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Introducing English Pronunciation A Teacher's G u i d e t o T r e e o r T h r e e ? a n d
S h i p o r S h e e p ?
T h i s b o o k provides teachers w i t h a l l t h e i n f o r m a t i o n a n d
guidance they need to use Tree or Three? and Ship or Sheep?
enjoyably and successfully in the classroom.
D e t a i l e d notes are p r o v i d e d for each u n i t o f b o t h books
in th is series, i n c o r p o r a t i n g suggested t e a c h i n g procedures
a n d ideas for a d d i t i o n a l pract ice . O n e chapter lists the
errors l i k e l y to be made by students of d i f f e r e n t m o t h e r -
tongues a n d , for students n o t i n c l u d e d in th i s l is t , a
diagnost ic p r o n u n c i a t i o n test is i n c l u d e d .
T h e w e a l t h o f general i n f o r m a t i o n w h i c h t h e b o o k
conta ins o n t e a c h i n g p r o n u n c i a t i o n t o beginner a n d
i n t e r m e d i a t e students is of value to exper ienced a n d
inexper ienced teachers a l ike .
T h e student 's m a t e r i a l consists of:
Tree or Three? Student 's B o o k
Set of 2 cassettes
Ship or Sheep? S tudent 's B o o k
Set of 3 cassettes
'The teacher's guide ... is systematic, thoroughgoing and very
properly oriented towards practical teaching ...It thereby
achieves a notable clarity which any teacher, however
experienced, will appreciate. I have no hesitation in
recommending all three of Ann Baker's books.'
A R E L S Journal
I S B N D - S E l - . ' f t ' . r t l l
CAMBRIDGE lllllllllllllllllllllllll U N I V E R S I T Y P R E S S I I I
Introducing English Pronunciation A Teacher's Guide to Tree or Three! and Ship or Sheep?
Ann Baker
frThree? Tree or Three? Tree or'EJ
ree orThree? Tree or Three? Treec
^ Three? Tree or Three? Tree orTl
:ee or Three? Tree or Three? Tree c
jr Three? Tree or Three? Tree orTl
fce or Three? Tree or Three? Tree c
fc-Three? Tree or Three? Tree orTl
T C orThree? Tree orThree? Tree|l r Three? Tree orThree? Tree orTl
Published by the Press Syndicate of the University of Cambridge
The Pitt Building, Trumpington Street, Cambridge CB2 1RP
40 West 20th Street, New York, NY 10011-4211, U S A
10 Stamford Road, Oakleigh, Victoria 3166, Australia
«3 Cambridge University Press 1982
First published 1982
Ninth printing 1992
Printed in Malta
by Interprint L t d
Library of Congress catalogue card number: 81-17995
British Library cataloguing in publication data
Baker, A n n
Introducing English pronunciation: a teacher's
guide to Tree or three? and Ship or sheep?
1. English language - Text-books for foreigners
2. English language - Pronunciation
I. Title
428.1 PE1128
I S B N 0 521 28580 1
Tree or Three?
I S B N 0 521 28293 4 Student's Book
I S B N 0 521 26355 7 Set of 2 cassettes
Ship or Sheep?
I S B N 0 521 28354 X Student's Book
I S B N 0 521 26358 1 Set of 3 cassettes
Copyright
The law allows a reader to make a single copy of part of a book
for purposes of private study. It does not allow the copying of
entire books or the making of multiple copies of extracts. Written
permission for any such copying must always be obtained from the
publisher in advance.
KY
Contents
Acknowledgements iv
Teaching pronunciation in the early stages of EFL/ESL learning i
Detailed teacher's notes 5
Tree or Three ? 5
Ship or Sheep? 103
Diagnostic tests 134 Teacher's notes 134
T h e tests 135
List of likely errors 138
Acknowledgements
I w o u l d l i k e to t h a n k :
Sally M e l l e r s h o f H a m m e r s m i t h and W e s t L o n d o n Col lege f o r c o m p i l i n g
the list o f l i k e l y e r r o r s ; Professor J . D . O ' C o n n o r o f U n i v e r s i t y Col lege ,
L o n d o n and Claude Boisson o f Univers i te ' L y o n f o r advice w h e n p l a n n i n g
the order of presentation of sounds in Tree or Three ? ; R a l p h Stanfield f o r
advice on the student dif f icult ies sections of the teacher's notes ; Jean C r o c k e r
and J o h n L i p s c o m b f o r valuable discussions on Ship or Sheep ? ; P h i l i p p a
L i p s c o m b f o r h e l p i n g w i t h class t r y - o u t s , and A m i r P i rouzan f o r his advice
and encouragement .
Teaching pronunciation in the early stages of EFL/ESL learning
Beginning pronunciation teaching from the beginning
O f t e n advanced students f i n d that they can i m p r o v e al l aspects of their
pro f i c i ency in Engl ish except their p r o n u n c i a t i o n , and mistakes w h i c h have
been repeated for years are impossible to eradicate. T h e l o n g - t e r m answer to
this p r o b l e m of the 'fossilised accent' is to b e g i n teaching p r o n u n c i a t i o n
f r o m the f irst w e e k of a beginners ' course, and to g i v e students so m u c h he lp
in the early stages that p r o n u n c i a t i o n mistakes are n o t learned by r e p e t i t i o n
as they otherwise i n e v i t a b l y are. In course p l a n n i n g o f t e n l i t t l e or no t i m e is
allocated to p r o n u n c i a t i o n teaching at beginner level , b u t m o r e t i m e is
a l lo t ted as courses progress. Th is process should in fact be reversed w i t h
considerably m o r e t i m e be ing allocated to p r o n u n c i a t i o n teaching at
beginner than at later levels. Better a r a i l i n g at the t o p of the c l i f f than a
hospital at the b o t t o m !
Selecting material appropriate to the students
Students o f di f ferent m o t h e r tongues have di f ferent p r o n u n c i a t i o n prob lems .
Par t i cu lar ly at beginner level , some students m a y be h a p p y to spend some
t i m e on sounds w h i c h are easy for t h e m , d e r i v i n g some encouragement in the
re l ie f o f f i n d i n g an Engl ish sound w h i c h they can p ro n o un c e . B u t t i m e i s
usually precious and i f some of i t is to be spent in this w a y , teachers must be
aware of h o w relevant this practice is to the students' real p r o n u n c i a t i o n
needs. T h e list of l i k e l y errors on page 138 of the Teacher's B o o k gives
i n f o r m a t i o n o n the dif f icult ies o f dif ferent language groups . I n each u n i t o f
the Teacher's B o o k the Student difficulties section gives i n f o r m a t i o n on w h i c h
language groups w i l l have d i f f i c u l t y w i t h that par t icular u n i t , and this can
g ive teachers some i n d i c a t i o n of h o w relevant each u n i t is to the students.
T h e diagnostic tests on page 134 can also be used to de termine p r o n u n c i a t i o n
dif f icult ies o f language groups w h i c h have n o t been i n c l u d e d elsewhere, or
to de termine the errors o f i n d i v i d u a l students.
Teaching pronunciation in the early stages
Providing aids to students' understanding of sound production
Par t i cu lar ly w h e n b e g i n n i n g to learn a language, students o f t e n cannot hear
u n f a m i l i a r sounds or the difference b e t w e e n some sounds. For this reason it is
o f t e n h e l p f u l to s h o w the students h o w the sounds are p r o d u c e d . In some
cases the teacher can demonstrate by p o i n t i n g to the parts of the m o u t h that
are used. H o w e v e r , w i t h large classes this is n o t satisfactory, and i n any case
the p r o d u c t i o n of o n l y a f e w sounds can be demonstra ted successfully in this
w a y . M a n y teachers w o u l d also f i n d i t b o t h d i f f i c u l t and t i m e c o n s u m i n g t o
d r a w suitable diagrams f o r their students i n order t o s h o w h o w the sounds
are p r o d u c e d . For these reasons, each u n i t of Ship or Sheep ? begins w i t h an
i l l u s t r a t i o n and notes on h o w to p r o d u c e the s o u n d to be practised. I t must
be k e p t in m i n d that these are m e r e l y teaching aids and are n o t i n t e n d e d to
be scientif ical ly exact descriptions or diagrams. In Ship or Sheep ?,
v o c a b u l a r y and structures used in these notes are i n t r o d u c e d and practised
beforehand.
In Tree or Three ? each u n i t begins w i t h an i l l u s t r a t i o n s h o w i n g h o w the
s o u n d is p r o d u c e d . Instruct ions on h o w to p r o d u c e the sound have been
i n c l u d e d o n l y in the Teacher's B o o k , as i t i s n o t possible to express t h e m in
language suitable f o r this level of students.
Providing meaningful material
O n e o f the m a i n prob lems o f f i n d i n g p r o n u n c i a t i o n mater ia l f o r students a t
beginner and elementary levels i s the students' l i m i t e d k n o w l e d g e of
v o c a b u l a r y and structures and the resultant meaninglessness of m u c h
p r o n u n c i a t i o n practice m a t e r i a l p r o d u c e d f o r t h e m . In Tree or Three ? and
Ship or Sheep ? an a t t e m p t has been made to o v e r c o m e this p r o b l e m in f o u r
w a y s :
i ) Beginners can have the advantage of an appro pr ia te l y graded
p r o n u n c i a t i o n course by s t u d y i n g the early units of Tree or Three ? in
their order o f presentation.
i i ) V o c a b u l a r y and structures have been a p p r o p r i a t e l y l i m i t e d as m u c h as
possible in the t w o courses. Level i o f Cambridge English Lexicon and the
W o r d List f r o m B o o k i o f Success with English w e r e used as a basis for
vocabulary in Tree or Three ? and Ship or Sheep ? respectively.
Par t i cu lar ly in the i l lustrated m i n i m a l pairs o ther w o r d s have been
i n c l u d e d w h e n necessary, b u t an a t t e m p t has been made t h r o u g h o u t to
use o n l y s imple everyday w o r d s .
i i i ) Students are helped to understand w h a t they are pract is ing by
i l lustrat ions o f the m i n i m a l pairs. W h e n i t i s made visual ly obvious that
there is a difference between ' sh ip ' and 'sheep', students are better
Teaching pronunciation in the early stages
m o t i v a t e d to succeed in this o therwise useful b u t seemingly meaningless
exercise.
i v ) Reading mater ia l in Ship or Sheep ? is in d ia logue f o r m and in Tree or
Three ? each u n i t contains short dialogues, pair w o r k or o ther i l lustrated
practice mater ia l . This mater ia l contains a sufficient concentra t ion of the
s o u n d to be practised w i t h o u t i n c l u d i n g t o n g u e twisters or nonsense.
W o r k on p r o n u n c i a t i o n calls f o r extended practice, and students are
m o r e h i g h l y m o t i v a t e d to listen t o , repeat and even learn dialogues or
other contextual ised practice mater ia l than they are to practise isolated
sentences w h i c h have a v e r y h i g h concentra t ion of the sound to be
practised, b u t w h i c h they are never l i k e l y to use in everyday
conversat ion.
Linking up pronunciation teaching with other course work
Teachers v e r y o f t e n f i n d that students can master a p r o n u n c i a t i o n p r o b l e m
in ' p r o n u n c i a t i o n lessons' b u t i n e v i t a b l y lapse in general class w o r k . T h e
answer to this p r o b l e m is n o t to abandon p r o n u n c i a t i o n teaching as such b u t
to l i n k i t up w i t h general language teaching as m u c h as possible. For
example , i f students have d i f f i c u l t y w i t h the sound / this can be practised in
lessons o n :
a) descr ibing actions using 'she' (she's reading)
b) t a l k i n g about n a t i o n a l i t y ( W h a t n a t i o n a l i t y is Miss X ? Is she Engl ish ?)
c) asking f o r advice ( W h a t shall/should I w r i t e ?).
Ideal ly students s h o u l d f i n d it d i f f i c u l t to say w h e t h e r a par t icular lesson is a
' p r o n u n c i a t i o n ' or a 'course w o r k ' lesson. I t is i m p o r t a n t to realise that f e w
p r o n u n c i a t i o n dif f icult ies w i l l b e o v e r c o m e w i t h one isolated ' p r o n u n c i a t i o n
lesson', and to be prepared f o r a v e r y s low process in w h i c h the p r o b l e m is
approached in as m a n y dif ferent contexts, on as m a n y dif ferent occasions,
us ing as m a n y dif ferent materials - even as m a n y di f ferent teachers - as
possible. Par t i cu lar ly in m u l t i - l i n g u a l classes, students m a y be separated i n t o
language groups w i t h a specialist teacher f o r p r o n u n c i a t i o n lessons, and this
is e x t r e m e l y useful . B u t l iaison is also necessary so that class teachers can
cont inue p r o n u n c i a t i o n practice t h r o u g h other course w o r k .
In this b o o k suggestions are p r o v i d e d f o r l i n k i n g up the p r o n u n c i a t i o n
teaching of each u n i t w i t h other course w o r k under the headings : Linking up
with other course work and Further practice. O n l y a f e w suggestions are made in
each u n i t , and o b v i o u s l y these w i l l n o t always f i t i n w i t h every course p lan .
T h e y are m e r e l y sample l inks , and teachers should l o o k f o r other
o p p o r t u n i t i e s t o l i n k u p their o w n general course w o r k w i t h p r o n u n c i a t i o n
teaching.
Teaching pronunciation in the early stages
Linking up pronunciation teaching and spelling
Students are v e r y o f t e n puzzled by Engl i sh spel l ing, and i t seems to t h e m to
be n o t o n l y a rb i t rary b u t unrelated to any other part o f their course. L i n k i n g
spel l ing and p r o n u n c i a t i o n provides a systematic approach to the teaching of
spel l ing w h i c h is needed, par t i cu lar ly at beginner level . It also provides an
o p p o r t u n i t y for f u r t h e r practice and r e v i e w o f p r o n u n c i a t i o n mater ia l . Each
u n i t of the teacher's notes f o r Tree or Three ? includes mater ia l f o r this l i n k ,
using vocabulary at Leve l i of Cambridge English Lexicon. Teachers using
Ship or Sheep ? m a y w i s h to add items appropr ia te to their students' l eve l .
Th is l i n k i n g up o f p r o n u n c i a t i o n and spel l ing should be left u n t i l after the
c o m p l e t i o n of each u n i t and i n t r o d u c e d in a later lesson. In initial practice of
a n e w s o u n d v e r y o f ten the spel l ing of w o r d s distracts students f r o m the
correct p r o n u n c i a t i o n rather than h e l p i n g t h e m . For this reason the m i n i m a l
pairs mater ia l has been designed so that the w o r d s can be covered and i n i t i a l
practice done w i t h the pictures o n l y . Students should cut o u t the mask
o u t l i n e d at the back of their b o o k for this purpose.
Teaching aspects of pronunciation other than sounds
Last b u t n o t least, i t is essential to r e m e m b e r that a student w h o can
p r o n o u n c e and recognise every Engl ish sound m a y st i l l be u n i n t e l l i g i b l e and
unable to understand the spoken language i f he has n o t mastered Engl ish
stress and i n t o n a t i o n patterns. These are i m p o r t a n t factors in the sk i l l of
c o m m u n i c a t i o n in Engl i sh , and in almost every u n i t of Tree or Three ? and
Ship or Sheep ? some aspect of stress and/or i n t o n a t i o n is i n t r o d u c e d and
practised. Part icular a t ten t ion is g i v e n to w o r d stress patterns in Tree or
Three ? and, in answer to teachers' requests, each u n i t of the teachers' notes
f o r Ship or Sheep ? provides mater ia l f o r w o r d stress practice, usually in the
f o r m of a r e c o g n i t i o n test.
Practice in w e a k f o r m s should also b e g i n as early as possible, and in Tree or
Three ? three units on the sound a p r o v i d e mater ia l on this. In b o t h books the
s y m b o l a has been used in these units as there are so m a n y spellings f o r this
par t icular sound that a s y m b o l helps to m a k e students m o r e aware of its
existence. T h e t ranscr ip t ion system f o l l o w e d is the one adopted by the
Advanced Learner's Dictionary of Current English, and the Longman Dictionary
oj Contemporary English.
Detailed teacher's notes on
Tree or Three? and Ship or Sheep?
Level and aims of the two courses
L e v e l
Tree or Three? Beg inner to e lementary .
Ship or Sheep? L o w e r in termediate to in termedia te .
A i m s
These courses are w r i t t e n to help students s tudy and practise p r o n u n c i a t i o n
m e a n i n g f u l l y a t an early stage by p r o v i d i n g m a t e r i a l w h i c h
a) is appropr ia te to the students' level of Engl i sh ,
b) is as c o m m u n i c a t i v e l y valuable as possible,
c ) can be l i n k e d up w i t h other course w o r k .
T h e Teacher's B o o k aims t o p r o v i d e teachers w i t h
a) the means of selecting mater ia l relevant to the i r par t i cular students'
p r o n u n c i a t i o n needs, i.e. i n f o r m a t i o n on the l i k e l y dif f icult ies o f students
o f di f ferent m o t h e r tongues and mater ia l f o r test ing students o f m o t h e r
tongues n o t i n c l u d e d i n this i n f o r m a t i o n ,
b) suggestions f o r lesson procedures, f u r t h e r practice and l i n k i n g up the
mater ia l w i t h other course w o r k .
Tree or Three ?
Design of the Student's Book
As this course is designed specifically f o r students at beginner or near-
beginner levels, its general p lan departs f r o m the m o r e usual order of
presenting p r o n u n c i a t i o n mater ia l . In p l a n n i n g this course the f o l l o w i n g
cr i ter ia w e r e used in d e c i d i n g the order of presentation :
a ) T h e m o r e language groups h a v i n g d i f f i c u l t y w i t h a sound, the earlier
this sound is presented in the course.
b) T h e h igher f requency w i t h w h i c h a sound occurs in the beginner - early
e lementary v o c a b u l a r y range, the earlier this sound is presented in the
course. (Items f r o m L e v e l i of Cambridge English Lexicon w e r e used to
establish this.)
c ) Sounds w h i c h have a l o w frequency in this vocabulary range b u t w h i c h
Tree or Three ?
occur in w o r d s used f r e q u e n t l y are also presented earlier in the course.
For example , there are f e w v o c a b u l a r y i tems c o n t a i n i n g the sounds d or
z, b u t these occur in f r e q u e n t l y used w o r d s l ike the, this, they and in the
plurals o f nouns and the t h i r d person singular o f verbs.
U l t i m a t e l y the order o f presentation of the sounds has been based on
subjective p e r m u t a t i o n s o f these three cr i ter ia . B u t a n o r d e r i n g o f
p r o n u n c i a t i o n mater ia l in this w a y makes possible a course w h i c h provides
in the i n i t i a l stages mater ia l w h i c h is s t ruc tura l ly graded f o r beginner and early
e lementary students and w h i c h is also relevant to the p r o n u n c i a t i o n needs of
a l l students. O b v i o u s l y teachers m a y choose to teach m u c h of the mater ia l
f r o m this course in a di f ferent order , b u t i t i s suggested that f o r beginners or
near-beginners, the earlier units be t a u g h t in their order o f presentation.
Teachers' material for each unit
T h i s i s usually d i v i d e d under the f o l l o w i n g headings :
S o u n d p r o d u c t i o n
Instruct ions o n h o w t o p r o d u c e the sound b e i n g practised have n o t been
i n c l u d e d in the Student's B o o k . Teachers of single language classes m a y be
able to present this i n f o r m a t i o n in the students' m o t h e r t o n g u e , i f this i s fel t
to be h e l p f u l .
S t u d e n t difficulties
In this section b r i e f notes are g i v e n on the diff icult ies students of di f ferent
m o t h e r tongues are l i k e l y to encounter in each u n i t . Speakers of the
f o l l o w i n g languages are m e n t i o n e d w h e r e r e l e v a n t : A r a b i c , Chinese, D u t c h ,
French, Farsi (spoken by Afghans and Iranians), F innish , G e r m a n , Greek,
Gu jera t i , H e b r e w , H u n g a r i a n , I ta l ian , Japanese, Portuguese, Punjabi ,
Scandinavian languages (Swedish, N o r w e g i a n , Danish) , Serbo-Croat , Slavic
languages (Russian, Pol ish, Czech) , Spanish, T u r k i s h , U r d u , Indo-Chinese
languages (Vietnamese, Lao, T h a i , K h m e r ) . W h e r e dif f icult ies o f Lao
speakers are m e n t i o n e d , this i n f o r m a t i o n applies equal ly to speakers of T h a i .
These notes are e x t r e m e l y brief , and f o r m o r e detai l teachers m a y f i n d i t
useful to refer to the t w o series of publ icat ions Asian Language Notes and
English a New Language prepared by the Language Teach ing B r a n c h of the
C o m m o n w e a l t h D e p a r t m e n t o f Educat ion ( P . O . B o x 826, W o d e n , A . C . T . ,
2606, Austra l ia ) .
Tree or Three ?
L i n k i n g u p w i t h c o u r s e w o r k
In this section some specific suggestions are made f o r l i n k i n g up the mater ia l
i n the u n i t w i t h other course w o r k . I n some units the l i n k i s made w i t h
teaching a specific structure, f o r example , U n i t 14 rj w i t h teaching the
Present C o n t i n u o u s tense. In o ther units the l i n k is m o r e f u n c t i o n a l , fo r
example , U n i t 4 0 j w i t h teaching f o r m a l i n t r o d u c t i o n s .
A s u m m a r y of language i tems is l is ted on pages 8 and 9 to assist teachers
and course planners in d r a w i n g up a teaching p r o g r a m m e w h i c h l inks up
this mater ia l w i t h other course w o r k .
Suggested p r o c e d u r e s
This section contains i n f o r m a t i o n on specific language i tems and suggested
procedures f o r teaching each exercise. Teach ing procedures are o u t l i n e d
par t i cu lar ly f o r less experienced teachers, and it is expected that procedures
used w i l l v a r y according to the students' level and the teachers' o w n
methods .
M I N I M A L P A I R E X E R C I S E S
Procedures f o r teaching these are o u t l i n e d on page 104 (steps 2-3).
T h e m i n i m a l pair sentences can be used to g ive a s o u n d r e c o g n i t i o n test,
and these have been recorded as a test on the cassette, w i t h answers on page
120 o f the Student's B o o k .
Further examples o f m i n i m a l pair w o r d s are g i v e n i n this section o f the
Teacher's B o o k . O f t e n pair w o r d s w i t h i n the beginner -e lementary
v o c a b u l a r y range do n o t exist. Teachers should decide w h e t h e r or n o t to use
these f u r t h e r examples depending on the students' level and need f o r f u r t h e r
practice, and the teachers' a b i l i t y to i l lustrate, expla in or translate the w o r d s
g i v e n .
F u r t h e r p r a c t i c e
This section provides teaching mater ia l for f u r t h e r practice i f this is needed.
In some units this section gives a dif ferent l i n k w i t h course w o r k and teachers
m a y w i s h to use this mater ia l in another lesson.
S p e l l i n g
It is suggested that this mater ia l be i n t r o d u c e d after teaching each u n i t as this
provides a r e v i e w of w o r d s taught in the u n i t . In earlier units the examples
g i v e n f o r each spel l ing of the sound are d i v i d e d under subheadings |B~|
(Beginner) and [E] (E lementary) so that teachers can i n t r o d u c e a shorter list
o f examples to Beginners.
T h e simplest w a y of i n t r o d u c i n g this mater ia l is to ask students, fo r
7
Tree or Three ?
example , ' H o w do y o u write/spell the sound i : ?' and b u i l d up a b l a c k b o a r d
s u m m a r y of l i s t s o f w o r d s for each spel l ing o f the sound, using students'
suggestions whenever possible.
P r o n u n c i a t i o n o f s o m e w o r d s
This section is i n c l u d e d par t i cu lar ly f o r teachers whose m o t h e r t o n g u e is n o t
Engl ish , b u t nat ive speakers m a y also f i n d i t useful to refer t o .
Summary of language items in each unit
1 s W h a t ' s this? It's a ship. T h e y ' r e ships.
2 z Is this a horse ? N o , it isn ' t . These are flowers and those are
trees.
3 e A r e these plates? N o , they aren't .
4 8 O r d i n a l numbers i - i o . W h i c h horse i s t h i r d ?
5 6 W h i c h b o y is in the f irst p ic ture? T h e b o y (one) w i t h the
b o o k .
6 i : O r d e r i n g f o o d in a restaurant. A cheese sandwich , please.
7 I Ad jec t ives : It 's a b i g ship. Stress contrasts in numbers f r o m
13-30 to 19-90.
N o u n plurals e n d i n g i n 'es\
This is a b o x . These are boxes.
8 f Preposi t ions : o n , in f r o n t of .
9 v H a v e they g o t a television? N o , they haven ' t ,
i o w T a l k i n g about the weather .
T i m e s : quarter / t w e n t y past.
1 1 9 A cup o f coffee / b o w l o f f r u i t .
H a v e y o u got the t i m e ? Yes, it 's one o 'c lock.
H a v e y o u got a telephone? Yes, I have.
12 m C o m e to the m a r k e t w i t h m e .
13 n T imes of d a y : a .m. / p . m . ; in the m o r n i n g / a f ternoon /
e v e n i n g .
14 rj Present C o n t i n u o u s tense: W h a t are y o u do ing?
W h a t ' s B e n d o i n g ? W h a t are the c h i l d r e n d o i n g ?
15 e Jenny is better than Ben . Fred is the best student.
16 ae T h e y are all v e r y h a p p y except f o r Jack.
17 A F a m i l y relationships.
Patsy Y o u n g i s D a n M o n d a y ' s m o t h e r .
18 a: C a n y o u see me? Yes, I can / N o , I can't .
A r e the glasses on the table? Yes, they are / N o , they aren't .
19 h W h o s e hat is this? It's his / hers.
H e l l o . H o w are y o u ? I ' m f ine. / A l l r i g h t .
K
Tree or Three?
20 O Requests in a shop:
I w a n t a . . . / H a v e y o u got any . . .
21 o: Adjec t ives : large / s m a l l ; l o n g / s h o r t : ta l l / short .
A l o n g w a l l w i t h a smal l d o o r i n i t .
22 8 C a n y o u hear? Yes, I can.
23 3: S imple Present tense in describing da i ly r o u t i n e :
She walks to w o r k .
24 1 Ad jec t ives :
T h a t h o t e l is f u l l . Those hotels are all f u l l .
25 r W h o ' s t h r o w i n g a ba l l a long the street?
26 silent r W h a t a large f o r k !
I d o n ' t understand the w o r d ' n o r t h ' .
27 r/silent r Possessive p r o n o u n s : her, y o u r , o u r , their .
28 ie/ea A s k i n g for d i rec t ions : Excuse m e . Where ' s the a i r p o r t ? ie/ea
There's a newspaper on the table.
M y newspaper isn't there.
29 u D o n ' t push i t ! P u l l i t !
30 u : Do y o u l i k e music? Yes, I d o .
31 t W h a t a fat cat! W h a t fat cats!
32 d Do y o u l ike h a r d beds ? Yes, I d o . Do y o u ?
33 au H o w m a n y cows are there?
34 ao W h e r e are y o u g o i n g ?
35 s / l i n k i n g ; s Do y o u l ike this seat ? W h o s e seat is it ? W h o ' s sleeping ?
36 J Is she Scottish or English?
37 3 She usually wakes up at seven o 'c lock .
38 t j There's a w a t c h / some cheese on the table.
H o w m u c h cheese is there? There's e n o u g h / t o o m u c h ,
l i t t l e . . .
39 d3 W h i c h f r i d g e is the cheese in ?
40 J I l i k e y o u r glasses. T h a n k y o u .
4 i ei W h a t ' s the baby p l a y i n g w i t h ?
42 01 These are noisy boys.
43 ai I l ike / d o n ' t l ike c l i m b i n g .
44 P/b W h a t ' s his j o b ?
45 k/g Be care fu l ! C a r r y the cups careful ly .
M r Green likes dogs.
46 s/z W h i c h m a n makes clocks?
9
Tree or Three? Unit i
U n i t l s ( s u n )
Note: O t h e r units on s : U n i t 35 (s/l inking s ) , U n i t 46 (s/z in f ina l consonant
clusters).
S o u n d p r o d u c t i o n
T o u c h y o u r side teeth w i t h the sides o f y o u r tongue . Put y o u r tongue
f o r w a r d . D o n o t use y o u r voice .
S t u d e n t difficulties
M o s t students can p r o n o u n c e s. M a n y students have considerable d i f f i c u l t y
w i t h consonant clusters c o n t a i n i n g this sound.
S + consonant clusters
E x a m p l e : spoon m a y be p r o n o u n c e d by speakers of the f o l l o w i n g languages:
G e r m a n Jpu:n ; Farsi, A r a b i c , T u r k i s h , Spanish espu:n or i s p u : n ; Portuguese
a j p u : n ; Vietnamese b u : n ; some other Asian languages pu:n or s ipu:n.
consonant + s clusters
E x a m p l e : cats m a y be p r o n o u n c e d by speakers of the f o l l o w i n g languages:
Chinese, Spanish, Indo-Chinese kaet; I ta l ian keetsa; A r a b i c , T u r k i s h , some
Asian languages kaetis.
L i n k i n g u p w i t h c o u r s e w o r k
Structures in this u n i t are usually i n t r o d u c e d v e r y early in most beginner's
courses:
Exercise 1 W h a t ' s this? It 's a penci l .
Exercise 2 W h a t ' s this ? A bus ? Yes/No.
Exercise j T h e y ' r e cups.
For comple te beginners postpone the teaching of Exercise 3 u n t i l plurals
have been i n t r o d u c e d in general s tructure teaching.
Suggested p r o c e d u r e s
E X E R C I S E I
Note: W e a k f o r m o f ' a ' : 8.
For comple te beginners and/or students w i t h part icular d i f f i c u l t y the
f o l l o w i n g can be i n t r o d u c e d separately: items 1-5 (media l or f inal s ) ; i tems
6-12 (s in consonant clusters).
Flashcards made f r o m the pictures in this exercise can be used again in
U n i t s 2-5.
10
Tree or Three? Uniti
Steps
1 Students repeat the w o r d s l o o k i n g at the pictures in the b o o k or
flashcards: bus, a bus, etc. If necessary practise clusters w i t h the aid of a
b l a c k b o a r d b u i l d u p o f sounds, f o r e x a m p l e :
sssss ssssspoon spoon
desssss desssssk desk
2 C h e c k p r o n u n c i a t i o n o f ' i t ' s ' , w h i c h is v e r y d i f f i c u l t f o r some studertfs.
Use f o r w a r d and back cha in ing w i t h aid o f b l a c k b o a r d :
i t i t ' s ; s ts i t 's .
3 E x a m p l e :
Teacher: P ic ture 1 (or flashcard) W h a t ' s this?
Student(s): It 's a bus.
4 C h e c k p r o n u n c i a t i o n o f ' W h a t ' s this?' WDts d i s as in step 2. This is v e r y
d i f f i c u l t f o r m a n y students, and i t i s wise to i g n o r e m i s p r o n u n c i a t i o n of d
here.
5 Pair w o r k as in the E x a m p l e using b o o k or flashcards.
E X E R C I S E 2
Note: L i n k i n g of s sounds i n : Miss S m i t h ; W h a t ' s this, Sam? This is practised
again i n U n i t 35.
Fal l ing i n t o n a t i o n i n ' w h ' ques t ion : W h a t ' s this? R is ing i n t o n a t i o n i n
Yes/No ques t ion : A bus? (Is it a bus?)
Steps
1 I n t r o d u c e the characters in the dialogue w i t h the i l l u s t r a t i o n : It 's a teacher.
It 's Miss S m i t h . Miss S m i t h is a teacher. It 's Sam. It's a student. Sam is a
student.
2 Students l isten to the dialogue on tape or read by the teacher.
3 B l a c k b o a r d practice f o r j o i n i n g s sounds:
MissssSmith Miss_Smith Miss S m i t h W h a t ' s thisssssSam ? W h a t ' s
this_Sam? W h a t ' s this, Sam?
4 R e p e t i t i o n o f dialogue w i t h role p l a y i n g ; pair practice. E X E R C I S E 3
Note: T h e letter Y f o r p l u r a l is usually p r o n o u n c e d 2 b u t f o l l o w i n g the
sounds t/p/k/f/0 it is p r o n o u n c e d S.
Final consonant clusters in E x a m p l e and items 1-2: p s ; i tems 3-5 : t s ;
i tems 6-8 : ks. I t m a y be h e l p f u l to d i v i d e the teaching of this exercise in this
w a y as these consonant clusters are d i f f i cu l t . N o t e p a r t i c u l a r l y i t e m 8, desks.
Flashcards made for this exercise can be used again in U n i t s 2-5. It is useful
to have the singular p ic ture on the f r o n t and the p l u r a l on the back of the
card.
Tree or Three} Vniti
Steps
1 Students l o o k at the b o o k or f lashcards and listen to the sentences read by
the teacher or on tape.
2 T h e f o l l o w i n g b l a c k b o a r d practice m a y help students w h o have d i f f i c u l t y
in m a k i n g these f i n a l consonants re la t ive ly quiet sounds.
C U p C U p S
S H I p S H I p S
S H O p S H O p S
3 Students practise sentences f r o m the b o o k or w i t h f lashcards.
E X E R C I S E 4
R e v i e w o f w o r d stress i n U n i t i . I n t r o d u c t i o n t o symbols used for stress
patterns.
F u r t h e r pract ice
consonant + S clusters
t a x i , six, sixteen, s ix ty
ts boats, skirts, coats, shirts, streets, l ights
ps shapes, tops, stamps
ks backs, clocks, socks, sticks, trucks
s + consonant clusters
stamp, street, sister, school, sk ir t , square, s k y ; a smal l s m i l e ; a s low snai l ; a
sleeping po l i ceman
S sounds
Yes, sir ; house seventeen; class seven; horse s ix ; a bus s t o p ; six spoons; a nice
smile
Spell ing
T h e sound s i s usually w r i t t e n w i t h the letter V .
Examples: sit, sun, sister, desk, stop, bus
Other spellings: (|B] = B e g i n n e r ; JE] = Elementary)
ss [B] class, lesson, Miss ; \E\ dress, grass, across, address
se [5] horse, house; JE] worse
c [B] bicycle , exercise; JE] cinema, ce i l ing
ce IB] po l i c e m an , face; [E] dance, nice, office, once, pence, place
x ( p r o n o u n c e d ks) |B] six, b o x , t a x i , exercise; \E\ next
12
Tree or Three? Unit 2
P r o n u n c i a t i o n of s o m e w o r d s in this unit
bicycle baisikl
p o l i c e m a n pali:sman
penci l pensl
answer a:nsa
listen lisn
picture piktja
student stju:dnt
dialogue daialDg
exercise eksasaiz
unit ju:nit
e x a m p le igza:mpl
repeat npi:t
U n i t 2 z ( z o o )
Note: O t h e r units on z : U n i t 46 (s/z in f ina l consonant clusters). Fur ther
practice of z in f i n a l consonant clusters is also i n c l u d e d in U n i t 24 Exercise 3,
U n i t 32 Exercise 2, U n i t 45 Exercise 4.
