatiOf1 in Uu has hem written SOthat itcan beusedfor self-srudy, it will work equally well in a dasssituation. In a classroomcontext,the learnerscan get immediate gui<bncc and feedback. from the teacher. Also,theycan practise some ofthedialoguesand other exercises in pairs. You can direct studentswith particular pronunciation difficulties to do specific unitson thrirown. In order ro simplify the jargon in the: book. many ofthe terms you may befamiliar with areDO( used. Forexample, the rerm initi4lronsonant ~is nee used. 1be uniton initialCOIUOn;lnl d usters iscalled Unit 24 Dh. nosrrow!: Consonams at thr startof syllables.The following isan explanation ofhow the book isorganised,. ending with the mapofCOIlttIUSdescribed in pbonoIogical terms, Section Aaims to cover the soundsof English and their main spellings. The units areorganised byletters rather than sounds.The intention is that this would bea more intuitive route: in for non-specialist users. At thesame rime, 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, forexample the letter Aas in tape or tap.The remaining vowelsounds are presented as vowels which typically occur before a letter R.Theconsonant sounds are presented through either their most common spele letttt, or byone of their main spellings. The ordering of ebeseunits is more or leu alphaberial. The units in Sa:rion A are nor presented as minimal pairs..Vowels are paired according their (0 spelling. not' their potential for being confused with one anorhn. Consonants are paired mainly mer me where share same place of articulation. The units were not organised as minimal pain to.- two reasons: • Any sound can form a minimal pairwith a numberofothersounds,.nor justone. Organising units according to minimal pain would therefore lead to a hugenumberof units and a kit of duplication. • Many minimal pairs will bereduedanr for anygiven learner, so learners needto besdeaive. Porenrial1yconfusing minimalpain aregarheredrogether in Section D4 SowJJ p.nn.Learners arc encouraged to select from these accordingto their own needs. Ahemarives are induded for thoseareasofpronunciation which are especiallySt»Cepribk: to variarion across differenr varietiesof English. Forexample, when: there isa letter R with no vowel after it, many speakers do nor pronounce the R and many ceber speakers do pronounce ie, and both varietiesare peesenred, Many vowel sounds are treated as local variants of vowel . R. For instance, the diphthong!l:tl is initially presented nor as a sound in itself, bur as a variant offill when it occurs before R or L 7 SiIsEaindusonds!ggmtv,t.hgaliceisenasoescothmdte,sfa,omattdhfhcfoiuecsatrnhrutpiilriocwresaaocathfrtenraiieonocurptennenrnciocsinisdpaawtuennthhiacooeobkttniseeuoierpmndnsaoirpotsiaismuenfw.dbttTsnhesistdheiibnmetUesustoatetheweiuennpentnlrhebdyoinefosntsfoowIufeWknJchsecooaaanirmutnaekntdwmiidnpoeIsusoNn:ntawep2iiincmi0sottah0iipntafe0rotoUso)rtw"ybhaa.iaiertnrIebhrnrdela~yclmwpeexnvparhhoarnteatno:ytrhxtnnewsietoumkocencseas-hssstnoseicaamotianrttniseykvdse.elufssReo,udsarecrpe.rsenhdeTeaeaa.dharkrMsesuce.rhsJrsy,tFsJaoafoaerrfeenlding learner might aim for JfJIand sctk for JtJ (or lsi). SaTsoNriubhmeecsivhisemleraiarvasrtlhenlyiedyen,aldeetprihnvscrseaeoa,ntrtnetiuwhidnnneocrmicuneiaaladsmttnheieoyasnynewcueabnfhdseieeetarsrsetoe,uxburteayhenrsecldaeriewseagfeSmhrissete2eywrnJre1obhddraioebccsceehkpestegatpaeesrtksricovphuaetiwnhrwcedeaoitrtlsmoehehnapcawereodnsetmeseae-rnamkrcantuofeidosnewprtimrhcrooetasuhdt,selaudbingcwubneeitetos'hnIusaomucntfnhpafnito~fcieervipctaeeeatntsunstsrrpt.aoeeFrfsaoiop.lkryrrIoeliphridnssaru,stovetctdanehenui.enccergeeev,'e.int.. if the aim is receptive