S o u n d p r o d u c t i o n
First practise the sound S. S h o w students that the voice is used w h e n m a k i n g
the s o u n d z b u t n o t s . Demonstra te by plac ing y o u r h a n d on y o u r t h r o a t ;
show v i b r a t i o n w i t h y o u r h a n d w h e n saying z .
S t u d e n t difficulties
M a n y students have d i f f i c u l t y w i t h this sound, p a r t i c u l a r l y speakers o f
G e r m a n , I ta l ian, Portuguese, Spanish, T u r k i s h , Scandinavian and Asian
languages. T h e most c o m m o n er ror i s to confuse this sound w i t h s ,
p a r t i c u l a r l y at the end of a w o r d , a l t h o u g h Spanish speakers have d i f f i c u l t y
i n a l l posit ions. Japanese speakers m a y confuse i t w i t h dz, and speakers o f
some other Asian languages m a y confuse i t w i t h d3-
L i n k i n g u p w i t h c o u r s e w o r k :
E X E R C I S E 2
Is this a b o x ? N o , it isn ' t . / Yes, it is.
E X E R C I S E 3
These are flowers and those are trees. For complete beginners Exercise 3 can
be postponed u n t i l after i n t r o d u c i n g plurals and these I those. I f i n t r o d u c i n g
these/those t h r o u g h this exercise, beg in w i t h d e m o n s t r a t i o n . For e x a m p l e :
(standing near tables and p o i n t i n g ) , 'These are tables and those are
w i n d o w s ' ; (standing near w i n d o w s ) , 'These are w i n d o w s and those are
tables.' Practise w i t h other realia before b e g i n n i n g the exercise.
13
Tree or Three? Unit 2
Suggested p r o c e d u r e s
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104. Contrasts
for f u r t h e r pract ice : said/z; piece/peas; price/prize; ass/as.
E X E R C I S E 2
Note: R is ing i n t o n a t i o n in Yes/No questions.
P r o n u n c i a t i o n o f i s n ' t : i z n t .
Steps
1 Students l o o k at car toon and listen to the sentences on tape or read by the
teacher. A s k : 'Is it a house or a b o x ? '
2 Students listen and repeat sentences f r o m the car toon .
3 D r a m a t i s a t i o n of the car toon . Sketch the t w o 'pa in t ings ' on the
b lackboard , b r i n g a student to the f r o n t and ask of the first ' p a i n t i n g ' , 'Is i t
a b o x ? ' etc. T h o u g h t w o r d s in the last f r a m e can be said in a whisper aside
to the rest o f the class. T w o students p e r f o r m this.
4 Pair w o r k as in the E x a m p l e .
Extension: Use flashcards f r o m U n i t 1 Exercise 1 f o r pair practice. E x a m p l e :
Picture 1 Teacher: b icycle
Student A: Is this a bicycle?
Student B: N o , it isn't . It 's a bus.
E X E R C I S E 3
Note: Except w h e r e w o r d s end in the sounds t/p/k/f/8 the letter Y f o r p l u r a l
is always p r o n o u n c e d z, so it is i m p o r t a n t that students can m a ke this sound
at the end of a w o r d .
W e a k f o r m s : and e n d ; are a .
P r o n u n c i a t i o n of f ina l letter V before a v o w e f i n f r a m e 6: Those are
aeroplanes.
Steps
1 Practise the w o r d s in each f rame first before b e g i n n i n g sentences. W o r d s
e n d i n g in consonant clusters: gir ls , bicycles, aeroplanes, dogs, b irds . Use
back chain ing f o r these.
2 For comple te beginners start w i t h f irst h a l f of sentence o n l y : These are
flowers. These are boys, etc.
Extension
a) Use p l u r a l side of f lashcards f r o m U n i t 1 Exercise 3. Stand a r o w of
students h o l d i n g cards on either side of the r o o m . T h e first student in
each r o w shows his card and makes an appropr ia te sentence, f o r
e x a m p l e : ( s h o w i n g 'cats') 'These are cats and those are . . . ' etc. Also
�4
Tree or Three? Unit!
students f r o m the b o d y of the class make sentences appropr ia te to their
p r o x i m i t y t o the t w o pictures b e i n g s h o w n ,
b) Use flashcards f r o m U n i t 1 Exercise 3 to practise, f o r e x a m p l e : Pic ture 1
Teacher: shops
Student A: A r e these (those) shops ?
Student B: N o , they aren't .
Note: W e a k f o r m o f ' a r e ' a in the quest ion. See next U n i t Exercise 3.
E X E R C I S E 4
R e v i e w of w o r d stress in U n i t s 1 and 2. Preparat ion f o r Exercise 1 in t h e "
next u n i t w h e r e some letters o f these w o r d s w i l l be p r i n t e d w i t h phonet ic
spel l ing to s h o w p r o n u n c i a t i o n of the sound 9 .
F u r t h e r pract ice
Final z in plurals: W o r d g r o u p s : fami l ies ; bodies ; schools; t i m e s ; r o o m s .
Beginners: I n t r o d u c e and practise one w o r d g r o u p w i t h p ic ture o n
b l a c k b o a r d .
Elementary: Possible class a c t i v i t y : w r i t e t w o or m o r e of these headings on the
b l a c k b o a r d . T h e n read w o r d s f r o m the groups a t r a n d o m . Students decide
w h i c h g r o u p they b e l o n g to and help to make a list under the r i g h t heading
on the b l a c k b o a r d .
families bodies
mothers , fathers
boys, gir ls ,
brothers , sisters
babies
fingers
hands
arms
heads
eyes
ears
legs
toes
schools
teachers, pupi ls ,
lessons, questions,
answers, examples,
w o r d s , n u m be r s ,
letters, pictures,
pens, pencils
times
hours , days,
years, m o r n i n g s ,
afternoons,
evenings
rooms
chairs, tables,
beds, cupboards,
wal ls , corners
1S
Tree or Three?
Spell ing
T h e s o u n d z i s usually w r i t t e n w i t h the letter V .
Examples: (|B] = B e g i n n e r ; |E] = E lementary) |B] is, i sn ' t , trees, b i r d s ; |E]
as, does, has, his, easy, husband, music , present, v is i t , trousers
Plurals: See examples in Exercise 3 and w o r d groups f o r f u r t h e r practice.
O t h e r w o r d s : [E] spoons, stars, balls, bags, f r i ends ; |E] stories, taxis, colours, ,
doctors , r ivers , stairs, animals, hi l ls , hotels, meals, eggs, roads, t o w n s , trains,
farms
Other spellings: x
zjze zoo, size
se |B] please, these, those, exercise, nose; [M] because, whose , noise, lose
x ( p r o n o u n c e d gz) example
P r o n u n c i a t i o n of s o m e w o r d s in this unit
Sue s u : i s n ' t iznt
buzz bAZ flowers flausz
zoo zu: aeroplanes eareplemz
pence pens
U n i t 3 8 (a camera)
Note: O t h e r units on 8 : 11, 22.
S o u n d p r o d u c t i o n and s t u d e n t difficulties
8 is close to the Engl ish sound 3 : b u t i t is v e r y short . A l l students seem to
have d i f f i c u l t y , a l t h o u g h 9 (the shwa) m a y n o t be a d i f f i c u l t sound f o r t h e m
to p r o n o u n c e . T h e d i f f i c u l t y f o r in termedia te and advanced students seems
to l ie i n :
a ) s i m p l y n o t h a v i n g been taught to use i t f r o m the b e g i n n i n g - and then ,
h a v i n g n o t used it w i t h such great f requency as this sound occurs, i t is
d i f f i c u l t f o r t h e m t o change;
b ) the lack o f any p r o p f r o m spel l ing to s h o w w h e r e i t can be used;
c ) the fact that students can get a w a y w i t h n o t us ing i t : a l t h o u g h they m a y
n o t always understand, they w i l l always b e u n d e r s t o o d ;
d) lack of awareness of h o w stress can change this sound.
T h e shwa i s used a l o t in w e a k f o r m s o f v e r y c o m m o n w o r d s , and one
p r o b l e m in teaching i t i s that i t disappears w h e n these w o r d s are considered
in i so la t ion . For example , the w o r d s 'have ' and 'are' are p r o n o u n c e d haev
and a: in i solat ion, b u t in r u n n i n g speech most nat ive speakers w o u l d say
16
Tree or Three?
hev and e in sentences l i k e : ' H a v e y o u got a w a t c h ? ' ' W h o are they? '
Students m a y never manage to speak l i k e this, b u t at least by be ing
i n t r o d u c e d t o the shwa at an early stage they w i l l have less d i f f i c u l t y i n
unders tanding spoken Engl i sh .
The symbol a is used in the units on 8 as the n o r m a l spellings do n o t help to
m a ke students aware o f this sound. O n l y w o r d s w h i c h have already been
taught w i t h n o r m a l spel l ing are i n t r o d u c e d i n these uni ts . D u r i n g these
lessons students should practise f r o m the w o r d s w r i t t e n on the b l a c k b o a r d
w i t h n o r m a l spel l ing a s w e l l .
L i n k i n g u p w i t h c o u r s e w o r k
Exercise 1: w e a k f o r m of the indef in i te articles a, an.
Exercise 2: w e a k f o r m of are and and.
Exercise 3: w e a k f o r m of are in questions, for e x a m p l e : ' A r e these plates ?'.
S t r o n g f o r m of are in short answers, f o r e x a m p l e : 'Yes, they are. / N o ,
they aren' t ' .
L i n k u p w i t h practice o f asking questions about nat ional i ty/ job/mari ta l
status, f o r e x a m p l e : ' A r e y o u English/an engineer/married?'
I f these w e a k f o r m s are used constantly in general course teaching, this
u n i t s h o u l d m e r e l y consolidate f o r students w h a t they have already
practised.
Suggested p r o c e d u r e s
E X E R C I S E I
Note: D i f f e r e n t letters can make the s o u n d s , here : o, a, er.
8 is never in the stressed par t of the w o r d or sentence.
Steps
1 Students l o o k at and repeat the w o r d s f r o m U n i t 2 Exercise 4 to r e m i n d
t h e m o f the n o r m a l spel l ing o f these w o r d s .
2 Students l o o k at and repeat w o r d s in the w o r d list a t the b e g i n n i n g of this
exercise.
3 Teacher or students w r i t e n o r m a l spell ing of these w o r d s on the
b l a c k b o a r d . If possible discuss the note on di f ferent spellings f o r 8 (above).
4 Demonst ra te stress patterns of these w o r d s , f o r example , by t a p p i n g w i t h
a ru ler . Students do this too w h i l e repeating the w o r d s again. I f possible
discuss the note on 8 and stress (above).
5 Use the m e t h o d in step 4 to practise items 1-5 and sentences as in the
E x a m p l e .
Extension: Practise again w i t h f lashcards f r o m U n i t 1 Exercise 1 and singular
pictures f r o m Exercise 3, p a y i n g part icular a t tent ion to the sound 8 in 'a'.
17
Tree or Three?
E X E R C I S E 2
Note: W e a k f o r m s of are in the quest ion.
S t r o n g f o r m i n b o t h answers.
Steps
1 Students repeat the sample quest ion and answer and read the quest ion
w i t h n o r m a l spel l ing f r o m the b l a c k b o a r d . Also o n the b l a c k b o a r d show
stress on are in the answers: 'Yes, they are. / No they aren't .
2 Pair practice.
3 Students w r i t e a sentence using the s y m b o l a.
Extension: Use the pictures in this exercise or f lashcards of p l u r a l pictures
f r o m U n i t i Exercise 3 to practise: ' W h a t are these ?' w i t h w e a k f o r m of
are. O n b l a c k b o a r d s h o w contrast o f f a l l i n g i n t o n a t i o n i n this quest ion w i t h
r is ing i n t o n a t i o n i n : ' A r e these plates?'
F u r t h e r pract ice
Students b e g i n a vocabulary list of w o r d s that have or can have this sound.
(See spel l ing lists b e l o w . ) I f students already have their o w n vocabulary list
or n o t e b o o k f o r other lessons, r e v i e w this and m a ke the s y m b o l a w h e r e this
sound occurs. I f possible use the s y m b o l f o r w o r d s w h i c h are always
p r o n o u n c e d w i t h this sound and (a) f o r w o r d s w h i c h can sometimes have
this sound, f o r e x a m p l e : are.
Students can repeat U n i t 2 Exercise 3 w i t h par t i cular a t ten t ion to the
w e a k f o r m s of are and and.
Spel l ing
T h e sound a is usually w r i t t e n w i t h the letters a, o, e or er.
(a) words which can have this sound in a sentence {weak forms):
d a m , a, an, and, as, at, shall
0 f o r , f r o m , of, to
e the
a words which always have this sound: ([B] = B e g i n n e r ; JE] = E lementary)
a [B] again, p o l i c e m a n , w o m a n ; [E] about , across, address, another,
c inema, husband, camera
0 |B] aeroplane, o ' c lock , po l i c em an , t o d a y ; [E] forge t , second, t o n i g h t
c [B] he l lo , open, p o l i c e m a n ; [E] c inema, quiet , camera
er [5] a f t e r n o o n , answer, b ro ther , exercise, father, f lower, letter, m o t h e r ,
n u m b e r , paper, sister, teacher, understand, water [E] after, another,
better, corner, f inger , mat ter , never, other , over , quarter , r e m e m b e r ,
r i v e r , s u m m e r , supper, trousers, under , weather , w i n t e r , yesterday.
iS
Tree or Three?
Other spellings:
|B) c o l o u r kAla
quest ion k w e s t j s n
[E] d o c t o r dDkta
v is i tor v i z i t a
a n i m a l aenaml
p ic ture piktja
a u t u m n o:tam
t i r e d taiad
f i re faia
P r o n u n c i a t i o n of s o m e w o r d s in this unit
question kwestjan
answer a:nsa
flower flaua
exercise eksasaiz
d i a l o g u e daialog
aeroplane earaplein
p o l i c e m a n pali:sman
U n i t 4 e ( t h i n )
S o u n d p r o d u c t i o n
Put the t i p o f y o u r t o n g u e between y o u r teeth, t o u c h i n g y o u r t o p teeth.
B l o w o u t air b e t w e e n y o u r t o p teeth and y o u r tongue . D o n o t use y o u r
voice. Th is is a quiet sound.
S t u d e n t difficulties
N e a r l y al l except Greek and Spanish students have great d i f f i c u l t y w i t h this
sound, confus ing i t w i t h s or t . There are f e w suitable w o r d s at this level f o r
m i n i m a l pair w o r k and general ly the sound 8 has a l o w frequency in the
beginner's vocabulary range.
S h o w i n g students the tongue p o s i t i o n is v e r y h e l p f u l in teaching this
sound. I t i s i m p o r t a n t to g i v e students a physical d e m o n s t r a t i o n of h o w to
make the sound, saying, f o r e x a m p l e : 'This i s my m o u t h . This i s my tongue .
These are my teeth. Put y o u r tongue between y o u r teeth . ' D r a w a large
c o l o u r e d b l a c k b o a r d sketch o f the t o n g u e p o s i t i o n , and spend e n o u g h t i m e
pract is ing the sound in isolat ion before b e g i n n i n g the exercises. At this stage
p r o v i d i n g students w i t h a sustained m o d e l o f the sound (i.e. p r o n o u n c i n g i t
w i t h o u t s t o p p i n g f o r about 5-10 seconds) helps t h e m to dis t inguish i t f r o m t .
K n o w i n g that the sound they are a i m i n g at is a v e r y quiet sound also seems to
help students.
L i n k i n g u p w i t h c o u r s e w o r k
E X E R C I S E 2
O r d i n a l numbers 1-10 (f irst , second, etc.) Students should have learnt the
19
Tree or Three ?
cardinal numbers I - I O before this u n i t . T h e y m a y already b e f a m i l i a r w i t h
some o r d i n a l numbers t h r o u g h the teacher's class ins t ruc t ions : ' L o o k at the
first p i c t u r e ' etc. I f students have o n l y h e a r d : ' L o o k a t p i c t u r e n u m b e r one '
etc., and par t i cu lar ly if the s i tuat ion used in Exercise 2 (a horse race) is
c u l t u r a l l y u n f a m i l i a r t o t h e m , precede this u n i t w i t h some use o f o r d i n a l
numbers in general class instruct ions .
Suggested p r o c e d u r e s
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Contrasts f o r f u r t h e r pract ice :
s/8 s ing/th ing ; s i n k / t h i n k ; moss/moth
t/8 tree/three; t i n / t h i n ; boat/both ; t r u e / t h r o u g h
E X E R C I S E 2
Note : A b b r e v i a t i o n s f o r o r d i n a l numbers .
Steps
1 Students repeat o r d i n a l numbers .
2 See suggestions f o r l i n k i n g up w i t h course w o r k (above). I f horse rac ing is
c o m p l e t e l y u n k n o w n t o students b e g i n w i t h a s i tuat ion f a m i l i a r t o t h e m ,
f o r example , a nat ional sports c o m p e t i t i o n or a b l a c k b o a r d sketch of
c h i l d r e n r u n n i n g a race.
3 Horses have f u n n y names. W h a t ' s the f i f t h horse's name ? W h i c h horse is
n i n t h ? etc.
4 Students practise the ques t ion : W h i c h horse is f irst ? etc.
5 Practise as in the E x a m p l e .
Extension: Use the current page of a calendar to practise numbers w i t h dates.
F u r t h e r p r a c t i c e
IB] Use f a m i l i a r place names to practise: 'Is i t n o r t h or south of here?'
| E | ' W h a t ' s the opposite o f : n o r t h ( south) ; t h i c k ( t h i n ) ; s o m e t h i n g
( n o t h i n g ) ?'
Spel l ing
T h e sound 0 is always w r i t t e n w i t h the letters ' t h ' .
Examples: (|B] = beginners ; [E] = E lementary) [B] m o u t h , m o n t h , th i r s ty ,
three, th i r teen , t h i r t y ; [E] b o t h , n o r t h , south, n o t h i n g , t h i c k , t h i n , t h r o u g h ,
t h r o w , t h i n k
Tree or Three ? Unit}
P r o n u n c i a t i o n of s o m e w o r d s in this unit
m o u t h mauG
t h u m b 0Am
second sekand
fifth fifG
seventh sevnB
e i g h t h eitG
s u n n y SAni
M i c k e y miki
S a m m y saemi
B i r d i e b3:di
U n i t 5 6 (feather)
Sound p r o d u c t i o n
First practise the sound 8. Use y o u r voice to m a ke 6.
S t u d e n t difficulties
N e a r l y a l l except Greek and Spanish students have great d i f f i c u l t y w i t h this
sound, confus ing i t w i t h z or d . There are no suitable w o r d s at this level f o r
m i n i m a l pair w o r k on these contrasts, b u t as w i t h the sound 8 , s h o w i n g
students the tongue p o s i t i o n is v e r y h e l p f u l . See suggestions under Student
difficulties in U n i t 4 . W h e n pract is ing the sound in i so la t ion , show use o f the
voice i n 6 b y m o v e m e n t o f y o u r h a n d o n y o u r throat . A sustained m o d e l o f
this sound also helps students to dis t inguish i t f r o m d. A l t h o u g h the sound 6
has a v e r y l o w frequency in the beginner's vocabulary range, i t occurs in
some v e r y c o m m o n w o r d s l ike the, this, that, etc., and it is therefore
i m p o r t a n t f o r students to master it at an early stage.
L i n k i n g u p w i t h c o u r s e w o r k
In most beginner's courses the i n d e f i n i t e article (a, an) is i n t r o d u c e d f irst . In
this course the def ini te article (the) is used f o r the first t i m e in this u n i t . If
students have n o t already m e t the def ini te article in their general course
w o r k o r i f they have part icular d i f f i c u l t y w i t h articles, i t m a y b e h e l p f u l t o
precede w o r k on pictures 1-8 in Exercise 1 w i t h the f o l l o w i n g pract ice :
Pic ture 1 That 's a b o y w i t h a b o o k .
Picture 2 That 's a b o y w i t h a bicycle , etc.
Suggested p r o c e d u r e s
E X E R C I S E I
Note: W e a k f o r m of the: da or 61.
P r o n u n c i a t i o n o f with: Received P r o n u n c i a t i o n (R.P.) Engl ish w i d ; sonic-
varieties o f E n g l i s h : w i 8 .
Tree or Three ? Unit 5
Steps
1 Students listen and repeat w o r d s f r o m the b l a c k b o a r d : this, there, the, with
2 Students read or repeat the i n i t i a l f o u r sentences in this exercise, listen to
the text on Pictures i and 2 , and repeat the answer: ' T h e b o y w i t h the
b o o k . ' ( N o t e that ' T h e b o y w i t h a b o o k . ' i s also correct here b u t n o t ' A
b o y w i t h a b o o k . ' )
3 Students practise the answers f o r pictures 2 -8 .
4 Students practise the questions, f o r e x a m p l e :
Teacher: T h e s ix th p ic ture
Student(s): W h i c h m a n is in the s ix th p ic ture?
5 Pair practice as in the example .
E X E R C I S E 2
This i s an extension o f the structures used in Exercise i , and students should
be able to practise this w i t h o u t any p r e l i m i n a r y d r i l l i n g .
F u r t h e r p r a c t i c e
A q u i c k r e p e t i t i o n of al l or some of the f o l l o w i n g exercises provides a
r e v i e w o f U n i t s 1-4 w i t h practice i n the sound d :
Unit 1 Exercise 1: (flashcards or books) W h a t ' s this?
Unit 1 Exercise 2: (flashcards or books) T h e y ' r e cups.
Unit 2 Exercise 3 : These are flowers and those are trees (or use p l u r a l
f lashcards f r o m U n i t 1 Exercise 2 f o r this s tructure) .
Unit 3 Exercise 2: A r e these plates ? N o , they aren't (or use flashcards f r o m
U n i t 1 Exercise 2).
Unit 4 Exercise 2: E x a m p l e :
Teacher: W h a t about F l o w e r ?
Student(s): That 's the seventh horse.
Spell ing
T h e sound 6 is always w r i t t e n w i t h the letters ' t h ' .
Examples: ((B) = Beginners ; [M] = E lementary) g ] b r o t h e r , father,
m o t h e r , that , the, there, these, they, this, those, w i t h ; |E] another, other ,
their , t h e m , then , weather , w i t h o u t
P r o n u n c i a t i o n of s o m e w o r d s in this unit
w i t h w i d f a ther fa:Qa
m o t h e r iriAoa feather feSa
b r o t h e r brAda
Tree or Three ? Unit6
U n i t 6 i: (sheep)
S o u n d p r o d u c t i o n
O p e n y o u r m o u t h v e r y l i t t l e to m a ke the sound i : . i : i s a v e r y l o n g sound,
a l t h o u g h i t is shorter before f i n a l u n v o i c e d consonants.
S t u d e n t difficulties
M o s t students do n o t have d i f f i c u l t y w i t h this sound, a l t h o u g h some
students, par t i cu lar ly Greek and H e b r e w speakers, do n o t m a ke i t l o n g
e n o u g h and m a y confuse i t w i t h 1. For most students, h o w e v e r , this u n i t
mere ly introduces the sound i: fo r contrast ive w o r k in the next u n i t w i t h 1,
w h i c h m a n y students f i n d d i f f i cu l t .
Note on vowels: Lao speakers have a s t rong tendency to place a g l o t t a l stop
before all v o w e l s a t the b e g i n n i n g of w o r d s .
L i n k i n g u p w i t h c o u r s e w o r k
E X E R C I S E I
Short requests as g iven in a restaurant or shop, for e x a m p l e : ' A cheese
sandwich , please.'
E X E R C I S E 2
P r o n u n c i a t i o n o f numbers (13-19) ; letters i n the alphabet w i t h the sound i : .
Suggested p r o c e d u r e s
E X E R C I S E I
Note: P r o n u n c i a t i o n o f ' c o f f e e ' : R.P. Engl ish kofi, some varieties of Engl i sh
kofi:.
Fal l ing i n t o n a t i o n at the end of a list in these requests.
W e a k f o r m s : ofav; a a ; and a n d ; for fa.
Some students t e n d to over-stress the w o r d 'please'.
Steps
1 I n t r o d u c e the restaurant s i tuat ion w i t h the p i c t u r e : These people are in a
restaurant. Th is is the m e n u . Students repeat i tems on the m e n u .
2 Students listen to the requests on tape or read by the teacher, and repeat or
read these.
3 Practice f r o m the m e n u should come f irst . T h e class should listen to at
least one role play w i t h the teacher p l a y i n g the part of the waitress.
B e g i n b y p o i n t i n g t o the f irst person i n the second p i c t u r e : Miss X , y o u
are the first person. L o o k at the m e n u . A cheese sandwich? A meat
sandwich? Tea? Coffee?
Tree or Three ? Unit 6
4 Students practise ro le p l a y i n g in groups of 4 or 5 w i t h one of t h e m t a k i n g
the part o f the waitress and t r y i n g to r e m e m b e r the orders.
E X E R C I S E 2
Note: T h e first part of this exercise i s prepara tory to w o r k in U n i t 7 Exercise
3 w h e r e students w i l l be pract is ing the contrast ing stress patterns o f t h i r t e e n ,
t h i r t y , etc.
Some students m i s p r o n o u n c e these letters in the alphabet even t h o u g h the
sound i : has no d i f f i c u l t y f o r t h e m , and this causes confus ion in o r a l spel l ing
of w o r d s . Par t i cu lar ly the letters 'e' and 'a' are confused. Some students also
p r o n o u n c e the letter ' k ' as k i : .
Students s h o u l d practise using ' d o u b l e e' and ' d o u b l e o ' w h e n spel l ing
w o r d s a l o u d .
Extension: I f students have part icular d i f f i c u l t y w i t h p r o n o u n c i n g these
letters of the alphabet, d i v i d e the class i n t o t w o teams f o r a spel l ing
c o m p e t i t i o n w i t h students r e c o r d i n g scores on the b l a c k b o a r d . Each student
takes a t u r n to ask a m e m b e r of the other team to spell a w o r d f r o m this l ist .
F u r t h e r p r a c t i c e
Role playing: Requests in a shop based on the f o l l o w i n g ( to be w r i t t e n on the
b l a c k b o a r d ) :
1 k i l o
3 k i los o f please.
cheese peas
meat sweets
beans tea
Each customer gives 2 -4 i tems in his request, w h i c h the shopkeeper s h o u l d
be able to repeat.
Spel l ing
T h e sound i : i s usually w r i t t e n w i t h the letters 'ee', 'ea' or 'e'.
Examples: ([B] = B e g i n n e r ; |E] = E lementary)
ee |B] t h i r t e e n , four teen etc., green, sheep, street, three, tree; [E] be tween ,
need, see, sleep, sweet
ea [B] please, read, tea, teacher; |E] cheap, clean, east, easy, eat, leaf, leave,
meal , sea, speak
e |B] he, she, w e , these; [E] be, b e i n g , evening , me
Other spellings: [5] p o l i c e m a n , people ; |E] ce i l ing , piece.
P r o n u n c i a t i o n of s o m e w o r d s in this u n i t
m e n u menju: coffee k n f i
sandwiches s a e n w i d j i z seventeen sevnti:n
Tree or Three? Unit 7
U n i t 7 1 (ship)
S o u n d p r o d u c t i o n
First practise the sound i : . T h e n open y o u r m o u t h a little m o r e , i : is a l o n g
sound. 1 is a short sound.
S t u d e n t difficulties
This sound occurs v e r y f r e q u e n t l y in the beginner 's v o c a b u l a r y range and
nearly a l l students have d i f f i c u l t y w i t h i t , confus ing i t w i t h i : . A r a b i c
speakers m a y also confuse i t w i t h e . W h e n pract is ing the t w o sounds i : and 1
in i so la t ion , k n o w i n g that 1 i s a m u c h shorter, quieter s o u n d than i : seems to
help students. Encourage students to use a m i r r o r to check l i p p o s i t i o n .
L i n k i n g u p w i t h c o u r s e w o r k
E X E R C I S E 2
C o m m o n adjectives: It 's a l i t t l e baby .
E X E R C I S E 3
N u m b e r s : 30, 40, 50, 60, 70, 80, 90.
E X E R C I S E 4
F o r m a t i o n o f n o u n plurals w i t h 'es', f o r e x a m p l e : boxes. I f adjectives have
n o t yet been i n t r o d u c e d i n general course teaching, b e g i n w o r k o n the f irst
part o f Exercise 2 w i t h pair sketches on the b l a c k b o a r d of f a m i l i a r objects (or
using realia) to i l lustrate , f o r e x a m p l e : It 's b i g . It 's l i t t l e . It 's a b i g house. It 's a
l i t t l e house/box/glass/pencil/spoon. I f possible do this in a previous lesson.
N o t e that the stress pat tern i n these pairs w i l l be the same as i n the
second h a l f of Exercise 2 , i . e . : It 's a l i t t l e b o x . It 's a b i g b o x .
Suggested p r o c e d u r e s
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104. Contrasts
for f u r t h e r pract ice : eat/it; cheap/chip; seat/sit; heel/hill .
E X E R C I S E 2
Note: In n o r m a l sentence stress b o t h adjective and n o u n are stressed w i t h
m a j o r stress on the n o u n , f o r e x a m p l e : W h a t ' s that? It's a l i t t l e b e a n . (This
pat tern i s used in the f irst par t o f this exercise.) B u t w h e n t w o or m o r e
adjectives are contrasted m a j o r stress is on the adjective, f o r e x a m p l e : This is
25
Tree or Three? Unit 7
a Htt lc b a b y ; That 's a b i g b a b y (This pat tern is used in the second part of
this exercise.)
In Engl ish if the sex of a baby is k n o w n it is re ferred to as 'he ' or 'she', b u t
i f n o t k n o w n , ' i t ' .
Steps
1 Students l isten and repeat: b i g , l i t t l e .
2 Students complete the sentences in the f irst part , f o r example :
Teacher: Picture i . W h a t ' s that?
Student(s): It's a l i t t l e sheep.
3 Students l isten and repeat the adjectives l isted b e l o w the second set of
pictures. N o t e that some Asian students w h o d o n o t have d i f f i c u l t y w i t h
the sound i elsewhere m a y p r o n o u n c e i t i : i n f ina l p o s i t i o n . N o t e that i n
some varieties of Engl ish f ina l I sound is p r o n o u n c e d i : .
4 I f any of these w o r d s are n e w to students s h o w m e a n i n g t h r o u g h the
pictures. ( E x a m p l e : P ic ture 3 : heavy. It 's heavy. It 's a heavy baby.) Check
unders tanding . Students repeat.
5 Students m a ke a sentence f o r each p ic ture as in the E x a m p l e .
E X E R C I S E 3
Note: Students v e r y o f t e n confuse, f o r example , f o u r t e e n fo :ti :n and f o r t y
fo:ti. Par t i cu lar ly i f there is some quest ion about w h i c h n u m b e r is said, they
w i l l stress the last syllable o f f o r t y , m a k i n g the p r o b l e m worse . N o t e that
w h e n c o u n t i n g - 13, 14, 15, etc. - one tends to stress the f irst syllable of these
w o r d s m o r e than in o ther contexts, and as students usually learn these
numbers by c o u n t i n g , they then f i n d i t d i f f i c u l t to stress these w o r d s
correc t ly so as to dis t inguish t h e m f r o m 30, 40, 50, etc.
Steps
1 Students read or repeat these numbers reading the co lumns h o r i z o n t a l l y ,
emphasize stress b y , f o r example , t a p p i n g w i t h a ru ler .
2 W r i t e the numbers f o r the second and t h i r d c o l u m n s at r a n d o m on the
b l a c k b o a r d . Get a student to stand at the b l a c k b o a r d and p o i n t to the
n u m b e r s y o u say; then other students take turns to say the numbers
clearly e n o u g h for a student to p o i n t to the correct one.
E X E R C I S E 4
Note: Th i s exercise provides a r e v i e w of the f o l l o w i n g sounds practised in
U n i t s 1-7: s/z/9/d/i:/i.
W o r d s e n d i n g i n the sounds s/z/J/tJ/3/d3 f o r m the p l u r a l w i t h iz in R.P.
Engl ish (some varieties of Engl ish 9z).
N o t e s p e l l i n g : w o r d s e n d i n g i n 'e', add V ; others, add 'es'. N o t e change
o f p r o n u n c i a t i o n i n the w o r d itself i n haus/hauziz.
W e a k f o r m s of a a and are 9.
9(S
Tree or Three? Unit 7
Some students have d i f f i c u l t y w i t h w o r d stress, p r o n o u n c i n g , f o r
example , bDksez instead of boksiz.
Steps
1 Students l isten and repeat p l u r a l w o r d s at the b e g i n n i n g of this exercise.
Emphasise stress b y , f o r example , t a p p i n g w i t h a ru ler .
2 Students practise sentences as in the E x a m p l e .
F u r t h e r p r a c t i c e
Final 1 sounds: (R.P. English) Practise p r o n u n c i a t i o n of days of the w e e k :
mAndi/tju:zdi/wenzdi/03 :zdi/fraidi/saet9di/sAndi.
Plurals ending in the sound iz/: dress, class, address, six, size, noise, sentence,
w a t c h , l u n c h , m a t c h , c h u r c h , page, age, f r idge , garage.
Spell ing
T h e sound 1 i s usually w r i t t e n w i t h the letter ' i ' , and w i t h the l e t t e r ' y ' a t the
end o f a w o r d .
Examples: (|B) = Beginners ; [1] = E lementary)
1 |B] b i g , f i f teen, f inger , f ish, g ive , h i l l , i n , is, i t , k i t c h e n , l isten, l i t t l e , m i l k ,
m o r n i n g , p ic ture , sit, ship, sister, six, stick, this, w h i c h , w i n d o w , w i t h
|E] b i t , b r i n g , ce i l ing , c inema, d r i n k , evening , f i n i s h , h i m , his, i l l ,
i m p o r t a n t , l i v e , m i d d l e , music , n o t h i n g , office, q u i c k , r i c h , r i n g , r i v e r ,
spr ing , s t i l l , s w i m , t a x i , t h i c k , t h i n , t h i n g , vis i t , w i l l , w i n d , w i n t e r
y |B] any, a n g r y , baby, d i r t y , easy, e m p t y , f a m i l y , f u n n y , h a p p y , heavy,
h u n g r y , m o n e y , p e n n y , t h i r s t y , v e r y , t w e n t y , t h i r t y , etc.
[E] already, b a d l y , b o d y , carry , c o p y , early, every , l o r r y , m a n y , o n l y ,
p a r t y , real ly , s tory , s tudy
Other spellings:
e [B] eleven i l e v n ; example igza :mpl ; (E| because, before , begin , b e h i n d ,
beside, be tween, m a r k e t , pocket , r e m e m b e r rimemba, television t e l i v ^ n
u, ee [B] m i n u t e minit, coffee kofi
ay |B] yesterday jestgdi, M o n d a y m A n d i , Tuesday t ju .zdi , etc.
P r o n u n c i a t i o n of s o m e w o r d s in this unit
b a b y beibi t h i r t y 03:t i
babies beibiz f o r t y fo :ti
h e a v y hevi boxes boksiz
h u n g r y hArjgn noses nguziz
t h i r s t y 03:sti houses hauziz
d i r t y d3 : t i
Tree or Three? Unit 8
U n i t 8 f ( f a n )
S o u n d p r o d u c t i o n
T o u c h y o u r t o p teeth w i t h y o u r b o t t o m l i p . B l o w o u t air b e t w e e n y o u r l i p
and y o u r teeth.
S t u d e n t difficulties
A l t h o u g h most students do n o t have d i f f i c u l t y w i t h f i t i s a d i f f i c u l t sound f o r
speakers o f H e b r e w and m a n y Asian languages w i t h the except ion o f
Chinese and Vietnamese. I t is usually confused w i t h the sound p. Japanese
students of ter i confuse i t w i t h h.
L i n k i n g u p w i t h c o u r s e w o r k
I t i s assumed here that students k n o w the preposit ions ' o n ' and ' i n f r o n t o f .
Suggested p r o c e d u r e s
1 M i n i m a l pair practice f o r students w i t h part icular d i f f i c u l t y (see above) :
p/f pence/fence; p u l l / f u l l ; p u t / f o o t ; p o r k / f o r k ; copy/coffee
h/f hat/fat; h i l l / f i l l ; h ive/f ive ; hair/fair ; h o n e y / f u n n y
2 Students l isten and repeat the w o r d s in the i l l u s t r a t i o n . C h e c k p a r t i c u l a r l y
p r o n u n c i a t i o n o f consonant clusters: f + 1 ; f + r .
3 Students comple te and read the f ive sentences.
F u r t h e r p r a c t i c e
Students read the f o l l o w i n g groups o f w o r d s f r o m the b l a c k b o a r d and
decide w h i c h w o r d doesn't b e l o n g i n each g r o u p :
1 w i f e k n i f e father grandfather
2 f i f t y f o u r f o r k f i f teen
3 f ly fish f r u i t f o o d
4 office floor telephone flower
5 f o o t b a l l f o o t f inger face
6 f u n n y fat careful a f te rnoon
Spell ing
T h e sound f i s usually w r i t t e n w i t h the letter 'P .
Examples: ( [ 5 ] = B e g i n n e r ; [E] = E lementary) |B] face, f a m i l y , fat, father,
f i f teen, f i f t y , f inger , f i re , f irst , f ish, f ive , f l o o r , f l o w e r , f l y , f o o t , f o r k , f o r t y ,
f o u r , four teen , f r i e n d , f r o n t , f r u i t , f u n n y , grandfather , leaf
7.8
Tree or Three? Unit g
|E~1 after, a f t e r n o o n , before, careful , f a r m , f i n d , f in ish , f o l l o w , f o o d ,
f o o t b a l l , f o r , forget , f r o m , f u l l , half, o f ten
Other spellings:
ph te lephone
f f of f , office
/(� w i f e , k n i f e
P r o n u n c i a t i o n of s o m e w o r d s in this unit
Fred fred t e lephone telafaun
Fay fei k n i f e naif
fire faia there's a 6ez a
f r u i t f r u : t are i n f r o n t o f e r m f r A n t a v
fly flai
U n i t 9 v ( v a n )
Sound p r o d u c t i o n
First practise f. T h e n use y o u r voice to make v.
S t u d e n t difficulties
This sound is d i f f i cu l t f o r speakers of A r a b i c , Japanese, Spanish, Chinese, Lao
and K h m e r . Some D u t c h , Vietnamese, G e r m a n , and T u r k i s h speakers m a y
also have some d i f f i c u l t y . T h e most c o m m o n Engl ish sound w i t h w h i c h v i s
replaced is f, p a r t i c u l a r l y at the end of w o r d s . Japanese and Spanish speakers
m a y replace i t w i t h b , Chinese w i t h w . Contrast o f the sound i n isolat ion
w i t h f i s h e l p f u l , especially w i t h a physical demonst ra t ion of the l i p p o s i t i o n
and a large b l a c k b o a r d sketch. S h o w use of the voice in v b u t n o t f. For
students w h o replace v w i t h w, contrast of these t w o sounds is also
i m p o r t a n t .
L i n k i n g u p w i t h c o u r s e w o r k
I X l i R C I S E I
T h e y ' v e g o t a te levis ion. H a v e they got a television? Yes, they have. / N o ,
they haven ' t .
L i n k w i t h teaching o n the v e r b ' to have' . Par t i cu lar ly i f students have n o t
already practised this w i t h ' g o t ' in their general course, use classroom realia
Tree or Three? Unit 9
or selected flashcards f r o m U n i t i Exercise i and 3 (s ingular) as p r o m p t s to
practise requests. For e x a m p l e :
Student A: H a v e y o u g o t a b o o k ?
Student B: Yes, I have. H e r e y o u are. / S o r r y . N o , I haven ' t .
N o t e w e a k f o r m o f ' h a v e ' i n the q u e s t i o n : hav.
Suggested p r o c e d u r e s
M i n i m a l pair practice as relevant to students (see above) :
f/v fan/van; f ine/vine; leaf/leave
b/v b e r r y / v e r y ; B / V ; best/vest
w/v U n i t 10, Exercise 1, pract is ing S o u n d 2 f irst .
E X E R C I S E 1
Note: In spoken Engl i sh i t is m o r e usual to say, f o r example , ' I ' v e g o t a p e n '
than ' I have a pen . '
W e a k f o r m of have in questions: hav. S t r o n g f o r m o f have in short
answers: haev, hsevnt.
W e a k f o r m s o f : ares; as; of av ; somesam.
L i n k i n g of v and f sounds i n : have Victor; of fruit; offlowers; five fish; twelve
forks.
Steps
1 Students listen and repeat: Victor, Vera, visitor, visiting, they're, then repeat
or read sentences b e l o w pic ture .
2 Students practise the f o l l o w i n g w o r d s f r o m the b l a c k b o a r d : have,five, of,
twelve, eleven, very, vase; then listen a n d repeat the t w o subst i tut ion lists at
the end o f this u n i t p a y i n g a t tent ion t o the w e a k f o r m s and l i n k i n g sounds
l isted above.
3 Students practise short answers to the quest ion, for e x a m p l e :
Teacher: H a v e they got f ive fish ?
Student(s): N o , they haven ' t .
4 Students practise the quest ion, m a k i n g substi tutions, then beg in pair
practice as in the E x a m p l e .
F u r t h e r p r a c t i c e
1 Use pictures in U n i t 7 Exercise 2 to practise, f o r e x a m p l e : It 's a v e r y
h e a v y b a b y .
2 L i n k w i t h teaching o f the v e r b ' t o g i v e ' , f o r example , w i t h f l a s h c a r d s :
' G i v e me a fork/flower/some wine/water . '
Tree or Three ? Unit 10
S p e l l i n g
T h e sound v i s usually w r i t t e n w i t h the letter V .
Examples: ((Bj = B e g i n n e r ; [E] = E lementary) |B] te levis ion, v e r y , v is i t ,
v is i tor , heavy, seven, eleven, seventeen, seventy [E] never, over , r iver
Other spellings:
ve [B] g ive , have, f ive, t w e l v e . [E] leave, l i v e , love , m o v e , evening , every
/ of
P r o n u n c i a t i o n of s o m e w o r d s in this unit
a b o w l of f r u i t a baul af fru:t
T h e y ' v e g o t some f lowers deiv got s a m f lauaz
Have they g o t a te levis ion? hav 6 e i got a t e l i v ^ n
Yes, they h a v e , jes dei haev
N o , they h a v e n ' t , nau dei haevnt
V i c t o r vikta
V e r a viara
vis i tors vizitaz
vase va:z
v e r y v e n
U n i t 10 w ( w i n d o w )
S o u n d p r o d u c t i o n
This i s close to the Engl ish sound u . M a k e y o u r lips r o u n d a n d h a r d f o r w.
w is a short sound.
S t u d e n t difficulties
Speakers of D u t c h , G e r m a n , T u r k i s h , Farsi, Scandinavian languages,
Japanese, H e b r e w , Spanish and Greek have d i f f i c u l t y w i t h this sound.
( I c r m a n , I ta l ian, Scandinavian and T u r k i s h speakers replace w w i t h v .
I h i t c h , Lao and Farsi speakers also confuse w and v or m a ke an in termediate
sound f o r b o t h . Spanish and Greek speakers m a y replace this sound w i t h gw
or ,1 s imilar sound. H e b r e w speakers m a y confuse this sound w i t h r. Japanese
sometimes replace w w i t h a sound close to f. Speakers o f Spanish, Japanese
and some other Asian languages have part icular d i f f i c u l t y in p r o n o u n c i n g
1 his sound w h e n it is f o l l o w e d by u or u: . Seeing the correct l i p pos i t ion f o r
w t h r o u g h b o t h physical demonst ra t ion and d i a g r a m is h e l p f u l f o r all
students. It m a y also help to practise saying u: before vowels and practise
s . lying this s m o o t h l y (e.g. y o u - u: - al l - w a l l ; y o u - u: - i l l - w i l l ) .
Tree or Three ? Unit 10
L i n k i n g u p w i t h c o u r s e w o r k
E X E R C I S E S 2 A N D 3
W h a t ' s the weather l ike? It 's w e t .
W h a t ' s the w a t c h l ike? It 's square.
L i n k w i t h physical descriptions, f o r e x a m p l e : ' W h a t ' s y o u r car/your
house l i k e ?
Also l i n k w i t h general teaching o f ' w h ' questions.
E X E R C I S E 3
T i m e s : quar ter/twenty past. L i n k i n g w i t h t e l l i n g the t i m e : W h a t ' s the t i m e ?
quar ter/twenty t o .
Suggested p r o c e d u r e s
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Contrasts for f u r t h e r practice relevant to student di f f i cul t ies :
v/w V / w e ; vest/west; veal/wheel
f/w f a l l / w a l l ; f i g h t / w h i t e ; f i r s t/worst ; f u l l / w o o l
b/w b a l l / w a l l ; B/we; b e l l / w e l l ; b i r d / w o r d
E X E R C I S E 2
Steps
1 Students l isten and repeat the quest ion and answers at the b e g i n n i n g of
this exercise.
2 Students practise the answers in prepara t ion f o r pair practice. W i t h a
m i x e d n a t i o n a l i t y class, ask the quest ion about the students' c o u n t r y . W i t h
a single n a t i o n a l i t y class ask about di f ferent t o w n s or regions k n o w n to the
students.
3 Pair practice as in the E x a m p l e .
E X E R C I S E 3
Steps
1 Students first practise w o r d s w i t h consonant clusters, k + w, t + w : square,
quiet , quarter , t w e n t y , t w e l v e .
2 Students l isten and repeat the questions and answers at the b e g i n n i n g of
this exercise.
3 Pair practice of t e l l i n g the t i m e , f o r e x a m p l e :
C l o c k 1.
Student A: W h a t ' s the t i m e ?
Student B: It 's quarter past one.
Tree,or Three? Unit 11
F u r t h e r pract ice
1 Repeat questions and answers in U n i t 5 Exercise 2 . E x a m p l e : ' W h i c h one
is Sue's m o t h e r ? ' ' T h e one w i t h the d o g . '
2 Students choose the correct w o r d to b e g i n these questions about the
p ic ture i n U n i t 9 .
Which, what or where'?
1 w o m a n has got a hat o n ? Fay.
2 is under the table? A leaf.
3 is the f r u i t ? On the table.
4 m a n has g o t a f o r k in his hand? V i c t o r .
5 is on Fred's head? A fly.
Spell ing
T h e sound w i s usually w r i t t e n w i t h the letter ' w ' .
Examples: ([B] = B e g i n n e r ; [E] = E lementary)
|B] t w e l v e , t w e n t y , w a r m , w a t c h , w e , weather , w e t , w i n d , w i n d o w ,
w i t h , w o m a n , w o r d
|E ]be tween, sweet, s w i m , w a i t , w a l k , w a l l , w a n t , w a y , water , wear , w e l l ,
west, w i d e , w i f e , w i l l , w i n t e r , w o o d , w o r k , w o r l d , worse , w o r s t
Other spellings:
w h [B] w h a t , w h e n , w h e r e , w h i c h , w h i t e ; |E] w h y
qu ( p r o n o u n c e d k w ) |B] quarter , question, quiet , square; [E] q u i c k , queen
0 one, once
P r o n u n c i a t i o n of
vine vain
w i n e w a i n
vei l veil
whale w e l l
weather wed9
me w o r d s in this unit
w a r m wo:m
w i n d y w i n d i
square skwee
quiet kwaist
quarter kwo:t8
U n i t 11 a (a camera)
Sound p r o d u c t i o n and s t u d e n t difficulties
See notes on U n i t 3.
L i n k i n g u p w i t h c o u r s e w o r k
This u n i t provides a r e v i e w of three aspects of language i n t r o d u c e d in Uni t s
9 and 10:
Tree or Three? Unit 11
E X E R C I S E I
W e a k f o r m o f of in, f o r e x a m p l e : a vase o f f l o w e r s . L i n k w i t h teaching o f
short requests as g i v e n in a restaurant or shop, f o r e x a m p l e : a glass/bottle of
m i l k / w h i t e w i n e , etc; a packet/tin/kilo of biscuits/tea etc.
E X E R C I S E 2
W e a k f o r m of the and o in o'clock. L i n k w i t h t e l l i n g the t i m e , f o r e x a m p l e :
H a v e y o u g o t a watch/the t i m e ? Yes, it 's eleven o 'c lock .
E X E R C I S E 3
W e a k f o r m o f have i n questions. L i n k w i t h structure teaching o f this v e r b o r
w i t h teaching o f requests us ing this s tructure , f o r e x a m p l e : ' I w a n t a penci l .
H a v e y o u got one?' 'Yes, here y o u are.' Requests in a shop, f o r e x a m p l e :
' H a v e y o u g o t a t i n o f biscuits?' etc.
Suggested p r o c e d u r e s
E X E R C I S E I
Steps
1 Students l isten and repeat sentences f o r i tems 1,3,5,7-
2 Students read the sentences and m a ke sentences f o r i tems 2, 4, 6, 8.
E X E R C I S E S 2 A N D 3
Pair practice as in the Examples .
F u r t h e r pract ice
Use of the verb 'have' in requests: G i v e the f o l l o w i n g items to students: a b o o k ,
pen, penci l , ru ler , piece o f chalk, cigarette, m a t c h , c o i n , note .
T h e n ask, f o r e x a m p l e : H a v e y o u got a m a t c h , (please) ? to el ic i t the
response of g i v i n g the object to y o u . T h e n students practise the question and
response w i t h these objects. N o t e possible verba l responses: 'Here y o u are./
S o r r y . '
Spell ing
See U n i t 3.
Tree or Three ? Unit 12
U n i t 12 m ( m o u t h )
S o u n d p r o d u c t i o n
Close y o u r l ips . Use y o u r voice . T h e sound m comes t h r o u g h y o u r nose.
S t u d e n t difficulties
Students general ly do n o t have d i f f i c u l t y in p r o n o u n c i n g this sound, b u t
Japanese, Spanish and Portuguese speakers confuse n w i t h m at the end o f
w o r d s . Lao speakers m a y nasalise some vowels after m and n. This u n i t can
be taught q u i c k l y in preparat ion f o r the next u n i t on n.
L i n k i n g u p w i t h c o u r s e w o r k
It is assumed here that students understand i n v i ta t i o n s using the verb ' to
come' . I f this has n o t yet been i n t r o d u c e d i n course w o r k , students w i l l
p r o b a b l y have some unders tanding o f this f r o m i n v i ta t i o n s expressed i n
classroom instruct ions , fo r e x a m p l e : ' C o m e i n ' ; ' C o m e here ' ; ' C o m e t o the
b lac kboard ' .
Suggested p r o c e d u r e s
Students l isten and repeat w o r d s and sentences on the pictures, and then
make sentences as in the E x a m p l e . N o t e weak f o r m s o f : to td, the dd.
F u r t h e r pract ice
Use the pictures in this u n i t to practise the longer , m o r e p o l i t e f o r m of
i n v i t a t i o n , f o r e x a m p l e : ' W o u l d y o u l ike t o come t o the m a r k e t ? ' N o t e
r is ing i n t o n a t i o n i n this f o r m .
Spell ing
T h e sound m is w r i t t e n w i t h the l e t t e r ' m ' .
Examples: ( B J = B e g i n n e r ; [E] = E lementary) BJ f a m i l y , f a r m , me , m a n ,
meal , m o t h e r , r o o m
[E~l f r o m , h i m , make, m i l k , small , s tamp, s w i m
Other spellings:
me BJ name, come, h o m e , t i m e |EJ game, same
run a u t u m n
mm s u m m e r , s w i m m i n g
i s
Tree or Three? Unit /.?
P r o n u n c i a t i o n of s o m e w o r d s in this u n i t
market ma :kit home h s u m
s w i m m i n g pool swimirj pu:l come kAm
farm fa:m
U n i t 13 n (nose)
Sound p r o d u c t i o n
T o u c h the r o o f o f y o u r m o u t h w i t h the t i p o f y o u r tongue . T o u c h y o u r side
teeth w i t h the sides of y o u r tongue . Use y o u r voice, n comes t h r o u g h y o u r
nose.
S t u d e n t difficulties
At the end of w o r d s Spanish, Portuguese and Japanese speakers confuse n
w i t h m , w h i l e Chinese speakers m a y p r o n o u n c e n close to rj- Greek students
m a y o m i t this sound b e f o r e ' d ' o r V . Some students m a y have d i f f i c u l t y
w i t h syllabic n in w o r d s l i k e : seven s e v n ; lesson lesn ; isn't iznt.
L i n k i n g u p w i t h c o u r s e w o r k
L i n k w i t h a ) teaching the t i m e and times o f d a y : i n the morning/af ternoon/
evening ,
b ) practice o f negative short answers c o n t a i n i n g w o r d s w i t h
syllabic n - isn't, haven't, hasn't. Students h a v i n g d i f f i c u l t y w i t h
these w i l l be l i k e l y to have the same p r o b l e m later o n w i t h :
doesn't, didn't, couldn't, wouldn't, shouldn't.
Suggested p r o c e d u r e s
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Contrasts f o r f u r t h e r pract ice : some/sum; them/then ; mine/nine ;
m u m m y / m o n e y ; m o o n / n o o n .
E X E R C I S E 2
Note: A b b r e v i a t i o n s a .m. (ante m e r i d i e m : before n o o n , i.e. t imes f r o m
m i d n i g h t t o m i d d a y ) ; p . m . (post m e r i d i e m : a f t e r n o o n , i.e. t imes f r o m
m i d d a y t o m i d n i g h t ) .
T h e p o i n t o f t i m e w h e n ' a f t e r n o o n ' changes to ' e v e n i n g ' i s n o t clearly
def ined. A p p r o x i m a t e l y 6.00 p . m . o n w a r d s is ' i n the e v e n i n g ' .
l6
Tree or Three ? Unit 13
Steps
1 Students listen and repeat numbers and times and answer the question
' W h a t ' s the t i m e ? '
2 In the second section students are pract is ing w o r d s w i t h syllabic n. N o t e
p r o n u n c i a t i o n : lesn/sevn/lisn/ilevn/sevnti:n/stju:dnts/sevnti/iznt. A
s i m p l i f i e d t ranscr ip t ion o f some w o r d s o n the b l a c k b o a r d w i t h stress
s h o w n should help students w h o f ind syllabic n d i f f i c u l t .
Example:
� � � . lessn sevn
L i s n to lessn e levn
I X F R C I S E 3
Steps
1 Students l isten and repeat the w o r d s at the end of this exercise.
2 Students listen to the dialogue on tape or read by the teacher.
3 Students practise B's part in the dia logue. S h o w the contrast in i n t o n a t i o n
o f these t w o questions w i t h gestures and/or a r r o w s on the b lackboard .
Teacher takes A's part , g i v i n g substitutions.
4 Students practise the dia logue in pairs after some examples have been done
w i t h the class l i s tening.
F u r t h e r pract ice
Syllabic n in short answers w i t h haven't, hasn't, isn't.
Example: Short answers to questions about the p ic ture in U n i t 9:
1 Is V ic tor/Vera a v is i tor?
2 Has Vera g o t a hat/fly/flower on her head ?
3 Has Fred g o t a fork/knife/picce of fruit/fly/bag/hat in his hand ?
4 H a v e V i c t o r and Vera got a television/a fan/a telephone/four visitors/five
fish?
Spell ing
The sound n is usually w r i t t e n w i t h the letter ' n ' .
Examples: ([B] = B e g i n n e r ; JO = Elementary) [B] name, n u m b e r ,
po l i ceman, m o o n , pen, c i n e m a ; [E] a n i m a l , m a n y , m i n u t e , begin , r u n , t h i n
()ther spellings:
hn kn i fe , k n o w
//// (B) f u n n y , p e n n y , J e n n y , sunny, beg inner ; [E] b e g i n n i n g , r u n n i n g ,
th inner
Tree or Three? Unit 14
tie [Bj one, n ine , nineteen, n i n e t y , aeroplane, te lephone; [E] m i n e , none ,
sunshine
Syllabic n :
en BJ l isten, eleven, haven' t , seven, seventeen, seventy, s tudent ; [E]
garden, present, o f ten
on lesson, person
an i m p o r t a n t
ion te levis ion
P r o n u n c i a t i o n of s o m e w o r d s in this unit
mice mais lesson lesn
nice nais seven sevn
a . m . ei em e leven i l e v n
p . m . pi: em l i s ten lisn
m o r n i n g mo:nirj students stju:dnts
a f t e r n o o n a:ftanu:n seventy sevnti
e v e n i n g i:vnir) i s n ' t iznt
U n i t 14 rj ( r ing)
Sound p r o d u c t i o n
T o u c h the back o f the r o o f o f y o u r m o u t h w i t h the back o f y o u r tongue .
Use y o u r voice, rj comes t h r o u g h y o u r nose.
S t u d e n t difficulties
This sound occurs in f e w w o r d s i n the beginners ' vocabulary range. B u t
once students learn the Present C o n t i n u o u s tense they w i l l be using this
sound v e r y f r e q u e n t l y , and a l t h o u g h mistakes rarely cause confusion in
m e a n i n g , they are v e r y noticeable. A r a b i c , French, some G e r m a n , Farsi,
H e b r e w , I ta l ian, Spanish, T u r k i s h and Slavic speakers have d i f f i c u l t y w i t h
this sound, p r o n o u n c i n g it r jg , rjk or n. For students w h o add g or k to this
sound i t sometimes helps to get t h e m to sing the sound ( for e x a m p l e : the
w o r d 'sing') and end i t by gradual ly g e t t i n g softer. I t m a y also help to
practise, fo r example , ' longer ' or ' t h i n k e r ' and gradual ly s low d o w n the
p r o n u n c i a t i o n and increase the gap between the first and second syllables.
L i n k i n g u p w i t h c o u r s e w o r k
L i n k w i t h descr ipt ion o f actions in the Present C o n t i n u o u s tense.
Tree or Three ? Unit 14
Suggested p r o c e d u r e s
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Contrasts f o r f u r t h e r pract ice :
nk/n. bank/bang; w i n k / w i n g ; r i n k / r i n g
n/n. t h i n / t h i n g ; R o n / w r o n g ; l o o k i n / l o o k i n g ; come i n / c o m i n g , etc.
E X E R C I S E 2
Note: T h e purpose of this exercise is to practise w o r d stress in verbs e n d i n g in
' i n g ' . As students w i l l be concentra t ing on the sound rj in this u n i t , they m a y
t e n d to over-stress the last syllable of these w o r d s .
Steps
Students listen and repeat the w o r d s and phrases, reading the co lumns
ver t i ca l ly . T a p w i t h a ru ler to show stress patterns.
E X E R C I S E 3
N o t e : J o i n i n g o f z a n d s sounds i n : M r L o n g i s sleeping.
Steps
For students w h o have had l i t t l e or no practice in the Present C o n t i n u o u s
tense:
First lesson
1 Students l o o k at the p ic ture and listen to sentences on tape or read by the
teacher: B e n is reading. A n n e is was h ing her hair . Mr L o n g is sleeping.
G r a n d m o t h e r is d r i n k i n g tea. Grandfather is w a t c h i n g te levis ion. R o n and
D a n are p l a y i n g table tennis.
2 Students l isten and repeat these sentences and/or f in ish sentences started by
the teacher.
3 Students m a ke sentences as in Example 1.
4 O t h e r sentences f o r f u r t h e r pract ice : Ben is eating an apple. T h e cat is
sleeping. A n n e is l i s tening to the radio and s inging . Grandfather is
s m o k i n g a pipe . T h e telephone is r i n g i n g .
Second lesson
1 Students practise the ' w h ' question, for e x a m p l e :
Teacher: A n n e
Student(s): W h a t ' s A n n e d o i n g ?
Check f a l l i n g i n t o n a t i o n in these questions.
2 Students practise in pairs as i n Example 2.
3 This can be extended to p l u r a l questions: ' W h a t are R o n and Dan/
G r a n d m o t h e r and G r a n d f a t h e r / M r L o n g and the cat d o i n g ? '
Tree or Three? Unit 14
E X E R C I S E 4
Steps
1 Students l isten to the d ia logue on tape or read by the teacher. A f t e r
pract is ing Exercise 3 students should have no d i f f i c u l t y in unders tanding i f
they have already practised, ' G o o d m o r n i n g . H o w are y o u ? ' and the
r e p l y .
2 Students read or repeat a l l or part of the dia logue .
3 Role p l a y i n g using i n i t i a l l y o n l y the f i rs t f o u r lines of the dia logue.
E x a m p l e : conversations b e t w e e n M r s Y o u n g and R o n , M r s Y o u n g and
G r a n d m o t h e r , etc.
F u r t h e r p r a c t i c e
T h e visual i n Exercise 3 can b e used t o l i n k u p w i t h o ther w o r k o n the
Present C o n t i n u o u s tense f o r practice in negat ive sentences and other
quest ion f o r m s .
Examples:
M r s L o n g isn't w a t c h i n g te levis ion.
M r s L o n g is c o o k i n g , isn't she? Yes, she is.
M r s L o n g isn't sleeping, is she? N o , she isn ' t .
Is M r s L o n g c o o k i n g ? Yes, she is.
W h o ' s sleeping? M r L o n g is.
Spell ing
T h e sound n i s usually w r i t t e n w i t h the letters ' n g ' .
Examples: (|B] = B e g i n n e r ; |E] = E lementary) §$] evening , m o r n i n g , r i n g ,
l o n g , y o u n g , reading, s i n g i n g ; [E] b r i n g , ce i l ing , n o t h i n g , spr ing , s t rong ,
t h i n g , w r o n g
Other spellings:
n d r i n k , i n k , p i n k , t h i n k , sink
a n g r y , h u n g r y , f inger , E n g l a n d , Engl ish , stronger
P r o n u n c i a t i o n of s o m e w o r d s in this unit
sink sirjk her h a i r h3: hee
sing sir) l i s t e n i n g to the r a d i o l i snir j ta 6a reidiau
s i n k i n g s i n k i r j M r L o n g mista Ion
s i n g i n g s i n i n M r s Y o u n g misizJArj
pipe paip
Tree or Three ? Unit 15
U n i t 15 e ( p e n )
S o u n d p r o d u c t i o n
First practise the sound 1. T h e n open y o u r m o u t h a little m o r e , e is a short
sound.
S t u d e n t difficulties
M o s t students d o n o t have d i f f i c u l t y w i t h this sound. H o w e v e r , speakers o f
D u t c h , Farsi and A r a b i c m a y confuse i t w i t h 1, and Chinese speakers m a y
confuse i t w i t h a o r A .
L i n k i n g u p w i t h c o u r s e w o r k
L i n k w i t h teaching o f comparisons using the w o r d s better/best.
Suggested p r o c e d u r e s
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
E X E R C I S E 2
Note: weak f o r m s : a a ; the d a ; than dan.
Steps
1 Students l isten and repeat w o r d s and sentences at the b e g i n n i n g of this
exercise.
2 Practise the questions and answers as in the t w o Examples. N o t e r is ing
i n t o n a t i o n i n the quest ion. S h o w stress pat tern o n the b l a c k b o a r d w i t h
w e a k stresses m a r k e d i f students have d i f f i c u l t y w i t h the w e a k f o r m o f
than. E x a m p l e :
� � � � �
Is F r e d be t ter than B e n ?
3 Pair practice of question and answers using the cues g i v e n in i tems 1-9.
E X E R C I S E 3
Note: Beginners m a y m i s p r o n o u n c e letters of the alphabet because of
confus ion w i t h their p r o n u n c i a t i o n i n their o w n language. See suggestion
under the heading Extension in U n i t 6 Exercise 2.
P r o n u n c i a t i o n of letter z zed ; A m e r i c a n p r o n u n c i a t i o n z i : .
Tree or Three ? Unit 16
Further p r a c t i c e
Q u e s t i o n and answer d r i l l us ing the pictures in U n i t 7 Exercise 2 . Example:
pic ture 3:
Teacher: Is he heavy ?
Student: Yes. He's v e r y heavy.
Spel l ing
T h e sound e i s usually w r i t t e n w i t h the letter 'e'.
Examples: (|B] = B e g i n n e r ; |E] = E lementary) |B] pen, penci l , desk, lesson,
t w e l v e , t w e n t y ; [E] dress, quest ion, forget , r e m e m b e r , h o t e l , yesterday
Other spellings:
ea |B] heavy, bread, w e a t h e r ; [E] head, breakfast, already
a any, m a n y
ie f r i e n d
ai again
P r o n u n c i a t i o n of s o m e w o r d s in this unit
B e t t y beti c l e v e r Id eve
J e n n y d 3 e n i t h i e f 8i:f
bet ter t h a n bete den
U n i t 16 33 (man)
S o u n d p r o d u c t i o n
First practise the sound e. T h e n open y o u r m o u t h a little m o r e .
S t u d e n t difficulties
M o s t students have d i f f i c u l t y w i t h this sound. D u t c h , G e r m a n , Portuguese
and T u r k i s h speakers usually confuse i t w i t h e ; French, I ta l ian , Greek,
Japanese and Spanish speakers and others m a y confuse i t w i t h A . Chinese
speakers confuse i t w i t h e and A . Speakers of Slavic languages also have
d i f f i c u l t y w i t h this sound.
L i n k i n g u p w i t h c o u r s e w o r k
Use this u n i t to i n t r o d u c e or re inforce the structures ' T h e y are a l l . . . ' and
'except f o r
I f using the suggestions f o r f u r t h e r practice, l i n k w i t h practice o f short
answers using the w o r d s : am, can, have, haven't, has, hasn't.
42
Tree or Three} Unit 16
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs see page 104.
Further practice of contrasts relevant to language groups a b o v e :
e/ee M / a m ; m e n / m a n ; bed/bad; end/and; head/had; send/sand
A/ae U n i t 17 Exercise 1 (pract is ing sound 2 f i r s t ) . A l s o : bud/bad ; bug/bag;
much/match
a.jee First p a r t of U n i t 18 Exercise 1 (pract is ing s o u n d 2 f i r s t ) . A l s o : arm/
a m ; bark/back; aunt/ant; aren't/ant; hard/had
E X E R C I S E 2
Steps
1 Students l isten and repeat names and sentences in b o t h parts of this
exercise. T a p w i t h a ru ler to show stress patterns. N o t e that in section 1
students s h o u l d take the same l e n g t h of t i m e to say names in the t h i r d
c o l u m n as in the f irst c o l u m n . S i m i l a r l y in section 2 , a l t h o u g h the
sentences increase in l e n g t h , a l l have f o u r s t rong stresses and the last
sentences s h o u l d therefore be said in about the same l e n g t h of t i m e as the
f irst .
2 Pair practice as in the Example using sentences f r o m section 2. For
beginners or w e a k students B's response can be l i m i t e d t o , f o r e x a m p l e :
' T h e y are al l v e r y fa t . '
3 Students m a y be able to m a k e other sentences about the p i c t u r e f o l l o w i n g
this p a t t e r n : ' T h e y a r e a l l s tanding/wearing black shoes/smiling except f o r
Jack.'
F u r t h e r p r a c t i c e
Several short answers w h i c h the students w i l l have already practised have the
sound ae.
1 Practise f r o m the b l a c k b o a r d :
Short answers:
Yes, I a m .
can.
have.
N o ,
he has.
I haven ' t ,
he hasn't.
43
unit 17
Students g i v e short answers to r a p i d ora l questions. Choose questions at
r a n d o m f r o m the three examples b e l o w or make questions relevant to the
part icular students:
a) A r e y o u
b) C a n y o u
s t u d y i n g Engl ish
l i s tening
(student's name)
(student's n a t i o n a l i t y )
s i t t ing next t o M r X
understand
speak
read
w r i t e
(student's language) ?
c ) H a v e y o u got a* b o o k
Has M r X a pen
a penc i l
. . „ I U U V n u i g . a J l d i ; d HUlCUUUK/a
ruler/a car/a bicycle/a watch/a cat/a television/a telephone/a farm/a
s w i m m i n g pool/an axe/an aeroplane
Spell ing
T h e sound 33 is always w r i t t e n w i t h the letter 'a'.
Examples: (|B] = B e g i n n e r ; g ] = E lementary) g ] bag, f a m i l y , fat, happy ,
hat, m a n ; [M] a n g r y , bad, carry, m a t c h , s tamp, tax i
P r o n u n c i a t i o n of s o m e w o r d s in this unit
N en P a t r i c k paetnk
A n n e aen Janet d3aen9 t
X eks except f o r ikseptfa
axe aeks are a l l aro:l
U n i t 17 A (cup)
Sound p r o d u c t i o n
First practise the sound ae. T h e n p u t y o u r t o n g u e back a l i t t l e , A is a very
short sound.
S t u d e n t difficulties
M a n y students have d i f f i c u l t y w i t h this sound. Japanese, T u r k i s h and
G e r m a n speakers m a y confuse i t w i t h ae. D u t c h and French speakers usually
44
lreeor ihreer Unit i 7
confuse i t w i t h 3:. Greek, Chinese and Lao speakers m a y confuse i t w i t h a:.
O t h e r students w h o can p r o n o u n c e the sound A are confused by the spel l ing
w i t h the letter ' o ' o f s o m a n y w o r d s w i t h this sound and say, f o r example ,
I D V instead o f I A V f o r the w o r d ' l o v e ' .
C o n f u s i o n is also caused because the sound is close to one w h i c h is spelt 'a'
in m a n y European languages. Hence cup m a y be p r o n o u n c e d kaep and
spel l ing errors m a y also occur.
L i n k i n g u p w i t h c o u r s e w o r k
L i n k w i t h teaching o f f a m i l y relat ionships: m o t h e r , b r o t h e r , husband, etc.
W o r d s n o t i n c l u d e d i n this u n i t : father, daughter , w i f e , sister, aunt ,
grandfather , grand-daughter .
Students s h o u l d be f a m i l i a r w i t h the possessive ' Y , f o r e x a m p l e : Dan's book.