competence. SicstSsbnheeopeuaccentctttchtttii:ioseroioifeesxnninlnet;d.stBcBebeuFoan.lgfoonlocgFtcrveceokwusseirnstsriis,essent.sd,tahxactteaonihhoamoceennlnsreipvneepa,leg.lreifrnocS,esinonai'atmWtunhtutientuiorhelcemancxaisraaattl,lsytawdie,ctrohoieoiontnihnysflouttowssehonuayxkeoimltteltrcshadadeabwirsnslemaeheektndsoei?,mctes'fehwasniosls,CoeatrinrpreetwedtroiceeisbsntorsheitceugkrhenlesigedntssseesftrbSdorianteeernwhscmsidsatias,itnooishawdlensiatnenwhtCitditfeeoiiotmnvrnhscacitaudtfertyshreuhosesaeoaesmrlrpnSeptsplsha:oaarseaetnu.ca$tnneoASrudrSmipsnnsneamm.tc0hatTttauei0ehodrnrkt0nieinicced0tuBad0ei.not.0ifoiInvotn0fesar0rmtaayh,reein StitlnhehecaiacslrttunisodweeencrhstiCdi,olietnshf,cpoe.ocryiounurdsmdseuieacscayotoitrnvnigneeagpvmnremoirasntaashuttteeeinlorreciynsai,salotpbtfihroemoannmteaffnieiisntyaemtfufnreorocearemsteuawrianemdhsrpeioctcoohefrnptieeantmi.ntvotNeenrfogoaaetwtreiolaiitnrnshettaewnhtneeiistlnlhcsgeboornetfehtbetaihsexneytamofoolno.frdtcpotorhnfoevgderrueercsyatacitsohihonoan.df.IitmTnighasenifsnyeelt NpNmroeionvtneieum:rntTahchleielapetasmiiosr,anstIpnehroraeitavseleesinnhitneaSddLeceitntaoiortenhnxeis0trrba3EponGoogklluaistaiherkef(rfMnooom,k.tshpstahpeeeelllcliriS.nfmwifcoaaronlmlyfaaSmntfiHdeoncnBitfiepiocmenelaaesrndedngirunSeamdtghiteethshep:irsr2eob,0na0auss1enm)dc.i.aoa.n.tniyothonefntohtees in that book• •..J..csnwka..n.,.MJ..2a0n0d0B'1.'WSnPtiIbhu2t0u0Io1ozo.-f.wbegrIbUehgI.U..h_~,F~mPoalI..C<MapmtbIr~.idOlrd.oCradm:lOlri<d/solordtJ~nn.enitJ f'nPorf-t.a. • • Conversation Repairstratrgies Pronouncingpunctuation Groupingwords:chunking Kttpingyourspeakingtum:floorholding DiscoursemarkersinstOfYtelling:back-channelresponses iscoursemarkers:'throwaway'wordsD Discoursemarkers:signallingnextstage:r-statemarkerctence-o Pitchinpronouncingdirectspttd1 Contrastivestress Newandoldinformation Emphaticstressonimportantinformation Contrastivestressonalternatives Contrastive:stress:corrming Introductiontotone:intonationalidioms;fallandrisetones Intonation:openandch«=Ckquestions Tonicplacementstress Intonation:oldandnewinformation Intonation:continuingorfinishingtones Intonation:opinion.disagreement,tagquestions Hightones:evaluativecomment C 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 s e es b honologicalterms BSyllabln,wordsandsentences 21Introductiontosyllables to22Introductionwordstress 23Introductiontosentencestress 24Syllables:initialconsonantclusters 25Syllables:finalconsonantclusters 26Syllablestructureand-sendings 27Syllablestructureandendings-ed twc-svnabre28Wordstress:words 29Wordstress:compounds 30Wordstress:sufflxeswithpenultimatestress 31Wordsuffixeswithante-penultimatestress:str 32Sentencestress:shortimperativ«=s Sentencestress:unstressedwords33 34Sentencestress:wt'akformsofcontractionsofpronouns forms35Sentencestress:weakofcontractionsof toens36Sentencestress:weakofcontractionsofauxiliaries 37Sentencestress:weakformsofarticles,prepositionsandconnectors 38Unkingconsonanttovowel 39Linkingvowt=1tovowel 40Assimilationandt=lision p in nts a pofcontentsdescribed ettersandsounds Introductiontovowelsandconson lel/,lrelThevowelsounds {bl./plTheconsonantsounds IsI.Iz/Theconsonantsounds Id!.ftlTheconsonantsounds li:/.felThevowelsounds /II/:JI.Weakvowels IfI,IvlTheconsonantsounds /kJIgI,Theconsonantsounds /hi.Iw/,IjlThesounds /11fall,Thevowt=1sounds IfI.fd3l.ItflTht=consonantsounds Theconsonantsoundsll/./rl la:(r1/,It=;(rllvowt=1soundsThe IrnJ./n/,luITheconsonantsounds Tht=vowt=lssounds/<JUf,lol I{)(Theconsonantsounds19/, Thevowelsounds/,J,/u/./u:1 13:lrl/.I;:,:(rl/Thevowelsounds J:n/./au/Thevowelsounds L Ma A 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 ( i eI •