Suggested p r o c e d u r e s
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Further practice of contrasts relevant to language groups above :
ae/A bat/but ; fan/fun; m a t c h / m u c h ; ran/run; t rack/truck
3 : / A Ber t/but ; shirt/shut; h u r t / h u t ; b i r d / b u d ; g i r l / g u l l
E X E R C I S E 2
Note: Students f i n d some w o r d s f o r f a m i l y relationships d i f f i c u l t i f these are
classified d i f fe rent ly in their o w n language. L i k e l y di f f i cul t ies : in Engl ish a n
uncle i s y o u r m o t h e r o r father's b r o t h e r O R the husband o f y o u r m o t h e r o r
father's sister. A cousin is y o u r aunt or uncle's c h i l d (same w o r d f o r a b o y or
a g i r l ) .
Students m a y also have d i f f i c u l t y i f their n a m i n g system is dif ferent f r o m
the Engl i sh one of f irst name/surname (father's f a m i l y name) .
W e a k f o r m s : and a n d ; are a ; has haz.
Steps
1 Practise p r o n u n c i a t i o n of names at the b e g i n n i n g of this exercise and
check unders tanding by asking, for e x a m p l e : ' W h a t ' s y o u r first name/
surname?' 'Is A n d r e w a boy's name or a gir l ' s name? ' etc.
2 I f y o u expect students w i l l have d i f f i c u l t y i n unders tanding the f a m i l y
tree, beg in by d r a w i n g the f a m i l y tree on the b l a c k b o a r d w h i l e e x p l a i n i n g
and ques t ion ing . For example , A n d r e w Y o u n g i s m a r r i e d to A n n e L o v e .
A n n e i s A n d r e w ' s w i f e . A n d r e w is Anne's husband. T h e y have t w o
c h i l d r e n , Patr ick and Patsy. Patr ick is A n d r e w ' s son. W h o is Patrick's
m o t h e r ? W h o is A n d r e w ' s son? W h o is A n n e Love's husband? W h o is
Patsy Y o u n g ' s b r o t h e r ?
4>
Tree or Three? Unit 1
1 Students listen and repeat the w o r d s b e l o w the f a m i l y tree. Check
unders tanding o f these w o r d s and i f necessary expla in w i t h reference t o
the f a m i l y tree.
4 Students comple te the sentences at the end of this exercise. N o t e that all
the sentences have f iv e s t rong stresses and s h o u l d therefore be read in the
same l e n g t h of t i m e . T h e sentences can be used to practise this.
Example: I t e m i .
Student A: Patsy Y o u n g is D a n M o n d a y ' s m o t h e r .
Teacher: (Taps s t rong stresses w i t h ru ler to show l e n g t h o f t ime)
Students: (Repeat sentence w h i l e teacher taps again. Students say the
sentence w i t h this speed and r h y t h m ) .
Further practice
M a k e a b l a c k b o a r d list us ing students' suggestions f r o m k n o w n vocabulary
o f w o r d s spelt w i t h the letter ' o ' b u t p r o n o u n c e d A .
Words from this unit: l ove , y o u n g , L o n d o n , M o n d a y , m o t h e r , b ro ther , son,
m o n e y , another, one, doesn't, cousin, c o u n t r y
Other words at this level: n o t h i n g , honey , g l o v e , co lour , m o n t h , once, other ,
come, none, does
Spelling
T h e sound A i s usually w r i t t e n w i t h the letter ' u ' .
Examples: (BJ = B e g i n n e r ; EJ = E lementary) BJ bus, cup, sun, u p , unde
husband; E J f u n n y , g u n , j u m p , r u n , shut, understand
Other spellings:
o (See w o r d s listed under Further practice)
ou c o u n t r y , cousin, y o u n g
oe does
Pronunciation of some words in this unit
A n d r e w aendru:
Patsy paetsi
Sa l ly saeli
L o v e I A V
L o n d o n U n d a n
M o n d a y m A n d i
f a m i l y faem(i) l i
husband hAzband
uncle Arjkl
c o u s i n kAzn
another an Ada
country kAntn
telegram teligraem
46
Tree or Three ? Unit IB
U n i t 18 a: (heart)
Sound production
Put y o u r t o n g u e d o w n and back, a : i s a l o n g sound.
Student difficulties
M a n y students have d i f f i c u l t y in m a k i n g this l o n g sound and substitute a
shorter v o w e l .
Linking up with course work
Practice of short answers: Yes, I can./No, I can ' t ; Yes, they are./No, they
aren't .
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Further practice of contrasts relevant to language groups above :
ae/a a m / a r m ; back/bark; ant/aunt; ant/aren't; had/hard
A/a duck/dark ; m u c h / M a r c h ; come/calm; p u t t y / p a r t y
n/a cot/cart; hot/heart ; pot/part ; box/barks; shop/sharp
3 :/a f i r m / f a r m ; stir/star; heard/hard; burn/barn
E X E R C I S E 2
Note: P r o n u n c i a t i o n of can: in Yes/No questions, kaen or w e a k f o r m k a n ; in
the a f f i rmat ive short answer, kaen. P r o n u n c i a t i o n of can't: k a : n t .
P r o n u n c i a t i o n of are: in Yes/No questions a : or w e a k f o r m a ; in the
a f f i rmat ive short answer a:. P r o n u n c i a t i o n o f aren't: a :nt .
Steps
1 Students l isten and repeat w o r d s and dialogue in the p ic ture , then read the
tex t b e l o w the p ic ture . I f students have d i f f i c u l t y in m a k i n g the sound a :
l o n g e n o u g h , practise w o r d s f r o m the b l a c k b o a r d w i t h m o d i f i e d s pe l l ing :
Grandfaaather, Chaaarles, Aaaunt , graaass, banaaanas, tomaaatoes,
plaaants, glaaasses, caaan't.
2 Q u e s t i o n and answer pair w o r k using the w o r d s for subst i tut ion .
Extension: Students can learn to say 'Pardon ?' as a request for repe t i t ion .
Practise questions and answers, fo r e x a m p l e :
Student A : A r e the glasses on the table ?
Student B : Pardon?
Student A : A r e the glasses on the table?
Student B : Yes, they are.
�17
Tree or Three? Unit tg
Further practice
Practice of short answers w i t h can/can't. Students g ive answers to r a p i d o r a l
questions:
y o u C a n
M i s s X
M r Z
people in (name c o u n t r y )
any students in this class
speak
read
w r i t e
understand
(name languages
k n o w n / n o t k n o w n
by students)
Spelling
T h e sound a: is usually w r i t t e n w i t h the letter 'a'.
Examples: ( [B] = B e g i n n e r ; E = E lementary) g ] a f te rnoon , answer, ask,
can't , class, example , father, glass, grass, p l a n t ; [E] after, dance, last, nasty,
fast
Other spellings:
ar |B] are(n' t ) , p a r d o n , f a r m , garden, m a r k e t , star; [E] dark , hard , large,
p a r t y , M a r c h
an aunt
ear heart
al h a l f
Pronunciation of some words in this unit
a s k i n g a : s k i n
a n s w e r i n g r x n s e r i n
cart ka : t
heart hd:t
U n c l e C h a r l e s Ankl t j a : l z
A u n t A n n a : n t a e n
G r a n d f a t h e r g r aend fa :09
bananas b e n c e n s z
t o m a t o e s t a m c r t a u z
a r e n ' t a :nt
C a n y o u k a n j u
I c a n a i kaen
I c a n ' t a i k a : n t
U n i t 19 h (hat)
S o u n d p r o d u c t i o n
Push a lot of air out very quickly. Do not touch the roof of your mouth with your tongue.
S t u d e n t d i f f i c u l t i e s
This sound occurs very frequently at beginner level in words like he, his, etc. and it is very difficult for some students.
4 N
Tree or Three ? Unit 19
Group 1
H e b r e w , I ta l ian, French and Portuguese speakers t e n d to o m i t this sound
and/or p u t i t i n f r o n t o f w o r d s b e g i n n i n g w i t h a v o w e l . P u t t i n g h i n the
w r o n g place seems to increase as students get m o r e w o r r i e d about n o t b e i n g
able to say this sound. I f students are g e t t i n g to this stage, i t m a y help to
r e m i n d t h e m that some nat ive Engl ish speakers never p r o n o u n c e i t !
Group 2
Greek, Slavic and Spanish speakers p r o n o u n c e h l i k e the s o u n d x in loch. For
these students:
a) Emphasize that the t o n g u e is n o t used.
b) S h o w that i t i s l ike p a n t i n g h a r d after r u n n i n g .
c) S h o w that a l o t of air is needed to make this sound. H o l d a str ip of paper
in f r o n t o f y o u r m o u t h , a n d make the sounds x and h to s h o w the
difference in effect.
Group 3
Japanese speakers confuse the sound h w i t h f before m o s t v o w e l s b u t confuse
it w i t h J before the sounds i : or 1. Chinese speakers also confuse the sounds s,
J and h i n i t i a l l y before the sounds i : or 1. This d i f f i c u l t y w i l l be p a r t i c u l a r l y
noticeable in d is t inguish ing the w o r d s he and she. Students in G r o u p 2 m a y
also share this d i f f i c u l t y .
Linking up with course work
L i n k w i t h a ) practice o f k n o w n question f o r m s b e g i n n i n g w i t h this s o u n d :
H o w m u c h . . . ? H o w m a n y . . . ? H o w o f t e n . . . ? W h o . . . ?
W h o s e . . . ? Exercise 2 provides practice in questions
b e g i n n i n g w i t h whose and answers w i t h possessive pronouns
his I hers.
b ) practice o f the gree t ing ' H e l l o . H o w are y o u ? ' and answers t o
this t y p e o f ques t ion : 'F ine/Al l r i g h t / V e r y w e l l / O K . '
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
N o t e that this contrast i s h e l p f u l f o r b o t h groups o f students w h o have
d i f f i c u l t y w i t h this sound. Fur ther pract ice : at/hat; and/hand; air/hair;
ear/here; o l d / h o l d ; O w !/how. M i n i m a l pair sentences w i t h this contrast are
rare, a n d f o r this reason omiss ion of the sound h seldom causes
misunders tanding in m e a n i n g at sentence level .
Tree or Three?
I XI RCISI. 2
Steps
1 Students l isten and repeat the w o r d s in the pictures.
2 Students practise the questions, f o r e x a m p l e :
Teacher: handbag.
Student: W h o s e handbag is this ?
Teacher: It 's hers.
3 Pair practice as in the Example
4 T h e answer can be extended i f students already k n o w : G i v e i t to him/her
G i v e h i m his horse/ G i v e her her elephant.
E X E R C I S E 3 '
Note: Stress a n d i n t o n a t i o n change in the second ' H o w are y o u ? ' T h e weak
f o r m of are a is used here.
P r o n u n c i a t i o n o f your jo:, your uncle'p:x Arjkl. In r a p i d speech this is o f ten
shortened t o : ja, jar.
Steps
1 Students l isten to the dialogue on tape or read by the teacher.
2 Practise answers to the quest ion ' H o w are y o u ? '
3 Students read or repeat the dialogue, then practise in pairs.
4 W o r d s f o r subst i tut ion can be extended to i n c l u d e : w i f e , husband,
m o t h e r , son, etc. Check the d i s t i n c t i o n in p r o n u n c i a t i o n between he/she.
E X E R C I S E 4
Steps
1 I f necessary i n t r o d u c e vocabulary i t e m s : o l d , u n h a p p y , afraid, hospital ,
opera t ion , h u r t , a bath , a nurse.
2 Students listen to the j o k e on tape or read by the teacher, then practise
reading i t .
Further practice
Use the p ic ture in U n i t 14 Exercise 3 (Student's B o o k ) to practise questions
w i t h ' w h o ' . Example: ' W h o ' s w a t c h i n g televis ion? '
L i n k u p w i t h teaching o f f o r m a l i n t r o d u c t i o n s using ' H o w d o y o u do? '
(See U n i t 40.)
Spelling
T h e sound h is w r i t t e n w i t h the letter ' h ' .
Examples: ([BJ = B e g i n n e r ; \E\ = E lementary) BJ have, hel lo , happy,
h o m e , house, horse; |EJ b e h i n d , heavy, h o l d , help, hote l , h o w .
50
Tree or Three ? Unit 20
Other spellings:
wh w h o , whose
Pronunciation of some words in this unit
h i g h h a i
elephant e la fnt
apple aepl
whose hu : z
h e l l o h e l a u
f ine f a i n
o p e r a t i o n o p a r e i j n
u n h a p p y Anhaepi
a f r a i d a f r e id
nurse n3:s
b a t h b a : 8
a r r i v e s a r a i v z
al l r i g h t o:l rait h u r t h3:t
h o s p i t a l h o s p i t l
U n i t 20 D (clock)
Sound production
First practise the sound ae. T h e n p u t y o u r t o n g u e s l i g h t l y back and b r i n g
y o u r lips s l i g h t l y f o r w a r d . D is a short sound.
Student difficulties
This sound i s n o t a m a j o r p r o b l e m , b u t most students w i l l benefit f r o m
pract is ing i t in contrast w i t h ae, A and a: as the p r o n u n c i a t i o n of o m a y be
close to these.
Linking up with course work
L i n k up w i t h a) teaching of requests in a shop using ' H a v e y o u g o t . . . ?'
and ' I w a n t a . . . ' .
b ) practice o f ' a l o t o f .
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Contrasts f o r f u r t h e r pract ice :
ae/o A n n e / o n ; tap/top; backs/box; b lack/block; L a r r y / lorry
A / D n u t / n o t ; bus/boss; gun/gone; shut/shot; run/Ron
a:/o sharp/shop; barks/box; par t/pot ; last/lost
s 1
Tree or Three? Unit 2i
E X E R C I S E 2
Students practise the question and answer about each of the shops.
E X E R C I S E 3
Students listen to the dialogue on tape or read by the teacher, then practise in
pairs.
Note: W e a k f o r m of have hav and of a v in Exercises 2 and 3.
Further practice
Practice of requests (see Further Practice f o r U n i t 11.) Example:
A: H a v e y o u g o t a pen ?
B: Here y o u are./Sorry, I haven ' t go t one.
Spelling
T h e sound D i s w r i t t e n w i t h the letter ' o ' .
Examples: (BJ = B e g i n n e r ; EJ = E lementary) BJ b o x , d o g , g o t , shop,
n o t , o n ; E J copy , doctor , d r o p , h o t , l o n g , stop.
Other spellings:
a: w a n t , w a t c h , wash, w h a t
au: because, sausage
Pronunciation of some words in this unit
sack seek watches WDtJiz
sock SDk cus tomer kAStama
w h a t WDt s h o p assistant {Dp asistant
w a n t w o n t a l o t o f a lot a v
U n i t 21 o : ( b a l l )
Sound production
First practise the sound o. T h e n p u t the back of y o u r tongue up a little, o: is a
l o n g sound.
Student difficulties
M a n y students have d i f f i c u l t y w i t h this sound, usually m a k i n g i t t o o short
and confus ing i t w i t h n . W h e r e the letter V f o r m s part o f the spell ing of this
sound most students pronounce this w h e n it should be silent. (See U n i t 26:
silent r.)
Tree or Three? Unit 21
Linking up with course work
L i n k w i t h practice i n describing th ings and people using w o r d s : large/small ;
tal l/short ; long/short .
Suggested procedures
E X E R C I S E I
Fo$ suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Further practice of this contrast : spot/sport; n o t / n o u g h t ; shot/short.
E X E R C I S E S 2 A N D 3
Note: In n o r m a l sentence stress b o t h adject ive and n o u n are stressed w i t h
m a j o r stress on the n o u n , for e x a m p l e : It's a l a r g e b a l l . B u t w h e n the
adjectives are contrasted (as in Exercise 2) m a j o r stress is usually on the
adjective, f o r e x a m p l e : It 's a l a r g e ball./It 's a s m a l l b a l l . In Exercise 3 the
adjectives are n o t contrasted and m a j o r stress is on the n o u n , f o r e x a m p l e : a
s m a l l d o o r .
E X E R C I S E 2
Steps
1 Students practise sentences using the w o r d s large/small w i t h n o r m a l
sentence stress. Sketch the f o l l o w i n g on the b l a c k b o a r d to el ic i t sentences:
It's a l a r g e cat./small dog/large box/small clock/large sock/small
pot/large fork/smal l f o x . ( I f y o u can't d r a w and the sketches are v e r y bad,
students w i l l feel m o r e conf ident about d r a w i n g i n Exercise 3 !)
2 Students l isten and repeat the pairs of sentences in the f irst h a l f of this
exercise. Stress: It 's a l a r g e b a l l .
3 Students m a k e sentences about the second set of p ic tures : He's a tall/short
doc tor . It 's a small/large b o x . It's a long/short piece of chalk.
E X E R C I S E 3
Steps
1 Students read or repeat the first f o u r descriptions corresponding to the
pictures. Each i t e m has f o u r stressed syllables and al l s h o u l d therefore be
s i
tree or Three? Unit 21
said in about the same l e n g t h of t i m e . T a p w i t h a ru ler to help students
practise this.
2 Choose an i t e m at r a n d o m f r o m the list o f things to d r a w and sketch i t
r a p i d l y on the b lackboard . Students say w h a t i t is, f o r e x a m p l e : That 's a
ta l l glass w i t h a l i t t l e water in i t .
3 A s k students to d r a w the other i tems. ( S h o w each student w h i c h i t e m to
d r a w f r o m the list as the o ther students s h o u l d n o t k n o w w h i c h one he is
d r a w i n g . ) O t h e r students i d e n t i f y the d r a w i n g f r o m the list .
Further practice
a ) L i n k u p w i t h practice o f the g r e e t i n g : G o o d m o r n i n g .
b) T e l l i n g the t i m e : quarter to, quarter past. Repeat i tems 1-4 in U n i t 10
Exercise 3 and g ive f u r t h e r examples.
Spelling
T h e sound 0 : i s w r i t t e n w i t h m a n y dif ferent spellings, usually c o n t a i n i n g the
letter 'a' or ' o ' :
( B 1 = B e g i n n e r ; |E] = Elementary)
a BJ a l l , ba l l , w a l l , water , s m a l l ; [E] already, call
ar w a r m , quarter
al chalk, w a l k , ta lk
au A u g u s t , a u t u m n
aw d r a w , a w f u l
0 s tory
or BJ f o r k , f o r t y , horse, m o r n i n g , or , s h o r t ; [E] corner, i m p o r t a n t , n o r t h
our y o u r , f o u r , four teen , p o u r
oor d o o r , f l o o r
ore m o r e , before
ure sure
Pronunciation of some words in this unit
D a w n do :n
p o r t po:t
f o x f oks
forks fo :ks
large
smal l
short
d o c t o r
l a : d 3
smo: l
Jo:t
d o k t a
w a r m w o : m
w a t e r w o : t a
bath ba :0
f o o t b a l l e r fu tbo : la
chalk tJo:k
a l o t o f a l n t a v
a p i e c e o f a p k s a v
54
Tree or Three ? Unit 22
U nit 22 8 (a camera)
Sound production and student difficulties
See notes on U n i t 3.
W o r d s e n d i n g in the letters 'er' usually end w i t h the sound 8. M a n y
students have d i f f i c u l t y w i t h this sound w h e n the next w o r d begins w i t h a
v o w e l and the letter ' r ' i s p r o n o u n c e d .
Linking up with course work
L i n k w i t h a) practice of w e a k f o r m s of and and but,
b) practice of requests using the w e a k f o r m of can. (See examples
under Further practice.)
Suggested procedures
E X E R C I S E I
Note: Th i s exercise gives practice in m a k i n g the sound 8 w i t h the letter V
p r o n o u n c e d before a v o w e l . Th is introduces the p r o b l e m o f p r o n o u n c e d and
silent V w h i c h w i l l b e m e t i n U n i t 27.
P r o n u n c i a t i o n o f your: jo : . C a n be shortened to js in r a p i d speech.
Steps
1 Students practise the w o r d s at the b e g i n n i n g of this exercise.
2 Practise these w o r d s using the pictures n u m b e r e d 1-10. Example: 1 brAda
2 brAdar a n d s is ta/s is tar a n d brAda.
3 Students m a k e questions f o r i tems 1-10 as in the Examples.
E X E R C I S E 2
Note: In U n i t 18 students practised short answers using can/can't. H e r e the
same s i tuat ion is used to practise questions w i t h the weak f o r m o f can: k a n .
W e a k f o r m o f but bat i n the riddles. W e a k f o r m o f o f a v i n the answers.
Steps
1 Students f irst l o o k at the p ic ture in U n i t 18 Exercise 2, and g ive short
answers to questions asked by the teacher, fo r e x a m p l e : ' C a n
he/grandfather see, w a l k , r u n ? ' etc.
2 Students l o o k at the pictures in U n i t 22 Exercise 2 and practise the
questions.
3 Students practise in pairs, ro le p l a y i n g : A u n t A n n , Grandfather .
Tree or Three? Unit 23
Further practice
Practice of requests f o r f o o d . Examples:
a) C a n I have some *water/butter/pepper , please ?
* Substitute: water and ice ; b u t t e r and j a m ; pepper and salt.
b) A: C a n I have * a n apple, please ?
B: Yes, of course.
A: C a n I have another apple, please ?
B: S o r r y . There aren't any m o r e apples.
* Substitute: an orange, a biscuit , an egg, a cake, an o n i o n , an icecream, a
banana.
Note: W e a k f o r m s : can k a n ; have h a v ; some s a m ; a a ; an a n ; o f a v ; there 6ar.
P r o n u n c i a t i o n o f V before v o w e l s in another, more, there.
Spelling
(See U n i t 3.)
Pronunciation of some words in this unit
t e lev i s ion tel i»rjn r i d d l e n d l
l i s ten lisn a n o t h e r anAda(r)
r a d i o r e i d j a u
U n i t 23 3: (g ir l )
Sound production
First practise the sound o:. T h e n p u t y o u r t o n g u e f o r w a r d and up a l i t t l e . 3 : is
a l o n g sound.
Student difficulties
M a n y students have d i f f i c u l t y w i t h this sound, confus ing i t w i t h o:, e , A o r
a:. W h e n the sound is w r i t t e n ir, er or ur, students t e n d to t r y to p r o n o u n c e
the v o w e l and the V . I t i s o f t e n h e l p f u l to emphasise that the lips should be
spread by asking students to beg in by m a k i n g a j a d face w i t h the Hps t u r n e d
d o w n at the corners to m a ke this sound.
Linking up with course work
L i n k u p w i t h practice o f the S imple Present tense i n t a l k i n g about dai ly
w o r k r o u t i n e (see Further practice).
56
Tree or Three? Unitij
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Further practice of contrasts relevant to students' diff icult ies m e n t i o n e d
a b o v e :
o:/3: w a r m / w o r m ; b l a c k b o a r d / b l a c k b i r d ; f o u r / f u r ; call/curl
e/3: b e d / b i r d ; west/worst ; t e n / t u r n ; Ben/burn
A/3: shut/shirt ; but/Ber t ; b u d / b i r d ; b u n / b u r n
a:/3: b a r n / b u r n ; far/fur ; C a r l / c u r l ; Pa/purr
E X E R C I S E 2
Note: Change in p r o n u n c i a t i o n o f the before a v o w e l in the p r o v e r b : 6i: 3:1 i
D3 :d; 6a W3:m.
W e a k f o r m : that 6at.
Steps
1 Students repeat w o r d s and sentences in the p i c t u r e .
2 Discussion of the m e a n i n g of the p r o v e r b appropr ia te to students' level ,
f o r e x a m p l e : People w h o get u p early i n the m o r n i n g are m o r e successful
o r m a k e m o r e m o n e y .
3 Students learn and practise saying the p r o v e r b .
E X E R C I S E 3
Note: I f students have n o t yet learnt the S imple Present tense, check their
unders tanding of m e a n i n g here, for e x a m p l e : Pic ture 1: It 's (say present
t i m e ) o ' c lock n o w . Pearl isn't g e t t i n g up n o w . B u t she gets up at 6.30 every
m o r n i n g ( b l a c k b o a r d : M o n d a y J Tuesday J Wednesday V etc.)
W e a k f o r m s : at a t ; a a ; and a n d ; to t a ; the 6a.
A working girl ( m a i n stress on working): a y o u n g w o m a n w h o goes to
w o r k .
Steps. S tudents :
1 l isten to the narrat ive on tape or read by the teacher, f irst w i t h books
closed then repeat w i t h books open, "
2 read a l o u d or repeat the narra t ive ,
3 answer questions w i t h short answers.
Examples:
Is Pearl a student or a w o r k i n g g i r l ? (a w o r k i n g g i r l )
Does Pearl get up late or early ? (early)
Does she get up at 6.30 or 7.30? (6.30)
Is she h u n g r y or t h i r s t y in the m o r n i n g ? ( thirs ty)
Does she p u t on a l o n g shirt or a short shirt ? (a short shirt)
57
Tree or Three? Unit 24
Does she p u t on a l o n g skir t or a short skir t? (a l o n g skirt )
W h a t t i m e does she w a l k to w o r k ? (7.30)
W h a t t i m e does she arr ive at w o r k ? (8.30)
Is Pearl the t h i r d person or the first person at w o r k ? (the f irst person)
Further practice
Students ta lk about dai ly w o r k r o u t i n e . Example:
M y father w o r k s i n a
H e starts w o r k a t i n the m o r n i n g .
H e walks/doesn't w a l k t o w o r k .
M a k e these sentences appropr ia te to the student's age and circumstances, f o r
example , w o r k i n g adults ta lk about their o w n r o u t i n e , housewives about
the i r husband's r o u t i n e , etc.
Spelling
T h e sound 3 : i s usually w r i t t e n w i t h the letters ' i r ' .
Examples: b i r d , f irst , g i r l , shirt , sk ir t , th i r s ty , t h i r t y , th i r teen , d i r t y
Other spellings:
o r w o r k , w o r m , w o r l d , worse , w o r s t
er her, person, w e r e n ' t
ear early, learn, year
ur T h u r s d a y , nurse, c h u r c h
Pronunciation of some words in this unit
Paul po:l w o r m W3:m
Pearl p3:l ear ly 3:li
shorts Jo:ts catches kaet j iz
shirts J3:ts arrives a r a i v z
walks w o : k s person p3:sn
w o r k s W3:ks p r o v e r b prov3:b
w a r m wo:m
U n i t 24 I ( letter, ball)
Sound production
Clear I ( l e t ter ) : First practise n. To m a ke I the air goes over the sides of y o u r
tongue and o u t o f y o u r m o u t h .
D a r k I (ba l l ) : the m i d d l e of y o u r tongue is s l ight ly l o w e r e d to make this
sound.
Tree or Three? Unit 34
Student difficulties
Speakers of Lao and Vietnamese have great d i f f i c u l t y in d i s t inguish ing n and
I at the end of w o r d s .
Some students find syllabic I d i f f i c u l t ( w o r d s l i k e apple a e p l ; bottle bot l ) .
Some students m a ke no d i s t i n c t i o n between the t w o dif ferent I sounds in
E n g l i s h :
clear I ( f o l l o w e d by a v o w e l , f o r e x a m p l e : letter, lovely)
dark I ( f ina l sound or f o l l o w e d by a consonant, f o r e x a m p l e : ball, old).
Use o f o n l y one o f these sounds causes no confus ion in m e a n i n g , b u t
contr ibutes to an accent d i f ferent f r o m that of a na t ive Engl ish speaker.
Teachers therefore m a y or m a y n o t expect students to m a k e the d i s t i n c t i o n
be tween these t w o sounds, depending on w h e t h e r the student's a i m is to
speak l i k e a nat ive Engl ish speaker or to be u n d e r s t o o d .
Linking up with course work
L i n k u p w i t h use o f adjectives i n descriptions. Adject ives used i n this u n i t :
y e l l o w , black, b lue , l o v e l y , clean, clever, s l o w, smal l , f u l l , o l d , c o l d , l i t t l e ,
d i f f i c u l t .
Suggested procedures
Note: Exercises for S o u n d A p r o v i d e practice in clear I , those f o r S o u n d B
d a r k I . Exercise 3 provides practice in b o t h .
Sound A E X E R C I S E 1
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Contrasts f o r f u r t h e r pract ice : n o t / l o t ; n o / l o w ; snow/slow.
E X E R C I S E 2
Students listen and repeat each i t e m .
Note: Students m a y find part (i i) of this exercise m o r e d i f f i c u l t as this
contains examples of I in consonant clusters. I f necessary practise f r o m the
b l a c k b o a r d , for e x a m p l e :
l l l l o w e r f l l l l o w e r f l o w e r : l l l l ack , b l l l l ack , black.
M a i n stress o n the f i n a l w o r d i n each i t e m , f o r e x a m p l e : a l e m o n j e l l y :
^ >
a y e l l o w te lephone as in n o r m a l sentence stress for adjective + n o u n
(see notes on U n i t 21 Exercises 2-3).
N o t e that t w o nouns are used as adjectives here : lemon, colour.
SoundB E X E R C I S E I
Contrasts f o r f u r t h e r pract ice : ten/tel l ; w i n / w i l l ; m i n e / m i l e ; rain/rail .
Tree or Three ? Unit 24
E X E R C I S E 2
Students l isten and repeat each i t e m .
Note: Section (i) - dark I in f ina l p o s i t i o n . Section (ii) - dark I in consonant
clusters. (Here i g n o r e any m i s p r o n u n c i a t i o n of the sound au in the w o r d s
old, cold as this sound w i t h dark I seems a p a r t i c u l a r l y d i f f i cu l t c o m b i n a t i o n . )
Section (i i i) - syllabic I . W r i t i n g these w o r d s in m o d i f i e d phonet i c script on
the b l a c k b o a r d m a y help, f o r e x a m p l e : a p p l , p e o p l , b i c y c l , etc. H o w e v e r , i f
students tend to p r o n o u n c e this as clear I and do n o t m a ke a syllable of the
sound, w r i t e : a p p a l , p e o p a l , b i c y c a l , etc. S h o w w o r d stress o n the
b l a c k b o a r d and check that students do n o t stress the f ina l syllable in these
w o r d s . T a p p i n g w o r d stress w i t h a ruler m a y help here.
E X E R C I S E 3
Note: In the second sentence of each pair of practice items students are
pract is ing the f i n a l consonant cluster i z . Examples in the second c o l u m n are
m o r e d i f f i c u l t as these are f ina l clusters w i t h three or m o r e consonants:
b a i s i k l z , a en im lz , t e i b l z , p ju :p lz , i g z a : m p l z , p e n s l z . I f necessary practise these
f r o m the b l a c k b o a r d first i n m o d i f i e d phonet ic script , f o r e x a m p l e : bicycls,
animls , tabls etc. or bicycals, animals , tabals etc.
P r o n u n c i a t i o n of are allsx o:l.
Steps. Students :
1 read the sentences in i tems 1-12,
2 practise p lura l s : meals, balls, g ir ls , etc.,
3 practise B's sentence in the Example ,
4 m a ke B's sentence for each i t e m ,
5 practise in pairs as in the E x a m p l e .
Further practice
Students practise saying w h a t they l ike/don' t l i k e , m a k i n g sentences
b e g i n n i n g : I d o n ' t l ike/don' t mind/l ike/love
large aeroplanes/televisions/pencils/pills/hotels/flowers
black walls/telephones/glasses/plates/tables/bicycles
c o l d meals/schools/apples/milk/hotels/people
clever people/pupils/animals/children/girls.
Example:
Blackboard cue: large
Teacher: hotels
Student: I d o n ' t l ike large hotels.
Spelling
T h e sound I i s w r i t t e n w i t h the letter T .
Examples: l i k e , l o v e , clever, c o l d , g i r l , t w e l v e .
Tree or Three ? Unit 23
Other spellings: ( B J = B e g i n n e r ; EJ = Elementary)
le apple, example , l i t t l e , people, b icycle , m i d d l e , smile , hole
// B a l l , b a l l , f u l l , he l lo , h i l l , i l l , w a l l , w e l l , y e l l o w , spel l ; E call , f o l l o w ,
p u l l , real ly , shall, shell, t e l l , w i l l
doubling I careful - careful ly .
Pronunciation of some words in this unit
l i g h t lait
l ine l a in
J e n n y d3eni
j e l l y d3el i
l e m o n l e m a n
c o l o u r kAla
l o v e l y I A V I I
c l e v e r k l e v a
B i l l bi l
h o t e l hau te l
apple aepl
pupi l p ju:p l
people pi : pi
example i g z a : m p l
bottle bot l
table t e ib l
pencil pens l
bicycle b a i s i k l
little litl
a n i m al aen iml
U n i t 25 r ( r a i n )
Sound production
T u r n the t i p o f y o u r tongue u p and s l ight ly back. D o n o t t o u c h the r o o f o f
y o u r m o u t h . T h e sides o f y o u r t o n g u e should t o u c h y o u r back teeth.
Student difficulties
M o s t students have some d i f f i c u l t y w i t h the sound r .
Speakers of m a n y Asian languages confuse I and r, p a r t i c u l a r l y Japanese,
L ao and Chinese speakers.
French, G e r m a n , H e b r e w and Portuguese speakers o f t e n m a k e a sound
w h i c h is t o o far back (uvular r ) .
M a n y students t r i l l r, f o r e x a m p l e : speakers o f A r a b i c , I ta l ian , Greek,
Spanish, T u r k i s h and Slavic languages.
N e a r l y al l students p r o n o u n c e r w h e r e it s h o u l d be silent. Th is is a reading
d i f f i c u l t y rather than a p r o n u n c i a t i o n one, and is dealt w i t h in the next t w o
units .
A trilled r does n o t cause any diff icult ies in unders tanding , and Engl ish
speakers are used to this i n , f o r example , a Scottish accent. B u t repeated
b l a c k b o a r d w o r k w i l l help t o d r a w students' a t t en t ion t o this p r o b l e m , f o r
e x a m p l e : N o t R R R R o a d b u t road ( w i t h the letter V of the second road
d r a w n v e r y l i g h t l y ) . P o i n t o u t that the Engl ish r is a v e r y quiet sound.
Tree or Three? Unit 25
Uvular r also causes no misunders tanding in m e a n i n g . B u t the sound r
occurs so f r e q u e n t l y that i t i s v e r y d i f f i c u l t to l isten to Engl ish p r o n o u n c e d in
this w a y . D e m o n s t r a t i o n of the correct t o n g u e p o s i t i o n and practice of the l/r
m i n i m a l pairs s h o u l d help students to use the f r o n t of the t o n g u e rather than
the back.
Confusion of\ and r causes v e r y m a n y misunderstandings in m e a n i n g . In
d e m o n s t r a t i n g the tongue p o s i t i o n emphasize that the t o n g u e must n o t
t o u c h the r o o f of the m o u t h f o r r . This seems to be m o r e d i f f i c u l t w h e n r i s in
consonant clusters.
Linking up with course work
L i n k w i t h descriptions o f actions us ing the Present C o n t i n u o u s tense.
Suggested procedures
Note: T h e letter V is always p r o n o u n c e d in a l l the w o r d s used in this u n i t .
C h e c k students' unders tanding o f the rule a t the b e g i n n i n g o f the u n i t . Some
students l i k e to learn w i t h a r u l e , b u t others learn o n l y t h r o u g h practice.
E X E R C I S E 1
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Contrasts f o r f u r t h e r pract ice : led/red; l i g h t / r i g h t ; lane/rain;
collect/correct;
f l u t e / f r u i t ; f l a m e / f r a m e ; f l y / f r y ; p lay/pray ; c l o u d / c r o w d .
E X E R C I S E 2
Note: Possible difference in m e a n i n g be tween ' r o a d ' and 'street ' : a r o a d
usually goes b e t w e e n t o w n s ; a street is in a t o w n .
A b b r e v i a t i o n s f o r road (Rd.) and street (St.) are used o n l y in the names. .
T h e w o r d s ' t r u c k ' and i o r r y ' have the same m e a n i n g i n B r i t i s h Engl ish.
In A m e r i c a n Engl ish o n l y t r u c k is used.
Section B practises r in consonant clusters.
Steps: Q u e s t i o n and answer pair w o r k .
Examples:
1 Questions as in Student's B o o k and short answers.
2 Q : W h a t ' s R o n d o i n g ?
A: He's r u n n i n g a long the street.
3 Q : Is Jenny t h r o w i n g a ba l l a long the street ?
A: N o , she isn ' t . She's d r o p p i n g f r u i t .
4 Q : Ross isn ' t d r i v i n g a l o r r y a long the street, is he ?
A: N o , he isn't . He's pract is ing f o o t b a l l .
5 ( o m i t Ron) Q : W h a t ' s Jenny carry ing?
A: A te levis ion.
62
Tree or Three? Unit 26
Further practice
U s i n g students' suggestions, m a ke a b l a c k b o a r d list f r o m k n o w n vocabulary
o f w o r d s w i t h V w h i c h i s always p r o n o u n c e d . W o r d s a t this level n o t
i n c l u d e d in this lesson: red , r i c h , r i g h t , r o u n d , repeat, rest, r i n g , aeroplane,
s tory , t o m o r r o w , orange, v e r y .
Words in consonant clusters: t r a i n , address, dress, present, bread, c r o w d , A p r i l ,
February , F r i d a y , B r a z i l , A f r i c a , B r i t a i n , t r y , d r i n k , break, c r y , s t rong , d r y ,
grey , green, across, three, t h r o u g h , f r o m , f r o n t , every
Spelling
T h e sound r i s w r i t t e n w i t h the letter ' r ' .
Examples: See list of w o r d s in Further practice (above).
Other spellings:
r r t o m o r r o w , carry , l o r r y , n a r r o w
wr w r i t e , w r o n g
Pronunciation of some words in this unit
w r o n g r o n .
j e l l y d3el i
J e n n y a^en i
M a r y m e a n
R i v e r a l l nve ro : !
A n d r e w a snd ru :
t h r o w i n g 9reuir j
l o r r y I o n
p r a c t i s i n g praektisin.
w a t e r i n g w o : tanr j
U n i t 26 silent r (g ir l )
Note: T h i s u n i t provides practice of w o r d s in w h i c h V is always silent. I t
also reviews the v o w e l sounds: 0:, a:, 3:, 9.
Student difficulties
In some varieties of Engl ish ( for example , A m e r i c a n , Scottish) the letter V is
always p r o n o u n c e d , b u t students l earn ing Received P r o n u n c i a t i o n Engl ish
f i n d i t d i f f i c u l t t o k n o w w h e n n o t t o p r o n o u n c e V .
Linking up with course work
E X E R C I S E I
L i n k u p w i t h teaching o f adjectives and practice o f expressing surprise i n
exclamations, f o r e x a m p l e : L o o k at that/Just l o o k at that/What a/Isn't that a
d i r t y g a r d e n !
Tree or Three? Unit 26
E X E R C I S E 2
L i n k u p w i t h students' requests i n class f o r explanat ion o f w o r d m e a n i n g , f o r
e x a m p l e : I d o n ' t unders tand/Could y o u please e x p l a i n / W o u l d y o u please
explain/What 's the m e a n i n g o f the w o r d ' n o r t h ' ?
Suggested procedures
C h e c k students' unders tanding o f the rule a t the b e g i n n i n g o f this u n i t in the
Students' B o o k , f o r e x a m p l e : silent (not p r o n o u n c e d , has no sound) , before
consonants (p, b, I, m, n, etc.). As m e n t i o n e d in U n i t 25, some students
prefer to learn w i t h a rule , b u t others do n o t .
E X E R C I S E i
Note: In these sentences students are pract is ing the n o r m a l
[adjective + n o u n ] stress and i n t o n a t i o n pat tern w h e r e m a i n stress is on the
n o u n .
Steps: In each section students first repeat the w o r d s on the pictures, then
choose the correct w o r d to m a k e sentences as in the Examples.
E X E R C I S E 2
Note: T h e list o f w o r d s in this exercise provides the o p p o r t u n i t y f o r r e v i e w
o f w o r d stress patterns.
Steps
1 Students read the text and then practise the sentence, ' I d o n ' t understand
the w o r d '.
E x p l a i n any w o r d s students use to m a ke this m o r e m e a n i n g f u l .
2 R e v i e w of v o w e l s o:, a:, 3:, a. W r i t e the th i r teen w o r d s on the b l a c k b o a r d
thus :
four teen a r m t h i r t y yesterday
f o r t y dark worse exercise
n o r t h par ty hers forget
i m p o r t a n t
A s k students w h i c h sound i s repeated in each w o r d , f o r example , in
Column 1.0:. A f t e r pract is ing these w o r d s , students f i n d other w o r d s in
this u n i t w i t h the same sound, and add these to the list fo r practice
( m o r n i n g , horse, w a r m , short , f o r k ) .
Column 2: a: (a f ternoon, h a r d , large, garden, card, f a r m , carpet, market )
Column 3: 3 : (wors t , T h u r s d a y , I r m a , l earn ing , w o r k i n g , th i r teen , w o r d s ,
f irst , w o r l d , b i r d , g i r l , church , th i r s ty , d i r t y , b i r t h d a y )
Column 4: a (Saturday, a f t e r n o o n , understand, I r m a , a f ternoon)
64
Tree or Three ? Unit 27
Further practice
O t h e r w o r d s at this level in w h i c h the letter V is always s i lent : dark ,
exercise, hers, person, quarter (the f irst V is always silent), stairs, t i r e d ,
careful .
Encourage students t o m a r k any n e w w o r d s l i k e this i n their v o c a b u l a r y
lists, f o r example , w i t h the s y m b o l S .
Spelling
See notes on spel l ing of the sounds o: ( U n i t 21), a: ( U n i t 18), 3: ( U n i t 23),
a ( U n i t 3).
Pronunciation of some words in this unit
si lent sailant
v o w e l vaul
c h u r c h t |3 :t |
t h i r s t y 83:sti
carpet ka.pit
f o r k fo:k
I r m a 3.ma
w o r s t W3:st
Saturday saetadi
T h u r s d a y 83:zdi
u n d e r s t a n d Andastaend
w o r l d W3:ld
worse W3:s
yesterday jestadi
f o r g e t faget
i m p o r t a n t impo:tnt
n o r t h no:0
U n i t 27 r/silent r (her apples/her books)
Student difficulties
Students have a l o t of d i f f i c u l t y w i t h w o r d s e n d i n g in V or ' re ' as the
p r o n u n c i a t i o n changes i f the next w o r d begins w i t h a v o w e l . This has
already been practised in U n i t 22 Exercise 1: 'That 's my m o t h e r (mAda).'
b u t 'That 's my m o t h e r (mAdar) and father. ' Students need a l o t of this k i n d
of practice before correct p r o n u n c i a t i o n becomes automat ic .
Linking up with course work
L i n k u p w i t h teaching and practice o f :
- possessive p r o n o u n s : her, y o u r , o u r , t h e i r ;
- descriptions of l o c a t i o n u s i n g : over there, near, i n , at, under , next to ,
b e h i n d , i n f r o n t of.
Tree or Three ? Unit 27
Suggested procedures
E X E R C I S E I
Steps: Students read or repeat the w o r d s on the pictures, then practise the
three sentence patterns w i t h the pictures. I f students have a l o t o f d i f f i c u l t y ,
g r o u p the w o r d s o n the b l a c k b o a r d and practise f r o m this f i r s t :
A B
pencils apples
books eggs
flowers icecreams
oranges
umbrel las
E X E R C I S E 2
Note: T h e f inal ' r ' in w o r d s in c o l u m n s 2 and 4 i s p r o n o u n c e d w h e n the n e x t
w o r d begins w i t h a v o w e l .
Steps
1 A s k students to cover c o l u m n 5 w i t h a b o o k , and c o l u m n 3 w i t h a pen or
s tr ip of paper. Practise sentences using w o r d s f r o m co lumns 1, 2 and 4
o n l y , f o r e x a m p l e : That 's o u r teacher.
2 Students u n c o v er c o l u m n 3. C h e c k unders tanding of v o c a b u l a r y . Practise
sentences using co lumns 1, 2, 3 and 4, f o r e x a m p l e : That 's their Engl ish
teacher.
3 Students u n c o v er c o l u m n 5. C h e c k unders tanding . Practise sentences
us ing w o r d s f r o m al l co lumns as in the E x a m p l e . N o t e that al l sentences
have f i v e m a i n stresses; a l t h o u g h the sentences v a r y in l e n g t h they should
be said in about the same l e n g t h o f t i m e . T a p w i t h a ru ler to show m a i n
stresses.
4 A f t e r practice in reading these sentences, students can be asked to m a ke
sentences f r o m cue w o r d s in c o l u m n 3 and d e m o n s t r a t i o n f r o m c o l u m n 5.
Example:
Teacher: (stands under the l i g h t ) f u n n y
Student(s): That ' s o u r f u n n y teacher under the l i g h t !
Further practice
Students practise sentences f r o m :
m o t h e r understands this
father is v e r y angry
sister sings w e l l
b r o t h e r eats a l o t
d o c t o r likes music
teacher asks too m a n y questions
66
Tree or Three ? Unit z8
Spelling
Students o f t e n have d i f f i c u l t y in spel l ing w o r d s e n d i n g in V or ' re ' as there is
no sound r a t the end to help t h e m w h e n the w o r d i s practised in i so la t ion or
before a consonant. Students s h o u l d hear these w o r d s b o t h in i so la t ion and in
a sentence w h e r e the next w o r d begins w i t h a v o w e l . I f possible construct
sentences f o r the students us ing the w o r d s in brackets :
'er' words
another (apple) ; better (eggs); letter ( A ) ; n u m b e r ( 8 ) ; quarter ( o f a n h o u r ) ;
r e m e m b e r ( i t ) ; s u m m e r (and w i n t e r ) ; under (a t ree ) ; w a t e r ( i n a c u p ) ;
weather (is fine); paper (and pencils)
're' words
w h e r e (is t h e ) ; here (it is ) ; there (are some) ; p i c t u r e ( o f a)
other words
star ( i n the s k y ) ; f o r ( e v e r y b o d y ) ; d o o r (is o p e n ) ; f loor (is d i r t y ) ; dear ( o l d
l a d y ) ; near (a t o w n ) ; hear ( i t ) ; chair (over there) ; wear (a hat)
Pronunciation of some words in this unit
si lent s a i l e n t
her h3:
p r o n o u n c e d p r a n a u n s t
v o w e l v a u l
M a r y m e a n
apples aeplz
icecreams a i s k r i :m z
oranges onnd3iz
u m b r e l l a s Ambre l az
y o u r jo:
o u r a:
the i r 6ea
in teres t ing i n t r a s t i n
a n g r y aengr i
n e x t t o n e k s ta
U n i t 28 ia (beer) ea (chair)
Sound production
ia Th i s has t w o sounds: 1 and a. First make the sound 1. T h e n add 9.
ea Th i s has t w o sounds: e and a. First practise the sound e. T h e n m a k e it a
l i t t l e l o n g e r and add a.
Student difficulties
These sounds are d i f f i c u l t f o r m o s t students. A l t h o u g h they w i l l be used
qui te f r e q u e n t l y in the w o r d s here, there, their, they're, at Beginner to
E l e m e n t a r y leve l there are v e r y f e w other w o r d s to practise these sounds.
As w e l l as the p r o n u n c i a t i o n of the actual sounds, there is also the p r o b l e m
67
Tree or Three ? Unit 28
of w h e t h e r the letter V s h o u l d be p r o n o u n c e d , and i t i s i m p o r t a n t f o r
students to have practised U n i t s 25, 26 and 27 before b e g i n n i n g this u n i t .
18 M o s t students p r o n o u n c e this i:r w i t h the V always p r o n o u n c e d . This
causes l i t t l e misunders tanding as nat ive speakers are used to this in a
Scottish or A m e r i c a n accent, b u t i f students are l earn ing Received
P r o n u n c i a t i o n Engl ish ia s h o u l d be practised,
ea M o s t students p r o n o u n c e this er w i t h the V always p r o n o u n c e d . A r a b i c
speakers m a y also confuse i : andea.
Beginners w i l l be using the w o r d there f r e q u e n t l y , and m a y be confused
by the di f ferent uses o f this w o r d and the change in p r o n u n c i a t i o n in its
unstressed f o r m . C o m p a r e :
There's a b o o k on the table.
It 's there.
In the f irst sentence the w o r d ' there ' is used to i n t r o d u c e a sentence in w h i c h
the subject (a b o o k ) f o l l o w s the v e r b (is). T h e w o r d ' there ' is unstressed, and
in r a p i d speech most nat ive speakers w o u l d t e n d to say 6ez or 6az, and
w o u l d say 6eaz o n l y w h e n speaking s l o w l y or v e r y correc t ly . In the second
sentence the w o r d ' there ' i s an adverb of place, contrasted w i t h 'here' . T h e
w o r d ' there ' is stressed and p r o n o u n c e d dea.
Linking up with course work
L i n k u p w i t h practice i n asking w h e r e people and places are.
See Further practice ( b e l o w ) .
Suggested procedures
E X E R C I S E I
Note: In this exercise the letter V is p r o n o u n c e d o n l y in the w o r d s : aeroplane,
hairdresser's (second V ) .
Fa l l ing i n t o n a t i o n i n statements and ' w h ' questions. R is ing i n t o n a t i o n i n
the Yes/No questions: 'Is it near here?' and ' H e r e ? ' (Is it here?).
Steps
1 Students l isten to the tape or teacher reading the w o r d s in the c o m i c s tr ip ,
then repeat these.
2 C h e c k unders tanding of w o r d s f o r subs t i tu t ion .
3 Students practise ro le p l a y i n g in pairs.
E X E R C I S E 2
Note: W o r d s f o r s u b s t i t u t i o n : b o o k , hat, pen, penci l , p ipe , bag.
P r o n u n c i a t i o n of f ina l V in newspaper before vowels .
P r o n u n c i a t i o n of There's a 6ez a in A's sentence; in B's sentence: there dea,
here hia. See Student difficulties.
68
Tree or Three ? Unit 28
Steps
1 Students practise chora l ly f irst A 's sentences, t h e n B's. T a p w i t h a ru ler to
s h o w stress t i m i n g f o r b o t h sentences. A l t h o u g h the t w o w r i t t e n sentences
are a p p r o x i m a t e l y the same l e n g t h , A's sentence should be said in a m u c h
shorter t i m e as this has o n l y t w o m a i n stresses.
2 Students practise in pairs as in the E x a m p l e .
E X E R C I S E 3
Note: P r o n u n c i a t i o n o f ' r ' before the w o r d ' i t ' i n the last l ine .
Steps
1 Students l isten to the dia logue on tape or read by the teacher.
2 Practise the f irst and last lines of the dialogue.
3 Students practise the w h o l e dia logue in pairs.
Further practice
Asking where places are. E x a m p l e :
A: Excuse m e . Where ' s the * ? Is it near here ?
B: Yes. It 's over there./Sorry. I d o n ' t k n o w w h e r e i t is.
A: T h a n k y o u .
* to i le t/way i n / w a y out/cafeteria/staff room/other examples relevant to
students' e n v i r o n m e n t .
Asking where people are. E x a m p l e :
G i v e students' names as cues.
T: M r X .
A: Where ' s Mr X ? Is he here ?
B: Yes. He's over there.
T : M r X and Miss Y .
A: W h e r e are Mr X and Miss Y ? A r e they here ?
X and Y: W e ' r e here !
B: T h e y ' r e over there !
Spelling
T h e sound ia is usually w r i t t e n w i t h the letters 'ea'.
Examples: dear, ear, hear, near, real ly .
Other spellings: here, w e ' r e
T h e sound ea is usually w r i t t e n w i t h the letters 'are' or 'ere'.
Examples: careful , square, w h e r e , there
Other spellings: their , they 're , wear , aeroplane
Tree or Three? Unit zg
Pronunciation of some words in this unit
beer bie
near nie
here hie
chair t jee
where w e 9
there flee
aeroplane eeraplein
hairdresser's hesdresaz
airport eepoit
excuse me ekskju:zmi:
square skwee
U n i t 2 9 o ( b o o k )
Sound production
First practise the sound D . T h e n p u t the back o f y o u r t o n g u e f o r w a r d and u p
a l i t t l e , u is a v e r y short sound.
Student difficulties
M a n y students have d i f f i c u l t y in d i s t inguish ing the sounds u ( foot ) and u :
( b o o t ) . This is p a r t i c u l a r l y d i f f i c u l t f o r French, Portuguese, Greek, Farsi,
I ta l ian and Spanish speakers. T u r k i s h , Chinese and Indo-Chinese speakers
m a y also have some d i f f i c u l t y . In this u n i t u is contrasted w i t h another short
v o w e l , D. Students should t r y to m a k e u short , as this w i l l help in
d i s t inguish ing i t f r o m u:. C o n f u s i o n of these sounds is no d o u b t increased by
spel l ing as b o t h sounds are o f t e n spelt w i t h ' o o ' and this looks as t h o u g h it
s h o u l d be a l o n g sound. I t w o u l d help students to beg in practice of Exercise
I w i t h the w o r d s masked.
Linking up with course work
L i n k u p w i t h teaching and practice o f imperat ives i n descr ibing h o w t o d o
s o m e t h i n g , for e x a m p l e : h o w to start/stop a car. See suggestions in Further
practice.
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Contrasts f o r f u r t h e r pract ice : p o t / p u t ; G o d / g o o d .
E X E R C I S E 2
Note: C o o k e r y books = books about h o w to cook .
P r o n u n c i a t i o n of f ina l V in water: water is ; water i n .
Students repeat w o r d s on the p ic ture .
Tree or Three ? Unit 29
( D o n ' t ) Put y o u r f o o t o n the
E X E R C I S E 3
Note: Fa l l ing i n t o n a t i o n .
Steps
1 Practise the t w o examples t a p p i n g w i t h a ru ler to establish stress patterns.
2 Students m a k e sentences as in the examples, then repeat the exercise
g i v i n g answers at the same pace as the stress pa t te rn is tapped o u t w i t h a
ru ler .
Further practice
Students m a ke sentences f r o m the b l a c k b o a r d w h i c h are appropr ia te to the
teacher's verba l cues:
Blackboard:
brake
accelerator
c lu tch
Teacher's cues:
I w a n t to start the car/stop the car/change gear/go up a hi l l/go d o w n a
hi l l/go faster/go slower/overtake another car.
Note: brake b r e i k ; accelerator e k s e l a r e i t a ; c l u t c h kl At J.
Spelling
T h e sound o i s usually w r i t t e n w i t h the letters ' 0 0 ' or ' u ' .
Examples:
0 0 b o o k , cook, f o o t , g o o d , l o o k , w o o d , r o o m ( rum)
u f u l l , p u l l , push, p u t , sugar
Other spelling: 0 w o m a n
Pronunciation of some words in this unit
c o o k e r y k u k a n l o o k luk
sugar Juge push p u j
w o m a n w u m a n p u l l pu l
e m p t y e m p t i w o o d w u d
71
Tree or Three ? Unit 30
U n i t 30 u:(boot)
Sound production
First practise the sound u again, u is a short sound. T h e n p u t y o u r t o n g u e up
and back, u: is a l o n g sound.
Student difficulties
See notes on student diff iculties in U n i t 29.
Linking up with course work
L i n k u p w i t h practice i n asking w h a t people l i k e .
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Contrasts for f u r t h e r pract ice : f u l l / f o o l . Stress that sound 2 is a l o n g
sound. I f students have d i f f i c u l t y i n unders tanding this, w r i t e the m i n i m a l
pair w o r d s o n the b l a c k b o a r d :
l o o k L u u u u k e
p u l l p o o o o l
and students use this to practise the w o r d s and sentences.
E X E R C I S E 2
Note: W o r d s for subst i tut ion in c o l u m n A practise U ; c o l u m n B : u:; c o l u m n
C :u/u:.
Ris ing i n t o n a t i o n in the Yes/No quest ion.
P r o n u n c i a t i o n of the unstressed w o r d s 'do y o u ' in the ques t ion : da ju: or
in v e r y r a p i d speech: dju:.
Steps
1 Students listen to the dialogue on tape or read by the teacher, then practise
i t .
2 Students practise the w o r d s f o r subst i tut ion in c o l u m n s A, B and C .
Par t i cu lar ly w i t h c o l u m n C i t w i l l b e v e r y h e l p f u l t o practise f r o m the
b l a c k b o a r d first as in Exercise 1:
B C
m u u u u s i c g o o d f o o o o d
f r u u u u i t b l u u u u e r o o m s
schooool g o o d schooools
b l u u u u e shooooes l o o k i n g at pooools
s w i m m i n g pooools l o o k i n g a t the m o o o o n
72
Tree or Three? Unit
3 Practice the quest ion w i t h di f ferent cues f r o m A, B , C . For e x a m p l e :
Teacher: f o o t b a l l
Students: Do y o u l i k e f o o t b a l l ?
4 Students practise the dialogue w i t h substitutions in pairs.
Further practice
a) Students practise f r o m the b l a c k b o a r d :
b lue suits l o o k i n g at n e w books
apple j u i c e g o o d students
r a i n y afternoons w e a r i n g w o o d e n shoes
p o p music w e a r i n g f o o t b a l l boots
(suits su:ts; j u i c e d3u:s; students stju.dnts; w o o d e n wudn;
boots bu:ts)
b) C o n v e r s a t i o n in pairs and r e p o r t i n g on likes and dislikes using the
b l a c k b o a r d mater ia l .
Example:
Student A: Do y o u l i k e apple j u i c e ?
Student B: Yes, I d o . / N o , I d o n ' t . / 1 d o n ' t m i n d it ( them) .
Student A asks f i v e questions, makes notes on B's answers, then gives a
r e p o r t , f o r e x a m p l e : ' H e likes apple j u i c e and p o p music . He doesn't
m i n d blue suits. H e doesn't l i k e w e a r i n g w o o d e n shoes o r f o o t b a l l b o o t
Spelling
T h e sound u: i s usually w r i t t e n w i t h the letters ' u ' or ' 0 0 ' .
Examples:
u music , p u p i l , student, January, February, June
00 a f t e r n o o n , f o o d , m o o n , school, soon, spoon, t o o
Other spellings:
o/oe do , t o , w h o , whose , lose, m o v e , shoe
ui f r u i t , suit
ou y o u , g r o u p
ew n e w , f e w
others t w o , t h r o u g h
Pronunciation of some words in this unit
b o o t bu:t m u s i c mju:zik
L u k e lu:k g o o d food gudfu:d
p u l l pul b lue r o o m s blu: rumz (or ru:mz)
June d3u:n g o o d s c h o o l s gudsku:lz
Sue su: l o o k i n g at p o o l s lokirj at pu:lz
m o o n mu:n l o t s o f sugar lotsavjoga
Tree or Three ? Unit 31
U n i t 31 t ( d n )
Sound production
Step 1 Put the f r o n t of y o u r t o n g u e b e h i n d y o u r t o p teeth. Push air f o r w a r d
i n y o u r m o u t h .
Step 2 T h e n m o v e y o u r tongue a w a y , releasing the air.
Note: This describes the p r o d u c t i o n of aspirated t, as it is p r o n o u n c e d before
a v o w e l . C o m p a r e the sound t in the w o r d ' w h a t ' i n : What a fat cat!
(aspirated t) and What fat cats! (unaspirated t ) . In the unaspirated t Step 2 is
o m i t t e d , m a k i n g it a quieter sound before a consonant.
Student difficulties
At the end of w o r d s Spanish speakers m a y confuse the sounds t and t j , I tal ian
speakers m a y confuse t and t s . M a n y students - f o r example , Greek, I ta l ian,
Spanish, D u t c h , French and speakers of Slavic languages - t e n d to use an
unaspirated t w h i c h t o Engl ish speakers w i l l o f t e n sound l ike d . A l s o nat ive
Engl ish speakers o f t e n do n o t aspirate t in the f i n a l pos i t ion , and m a n y
students f i n d this d i f f i c u l t .
Linking up with course work
L i n k u p w i t h teaching o f h o w t o express surprise i n exclamations, f o r
e x a m p l e : L o o k at that/Just l o o k at that/What a/Isn't that a p r e t t y te lephone!
Suggested procedures
E X E R C I S E I
Note: In all examples here t is f o l l o w e d by a v o w e l and is a l o u d sound
(aspirated t ) .
S t r o n g l y f a l l i n g i n t o n a t i o n i n exclamations o f surprise.
Steps: Students l isten and repeat w o r d s on the pictures, then m a k e
exclamations, as in the Examples, us ing the w o r d s pretty or dirty as
appropr ia te to the p i c t u r e .
E X E R C I S E 2
Note: W i t h the except ion of What a, all examples of the sound t here are
unaspirated and should be a quiet sound.
M a n y students have d i f f i c u l t y w i t h the f ina l consonant cluster t s i n : i t 's ,
that's, what ' s , cats, hats, etc.
T h e mater ia l in this exercise can be used to g i v e I ta l ian speakers practice in
the contrasts: a fat cat ja fatter cat; a wet hat fa wetter hat. Use b l a c k b o a r d
d r a w i n g s and d r i l l , f o r e x a m p l e :
74
Tree or Three ? Unit 31
Student A: That 's a fat cat.
Student B: B u t that's a fatter cat.
Steps
1 Students l isten and repeat singular items f i r s t : a fat cat, a w e t hat etc.
2 For each i t e m practise the contrasts: a fat cat; fat cats and the
exc lamat ions : W h a t a fat cat! W h a t fat cats!
3 Practise the f irst t w o lines of the dialogue f o r several i tems.
4 Students practise the dialogue in pairs as in the Example, m a k i n g a
d ia logue f o r each i t e m .
Further practice
Use a teaching c lock to practise: W h a t ' s the t i m e ? It's two/ten/twelve/
twenty/eight/sixteen m i n u t e
Final t s : There are lots o f pockets in those suits
l ights streets
students boats
Spelling
T h e sound t i s w r i t t e n w i t h the letter V .
Examples: t i m e , tree, t w e n t y , hat, w h a t , street
Other spellings:
te plate, late, w h i t e , w r i t e , m i n u t e
tt better, letter, mat ter , l i t t l e
doubling t before 'ing' sit - s i t t i n g ; cut - c u t t i n g ; shut - s h u t t i n g ; p u t
p u t t i n g ; get - g e t t i n g
doubling t before 'er' fat - fa t ter ; h o t - h o t t e r ; w e t - w e t t e r
Pronunciation of some words in this unit
t e l e p h o n e t e l a f aun
t o y toi
p r e t t y p n t i
d i r t y d3:ti
b i s c u i t b i s k i t
q u i e t k w a i a t
Tree or Three? Unit 32
U n i t 32 d ( d o o r )
Sound production
First practise t. Use y o u r voice to m a ke d.
Student difficulties
Speakers o f G e r m a n , D u t c h , T u r k i s h , Spanish, Chinese, Indo-Chinese
languages and most Slavic languages have d i f f i c u l t y w i t h this sound,
p r o n o u n c i n g it as t, p a r t i c u l a r l y at the end of a w o r d . Spanish speakers tend
to p r o n o u n c e d close to f l in the m i d d l e of a w o r d .
S h o w students that the voice is used f o r d b u t n o t t.
Linking up with course work
L i n k u p w i t h a ) asking w h a t people l i k e ;
b) teaching of adjectives (adjectives used in this u n i t : sad,
h a r d , w i d e , o l d , c o l d , r o u n d , r e d , b a d , g o o d ) .
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Contrasts f o r f u r t h e r pract ice : t w o / d o ; t o w n / d o w n ; bat/bad; t r y / d r y ;
B e r t / b i r d .
E X E R C I S E 2
Note: In the f irst par t of the exercise, students are pract is ing d at the end of a
w o r d .
For I ta l ian speakers this mater ia l can also be used to contrast, f o r example ,
a hard bedja harder bed as suggested f o r U n i t 31 Exercise 2.
In the Sentence practice:
a) R is ing i n t o n a t i o n in the questions ' D o y o u l i k e . . . ?' and ' D o y o u ?'
b) W e a k f o r m o f do in the questions: de.
c ) Change in stress and p r o n u n c i a t i o n in the w o r d ' y o u ' f r o m the unstressed
je in ' D o y o u l i k e . . . ?' to the stressed ju: in ' D o y o u ? '
d) Students m a y have d i f f i c u l t y w i t h the f ina l consonant cluster dz w h i c h is
be ing practised here : bedz; b3:dz; hedz; frendz; reudz; windz.
Steps
1 Students practise the w o r d s l isted at the b e g i n n i n g , then comple te the
phrases for each p i c t u r e : a h a r d b e d ; a sad b i r d ; a r o u n d head ; an o l d
f r i e n d ; a w i d e r o a d ; a c o l d w i n d .
2 Students practise the dia logue in the Examples.
76
Tree or Three? Units*
3 Practise w o r d s in note 4 above, then students m a ke dialogues for the other
pictures, pract is ing in pairs.
E X E R C I S E 3
Note: H e r e students are pract is ing the l i n k i n g of d sounds be tween w o r d s ,
f o r e x a m p l e : a b a d d o g .
Steps
1 Students practise the list of w o r d s at the b e g i n n i n g of this exercise.
2 S h o w on the b l a c k b o a r d h o w d sounds are l i n k e d between w o r d s , f o r
e x a m p l e : a g o o d d o g , a r e d d o o r , an olddress .
3 Students choose and read the correct answers f o r each i t e m : a b a c k l o g ; a
c o l d d a y ; a w i d e desk; a g o o d d o c t o r ; an o l d d o o r ; a reddress.
Further practice
Pair practice f o r t and d :
A: W h a t w o u l d y o u l i k e t o d o
B: I ' d l i k e to
t o n i g h t ?
t o m o r r o w n i g h t ?
o n Saturday n i g h t ?
go to bed early.
read a g o o d b o o k .
eat delicious f o o d in a restaurant.
w a t c h a g o o d show o n T V .
g o danc ing w i t h a n o l d f r i e n d .
l isten to the r a d i o .
Spelling
T h e sound d i s w r i t t e n w i t h the l e t t e r ' d ' .
Examples: d o g , dress, hand , bed, o l d , under
Other spellings:
de beside, side, w i d e , r ide
dd address, m i d d a y
Pronunciation of some words in this unit
dead ded
r ide raid
card ka:d
h a r d ha:d
w i d e waid
77
Tree or Three? Unit 33
U n i t 33 au (house)
Sound production
This has t w o sounds. First practise the sound ae. T h e n add u . T h e second
s o u n d is a v e r y short sound.
Student difficulties
M a n y students have l i t t l e d i f f i c u l t y w i t h this sound. T h e most c o m m o n error
i s t o o m i t the second par t o f the d i p h t h o n g , thus confus ing i t w i t h ae, o r t o
m a ke the first part of the d i p h t h o n g t o o short . Lao, Vietnamese, and - to a
lesser extent - K h m e r speakers tend to d r o p any f ina l consonant after a
d i p h t h o n g .
Linking up with course work
L i n k u p w i t h a ) practice o f questions b e g i n n i n g w i t h the w o r d ' h o w ' , fo r
example , ask ing : h o w people get t o w o r k and h o w l o n g i t
takes; h o w far a w a y places are; h o w m u c h things cost;
b) teaching of questions f o r countables and uncountables :
H o w m a n y . . . ?/How m u c h . . . ?
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
E X E R C I S E 2
Note: P r o n u n c i a t i o n of the letter V in ' there are a'.
Questions b e g i n n i n g w i t h H e w ? have the same f a l l i n g i n t o n a t i o n as ' w h '
questions.
Steps
1 Students repeat the w o r d s in the p ic ture and the sentences b e l o w i t .
2 Practise the f a l l i n g i n t o n a t i o n in Student A's quest ion, us ing the w o r d s f o r
subst i tu t ion .
3 Students practise in pairs as in the Example.
Further practice
Students practise asking the teacher questions b e g i n n i n g :
H o w far is i t f r o m y o u r house to ?
H o w l o n g does i t take to get to by car ?
78
Tree or Three ? Unit 34
W r i t e these questions on the b l a c k b o a r d and encourage students to ask t h e m
using f a m i l i a r place names. R e p l y ' A b o u t 2 k i lometres ' , ' A b o u t an h o u r ' ,
etc. T h e n have a student answer the questions.
Spelling
T h e sound au i s w r i t t e n w i t h the letters ' o u ' o r ' o w ' .
Examples:
o u about , m o u t h , o u t , south, c o u n t , r o u n d
oil' c o w , c r o w d , d o w n , n o w , t o w n , b r o w n
Pronunciation of some words in this unit
f l o w e r ( s ) f l aua (z ) There are a d e r a r a
mouse m a u s c o w s are there k a u z a : 6 e a
mice m a i s There are t h r e e 6 e r a 8 r i :
thousand Qauznd pairs o f trousers peaz av t r auzaz
U n i t 34 a u (phone)
Sound production
This has t w o sounds a and u . First practise a ; t h e m m a k e i t longer . A d d u ;
this is v e r y short . T h e first part of this d i p h t h o n g is very close to 3:.
Student difficulties
N e a r l y all students have d i f f i c u l t y w i t h this sound. M a n y students'
p r o n u n c i a t i o n of i t is close to the Scottish p r o n u n c i a t i o n oi this sound, and
this is noticeable as an accent b u t is usually understandable to nat ive speakers.
M o s t students confuse this sound w i t h D or o:. B e g i n w i t h some r ev i ew
practice of w o r d s f r o m U n i t 23 Exercises 1 and 2 to make students aware
that the first element in this d i p h t h o n g is close to the sound 3:. Stressing the
change in l i p p o s i t i o n in p r o n o u n c i n g the t w o elements in this d i p h t h o n g is
usually v e r y h e l p f u l . H a v e students begin by m a k i n g a sad expression w i t h
the lips spread and the corners o f the m o u t h t u r n e d d o w n for 3:. T h e n show
h o w the lips are gradual ly r o u n d e d as the tongue gradual ly rises to make u.
Linking up with course work
L i n k up w i t h practice in asking people w h e r e they are g o i n g and r e p l y i n g to
this (Present or Future m e a n i n g ) .
Tree or Three? Unit 34
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Contrasts f o r f u r t h e r pract ice :
3:/so sir/so; w o r k / w o k e ; g i r l / g o a l ; cur led/cold ; learn/loan
o:/9U b a l l / b o w l ; called/cold; cork/coke; call/coal; chalk/choke
E X E R C I S E 2
Note: Fa l l ing i n t o n a t i o n i n e x c l a m a t i o n o f surprise, ' O h ! ' .
Steps. Students:
1 l isten and repeat the w o r d s and sentences a c c o m p a n y i n g the p ic ture at the
b e g i n n i n g o f this exercise;
2 l isten to the dia logue on tape or read by the teacher;
3 l isten and repeat dia logue and phrases f o r s u b s t i t u t i o n ;
4 practise the dia logue in pairs.
Further practice
Practice o f the quest ion ' W h e r e are y o u g o i n g ? ' w i t h Future m e a n i n g :
A: W h e r e are y o u g o i n g t o m o r r o w ?
B: * W h e r e are y o u g o i n g ?
A: *
* I ' m g o i n g b o w l i n g . / I ' m g o i n g b o a t i n g . / N o w h e r e . I ' m staying a t h o m e . /
I d o n ' t k n o w .
Spelling
T h e sound e u i s usually w r i t t e n w i t h the letters ' o ' , 'oa' , o r ' o w ' .
Examples:
0 g o , he l lo , n o , o l d , o n l y , h o t e l
0 . . . e h o m e , hole , pole , nose, telephone, those
oa boat , coat, r o a d , Joan
o w k n o w , l o w , n a r r o w , s h o w , s l o w , t h r o w , t o m o r r o w , w i n d o w , y e l l o w
Other spellings: O h , sew, toe
Pronunciation of some words in this unit
B e r t b3:t h e l l o he teu
Boat beu t Joan d38un
Pearl p3:l Paul po.l
pole p9ul Jones's d39unziz
saw so : grocer ' s g r e u s a z
sew s a c h o t e l hgute l
c o r n e r ko .na b o w l i n g alley beul i r ) sel l
Tree or Three ? Unit 33
U n i t 35 s / l i n k i n g s
Note: T h i s u n i t :
a ) provides practice in l i n k i n g s ; b) re-practises the sound s in prepara t ion for the f o l l o w i n g units on J and t j .
Sound production
See notes on U n i t s 1 and 2.
Student difficulties
M a n y students have d i f f i c u l t y i n l i n k i n g s sounds b e t w e e n w o r d s . L i n k i n g o f
these sounds occurs f r e q u e n t l y at beginner leve l as these sounds occur at the
ends o f w o r d s n o t o n l y i n the p l u r a l o f nouns, b u t also i n m a n y k e y structure
w o r d s , f o r e x a m p l e : is, it's, this.
Note: z a t the e n d of a w o r d becomes s w h e n the n e x t w o r d begins w i t h V
or ' sh ' . Example:
W h o s e is i t? h u : z i z i t
Whose/eat is it ? hu : (s )si :t i z it
This applies to k e y w o r d s such as: these, those, whose, who's, his.
Linking up with course work
L i n k u p w i t h descr ibing actions i n the Present C o n t i n u o u s tense us ing 3rd
person singular . L i n k i n g s w i l l occur w h e n the v e r b begins w i t h V , f o r
e x a m p l e : He's s t u d y i n g Engl i sh . She's sleeping. See Exercise 2.
Suggested procedures
E X E R C I S E I
Steps. S tudents :
1 l isten and repeat the w o r d s and phrases under the pictures. If students have
part icular d i f f i c u l t y in j o i n i n g s sounds, practise some examples f r o m the
b l a c k b o a r d f i r s t :
thisssseat; thissssuit; thisssstick, etc.
B a c k - c h a i n i n g is also very h e l p f u l , f o r e x a m p l e :
i : t ; s i : t ; i s i : t ; 6isi:t.
2 m a ke questions and answers in pairs as in the Example. B's answer can be
negat ive : ' N o . I t isn ' t a v e r y nice seat.'
E X E R C I S E 2
Note: 's is p r o n o u n c e d :
s f o l l o w i n g u n v o i c e d consonants, f o r e x a m p l e : Luke's, Janet's, Pat's.
81
Tree or Three? Unit 35
z following vo iced consonants and vowels , f o r e x a m p l e : Paul's, Ted's, Sue's,
Sam's, who's. ( B u t see note under Student difficulties.)
L i n k i n g of s sounds in bus stop.
Steps
1 Students listen and repeat the f o l l o w i n g l o o k i n g a t the pic tures : i . L u k e .
Luke's s t u d y i n g . 2. Janet. Janet's sewing . 3. Pat. Pat's saying
H e l l o . 4. Paul . Paul's s t o p p i n g a bus. 5. T e d . Ted's sleeping. 6. Sue.
Sue's s w i m m i n g .
Practise examples f r o m b l a c k b o a r d as suggested in Exercise 1 i f students
have d i f f i c u l t y i n l i n k i n g sounds.
2 Students practise the answers to questions made f r o m the list of
substitutions, f o r e x a m p l e : T : W h o ' s s m i l i n g ? S: Sue's s m i l i n g .
Students m a y be able to g i v e several answers to some of these questions.
3 Students practise in pairs as in the Example.
Further practice
I f appropr ia te , m a ke a list of students' names on the b lackboard . Practise
sentences w i t h these, f o r e x a m p l e : Mr Lee's s t u d y i n g Engl ish . Miss
T r i p p ' s j t u d y i n g Engl ish.
Students all change seats at r a n d o m . T h e n practise:
Teacher: Miss A . M r B .
Miss A : W h o s e seat are y o u in ?
Mr.B: M r Y W a t .
Miss A: W h o ' s j i t t i n g i n y o u r seat?
Mr. B: Miss Z ' s j i t t i n g in my seat.
H a v e the t w o questions w r i t t e n on the b l a c k b o a r d as p r o m p t s .
Pronunciation of some words in this unit
suit su:t Paul's po:lz
supper SApe Ted's tedz
Sam's seemz Sue's su:z
Luke's lu:ks w h o ' s hu:z
Janet's d33enits Pat's paets
82
Tree or Three? Unit 36
U n i t 36 I (shoe)
Sound production
First practise s. T h e n p u t y o u r t o n g u e up and back a l i t t l e to make J .
Student difficulties
T h e sounds s and J are confused by Spanish, D u t c h and, p a r t i c u l a r l y , Greek
speakers. Portuguese and Chinese speakers m a y also have some d i f f i c u l t y
w i t h this sound. Speakers of Spanish, Lao and Vietnamese m a y confuse J and
tj. Japanese and Chinese speakers m a y tend to confuse J and h at the
b e g i n n i n g of w o r d s before the sounds i : or 1, and this w i l l be p a r t i c u l a r l y
noticeable in d i s t inguish ing the w o r d s 'he' and 'she'. For students w h o f i n d J
a v e r y d i f f i c u l t sound, spend some t i m e on the m o u t h p o s i t i o n and pract is ing
the sound i n i so lat ion.
Linking up with course work
L i n k u p w i t h practice i n asking and t a l k i n g about n a t i o n a l i t y .
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Contrasts f o r f u r t h e r pract ice : sort/short; sew/show; sell/shell; suit/shoot.
Note: T h e first sentence in (a) m a y be heard in conversat ion, b u t i t is m o r e
correct to say ' the sea'.
E X E R C I S E 2
Note: L i n k i n g of z and J sounds in 'is she'. Th is is usually p r o n o u n c e d i j i : .
(See note on Student difficulties in U n i t 35.)
I n t o n a t i o n in questions w i t h or: r i s ing i n t o n a t i o n before the w o r d or ,
f a l l i n g i n t o n a t i o n at the end.
P r o n u n c i a t i o n of French: frent J or fren J.
Steps
1 Example: P ic ture 1.
Teacher: She comes f r o m E n gl a n d . Is she Scottish or English?
Student(s): She's Engl ish .
2 Example: P ic ture 1.
Teacher: Is she Scottish?
Student(s): N o , she isn't . She's Engl ish.
3 Students practise the questions, e.g. Is she Scottish? Is she Scottish or
Engl ish ? w i t h part icular a t ten t ion to i n t o n a t i o n in these.
4 Students practise in pairs as in the Examples.
Tree or Three ? Unit 37
Further practice
a) A s k questions about n a t i o n a l i t y of female students in the class - or of
w o m e n k n o w n t o the class.
Examples;
Teacher: Is Miss X Ir ish or Scott ish ?
Studerit(s): She isn't Irish or Scott ish! She's Swedish.
Teacher: Is M r s Y f r o m T u r k e y ?
Student(s): Yes. She's T u r k i s h .
b) U s i n g students' suggestions m a ke a list of famous people of each
n a t i o n a l i t y m e n t i o n e d in this u n i t . T h e n practise questions and answer:
W h a t n a t i o n a l i t y i s X? He's/She's
Examples: M a r g a r e t Thatcher ( E n g l i s h ) ; James Joyce ( I r i sh ) ; James W a t t ,
Sir W a l t e r Scott (Scott ish) ; A l f r e d N o b e l (Swedish) ; Hans C h r i s t i a n
A n d e r s o n (Danish) ; General de Gaulle (French) ; General Franco
(Spanish); K e m a l A t a t u r k ( T u r k i s h ) ; L e o n i d Brezhnev, V . L e n i n
(Russian); Jean Sibelius (Finnish) .
Spelling
T h e sound J is w r i t t e n w i t h the letters 'sh'.
Examples: f ish, ship, shop, push, sunshine, f in ish
Other spellings: Russia, Russian, sugar
Pronunciation of some words in this unit
Scot t i sh sknti j
I r e l a n d aialand
I r i s h a iar i j
S w e d e n swi:dn
S w e d i s h s w i : d i j
D a n i s h d e i n i j
P o l i s h pauli j
French frentj
Spain s p e i n
Spanish spaeni j
Russia rAja
Russ ian rAjn
F i n n i s h f m i j
T u r k e y t3 :ki
T u r k i s h t3 :ki J
U n i t 37 3 (television)
Sound production
First practise J . Use y o u r voice to m a k e 3 .
Student difficulties
M a n y students f i n d this sound d i f f i cu l t , p a r t i c u l a r l y D u t c h , G e r m a n ,
84
Tree or Three? Unit 37
Scandinavian, Greek, I ta l ian , Spanish, Lao , K h m e r , Chinese and Japanese
speakers. A r a b i c speakers m a y also have some d i f f i c u l t y w i t h this sound. Th is
s o u n d is replaced by sounds close to J or z or d3- H o w e v e r , at beginner leve l
there are v e r y f e w w o r d s that students w i l l learn w i t h this sound.
Linking up with course work
L i n k u p w i t h t a l k i n g about w h a t people d o every day us ing the w o r d
'usua l ly ' .
Suggested procedures
I f necessary, check students' unders tanding of the Present S imple tense and
the w o r d 'usual ly ' (nearly always, nearly every day) us ing the list o f days o f
the w e e k at the b e g i n n i n g of this exercise.
Steps
1 Students l isten and repeat or m a ke sentences using the w o r d 'usual ly ' f o r
each p i c t u r e . Picture 1: Sue usually wakes up at seven o ' c lock .
2 Students practise questions and answers in pairs as in the Example.
Further practice
Practise questions and answers about the students' o w n da i ly r o u t i n e using
the pictures as p r o m p t s , fo r e x a m p l e : Pic ture 1. W h a t t i m e do y o u usually
get up ? I usually get up at
Spelling
T h e s o u n d 3 i s usually w r i t t e n w i t h the let ters 's ' o r 'ge' .
Examples:
s usually, unusual , Asia, measure, pleasure, te levision
ge garage
Pronunciation of some words in this unit
l u n c h I Ant J o 'c lock aklok
breakfast brekfast usual ly jugli
«5
a r e t i/r 1 fircc f Unit 38
U n i t 38 tJ ( cherry)
Sound production
First practise t a n d J. B e g i n t o m a k e t . T h e n s l o w l y m o v e y o u r t o n g u e f r o m
the r o o f o f y o u r m o u t h .
Student difficulties
Portuguese, French, Chinese, D u t c h , Scandinavian and Greek speakers have
d i f f i c u l t y w i t h this sound. A v e r y c o m m o n e r ror i s to confuse i t w i t h J .
Greek students m a y p r o n o u n c e i t t s a n d Danes t j . Speakers o f Indo-Chinese
languages have some d i f f i c u l t y w i t h this sound a t the end of w o r d s : Lao and
K h m e r speakers m a y confuse i t w i t h t and some Vietnamese speakers m a y
confuse i t w i t h \.
Linking up with course work
L i n k u p w i t h :
a ) teaching o f countables and uncountables and w i t h practice in asking
a b o u t and descr ibing quantit ies us ing the expressions how much/too much;
b ) practice i n asking h o w m u c h things cost.
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Contrasts f o r f u r t h e r pract ice : ship/chip; shop/chop; shoe/chew;
w i s h / w h i c h .
E X E R C I S E 2
Note: Examples of countables in this exercise: chair , p i c t u r e , w a t c h , m a t c h ,
b o t t l e o f sherry. T h e classification of uncountables i s m o r e debatable. Cakes,
pies, chickens and fish can of course be counted . B u t here it is best to classify
t h e m as uncountables as they are b e i n g considered as quantit ies of f o o d , and
f o r this reason are s h o w n in the i l l u s t r a t i o n as i n c o m p l e t e , f o r e x a m p l e : n o t a
w h o l e cake b u t a q u a n t i t y of cake.
W e a k f o r m o f some sam.
J o i n i n g of 2 and s sounds in ' t h e r e ' s j o m e ' .
Steps
1 Students listen and repeat w o r d s in the i l l u s t r a t i o n .
2 M a k e sentences as in Examples A (countables) and B (uncountables) . See
N o t e above.
86
Tree or Three? Unit 38
E X E R C I S E 3
Note: U n l i k e o ther fr icat ives, the sounds t j and d 3 are n o t j o i n e d be tween
w o r d s ; b o t h sounds are p r o n o u n c e d separately.
F a l l i n g i n t o n a t i o n a s i n ' w h ' questions f o r questions b e g i n n i n g w i t h the
w o r d ' h o w ' .
W e a k f o r m s : there's daz,for fa .
Steps
1 Practise the quest ion, p a y i n g part icular a t ten t ion to i n t o n a t i o n and the
separate p r o n u n c i a t i o n o f t j and J sounds i n H o w m u c h cheese/chicken/
cherry pie/chocolate cake/chinese food/sherry/sugar is there?
2 Practise some examples of the answers, c h a n g i n g the n u m b e r - one c h i l d ,
t w e n t y ch i ldren , etc. - to check the students' unders tanding of m e a n i n g .
3 Students practise in pairs as in the Example.
Further practice
Students l o o k at the f o o d in the i l l u s t r a t i o n f o r Exercise 2. I m a g i n e these are
in a restaurant or canteen. Choose an i t e m and ask the cost, f o r e x a m p l e :
' H o w m u c h i s a p o r t i o n o f ch icken? '
' H o w m u c h does a p o r t i o n o f chicken cost?'
T h e teacher or another student s h o u l d g i v e answers to the questions.
Spelling
T h e sound t j i s usual ly w r i t t e n w i t h the letters ' c h ' .
Examples: cheap, c h i l d , c h u r c h , r i c h , teacher, w h i c h
Other spellings:
tch k i t c h e n , m a t c h , w a t c h , butcher
t p i c t u r e , quest ion
Pronunciation of some words in this unit
c h e r r y tjen pie p a i
l u n c h lAntJ k i t c h e n k i t Jin
c h o c o l a te t j o k l a t m a t c h maetj
p i c t u r e p i k t j a chalk t[o:k
c h i l d r e n t J i ldrn c h i c k e n t j i k m
e n o u g h inAf
87
iree or ihree? Unit 39
U n i t 39 d 3 ham)
Sound production
First practise tj. Use y o u r voice to m a k e d 3 .
Student difficulties
M a n y students have d i f f i c u l t y w i t h this sound. Portuguese, A r a b i c , French
and Vietnamese speakers m a y p r o n o u n c e i t 3 , Danes dj, and Greeks dz.
Spanish speakers m a y confuse j and d 3 . G e r m a n , D u t c h , T u r k i s h and
Chinese speakers m a y confuse i t w i t h tj.
Linking up with course work
L i n k u p w i t h practice i n asking questions b e g i n n i n g w i t h ' w h i c h ' .
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
Contrasts f o r f u r t h e r pract ice : H/age; larch/large; chain/Jane; chess/Jess;
chin/gin . It m a y be h e l p f u l to contrast the sounds d and 03 as w e l l .
Examples: day /Jay; dust/just; d a m / j a m ; deep/jeep; door/ jaw.
E X E R C I S E 2
Note: Fa l l ing i n t o n a t i o n i n ' w h ' questions.
P r o n u n c i a t i o n o f V in ajar of jam.
Fridge f r i d 3 , (plural) fridges f n d 3 i z : short f o r refrigerator.
I n pair practice w o r k students s h o u l d m a ke the quest ion p l u r a l : ' W h i c h
f r i d g e are the oranges/vegetables in ?'
Steps
1 Students practise the questions and w o r d s in the f irst i l l u s t r a t i o n of the
t w o fridges. I t m a y b e h e l p f u l t o d i v i d e the sounds tj and d 3 i n i n i t i a l
pract ice :
t j ch icken, cheese, cherry pie, chocolate cake
d 3 cabbage, Japanese f o o d , G e r m a n sausage, orange j u i c e , oranges, j e l l y ,
a j a r o f j a m
2 Students practise in pairs as in the Example. There is constant r e p e t i t i o n of
the sound 1 here, and this is a g o o d o p p o r t u n i t y to check students'
p r o n u n c i a t i o n o f this sound.
88
Tree or Three? Unit 39
E X E R C I S E 3
Note: T h i s exercise provides an o p p o r t u n i t y f o r r e v i e w practice in the
f o l l o w i n g sounds:
s centre, shops, w r i t e s , entrance, rest, largest
z his, Joe's, letters
J s h o p p i n g , shop
t j butcher , each, cheapest
d 3 Joe, Joe's, large, largest
Steps
1 I n t r o d u c e any n e w vocabulary , f o r e x a m p l e : butcher, shopping centre, each,
main entrance, next to each other.
2 Students l isten to the j o k e on tape or read by the teacher.
3 I f y o u w i s h to use this mater ia l f o r a r e v i e w of fr icatives, w r i t e (or collect
f r o m the j o k e w i t h students' help) w o r d s o n the b l a c k b o a r d a s i n the note
above and practise f r o m this.
4 Students read the j o k e a l o u d in pairs or groups .
Further practice
U s i n g the i l lustrat ions in their b o o k , each student wr i tes and asks a quest ion,
f o r e x a m p l e :
Student: On w h i c h page is there a p ic ture of a zoo ?
Teacher: Page 10.
Student: N o . Page 6.
T h e n u m b e r o f pages c o u l d be l i m i t e d , e.g. i l lustrat ions f r o m U n i t s 1-10
o n l y , and students c o u l d m a ke a team game of this quest ion.
Spelling
T h e sound d 3 i s usually w r i t t e n w i t h the letters ' j ' o r 'ge' .
Examples:
j j o b , j u m p , j o k e , January, June, J u l y , jeep
ge age, large, orange, vegetable, sausage, cabbage
g G e r m a n , gent leman
dge b r i d g e , f r i d g e
Pronunciation of some words in this unit
choke t j a u k Japanese d 3 a e p a n i : z
j o k e d 3 a u k cabbage k a e b i d 3
f r i d g e f n d 3 vegetable v e d 3 t a b l
G e r m a n d 3 3 : m a n oranges o n n d 3 i z
sausage s o s i d 3 a j a r o f j a m a d 3 a : r a v d 3 a e m
large l a : d 3 choco la te t j ok l a t
Hi)
Tree or Three? Unit 40
U n i t 40 j ( y e l l o w )
Sound production
First practise i : . Very quickly m o v e y o u r tongue to m a k e the next sound. Do
not t o u c h the r o o f o f y o u r m o u t h w i t h y o u r tongue .
Student difficulties
This sound is p r o n o u n c e d close to d3 by Spanish and some G e r m a n speakers.
Some P o r t u g uese speakers m a y tend to o m i t i t . This sound is also d i f f i c u l t
f o r Chinese and Japanese speakers before the sounds i : or 1. A l t h o u g h this
sound is used f r e q u e n t l y by beginners in the w o r d s 'yes' and ' y o u ' , there are
f e w other w o r d s for practice at this level .
S h o w students that the tongue pos i t ion f o r this sound is i n i t i a l l y the same
a s i : . B e g i n w i t h practice o f some w o r d s w i t h this sound, f o r e x a m p l e : E , eat,
easy. Some of students' confus ion over the sound j is caused by spel l ing, and
the phonet i c s y m b o l does n o t he lp . I f necessary practise some w o r d s f r o m
the f irst c o l u m n in Exercise 1 on the b lackboard , t h u s :
W r i t e you, then r u b o u t the letter ' y ' and replace i t w i t h E E o r i : : E E o u ,
EEes, etc.
Linking up with course work
L i n k u p w i t h
a) f o r m a l i n t r o d u c t i o n s ,
b ) m a k i n g and r e p l y i n g t o c o m p l i m e n t s .
Suggested procedures
E X E R C I S E I
See suggestion under Student difficulties above.
I f necessary, expla in the g r e e t i n g : ' H a p p y N e w Year ' . A s k : ' W h i c h day
of the year do people say ' H a p p y N e w Year ' ?'
E X E R C I S E 2
Steps
1 Students listen to the conversations on tape or read by the teacher. B o o k s
open .
2 B o o k s closed. Students listen again. Stop the tape after the first person in
each conversat ion has spoken. Students t r y to r e m e m b e r w h a t the second
person said.
3 Students practise reading the conversations in pairs.
90
Tree or Three ? \jn\141
Further practice
Introductions E x a m p l e :
Student A: M r . B, this is M r . C .
M r . C , I ' d l i k e y o u t o meet M r . B .
Student B: H o w do y o u do ?
Student C: H o w do y o u do ?
( N o t e f a l l i n g i n t o n a t i o n i n this question.)
Compliments E x a m p l e :
Student A: I l i ke y o u r *
Y o u r * is (are) very nice.
Student B: T h a n k y o u .
* hat, bag, t ie , dress, coat, sk ir t , shirt , socks, shoes, trousers, glasses.
( N o t e r is ing i n t o n a t i o n i n the c o m p l i m e n t . )
S p e l l i n g
T h e sound j i s usually w r i t t e n w i t h the letters ' y ' or ' u ' .
Examples:
y yes, y o u , y e l l o w , year, y o u n g , yesterday
u music , student, p u p i l , January, usually
Other spelling: n e w
P r o n u n c i a t i o n o f s o m e w o r d s i n t h i s u n i t
y e l l o w j e l a u J anuary d333njuar i
year J3: s tudent s t ju :dnt
n e w n j u : P o r t u g u e s e po : t |ug i : z
m u s k mju .z ik p r o n o u n c e p r a n a u n s
H o w d o y o u d o h a u d e j u : d u :
U n i t 41 e i ( t a i l )
S o u n d p r o d u c t i o n
This has t w o sounds: e and 1. First m a ke the sound e. M a k e it longer . T h e n
add 1. This second sound is v e r y short .
S t u d e n t d i f f i c u l t i e s
A r a b i c , French, I ta l ian, Greek, Japanese, Lao, Portuguese, G e r m a n , H e b r e w ,
Scandinavian, Chinese and T u r k i s h speakers have some d i f f i c u l t y . A very
I 91
i rcc or i nree r Unit 41
c o m m o n error is to confuse i t w i t h e. Some students, f o r example I ta l ian and
Greek speakers, m a y confuse ei and ai. Scandinavians m a ke the 1 e lement in
this d i p h t h o n g t o o l o n g . Lao, Vietnamese, and - to a lesser extent - K h m e r
speakers tend to d r o p any f inal consonant after a d i p h t h o n g , and Chinese
speakers f ind this d i p h t h o n g harder before f inal consonants. It is usually v e r y
h e l p f u l t o emphasise the gradual change i n l i p p o s i t i o n i n m a k i n g this
d i p h t h o n g .
Linking up with course work
L i n k u p w i t h practice o f questions b e g i n n i n g w i t h ' W h a t ' s ' (Present
C o n t i n u o u s tense).
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104. Contrasts
f o r f u r t h e r pract ice :
e/ei get/gate; w e t / w a i t ; te l l/ta i l ; L/ale; test/taste; letter/later
ai/ei 1/A; m y / m a y ; w h y / w a y ; l ike/lake; die/day; bike/bake
E X E R C I S E 2
Note: I t e m 6 . T h e letters 'a', j ' and ' k ' have the sound ei. A s k the students
w h i c h other letter has the same sound (h) .
I t e m 7 . W e usually say, ' T h e e i g h t h o f M a y ' . O t h e r examples f o r practice
of e i : 18 A p r i l , 28 M a y .
Steps
1 Students repeat w o r d s in the p i c t u r e and sentences b e l o w .
2 Students read and answer the questions in pair w o r k .
Further practice
W r i t e the f o l l o w i n g o n the b l a c k b o a r d . Students comple te i t and practise
r e a d i n g :
A g r e y o l d l a d y f r o m S p a i n
Was a f r a i d to f ly on a
B u t she w e n t u p one d a y
A n d she s a i d : ' It 's O
It's be t ter than g o i n g by !'
( p l a n e , K , t r a i n )
92
Tree or Three? Unit 42
Spelling
T h e sound ei i s usually w r i t t e n w i t h the letters 'a' , ' ay ' or ' a i '
Examples:
a baby , face, late, page, place, same, take
ay day, say, stay, t o d a y , w a y
ai r a i n , Spain, t r a i n , w a i t
Other spelling: grey , they , break, e ight
Pronunciation of some words in this unit
pepper pepa r a d i o reidiao
paper peipe James d3eimz
sail sell Fay fei
pain pein r a i l w a y reilwei
grey grei s t a t i o n steijn
aeroplane eeraplein n e w s p a p e r nju:speipe
date deit
U n i t 42 oi (boy)
Sound production
T h i s has t w o sounds: o: and 1. First say o:. M a k e it l o n g e r . T h e n add 1; this
second sound is v e r y short .
Student difficulties
French speakers tend to d r o p the second part of the d i p h t h o n g , and
Scandinavians and D u t c h speakers m a y m a ke the second part t o o l o n g .
Some students, f o r example Farsi speakers, m a y confuse oi w i t h ai. Lao,
Vietnamese, and to a lesser extent K h m e r speakers t e n d to d r o p any f inal
consonant after a d i p h t h o n g . 01 f o l l o w e d by I is the hardest c o m b i n a t i o n of
this sound f o r m a n y students. There are f e w w o r d s f o r practice o f this sound
at beginner level .
Suggested procedures
Students :
1 practise w o r d s and sentences a c c o m p a n y i n g the i l l u s t r a t i o n ;
2 m a k e sentences as in the Example: t o y train/railway/gate/aeroplane/station
(not newspaper) .
Tree or Three? Unit 43
Spelling
T h e sound oi i s w r i t t e n w i t h the letters ' o i ' o r ' o y ' .
Examples:
oi noise, o i l
oy b o y , t o y
Pronunciation of some words in this unit
noise norz
n o i s y no i z i
U n i t 43 ai (fine)
Sound production
This has t w o sounds: a: and i. First practise a: ; this is a l o n g sound. T h e n add
I ; this i s a short sound.
Student difficulties
M o s t students have l i t t l e d i f f i c u l t y w i t h this sound. Scandinavians m a y m a k e
the second part o f the d i p h t h o n g t o o l o n g , and French speakers t e n d to d r o p
the second part of the d i p h t h o n g . Farsi speakers t e n d to confuse this sound
w i t h oi. I ta l ian and Greek speakers m a y confuse i t w i t h e . Lao, Vietnamese,
and to a lesser extent - K h m e r , speakers t e n d to d r o p any f ina l consonant
after a d i p h t h o n g .
Linking up with course work
L i n k u p w i t h
a ) practice in saying w h a t y o u l ike/don ' t l i k e ;
b) t a l k i n g about the f u t u r e using the Present C o n t i n u o u s tense.
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs see page 104. Contras t
f o r f u r t h e r pract ice : M a / m y ; tar/tie; bar/buy.
For students w h o confuse ai w i t h 01, f irst practise: b o y / b u y ; toy/t ie ; g o o d
boy/goodbye .
For students w h o confuse ai and ei, practise: A / I ; lake/like; late/l ight ;
M a y / m y ; t r a y / t r y ; w a i t / w h i t e ; bake/bike.
94
Tree or Three ? Unit 43
E X E R C I S E 2
Note: In Section A the sound ai is f o l l o w e d by a v o i c e d consonant (or
silence), and the f irst part of the d i p h t h o n g should be a re la t ive ly l o n g sound.
Students m a y m a k e the sound a: t o o short here.
In Section B the sound ai is f o l l o w e d by an u n v o i c e d consonant and the
first par t of the d i p h t h o n g should be a shorter sound than in the examples in
Section A .
Steps: Students practise w o r d s on the pictures and then make sentences (as in
the Examples) us ing phrases f r o m b o t h sections.
E X E R C I S E 3
Note: H e r e the Present C o n t i n u o u s tense is used f o r f u t u r e actions. If students
have n o t already practised this, m a k e sure that they understand that the
d ia logue is about the f u t u r e .
Fa l l ing i n t o n a t i o n in ' H a v e a nice t i m e ! ' . Th i s p o l i t e expression is
f r e q u e n t l y used. O t h e r examples : H a v e a nice day/trip/holiday/weekend/
e v e n i n g .
Steps. Students :
1 l isten to the dia logue on tape or read by the teacher;
2 l isten and repeat the dialogue and w o r d s f o r s u b s t i t u t i o n ;
3 practise in pairs.
Further practice
Use the f o l l o w i n g b l a c k b o a r d cues to p r o m p t students to practise
conversations about f u t u r e actions: today/at the weekend/in the
holidays/this evening .
Example:
Student A: W h a t are y o u d o i n g at the w e e k e n d ?
Student B: I ' m staying at h o m e .
Student A: H a v e a nice w e e k e n d !
Student B: T h a n k y o u .
Spelling
T h e sound ai i s usually w r i t t e n w i t h the letters ' i ' o r ' y ' .
Examples:
i I , c h i l d , f i n d , Fr iday , f i v e , smile , t i m e
y m y , fly, c ry , sky, d r y
igh h i g h , l i g h t , n i g h t , r i g h t , b r i g h t
ye eye, g o o d b y e
ie l ie , tie
uy b u y
Tree or Three ? Unit 44
Pronunciation of some words in this unit
Pa pa:
pie pai
cart ka:t
k i t e kait
c l i m b i n g klai'min
r i d i n g raidin.
rice rais
b r i g h t brait
i ce -skat ing ais skeitirj
i ce -cream aiskrhm
g o o d n i g h t gudnait
F r i d a y fraidi
U n i t 44 p, (pen) b (baby)
Sound production
p Close y o u r lips h a r d . Push air forward in y o u r m o u t h . T h e n open y o u r
lips q u i c k l y . D o n o t use y o u r voice ,
b First practise p. Use y o u r voice to make b.
Notes on aspiration o f t (see U n i t 31) also apply to these sounds.
Student difficulties
p A r a b i c and Vietnamese speakers t e n d to p r o n o u n c e it b, speakers of
some Asian languages and H e b r e w m a y confuse f and p. Speakers of
I ta l ian , Spanish, Greek, French, D u t c h , Japanese and Slavic languages
m a y fa i l to aspirate this sound, causing confus ion w i t h b.
b Spanish and Portuguese speakers m a y p r o n o u n c e this close to v in some
posit ions. At the end o f w o r d s the f o l l o w i n g m a y pronounce this p:
G e r m a n , T u r k i s h , Chinese, Indo-Chinese , some Slavic and Spanish
speakers.
Linking up with course work
L i n k u p w i t h practice i n asking and saying w h a t somebody's j o b is.
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104. This
exercise gives practice in p/b contrasts at the b e g i n n i n g of w o r d s . Exercise 3
gives practice in p/b contrasts at the ends of w o r d s .
Contrasts f o r f u r t h e r pract ice : p i g / b i g ; p e n n y / B e n n y ; p u l l / b u l l ; pack/back;
pie/buy.
For students w h o confuse p w i t h f: f o o t / p u t ; f u l l / p u l l ; fast/past;
fence/pence; coffee/copy.
06
Tree or Three ? Unit 44
E X E R C I S E 2
Note: Examples in the f o l l o w i n g sections p r o v i d e practice i n :
A p at the b e g i n n i n g of w o r d s ;
B f i n a l p;
C b at the b e g i n n i n g of w o r d s .
Steps. Students l isten and repeat.
E X E R C I S E 3
There are f e w w o r d s at this level to g i v e practice in this contrast.
E X E R C I S E 4
Students practise w o r d s and sentences at the b e g i n n i n g of this exercise, t h e n
quest ion and answer f o r each p ic ture as in the Example.
E X E R C I S E 5
Note: I n t o n a t i o n f o r i tems in a l i s t : r i s ing i n t o n a t i o n on each i t e m , f a l l i n g
i n t o n a t i o n on the last i t e m .
Steps: Each student p a r t i c i p a t i n g in the game adds a n e w i t e m to the l ist , as
in the Example. T h e game ends w h e n the list becomes t o o l o n g f o r students
t o r e m e m b e r i t .
Further practice
Students practise the f o l l o w i n g f r o m the b lackboard , then use these to play
the game described in Exercise 5:
a baby's b o t t l e a b o o k of stamps
a p i n g - p o n g ba l l a paper boat
a d o u b l e bed some Spanish bread
some f o o t b a l l boots a p r e t t y b i r d
a b i g cup a blue plate
a black sheep a b o x of pencils
Spelling
T h e sound p i s w r i t t e n w i t h the letter ' p ' .
Examples: paper, people, p u p i l , shop, help
pp h a p p y , supper
doubling p shop - s h o p p i n g ; stop - s t o p p i n g
T h e sound b i s w r i t t e n w i t h the letter ' b ' .
Examples: b i g , baby, about , b r i n g , n u m b e r
Tree or Three ? Unit 45
Pronunciation of some words in this unit
pear p e s
b u t c h e r b u t j a
bear b e a
b a r m a n b a : m a n
p i c t u r e p i k t j a
Paris paeris
footba l ler fu tbo: la
potatoes patei tauz
c a b d r i v e r kaeb dra iva
envelope envalaup
pipe p a i p
b o u g h t bo:t
some b r e a d and b u t t e r s a m bred an bAta
a b o t t l e of b e e r a b o t l av b ia
U n i t 45 k ( k e y ) g (g ir l )
Sound production
k T o u c h the back o f the r o o f o f y o u r m o u t h w i t h the back o f y o u r
t o n g u e . Push air f o r w a r d i n y o u r m o u t h . T h e n m o v e y o u r t o n g u e
a w a y .
g First practise k. Use y o u r voice to m a ke g .
Notes on aspirat ion o f t (see U n i t 31) also a p p l y to these sounds.
Student difficulties
k F e w students have d i f f i c u l t y w i t h this sound. Greek and T u r k i s h speakers
m a y have some d i f f i c u l t y p a r t i c u l a r l y before the sounds i : or 1.
g A t the end o f w o r d s G e r m a n , D u t c h , T u r k i s h , Chinese and speakers o f
some Slavic languages p r o n o u n c e this k, and Japanese speakers m a y also
have some d i f f i c u l t y . Indo-Chinese and some A r a b i c speakers f i n d this
sound di f f i cu l t in a l l posit ions.
Linking up with course work
L i n k u p w i t h
a) teaching of adverbs ; (Adverbs used here : careful ly , q u i c k l y , q u i e t l y . )
b ) practice i n t e l l i n g someone h o w t o d o s o m e t h i n g , f o r e x a m p l e : C a r r y the
cups. Be careful ./Carry the cups careful ly .
Suggested procedures
E X E R C I S E I
For suggested teaching procedures f o r m i n i m a l pairs, see page 104.
This gives practice in the k/g contrast at the b e g i n n i n g of w o r d s . Greek
speakers should practise sound 2 f i r s t : glass/class, etc. Contrasts f o r f u r t h e r
pract ice : cot/got; c o l d / g o l d ; c r o w / g r o w ; c o m e / g u m ; carry/Garry.
Tree or Three? Unit 45
E X E R C I S E 2
Steps
1 Students practise w o r d s and sentences at the b e g i n n i n g of this exercise.
Each pair of sentences has f o u r m a i n stresses. T a p w i t h a ruler to s h o w this
stress pat tern as students read or repeat the sentences.
2 Practise the sentences using adverbs - carefully, quietly, quickly - as in the
Example. T h e second sentence has three m a i n stresses.
3 Students practise in pairs as in the Example.
E X E R C I S E 3
This gives practice in the k/g contrast a t the end of w o r d s . N o t e that t w o
sounds are contrasted in D i c k ' s d i k s and digs d i g z . O t h e r examples :
l o c k / l o g ; f r o c k / f r o g ; p i c k / p i g ; peck/peg; dock/dog.
E X E R C I S E 4
This gives practice in the sound g a t the end of w o r d s , and in the f i n a l
clusters ks and g z , w h i c h m a n y students f i n d d i f f i c u l t .
Further practice
J o i n i n g k and g sounds be tween w o r d s . Practise the f o l l o w i n g f r o m the
b l a c k b o a r d , then students practise in pairs : quest ion and answer - r e p o r t i n g
o f answers.
k k Do y o u l i k e : cooking/questions/cold coffee/careful dr ivers/crowded
places/quiet girls/clean kitchens/cutt ing cakes?
k g Do y o u l i k e : games/guns/gardening/getting presents/giving presents/
g o i n g to parties/green gloves/grey skies?
g g Do y o u l i k e b i g : girls/gardens/guns/gloves/goats/glasses/green frogs/
grey snakes ?
g k Do y o u l i k e b i g : classes/crowds/keys/clocks/kitchens/cups/coats/cows ?
Spelling
T h e sound k i s w r i t t e n w i t h the letters ' k ' , 'c', ' ck ' , ' q u ' or ' x ' .
Examples:
k k i n d , ask, d r i n k , sky, speak, dark
ke l i k e , make , take
ck back, black, pocket , t h i c k , t r u c k , c lock, chicken
c can, come, c o l d , copy , doc tor , music
qu ( p r o n o u n c e d k w ) quarter , quest ion, qu ic k , quiet , square
x ( p r o n o u n c e d ks ) b o x , next , six, t a x i
Other spelling: school
Tree or Three ? Unit 46
T h e sound g i s w r i t t e n w i t h the letter ' g ' .
Examples: go , get, grass, beg in , bag, again
gg egg
doubling g b i g - b i g g e r ; f o g - f o g g y
Pronunciation of some words in this unit c u r l k3:l
g i r l g3: l
q u i e t l y k w a i a t l i
q u i c k l y k w i k l i
c a r e f u l l y keaf l i
co f f ee kn f i
dogs dDgz
eggs egz
cakes keiks
figs figz
frogs frogz
clocks klDks
U n i t 46 s (sun) z (zoo)
Note: Th i s u n i t :
a) gives practise in f i n a l consonant clusters e n d i n g in S or z ;
b) reviews consonant clusters practised in U n i t s 24, 31,32 and 45.
Sound production
See U n i t s 1 and 2.
Student difficulties
T h e f i n a l consonant clusters practised in this U n i t are d i f f i c u l t f o r m a n y
students. At beginner level these clusters e n d i n g in s or z occur m a i n l y in the
w o r d s ' i t ' s ' , ' w h a t ' s ' and ' that 's ' and the plurals o f nouns, w h i c h w e r e
practised in U n i t s 1 and 2. U s i n g the S imple Present tense, e lementary
students have n o t o n l y the p r o b l e m of r e m e m b e r i n g to add s or z to the
t h i r d person singular, b u t also the d i f f i c u l t y o f f ina l consonant clusters w i t h
m a n y o f these w o r d s .
T h e letter Y added to the t h i r d person singular is p r o n o u n c e d :
s after u n v o i c e d consonants: p/t/k/f/8. Examples: stops, eats, cooks,
z after vowels or vo iced consonants: b/d/g/v/l/n/m/rj/d. Examples: plays,
rides, digs, sings.
( B u t see note under Student difficulties in U n i t 35.)
T h e letters 'es' ( p r o n o u n c e d iz or az) are added after fricatives
s/z/J/tJ/CI3/3. Examples: washes, watches.
T h e t w o exercises in this u n i t p r o v i d e , f o r e lementary students, qui te
extensive practice and, par t i cu lar ly w i t h a w e a k to average class, i t w o u l d be
best to teach t h e m in t w o separate lessons.
100
Tree or Three ? Unit 46
Linking up with course work
L i n k u p w i t h t a l k i n g about w h a t w o r k dif ferent people do .
Suggested procedures
E X E R C I S E I
Note: W o r d s in the f irst t w o co lumns b e l o w the i l lustrat ions all end in the
sound S . W o r d s in the t h i r d c o l u m n end in s or z .
T h e sounds w, 6 and 8 are repeated f r e q u e n t l y in pract is ing this exercise.
Steps
1 C h e c k that students understand that the S imple Present tense is be ing used
here. Example: T h e first m a n makes clocks on Monday/Tuesday ,
etc./every day.
2 C h e c k o r d i n a l numbers w i t h questions and short answers on pictures
1-12:
Teacher: W h i c h m a n makes clocks - the first m a n or the second m a n ?
Student: T h e first m a n .
3 Students l isten and repeat w o r d s in the first t w o co lumns and the sentence
in the Example: wr i tes b o o k s ; T h e t h i r d m a n wr i tes books .
4 Students listen and repeat the question in the Example. Check f a l l i n g
i n t o n a t i o n . T h e n practise, fo r e x a m p l e :
Teacher: wr i tes books .
Student A: W h i c h m a n wri tes books ?
Student B: T h e first m a n wri tes books .
5 Repeat steps 3-4 above for w o r d s in c o l u m n 3.
6 Students practise alone in pairs.
E X E R C I S E 2
Note: W o r d s in the f irst c o l u m n after the i l lustrat ions end in s or z . W o r d s in
c o l u m n 2 a l l end in z and w o r d s in c o l u m n 3 end in z or az. N o t e
p r o n u n c i a t i o n of clothes klaudz, w h i c h even nat ive speakers f i n d d i f f i c u l t
and sometimes p r o n o u n c e klaoz.
Students o f some c u l t u r a l backgrounds m a y have d i f f i c u l t y i n
unders tanding even the first three of the titles at the b e g i n n i n g of this
exercise. Check that students can p r o n o u n c e these and that they understand
that they are used o n l y w i t h surnames: M r mista f o r m e n ; M r s misiz fo r
m a r r i e d w o m e n ; Miss mis fo r u n m a r r i e d w o m e n ; Ms miz or maz a n e w t i t le
f o r w o m e n . Check p r o n u n c i a t i o n o f the s/z contrast i n mis/miz.
Steps
1 C h e c k that students understand that the actions described happen
regularly/every day, i.e. S imple Present tense.
1 o 1
Tree or Three ? Unit 46
2 Students practise the titles at the b e g i n n i n g of the exercise.
3 Students listen and repeat or read the name on each p i c t u r e . Th is exercise
reviews m a n y names i n t r o d u c e d i n previous units .
4 As f o r Steps 3-6 in Exercise 1, f o l l o w i n g the Example in this exercise.
Further practice
O t h e r w o r d s a t this leve l w i t h f i n a l consonant clusters e n d i n g in z .
U n d e r l i n e d w o r d s in this list have three or m o r e consonants in the cluster,
bz Bob 's , jobs , cabs, pubs
dz beds, b irds , c r o w d s , roads, sides, w o o d s , needs, rides, holds, finds,
sends, stands, hands, fr iends, husbands, seconds
gz bags, eggs, legs
vz lives, wives , knives , loaves, leaves
mz arms, farms, games, homes, names, r o o m s , t imes, comes, s w i m s
nz aeroplanes, guns, kitchens, pens, questions, sons, spoons, telephones,
t o w n s , trains, begins, cleans, learns, opens, runs, shines, listens, gardens,
lessons, televisions
nz m o r n i n g s , evenings, ceilings, th ings , r ings, br ings
Iz balls, gir ls , hi l ls , hotels, meals, schools, smiles, wal ls , calls, pul ls , pupils ,
apples, examples, animals, pencils, bicycles
Pronunciation of some words in this unit
M r mista
M r s mis iz
Miss m i s
M s miz or maz
Jones d 3 8 u n z
S m i t h smiB
Y o u n g JArj
loves I A V Z
watches w n t j i z
horses ho:siz
clothes k laudz
James d 3 e i m z
W i l s o n w i l s n
breakfasts brekfasts
students s t ju :dnts
rides raidz
bicycles bais ik lz
telephones te lafaunz
washes W D J I Z
teaches t i : t j i z
matches maetjiz
102
Ship or Sheep ? Teacher's notes on Ship or Sheep? are considerably shorter than f o r Tree or
Three ? As most units of Ship or Sheep ? f o l l o w the same general p lan it is
possible to m a k e suggested lesson procedures f o r all units ( o u t l i n e d b e l o w ) .
Suggestions f o r f u r t h e r practice are n o t i n c l u d e d as extensive practice
mater ia l i s already p r o v i d e d i n the student's b o o k . T o a v o i d d u p l i c a t i o n o f
mater ia l , f o r i n f o r m a t i o n on student diff iculties in each u n i t teachers are
referred to the relevant pages under the section on Tree or Three ?
Teacher's material for each unit
This i s usually d i v i d e d under the f o l l o w i n g headings:
Student difficulties
(See page 6 of this b o o k ) .
Linking up with course work
In this section some specific suggestions are made f o r l i n k i n g up the mater ia l
i n the u n i t w i t h other course w o r k . I n some units the l i n k i s made w i t h
teaching a specific s tructure, fo r example , U n i t 6 a : w i t h practice of short
answers using are/aren't; can/can't. In other units the l i n k is m o r e f u n c t i o n a l ,
f o r example , U n i t 31 z w i t h practice o f f o r m a l i n t r o d u c t i o n s .
Word stress practice
This section has been i n c l u d e d in answer to teachers' requests f o r m o r e
practice mater ia l on w o r d stress patterns at this level . I t general ly contains
w o r d s f r o m the u n i t b e i n g taught , b u t occasionally w o r d s f r o m other units
are i n c l u d e d . O f t e n the mater ia l i s presented in the f o r m of a r e c o g n i t i o n
test, b u t it is suggested that the stress patterns be practised first before the test.
S U G G E S T E D T E A C H I N G P R O C E D U R E S F O R W O R D S T R E S S P R A C T I C E
i ) D r a w one of the stress patterns on the b lackboard , m a k i n g the dots
larger and darker to represent stressed syllables and smaller and l i g h t e r to
represent unstressed syllables. T a p o u t this pat tern w i t h a ruler or penci l
and/or show the pattern by c l a p p i n g . Students should j o i n i n .
i i ) Students listen to and repeat the w o r d s w i t h this stress pat tern to the
a c c o m p a n i m e n t o f t a p p i n g or c lapping . W h e n e v e r possible inc lude
other w o r d s o f this stress pat tern f r o m the students' k n o w n vocabulary .
111) W r i t e the w o r d s on the b l a c k b o a r d and repeat step (ii) above,
iv ) Students read the w o r d s f r o m the b lackboard .
103
Ship or Sheep ?
v) Repeat steps ( i ) - ( i v ) above for the other stress pattern(s) .
v i ) R e c o g n i t i o n Test. Erase all o f this mater ia l f r o m the b l a c k b o a r d except
the stress pat tern dots n u m b e r e d A, B etc. as in the tex t of the test.
Students w r i t e numbers i - i o i n their notebooks , then listen t o each i t e m
of the test and w r i t e the letter to represent the correct pat tern .
Pronunciation of some words in this unit
This section is i n c l u d e d par t i cu lar ly for teachers whose m o t h e r t o n g u e is n o t
Engl ish , b u t nat ive speakers m a y also f i n d i t useful to refer t o .
Suggested lesson procedures
Note: Steps 2-4 are o m i t t e d in lessons w h e r e the m i n i m a l pairs are n o t yet
i n t r o d u c e d : p, t , k, s , m, I , i : . A s l ight ly di f ferent approach has also been used
in the lessons on the sounds 3 and Q.
1 Diagram and notes
M a k e sure that students understand h o w the sound is made. Demonst ra te
w h e r e possible and m o d e l the sound.
Students practise the sound in i so lat ion. Even w i t h a large class it is
possible to check every student's per formance at this stage. T h e teacher w i l l
be free to g ive f u r t h e r i n d i v i d u a l help to those w h o need i t d u r i n g the g r o u p
w o r k later.
2 Minimal pairs
Check unders tanding o f vocabulary . W h e r e necessary i l lustrate b y
d e m o n s t r a t i o n or p u t t i n g the w o r d in a sentence suitable to the class level .
Students listen and repeat the w o r d s , reading f r o m the list first ver t i ca l ly
then h o r i z o n t a l l y .
Example: sound 1 sound 2
sheep ship
bean b i n
seat sit
Practise in this o r d e r :
a) sheep, bean, seat
b) ship, b i n , sit
c) sheep/ship; bean/bin; seat/sit
T h e last stage i n this practice (c) can be left t i l l after step 3 b e l o w .
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Ship or Sheep ?
3 Recognition practice
T h e teacher reads w o r d s a t r a n d o m f r o m the list o f m i n i m a l pairs and
students say i f they heard sound 1 or sound 2 .
Example: Teacher: bean
Students: sound 2
Teacher: ship
Students: sound 1
Step (c) above can be practised here. Later, i n d i v i d u a l students can be asked
to take the part o f the teacher in the r e c o g n i t i o n practice.
4 Recognition test
Students t i c k the w o r d s they hear in the sentences read by the teacher or
recorded on cassette. See page 165 of the Student's B o o k .
5 Word list
These are the uni l lus t ra ted Practice lists. Students l isten a n d repeat, reading
the lists ver t i c a l ly . These are w o r d s the students w i l l meet i n the D i a l o g u e . I n
the lessons on the sounds p and t this section has been o m i t t e d as the
v o c a b u l a r y has already been covered in the earlier practice lists.
6 Dialogue
This is a reading a c t i v i t y , b u t students m a y w i s h to l isten and repeat
sentences after the teacher f irst , depending on their reading a b i l i t y .
7 Stress/intonation
Students l isten and repeat.
8 Conversation/group work
In most lessons the f ina l a c t i v i t y is a g u i d e d conversat ion or some other
g r o u p w o r k w h i c h is designed so that students practise b o t h the sound and
the stress/intonation learnt in the lesson. First check that the students k n o w
w h a t to do by d o i n g a f e w examples w i t h the w h o l e class l i s tening.
W h i l e the students are i n v o l v e d in g r o u p w o r k the teacher should be free
t o g ive f u r t h e r i n d i v i d u a l help t o those w h o need i t . D u r i n g the g r o u p w o r k
t i m e students can be asked to act the D i a l o g u e in parts as w e l l as the a c t i v i t y
suggested in this section.
105
urny vr pricey r units 1-2
U n i t l i : (sheep)
Student difficulties
See page 23.
Linking up with course work
L i n k w i t h practice o f
a) language used to choose items f r o m a m e n u and m a k e orders in a
restaurant ;
b ) questions w i t h ' w o u l d ' , f o r e x a m p l e : ' W h a t w o u l d y o u l i k e t o . . . ?'
' W o u l d y o u l ike . . . o r . . . ?'
Word stress practice
� � E d i t h , evening , sandwich , ice-cream, restaurant, m e n u , wai ter , order ,
coffee
� � � vegetables, sandwiches, s om ebod y , dia logue
Pronunciation of some words in this unit:
E d i t h i:di8 e v e n i n g i:vnir)
Jean d3i:n restaurant restr6(t)
Peter pi:ta vegetables ved3tablz
m e n u menju: peaches p i i t f i z
w a i t e r weita
U n i t 2 1 (ship)
Student difficulties
See page 25.
Linking up with course work
L i n k w i t h practice o f
a) n u m b e r s 20, 30,40, etc.
b ) c o n d i t i o n a l sentences us ing ' i f .
Word stress practice
See page 26 Suggested procedures f o r Exercise 3 Step 2.
106
Ship or Sheep ?
Pronunciation of some words in this unit
in teres t ing intrast in. t h i r t y 83:t i
Indians i n d i e n z seventy s e v n t i
L y n l in b i n g o b i n g a u
U n i t 3 e (pen)
Student difficulties
See page 41.
Linking up with course work
L i n k w i t h practice o f
a ) ' w h ' questions;
b ) t a l k i n g about h o l i d a y s : ' H o w d i d y o u spend y o u r h o l i d a y ?' ' I w e n t
to ' ;
c) o f f e r i n g f o o d etc. at a social f u n c t i o n , f o r e x a m p l e : H a v e some sugar (a
biscuit )/Help y o u r s e l f to sugar (biscuits).
Word stress practice
� h o l i d a y , e v e r y t h i n g , a n y t h i n g , interest ing
� � � � e v e r y b o d y , E d i n b u r g h , te levision, hel icopter
Pronunciation of some words in this unit
E d d i e edi V e n i c e venis
E l l e n e l an B e l g i u m beld3am
J e n n y d3eni D e n m a r k denma:k
statements s t e i t m a n t s E d i n b u r g h edinbAra
107
Ship or Sheep ? Units 4-5
U n i t 4 33 (man)
Student difficulties
See page 42.
Linking up with course work
L i n k u p w i t h practice i n describing people t o s h o w w h i c h one i s meant , f o r
e x a m p l e :
' L o o k at that m a n . '
' W h i c h one? T h e m a n w i t h the black slacks ?'
' N o . T h a t one w i t h the camera. '
Pronunciation of some words in this unit
B r a d l e y braedli A m s t e r d a m aemstedaem
A l l e n aelen conversa t ion konvesei jn
stressed strest
U n i t 5 A (cup)
Student difficulties
See page 44.
Linking up with course work
L i n k w i t h practice o f :
a) mustn't I must (stressed);
b ) comparisons using ' m u c h . . . t h a n ' , f o r example , i n c o m p a r i n g dif ferent
types of cars:
X is m u c h better/cheaper/riicer/faster/stronger/bigger/less expensive/
m o r e c o m f o r t a b l e than Y ;
c ) asking the price o f things using ' H o w m u c h i s t h i s . . . ? ' ;
d) short answers using does/doesn't.
Word stress practice
R e c o g n i t i o n test: A � � � B . « .
1 c o m p a n y ( A ) 2 w o n d e r f u l (A) 3 u n h a p p y (B) 4 b u t t e r f l y ( A )
5 sunglasses (A) 6 sentences (A) 7 d ia logue ( A ) 8 r e m e m b e r (B)
9 example (B) 10 c o m f o r t a b l e (A)
108
Ship or Sheep ? units 0-7
Pronunciation of some words in this unit
L o n d o n lAndsn comfortable kAmftebl
dozen dAzn o n i o n Anian
tongue tArj coloured kAlsd
blood blAd
U n i t 6 a: (heart)
Student difficulties
See page 47.
Linking up with course work
L i n k w i t h practice o f :
a) short answers w i t h are/aren't; can/can't;
b) t e l l i n g the t i m e using ' h a l f past'.
Word stress practice
R e c o g n i t i o n test: Am»» B » « »
1 vegetables (A) 2 w o n d e r f u l (A) 3 fantastic (B) 4 expensive (B)
5 c o m f o r t a b l e (A) 6 c o m p a n y (A) 7 u n h a p p y (B) 8 example (B)
9 r e m e m b e r (B) 10 p h o t o g r a p h ( A )
Pronunciation of some words in this unit
M a r g a r e t m a g r i t
B a r b a r a ba :bra
M a r t h a ma: 6s
A r n o l d a:nld
Charles t ja:lz
g u i t a r gita:
m a r v e l l o u s ma:vlas
photograph f8utagra:f
unusual Anju^uel
U n i t 7 Review
Word stress recognition test
A * . B . «
1 r e v i e w (B) 2 l o v e l y (A) 3 uncle (A) 4 gui tar (B) 5 perhaps (B)
6 cousin ( A ) 7 minutes ( A ) 8 yourse l f (B) 9 hel lo (B) 10 M r s ( A )
1 o<;
amp or sneep f Units 8-9
U n i t 8 o (clock)
Student difficulties
See page 51.
Linking up with course work
L i n k w i t h practice o f :
a) ' W h a t ' s w r o n g ?' ' I ' v e got a headache, backache, e t c ' ;
b ) t e l l i n g the t i m e using ' W h a t ' s the t i m e ? ' and ' o ' c l o c k ' ;
c) apologis ing u s i n g ' S o r r y ' .
Word stress practice
� �� h o r r i b l e , popular , hospital , h o l i d a y , f o l l o w i n g
� ��� advertisement, binoculars , A m e r i c a , unusual
Pronunciation of some words in this unit
adver t i sement 8dv3:tism8nt h o s p i t a l hr jspi t l
o n w a s h o n w o j b inoculars b i n o k j u l e z
restaurant restro(t) c o m p e t i t i o n kDmpa t i J n
U n i t 9 o: (ball)
Student difficulties
See page 52.
Linking up with course work
L i n k u p w i t h practice o f :
a) the greet ing ' G o o d m o r n i n g ' ;
b) t e l l i n g the t i m e using quarter to/past.
Word stress practice
R e c o g n i t i o n test: A � � B � �
1 r e p o r t (A) 2 repeat (A) 3 m o r n i n g (B) 4 always (B) 5 a rr ive (A)
6 a i r p o r t (B) 7 a w f u l (B) 8 surprise ( A ) 9 f o o t b a l l (B)
10 towards (A)
110
Ship or Sheep f u m u 10—11
Pronunciation of some words jn this unit
A u d r e y o:dn a n n o u n c e r snaunse
George d3o:d3 audience o:dians
D a w n do:n d r a w e r dro:
Paul po:l
U n i t 10 u ( b o o k )
Student difficulties
See page 70.
Linking up with course work
L i n k u p w i t h practice o f :
a) greet ings : ' G o o d m o r n i n g / a f t e r n o o n / e v e n i n g ' ;
b) quest ion tags using should I could/would;
c) p o l i t e requests us ing could and would, f o r e x a m p l e : ' C o u l d y o u open the
door/shut the window/pass the sugar, please?'
Stress practice
� � w o m a n , bookshelf , b e d r o o m , somewhere , d i d n ' t , c o u l d n ' t , w o u l d n ' t ,
s h o u l d n ' t
� c o o k e r y , l i v i n g - r o o m , d i d n ' t y o u , c o u l d n ' t he, w o u l d n ' t w e , s hould n ' t
y o u
Pronunciation of some words in this unit
b e d r o o m b e d r u m / b e d r u . m s h o u l d n ' t f u d n t
c o u l d n ' t k u d n t w o u l d n ' t w u d n t
U n i t 11 u : ( b o o t )
Student difficulties
See page 72.
1 1 1
antp or aneepr Units 12-13
Linking up with course work
L i n k u p w i t h practice o f :
a) the greet ing ' G o o d a f t e r n o o n ' ;
b) questions b e g i n n i n g w i t h who or whose;
c) short answers or quest ion tags using do (S imple Present tense).
Word stress practice
� � � nuisances, shoelaces, c h e w i n g g u m , f o o t b a l l boots , s w i m m i n g p o o l
� � � � supermarket , te levis ion, c o o k e r y books , newspaper stand
Pronunciation of some words in this unit
f r u i t j u i c e fru.t d3u:s supermarke t su:psma:kit
excuse me ikskju:zmi:
U n i t 12 3: (g ir l )
Student difficulties
See page 56.
Linking up with course work
L i n k up w i t h practice of short answers and quest ion tags using were/weren't.
Word stress practice
� � nurses, d i r t y , t h i r s t y , G e r m a n , T u r k i s h , co lonel , H e r b e r t , B u r t o n ,
T h u r s d a y (other days of the w e e k except Saturday) .
Pronunciation of some words in this unit
c o l o n e l k3 :nl T u r n e r t3:na
B u r t o n b3:tn cur ta ins k3:tnz
H e r b e r t h)3:bet w o r s t W3:st
U n i t 13 a (a camera)
Student difficulties
See page 16.
112
Ship or Sheep ? Units 14-13
Linking up with course work
L i n k u p w i t h practice o f use o f w e a k f o r m s i n :
a) questions and statements w i t h the f o l l o w i n g : do, does, was, were, have, am,
are, has, can;
b) t a l k i n g about the t i m e : ' W h a t ' s the t i m e ? ' ' I t 's one o'clock/It's a quarter
t o six. '
Word stress practice
R e c o g n i t i o n test: A � B » » » C » « »
1 shoelaces (B) 2 i m p o r t a n t (C) 3 envelope (B) 4 a f te rnoon ( A )
5 cigarettes ( A ) 6 italics (C) 7 c o m f o r t a b l e (B) 8 understand ( A )
9 address b o o k (C) 10 envelope (B)
Pronunciation of some words in this unit
S u p e r m a r k e t su :p9ma :k i t tobacconist 's t s b a e k e n i s t s
c o m f o r t a b l e kAmftsbl
U n i t 14 Review
Word stress recognition test
A . * B » .
1 perhaps ( A ) 2 p o l i t e (A) 3 o p e n (B) 4 instead ( A ) 5 s tupid (B)
6 f o o l i s h (B) 7 a l o u d ( A ) 8 spel l ing (B) 9 correct ( A ) 10 real ly (B)
U n i t 15 e i (tail)
Student difficulties
See page 91.
Linking up with course work
L i n k u p w i t h practice o f apologies b e g i n n i n g ' I ' m a f ra id . . . ' , fo r e x a m p l e :
I ' m afra id y o u ' v e made a mis take/you' l l have to w a i t / y o u ' r e late. I ' m afraid
I ' m late/I've b r o k e n this plate/I've f o r g o t t e n y o u r name/I've lost y o u r
newspaper/I d o n ' t k n o w the date/I haven ' t any change.
1 1 3
Unit 16
Word stress practice
R e c o g n i t i o n test: A � � B � �
1 t o d a y (B) 2 mistake (B) 3 A p r i l ( A ) 4 a f ra id (B) 5 r a i l w a y ( A )
6 s tat ion ( A ) 7 surprise (B) 8 b i r t h d a y ( A ) 9 a w a y (B) 10 repeat (B)
Pronunciation of some words in this unit
p o r t e r po:te G r e y g re i
dangerous demd39ras s t a t i o n s t e i j n
U n i t 16 a i ( f i n e )
Student difficulties
See page 94.
Linking up with course work
L i n k u p w i t h practice o f :
a) t a l k i n g about likes and dislikes, f o r e x a m p l e : I l ike/don' t l ike/don' t m i n d
ice-cream/white wine/fr ied rice/pies/pineapple/trifle;
b ) o f f e r i n g things using ' W o u l d y o u l ike . . . ? ' , f o r e x a m p l e : ' W o u l d y o u
l ike some ice-cream ?';
c) Goodbye I Goodnight.
Word stress practice
R e c o g n i t i o n test: A � � B � �
1 t y p i n g ( A ) 2 never ( A ) 3 sometimes ( A ) 4 t o n i g h t (B)
5 typis t ( A ) 6 g o o d b y e (B) 7 b e h i n d (B) 8 never ( A ) 9 silence ( A )
10 a l l r i g h t (B)
Pronunciation of some words in this unit
M i k e m a i k M i l e s m a i l z
M y r a m a i a r a l i b r a r y l a ibr i
V i o l e t v a i a l a t i c e skat ing a i s ske i t i r j
N i g e l naid3l e x c i t i n g iksa i t i r j
114
Ship or Sheep? Units 17-19
U n i t 17 01 (boy)
Student difficulties
See page 93-
Linking up with course work
L i n k u p w i t h practice i n t a l k i n g about w h a t students en joy, f o r e x a m p l e : ' I
en joy/don' t en joy (horser id ing , f o o t b a l l , w a l k i n g , water s k i i n g , d r a w i n g ,
sports, noisy parties) . '
Word stress practice
� � garage, a w f u l , b o y f r i e n d , m o t o r , v is i t , m a d a m ,
� � perhaps, en joy, destroyed, a n n o y , Rolls Royce .
Pronunciation of some words in this unit
Joyce 0301s a n n o y i n g snonrj
a w f u l o.fl
U n i t 18 Review
Word stress recognition test
A * . B . «
1 paper ( A ) 2 en joy (B) 3 perhaps (B) 4 b i r t h d a y (A) 5 b e h i n d (B)
6 t r y i n g ( A ) 7 letter ( A ) 8 t o n i g h t (B) 9 beside (B) 10 r a i l w a y ( A )
U n i t 19 a u (house)
Student difficulties
See page 78.
Linking up with course work
L i n k u p w i t h practice o f :
a ) f o r m a l i n t r o d u c t i o n s : ' H o w do y o u do ?';
b) ' H o w are y o u ?' ' H o w ' s y o u r sister ?' etc. ;
c) questions b e g i n n i n g How manyjHow much.
I I s
UtlitS 20-22
Pronunciation of some words in this unit
lounge Iaund3 o u r a u a (weak f o r m a.)
t h r o w 0rau ours a u a z
U n i t 20 e u (phone)
Student difficulties
See page 79.
Linking up with course work
L i n k u p w i t h practice o f :
a ) t a l k i n g about f u t u r e actions, f o r e x a m p l e : ' W h a t are y o u g o i n g to do
t o m o r r o w ? ' ' I ' m g o i n g t o ' ;
b) negat ive short answers: ' N o , I d o n ' t / N o , I w o n ' t . '
Word stress practice
� � sleeping, minutes , w i n d o w , o n l y , s n o w b a l l , r h y m i n g , crossword,
answer, m e a n i n g , l o n e l y , p i l l o w , y e l l o w
� � he l lo , ago, again
Pronunciation of some words in this unit
r h y m e r a im Jones d3aunz
U n i t 21 Review
Word stress practice
� � Jones's, m o u n t a i n , n a r r o w , y e l l o w , roses, g r o w i n g , over
� � hote l , he l lo , ago, a r o u n d
U n i t 22 18 (beer)
Student difficulties
See page 67.
116
Ship or Sheep? Unit 23
Linking up with course work
L i n k u p w i t h practice o f :
a ) ' H e r e y o u are', w h e n g i v i n g s o m e t h i n g t o someone ;
b) toasts w h e n d r i n k i n g : 'Cheers! Here's t o . . . '
Word stress practice
R e c o g n i t i o n test: A � B » « »
1 cigarette ( A ) 2 sentences (B) 3 t err ib le (B) 4 disappear ( A )
S h o l i d a y (B) 6 t y p e w r i t e r (B) 7 understand ( A ) 8 atmosphere (B)
9 mounta ineer (A) 10 Japanese ( A )
Pronunciation of some words in this unit
b e a r d e d b i a d i d A u s t r i a n s t r i a
atmosphere a e tmas f i a m o u n t a i n e e r m a u n t i n i a
U n i t 23 e a (chair)
Student difficulties
See page 67.
Linking up with course work
L i n k u p w i t h practice o f questions b e g i n n i n g Where.
Word stress practice
� �� careful ly , envelope, hairbrushes, e v e r y w h e r e , a n y w h e r e .
Pronunciation of some words in this unit
Claire k l ea p r o n o u n c e d p r a n a u n s t
M a r y m e a n e v e r y w h e r e e v n w e a
amp or aneepr Units 24-25
U n i t 24 p ( p e n )
Student difficulties
See page 96.
Linking up with course work
L i n k up w i t h practice of requests b e g i n n i n g Please ..., Help me to . . .
Word stress practice
R e c o g n i t i o n test: A � � B e *
1 passport (B) 2 surprise (A) 3 a i r p o r t (B) 4 present (B)
5 repeat ( A ) 6 upstairs ( A ) 7 Paris (B) 8 pocket (B) 9 plastic (B)
10 perhaps ( A )
Pronunciation of some words in this unit
p i a n o p j aenau s p i d e r s p a i d a
Peter p i : ta expensive i k s p e n s i v
U n i t 2 5 b ( b a b y )
Student difficulties
See page 96.
Linking up with course work
L i n k u p w i t h practice o f :
a) the gree t ing ' H a p p y B i r t h d a y ' ;
b) sentences w i t h but.
Word stress practice
R e c o g n i t i o n test: A � � � B « « *
1 r e m e m b e r (B) 2 p o l i c e m a n (B) 3 t o m o r r o w (B) 4 be a u t i f u l ( A )
5 b u t t e r f l y ( A ) 6 i m p o r t a n t (B) 7 passenger (A) 8 t e r r i b l y (A)
9 December (B) 10 example (B)
Pronunciation of some words in this unit
e x a m p l e i g z a : m p l p o l i c e m a n p a l h s m a n
p o s t m a n p a u s t m a n B a r b a r a b a : b r a
b i r t h d a y b3 :9dei
118
Ship or Sheep ? Units 26-27-
U n i t 26 t ( t i n )
Student difficulties
See page 74.
Linking up with course work
L i n k u p w i t h practice i n :
a ) asking a n d t e l l i n g the t i m e ;
b) negat ive short answers.
Word stress practice
R e c o g n i t i o n test: A � � � B � � �
1 assistant (B) 2 opposite ( A ) 3 d e p a r tm e n t (B) 4 gent leman ( A )
5 l a v a t o r y ( A ) 6 te lephone (A) 7 exact ly (B) 8 quieter ( A )
9 t o m a t o (B) '10 agency ( A )
Pronunciation of some words in this unit
restaurant restro ( t ) p h o t o g r a p h e r ' s f a tog ra fez
l a v a t o r y laevatn cafeteria kae f i t i ana
basement b e i s m a n t t o m a t o t a m a t e u
U n i t 2 7 d ( d o o r )
Student difficulties
See page 76.
Linking up with course work
L i n k u p w i t h descriptions o f actions i n the past u s i n g :
a) the S imple Past tense;
b) the Past Perfect tense.
Word stress practice
R e c o g n i t i o n test: A � � B � �
1 f o r g o t (A) 2 g o o d b y e (A) 3 d a r l i n g (B) 4 repaired ( A )
S answered (B) 6 c h i l d r e n (B) 7 damaged (B) 8 he l lo ( A )
9 t o d a y ( A ) 10 decide ( A )
110
Ship or Sheep ? Units 28-29
Pronunciation of some words in this unit
damaged d e e m e d D o n a l d donald
D a i s y deizi D u n s t o n dAnstan
T V t i :vi:
U n i t 2 8 k ( k e y )
Student difficulties
See page 98.
Linking up with course work
L i n k u p w i t h practice o f :
a) t e l l i n g the t i m e using the w o r d s o'clock, quarter;
b ) t h i r d person singular o f S i m p l e Present tense o f verbs e n d i n g w i t h this
sound, f o r e x a m p l e : asks, makes, likes, looks, speaks, takes, walks, drinks,
cooks, thinks.
Word stress practice
R e c o g n i t i o n test: A � � � B � � �
1 electric ( A ) 2 coffee cup (B) 3 e x c i t i n g ( A ) 4 col lector ( A )
5 exact ly ( A ) 6 coke b o t t l e (B) 7 expensive ( A ) 8 c o m f o r t a b l e (B)
9 cuckoo c lock (B) 10 excuse me ( A )
Pronunciation of some words in this unit
co l lec tor ka l ek ta e lectr ic i l e k tnk
c u c k o o k u k u : c h o c o l a t e t j o k l a t
U n i t 2 9 g ( g i r l )
Student difficulties
See page 98.
Linking up with course work
L i n k u p w i t h practice o f requests b e g i n n i n g ' C o u l d y o u g i v e m e . . . ' .
120
Ship or Sheep ? Unit 30
Word stress practice
R e c o g n i t i o n test: A � � B � �
1 again (B) 2 gui tar (B) 3 f o r g e t (B) 4 E n g l a n d ( A ) 5 A u g u s t ( A )
6 b e g i n (B) 7 repeat (B) 8 garden ( A ) 9 about (B) 10 p a r t y (A)
Pronunciation of some words in this unit
A u g u s t o :gast C a r o l keerl
C r a i g k re ig f o r g e t f age t
U n i t 3 0 s ( s u n )
Student difficulties
See pages 10, 81, 100.
Linking up with course work
L i n k u p w i t h practice o f :
a) suggestions b e g i n n i n g Let's;
b) the S i m p l e Present tense of verbs t a k i n g the sound s in the t h i r d person
singular , fo r e x a m p l e : asks, breaks, cooks, counts, drinks, drops, eats,forgets,
gets, keeps, likes, looks, makes, puts, shuts, sits, sleeps, speaks, stops, takes,
waits, walks, wants, works, writes.
Word stress practice
� � outside, instead, h o t e l , upstairs
� � headaches, seaside, suitcase, special, biscuits, basket
� �� sensible, p h o t o g r a p h s , Saturday, interest ing, s t u p i d l y
� � � expensive, e x c i t i n g
Pronunciation of some words in this unit
Al i c e ael is special s p e j l
biscuits b i s k i t s cigarettes s i g a r e t s
121
Ship or Sheep ? Units 31-32
U n i t 31 z ( z o o )
Student difficulties
See pages 13, 81, 100.
Linking up with course work
L i n k u p w i t h practice o f :
a ) f o r m a l i n t r o d u c t i o n s - 'This i s M r s X / M r Y ' ;
b) S imple Present tense of verbs t a k i n g the sound z in the t h i r d person
singular .
Word stress practice
R e c o g n i t i o n test: A � � � B � � �
1 t e legram ( A ) 2 surprises (B) 3 post office ( A ) 4 sentences ( A )
5 expensive (B) 6 sun-glasses (A) 7 electric (B) 8 amazing (B)
9 jazz records ( A ) 10 surpr is ing (B)
Pronunciation of some words in this unit
Jones d39unz cousins kAznz
s u r p r i s i n g sgpraizirj Susan su:zn
scissors sizez clothes klgudz
U n i t 32 J (shoe)
Student difficulties
See page 83.
Linking up with course work
L i n k u p w i t h practice o f :
a) t a l k i n g about n a t i o n a l i t y ;
b) structures w i t h shall; should; she.
Word stress practice
� � �� conversat ion, i n t o n a t i o n , d e m o n s t r a t i o n , i n f o r m a t i o n , opera t ion ,
electrician
� � � � te levis ion, e v e r y b o d y , a n y b o d y , supermarket , hel icopter
122
Ship or Sheep ? Units 33-34
Pronunciation of some words in this unit
M a r s h ma: J d e m o n s t r a t i o n demanstreijn
Shaw Jo: shrunk frAnk
m a c h i n e mgji:n special spej l
U n i t 33 3 (television)
Student difficulties
See page 84.
Linking up with course work
L i n k u p w i t h practice o f :
a) the r e p l y ' I t 's a pleasure' ;
b ) descriptions of dai ly r o u t i n e using the w o r d usually.
Word stress practice
R e c o g n i t i o n test : A � � � � B � � � � C � � � �
1 d e m o n s t r a t i o n (C) 2 unusual (B) 3 var ie ty (B) 4 he l icopter (A)
5 A m e r i c a (B) 6 i n t o n a t i o n (C) 7 te levision ( A )
8 d e p a r t m e n t store (B) 9 conversat ion (C) 10 advert isement (B)
Pronunciation of some words in this unit
Asia ei39 t reasure tre39
pleasure plese m e a s u r i n g me39rin
U n i t 34 tJ (cherry)
Student difficulties
See page 86.
Linking up with course work
L i n k up w i t h practice of questions b e g i n n i n g Which, How much.
123
anip or ancep r Units 35-36
Word stress practice
R e c o g n i t i o n test: A � � B � �
1 ch icken ( A ) 2 m u s h r o o m s (A) 3 shallots (B) 4 machine (B)
5 c h i l l i ( A ) 6 p o w d e r ( A ) 7 m i x t u r e ( A ) 8 shampoo (B)
9 contains (B) 10 salad ( A )
Pronunciation of some words in this unit
Cheshire t j e j a sha l lo ts JalDts
cheddar t j e d a m u s h r o o m s mAfrumz
recipe r e s a p i
U n i t 35 d 3 ( j a m )
Student difficulties
See page 88.
Linking up with course work
L i n k up w i t h practice o f the Present Perfect tense w i t h just.
Word stress practice
� � � dangerous, manager, agency, passenger, orange j u i c e , minis ter ,
d i f f i c u l t , recipe
Pronunciation of some words in this unit
i n j u r e d ind3ad d a n g e r o u s l y deind3arasli
d a m a g e d d e e m e d C h u r c h i l l t j3.tj i l
U n i t 36 f ( f a n )
Student difficulties
See page 28.
Linking up with course work
L i n k up w i t h practice o f c o n d i t i o n a l sentences using if.
124
Ship or Sheep ? Units 37-38
Word stress practice
� � � p h o t o g r a p h , c o m f o r t a b l e , te lephone, b e a u t i f u l , Grandfather , d i f f i c u l t
� � � � p h o t o g r a p h e r
Pronunciation of some words in this unit
p h o t o g r a p h f au tag ra : f i n f o r m a t i o n i n f a m e i j n
p h o t o g r a p h e r f a togra fa c o m f o r t a b l e kAmftabl
U n i t 37 v ( v a n )
Student difficulties
See page 29.
Linking up with course work
L i n k u p w i t h practice i n asking and t a l k i n g about past experiences using
' H a v e y o u ever . . . ?' ' N o . I 've never . . . '
Word stress practice
� � � vi l lagers , p h o t o g r a p h , s o m e b o d y
� a r r i v i n g , N o v e m b e r .
Pronunciation of some words in this unit
V e r a v i a r a F e b r u a r y f e b r u n
V i c t o r v i k t a v i l l a g e r s vilid3az
U n i t 38 W ( w i n d o w )
Student difficulties
See page 31.
Linking up with course work
L i n k u p w i t h practice i n :
a) asking questions b e g i n n i n g : why, what, where, when, which;
b) t a l k i n g about the f u t u r e using will;
c) c o n d i t i o n a l sentences w i t h would;
d) o f f e r i n g t h i n g s : ' W o u l d y o u l ike a . . . ?'
Ship or Sheep ? Unit 39
Word stress practice
� � r a i l w a y , weather , squirrels, quiet , c o u n t e d , q u i c k l y
� � � sandwiches, e v e r y w h e r e , w o n d e r f u l
Pronunciation of some words in this unit
W e d n e s d a y wenzdi V i c t o r vikta
W e n d y wendi squirre ls skwirlz
G w e n gwen q u i e t kwaiat
U n i t 39 j ( y e l l o w )
Student difficulties
See page 90.
Linking up with course work
L i n k u p w i t h practice i n :
a) pos i t ive short answers b e g i n n i n g Yes;
b) t a l k i n g about the past us ing used to;
c) i n t e r v i e w i n g someone by asking questions b e g i n n i n g Do you/Are
you/Have you/Can you etc.
Word stress practice
R e c o g n i t i o n test: A � � � B « » « C»m»
1 sausages (B) 2 newspaper (B) 3 yesterday (B) 4 m i l l i o n a i r e ( A )
5 r e m e m b e r (C) 6 b e a u t i f u l (B) 7 produces (C) 8 understand (A)
9 w o n d e r f u l (B) 10 excuse me (C)
Pronunciation of some words in this unit
u n i v e r s i t y ju:niv3:sati t u b a t ju :be
H u g h Y o u n g hju:jArj E u r o p e jo:rap
m i l l i o n a i r e milianea
126
Ship or Sheep? Units 40-41
U n i t 4 0 h(hat)
Student difficulties
See page 48.
Linking up with course work
L i n k u p w i t h practice i n :
a ) the greetings ' H e l l o ' and ' H o w are y o u ? ' ;
b) questions b e g i n n i n g who, whose, how;
c) structures w i t h have/has and his/her/hers;
d) exclamations b e g i n n i n g How.
Word stress practice
R e c o g n i t i o n tests: A � � B � �
1 hel lo ( A ) 2 b e h i n d ( A ) 3 husband (B) 4 i n j u r e d (B) 5 perhaps ( A )
6 express ( A ) 7 a w f u l (B) 8 herself ( A ) 9 happened (B)
10 a l l r i g h t ( A )
A « . . B . » .
1 ambulance ( A ) 2 hospi ta l (A) 3 h o r r i b l e ( A ) 4 i m p o r t a n t (B)
5 t e r r ib le ( A ) 6 u n h a p p y (B) 7 accident ( A ) 8 a n y t h i n g ( A )
9 h o l i d a y ( A ) 10 example (B)
Pronunciation of some words in this unit
i n j u r e d ind3ad H e l e n helan
o p e r a t i o n - opareijn H i l d a hilda
hel i copter helikopte H a r o l d haerld
U n i t 41 9 ( th in)
Student difficulties
See page 19.
Linking up with course work
L i n k u p w i t h practice i n :
a ) saying ' T h a n k y o u ' ;
b) structures w i t h anything / something / nothing / every thing;
c) expressing opin ions , b e g i n n i n g J think.
127
Ship or Sheep ? Unit 42
Stress practice
Oh no! The Smiths' house is worth thirty thousand pounds.
Students listen to the following sentences and reply to each w i t h this
sentence, stressing the appropriate w o r d s :
1 T h e Smiths' house is w o r t h thirty thousand dollars.
2 T h e Smiths' house is w o r t h thirty mil l ion pounds.
3 T h e Smiths' house is w o r t h twenty thousand pounds.
4 T h e Smiths' house isn't w o r t h thirty thousand pounds.
5 T h e Smiths' car is w o r t h thirty thousand pounds.
6 T h e Jones's house is w o r t h thirty thousand pounds.
Pronunciation of some words in this unit
mathematician maeGemet i J n E d i t h i :di8
Judith d 3 u : d i 0 E t h e l eBI
theatre Giate
U n i t 42 6 (the feather)
Student difficulties
See page 21.
Linking up with course work
L i n k u p w i t h practice o f :
a) thisjthatjthesejthosejthe other(s);
b ) stat ing preferences, b e g i n n i n g ' I ' d rather . . . than . . . ' ;
c) m a k i n g comparisons, f o r e x a m p l e : ' T h e first car is faster t h a n the second
car ' ;
d ) t a l k i n g about f a m i l y photographs , f o r e x a m p l e : 'Th i s i s m y mother/
father/brother/grandmother/grandfather . '
Word stress practice
R e c o g n i t i o n test: A � � � B � � �
1 assistant ( A ) 2 pre t t ier (B) 3 c o m f o r t a b l e (B) 4 Miss Brothers ( A )
5 together ( A ) 6 a n y t h i n g (B) 7 expensive ( A ) 8 another (A)
9 ug l ie r (B) 10 cer ta inly (B)
Pronunciation of some words in this unit
m a d a m m aeda m c o m f o r t a b l e kAmf tab l
c e r t a i n l y S3:tnli
128
Ship or Sheep? Units 43-44
U n i t 43 m ( m o u t h )
Student difficulties
See page 35.
Linking up with course work
L i n k u p w i t h practice i n :
a) m a k i n g guesses using must, f o r e x a m p l e : He m u s t be i l l / H e must have
lost i t ;
b) t a l k i n g about o b l i g a t i o n s : I m u s t s tudy, etc ;
c) questions b e g i n n i n g How many/How much.
Word stress practice
R e c o g n i t i o n test: A � � � B . � .
1 interest ing ( A ) 2 marmalade ( A ) 3 i m p o r t a n t (B) 4 example (B)
5 c inema ( A ) 6 g r a n d m o t h e r ( A ) 7 p o l i c e m a n (B) 8 t o m o r r o w (B)
9 r e m e m b e r (B) 10 f a m i l y ( A )
Pronunciation of some words in this unit
M i t c h a m m i t j a m m a r m a l a d e m a : m a l e i d
C a m b r i d g e k e i m b r i d 3 m a r v e l l o u s m a : v l a s
U n i t 44 n (nose)
Student difficulties
See page 36.
Linking up with course work
L i n k u p w i t h practice o f :
a) greetings ' G o o d m o r n i n g / a f t e r n o o n / e v e n i n g ' ;
b ) asking and t a l k i n g about abi l i t ies : ' C a n y o u swim/speak G e r m a n ? ' etc. ;
c) negat ive short answers using No ... isn't/haven't/hasn't etc.
Word stress practice
� � � agency, avenue, cer ta inly
� � � apar tment , f o r b i d d e n , eleven, g o o d m o r n i n g
� � � � inexpensive, o p e r a t i o n
� � � � � a c c o m m o d a t i o n
129
Ship or Sheep ? Units 45-46
Pronunciation of some words in this unit
a p a r t m e n t a p a : t m a n t te lev i s ion t e l i v r j n
M a s o n meisn A v e n u e aevanju:
b i n g o b i n g a u
U n i t 45 rj ( r ing)
Student difficulties
See page 38.
Linking up with course work
L i n k u p w i t h practice o f :
a ) greetings ' G o o d m o r n i n g / G o o d e v e n i n g ' ;
b ) cont inuous tenses w i t h ' i n g ' v e r b endings ;
c) asking and t a l k i n g about preferences in sport and other leisure act ivi t ies :
' D o y o u l i k e s w i m m i n g / p l a y i n g tennis/watching footbal l/dancing? ' etc.
Word stress practice
� � m o r n i n g , s inging , b a n g i n g , s tanding, h a n g i n g , h o l d i n g , s h o u t i n g ,
r u n n i n g , sleeping.
Pronunciation of some words in this unit
P r i n g pnr j K i n g kin.
p i n k p i n k
U n i t 46 I ( letter) P a r t i
Student difficulties
See page 59.
Linking up with course work
L i n k u p w i t h practice o f :
a) the gree t ing ' H e l l o ' ;
b) requests w i t h please;
c) t e l l i n g the t i m e using o'clock.
130
Ship or Sheep? Units 47-48
Word stress practice
R e c o g n i t i o n test: A � � B � �
1 lettuce ( A ) 2 olives ( A ) 3 salad ( A ) 4 repeat (B) 5 m e l o n ( A )
6 j e l l y ( A ) 7 o ' c lock (B) 8 c o m p l a i n (B) 9 hel lo (B) 10 waitress ( A )
Pronunciation of some words in this unit
olives D I I V Z A l l e n aelan
usual ly j u ^ l i L i l y l i l i
U n i t 47 I (ball) Part 2
Student difficulties
See page 59.
Linking up with course work
L i n k u p w i t h practice o f :
a) asking and t a l k i n g about the f u t u r e using the S imple Future tense;
b) myself/yourself/himself etc.
Word stress practice
� � � b e a u t i f u l , d i f f i c u l t , b icycle , gent leman, w o n d e r f u l , sensible, h o r r i b l e ,
miserable, c o m f o r t a b l e , hospital
Pronunciation of some words in this unit
sensible s e n s a b l special s p e j l
faul t fo:lt m i s e r a b l e m i z r ab l
c o m f o r t a b l e kAmftab l
U n i t 48 r ( r a i n ) Part 1
Student difficulties
See page 61.
111
Ship or Sheep ? Unit 49
Linking up with course work
L i n k u p w i t h practice o f :
a) replies to ' H o w are y o u ?': Very well/All right;
b) t a l k i n g about colours . T h e f o l l o w i n g g i v e practice in the sound I and r :
red , green, grey , b r o w n , orange, cream, y e l l o w , blue , black, p u r p l e , l i lac,
pale green, pale blue etc.
Word stress practice
R e c o g n i t i o n test: A � � � B . « . C * « * « D . . # .
I sensible ( A ) 2 l i b r a r i a n (C) 3 secretary (A) 4 e v e r y w h e r e (A)
5 Austra l ia ' (C) 6 interest ing (A) 7 A m e r i c a (C) 8 electrician ( D )
9 expensive (B) 10 p h o t o g r a p h e r (C)
Pronunciation of some words in this unit
R a n d a l reendl R u t h ru:9
R i t a ri:ta L a u r a b : r a
R o s e m a r y r a u z m a n R o l a n d r au l and
A u s t r a l i a DStreilia A u s t r i a o s t n a
p h o t o g r a p h e r fatDgrafa restaurant restro or restrot
l i b r a r y l a i b n e lec t r ic ian e l e k t n j n
E u r o p e jo : rap l i b r a r i a n l a i b r e a n a n
U n i t 49 r (g i r l ) Part 2
Student difficulties
See pages 63 and 65.
Linking up with course work
L i n k u p w i t h practice o f o f f e r i n g f o o d :
W o u l d y o u l i k e biscuits or
some m o r e
eggs
olives
apples
ice-cream
omelet te
onions
apricots
oranges
o i l
apple pie
* A l s o use w o r d s s tar t ing w i t h a consonant to practice silent 'r ' in more and
T 12
Ship or Sheep? Unit 49
Word stress practice
Recognition test: A � � B � �
1 upstairs (B) 2 quarter ( A ) 3 G e r m a n ( A ) 4 weather ( A )
5 depart (B) 6 N e w Y o r k (B) 7 forbid (B) 8 airport ( A )
9 bookshop ( A )
Pronunciation of some words in this unit
passengers paesnd38z e m e r g e n c y im3:d3ansi
forbidden fabidn departure dipa:t ja
w o n d e r f u l WAndafl forecaster fo:ka:sta
133
Diagnostic tests
Teacher's notes
T h e purpose of these tests is to de termine students' weaknesses in
p r o n u n c i a t i o n i n order t o f i n d o u t w h i c h sounds need the most i m m e d i a t e
a t tent ion f o r a part icular class or language g r o u p . Each i t e m in the reading
passages ( ' Shopping List i and 2') tests one or t w o sounds.
T w o al ternat ive tests are i n c l u d e d here, a n d the same result sheet can be
used f o r ei ther of these. T h e f irst of these tests is m o r e suitable f o r near-
beginners, w h o m a y i f necessary be asked to repeat the i tems rather than
read t h e m .
Example:
S H O P P I N G L I S T 2
1 three peaches (Get the Scotch peaches. These are cheaper.)
R E S U L T S H E E T
1 i: (sheep)
t j (cherry)
T h e Result Sheet shows that in i t e m 1 the teacher must l isten f o r the sounds i:
a n d t j , and r e c o r d the students' per formance in these.
Administering the test
T h e test can be g i v e n to the w h o l e class together i f the students are of one
m o t h e r t o n g u e . A s k a n u m b e r of students to read each test i t e m and r e c o r d
an average of the results. I f the class i s of m i x e d n a t i o n a l i t y , i t can be g i v e n to
groups of students or to i n d i v i d u a l s . Students ' p e r f o r m a n c e can be tape-
recorded, or students can be asked to repeat an i t e m as m a n y times as is
necessary f o r the teacher to r e c o r d the results.
T h e reasons f o r m i s p r o n u n c i a t i o n are m a n y , and a large par t of errors are
spel l ing p r o n u n c i a t i o n . I t is therefore advisable to check errors by saying the
m i s p r o n o u n c e d w o r d s correc t ly and asking the student to repeat t h e m .
134
Diagnostic tests
Suggested symbols for grading
J = no d i f f i c u l t y w i t h this sound
x x = e x t r e m e d i f f i c u l t y
x = d i f f i c u l t y
x yj = m i n o r d i f f i c u l t y .
The tests
Shopping list 1
1 some cheese (cheap cheese); some tea (Chinese tea)
2 fifty biscuits ; f o u r fish
3 ten eggs ( b i g eggs)
4 j a m ; apples and oranges; a cabbage
5 ten tomatoes (large tomatoes)
6 f ive ki los of veal (very g o o d veal)
7 some s t rong s t r ing ( l o n g string)
8 f o u r forks (small f o r k s ) ; spoons; cups; smal l paper plates
9 some g o o d sugar; m i l k ; coffee; a cake
10 shoes f o r M o t h e r (blue shoes); t w o ki los o f f r u i t ; r ice ( b r o w n rice)
11 n u t s ; h o n e y ; one b u n (a h o t b u n )
12 one l e m o n ; n ine b r o w n o n i o n s ; f lowers f o r the house
13 some paper f o r M o t h e r ' s letters (the cheaper paper ) ; a pair of trousers f o r
Father
14 a g ir l ' s shirt and a s k i r t ; some c o l d d r i n k s ; bread ( g o o d bread)
15 e ight cakes and paper plates; some sausages f o r supper
16 some y e l l o w roses f o r y o u r sister
17 w h i t e w i n e (sweet w i n e ) ; some ice
18 beer f o r B o b (not the dear beer)
19 some shampoo f o r M a r y ' s h a i r ; some pears
20 tins of peas and beans (tins, please)
21 f ish f r o m the f ish shop (Engl ish f ish)
22 a t o y f o r the b o y (a l i t t l e b lue or y e l l o w ball)
2 3 s o m e t h i n g f o r M r S m i t h (it's his b i r t h d a y o n T h u r s d a y )
24 a te levis ion
Diagnostic tests
Shopping list 2
1 three peaches (Get the Scotch peaches. These are cheaper.)
2 fifty biscuits ( I f they are cheap.)
3 ten eggs (Get b i g eggs.)
4 a j a r o f apple j a m f o r Jack's sandwiches
5 tomatoes (Ask y o u r aunt . H e r garden isn ' t far f r o m the m a r k e t , and her
tomatoes are marvel lous . )
6 f ive servings of veal f o r this evening and some v e r y g o o d v o d k a
7 (Get a smal l b o t t l e of v o d k a , because U n c l e O l i v e r is b r i n g i n g s o m e t h i n g
s t rong t o d r i n k . )
8 a p o r k c h o p or some soup f o r Paul's supper ; also f o u r p r a w n s f o r George
9 a g o o d c o o k e r y b o o k
10 choose t w o r ipe g r a p e f r u i t or b u y some real f r u i t j u i c e , perhaps orange
or pear j u i c e
11 a dozen h o t buns f o r o u r u n h a p p y uncle , perhaps h o n e y buns
12 one p o u n d nine ounces o f b r o w n f lour
13 bacon (Remember that the bacon Father b o u g h t f r o m Feather's was
better than the bacon f r o m the other grocer . )
14 a b i r d for D a v i d ' s t h i r t e e n t h b i r t h d a y
15 e ight small cakes ( M r s M a y makes some tasty cakes.)
16 some y e l l o w onions (Go t o o l d M r Jones i n Y o r k Road.)
17 b u y some sweet or d r y w h i t e w i n e , and some ice
18 beer for B o b and R o b e r t ( B u y i t f r o m the p u b near here.)
19 some pears ( C o m p a r e the pears in the m a r k e t w i t h the pears in Mr
Claire's.)
20 a dozen tins of N e w Zealand peas, or f rozen peas
21 fresh Engl ish fish f r o m the fish shop
22 a l o i n or j o i n t f o r b o i l i n g ; some o l i v e o i l ; a leg o f l a m b
23 three unusual things f o r A r t h u r S m i t h :
24 a t e lev is ion ; a measuring tape; some rouge
Diagnostic tests
Result sheet
1 i : (sheep)
t j ( cherry)
2 1 (ship)
f (fan)
3 e (pen)
9 (girl)
4 ae (man)
d3 ( jam)
5 a: (heart)
t ( t in)
6 v (van)
7 D (c lock)
rj ( r ing)
8 a: (ball)
P (pen)
9 u ( b o o k )
k (key)
10 u: (boot)
r (rain)
11 A (cup)
h (hat)
12 n (nose)
au (house)
13 9 (a camera)
6 (the feather)
14 3: (g i r l )
d (door )
15 e i (tail)
s (sun)
16 a u (phone)
j ( y e l l o w )
17 a i (fine)
w ( w i n d o w )
18 19 (beer)
b (baby)
19 e9 (chair)
m ( m o u t h )
20 z (zoo)
21 J (shoe)
22 o i (boy)
I ( letter)
23 0 ( th in)
24 3 ( television)
List of likely errors
This is an index of common errors made by different language groups. The page
references in bold type are to Tree or Three? Other page references are to Ship or
Sheep ?
Arabic speakers
Vowels
Meaning is carried by consonants in Arabic; all vowels need practice.
i (ship) confused w i t h e (pen), 37, 10
ae (man) confused w i t h A (cups) and a : (heart) 41, 43,17, 20
a (a camera) 10, 27, 55, 42
ei (tail) confused w i t h e (pen) or ai (fine) 102,106, 48,36
av (phone) confused w i t h o: (ball) or 3: (girl) 87, 86, 63, 62
0: (ball) too short or confused w i t h s u (phone) 52, 87, 27, 63
u: (boot) confused w i t h u (book) 77,33
ie (bear) pronounced as spelling 72, 66
ea (chair) as spelling or confused w i t h 1: (sheep) 72, 69
Consonants
Diff icul ty w i t h groups of consonants especially at the beginning of a w o r d ,
p sounds close to b 108, 79
r strongly tri l led 65, 160
pronounced where normally silent 68, 70, 33, 163
w pronounced v 24,125
6 (thin) 12, 133 (but the sound exists in classical Arabic)
fl (feather) 14,138 (but the sound exists in classical Arabic)
v pronounced f or b 23, 121, 122
g confused w i t h k 112, 95
3 (television) pronounced J (shoe) o r z 93, 106
rj (ring) pronounced rjg or r)k 34,148
t f (cherry) may be pronounced J (shoe) 95, 108
d may be pronounced t in final position 81, 86
Intonation and stress
Arabs may sound abrupt, commanding.
Rising tune. 7, 29, 45,39 (and almost all intonation exercises)
Joining words. 89, 69, 71, 105
List of likely errors fjmnete
Chinese speakers
Vowels
1 (ship) 18, 6
e confused w i t h as (man) 39,13
ae (man) confused w i t h A (cup) or e (pen) 41, 39,17,13
A (cup) confused w i t h a: (heart) 44, 21
u (book) confused w i t h u: (boot) 77,35
u: (boot) may be pronounced y (as in French tu) 77,34
ei (tail) pronounced e 102, 48
Final consonants may be dropped, especially after:
ei (tail) 102, 48
au (phone) 87, 61 and other diphthongs.
Consonants
Great difficulty w i t h groups of consonants, especially finally, where one or more
may be dropped. confused w i t h r 65,161
sounds close to S, especially finally 6, 116,101
sounds close to tj (cherry) 97,112
confused w i t h J (shoe) or z 93,106
confused w i t h S especially before i: or may sound close to h
91,103
confused w i t h w or f 24, 23,125,121
may be confused w i t h n 60,154
confused w i t h n 34,148
14,138
12,133
pronounced p f inally 108, 74, 78
pronounced t finally 81, 87
pronounced k finally 112, 95
d3
3 (television)
J (shoe)
I
n
6 (feather)
9 (thin)
b
d g
Intonation
Falling tune. 4, 13, 47,5, 22,33 (and almost all intonation exercises)
Expressing emotion. 75, 107, 113, 22,30, 49 etc.
Stress and rhythm
Sounds staccato.
Joining words. 89, 69, 71,103
"39
List oj ititeiy errors Lizecn/Polish/Dutch
Czech and Polish speakers
Vowels
ae (man) pronounced e 39,13
ae (man) confused w i t h A (cup) 41,17
i: (sheep) confused w i t h 1 (ship) 16, 18,3, 6
eo (phone) pronounced D 86, 61
u (book) confused w i t h u: (boot) 77,35
a (a camera) 10, 27, 55, 42
Consonants
w pronounced v 24,125
6 (thin) ' 12,133
6 (the feather) 14,138
n (ring) pronounced n, rjk, or rjg 34,148
z pronounced s in final position 6,116, 101
b pronounced p in final position 108, 74, 78
d pronounced t in final position 81, 87
g pronounced k in final position 112, 95
v pronounced f in final position 23, 121
d3 (jam) pronounced t j (cherry) i n final position 97,112
r strongly tri l led 65,160
pronounced where normally silent 68, 70, 53,163
Dutch speakers
Vowels
ae (man) pronounced e 39,13
A (cup) sounds close to 3: (girl) 41, 16, 40
au (phone) pronounced o 86, 61
01 (boy) second sound (1) too long 104, 53
ei (tail) second sound (1) too long 102, 47
Consonants
w sounds close to v or b 24,124
z pronounced s 6, 116,100
8 (thin) 12,133
o (the feather) 14,138
g pronounced k or x (loch) 112, 94
3 (television) pronounced J (shoe) 93,106
J (shoe) pronounced s in final position 91,104
d3 (jam) pronounced tJ (cherry) i n final position 97,113
d pronounced t in final position 81, 87
v may be pronounced f 23,121
b pronounced p in final position 108, 79
rj (ring) confused w i t h n or nk in final position 34, 148
140
List oj lineiy errors
Finnish speakers
A tendency to pronounce words as they are spelt.
Vowels
as (man) pronounced e 39,13
3: (girl) 58,37
a (a camera) 10, 27, 55, 42
au (phone) 86, 61
Consonants
Final groups of consonants may cause difficulty.
w pronounced v 24,125
8 (thin) 12,133
6 (the feather) 14,138
g confused w i t h k 112, 95
b confused w i t h p especially finally 108, 79
f confused w i t h v especially finally 23,121
z pronounced s or ts 6, 116, 101
3 (television) pronounced s or ts 93,106
d confused w i t h t especially finally 81, 87
\ (shoe) pronounced s or ts 91,103
tj (cherry) confused w i t h J (shoe) 95, log
d3 (jam) pronounced tJ (cherry) or j (yellow) 97,113
French speakers
Vowels
1 (ship) sounds close to i: (sheep) 18, 7
A (cup) confused w i t h 3: (girl) 41, 40
ao (phone) pronounced D 86, 61
ei (tail) pronounced e 102, 48
v (book) sounds close to u: (boot) 74, 77, 31,35
0: (ball) m a y be confused w i t h av (phone) 52, 27
ae (man) confused w i t h A (cup) 41, 17
a (a camera) 10, 27, 55, 42
01 (boy) m a y be pronounced 0: (ball) 104, 53
Consonants
h omitted or put in the w r o n g place 46, 130
8 (thin) 12, 133
d (feather) 14,138
x too far back 65, 160
pronounced where normally silent 68, 70, 1
«->i*> yj uKtiy errors
n may be nasalized in final position 31, 145
rj (ring) may be nasalized in final position 34,148
tj (cherry) may be pronounced J (shoe) 95, log
t has a different quality in French 79, 82
Intonation
Tends to be flat.
Falling tune. 4,13,16,5, 22,30 (and almost all intonation exercises)
Questions. 7, 28, 45, 5, 33,126,144, etc.
Exclamations. 79, 80, 113, 22,132, i$g
Surprise. 79, 80,30, 49
Stress
An area of great difficulty. A l l syllables tend to be stressed equally.
W o r d stress. 5,10, 55, 8, 15, 55, 81, etc.
Sentence r h y t h m . 10, 27, 55,34, 44, 60 etc.
German speakers
Vowels
ae (man) pronounced e 39,13
8U (phone) confused w i t h o: (ball) 86, 61
9 (a camera) 10, 27, 55, 42
0: (ball) sounds close to D 52, 28
3: (girl) has a different quality in German 58,37
au (house) has a different quality in German 84,37
Consonants
w pronounced v 24,125
8 (thin) 12, 133
6 (feather) 14,138
z pronounced s in final position 6,116,101
d pronounced t in final position 81, 87
g pronounced k in final position 112, 95
b pronounced p in final position 108, 79
v pronounced f i n final position 23,121
3 (television) may be pronounced J (shoe) 93, 106
d3 (jam) may be pronounced tj (cherry) 97,113
or confused w i t h j (yellow) 128
tj (cherry) sometimes pronounced J (shoe) 95, log
rj (ring) may be confused w i t h ng or rjk 34,148
r too far back 65,160
s may be pronounced z at the beginning of a w o r d 3, 6,101
s + consonant may be pronounced J (shoe) at the beginning of a w o r d 1
142
List of likely errors Creek
Intonation and stress
Joining words. 89, 6g, 71,105
Greek speakers
Vowels
i: (sheep) confused w i t h 1 (ship) 18, 7
33 (man) confused w i t h a: (heart) 43, 20
A (cup) confused w i t h a: (heart) 44, 21
au (phone) pronounced D 86, 61
0: (ball) confused w i t h r> 52, 28
u: (boot) confused w i t h u (book) 77,35
ei (tail) may be confused w i t h ai (fine) or pronounced e 102, 47
Consonants
J (shoe) pronounced s 91,104
3 (television) pronounced z 93,106
t j (cherry) pronounced ts 95, 108
d3 (jam) pronounced dz 97,112
w may be pronounced gw or g 24,124
h pronounced x (loch) 46,130
g sounds close to j (yellow) in the middle of a w o r d 112, 94
r strongly tr i l led 65,160
pronounced where normally silent 68, 70,163
p may sound close to b initially 108, 74, 7g
t may sound close to d initially 79, 81, 82, 87
k may sound close to g init ially 112, go, 95
b in final position may be confused w i t h p 108, 79
d in final position may be confused w i t h t 81, 87
g in final position may be confused w i t h k 112, 95
v in final position may be confused w i t h f 23,121
8 (feather) in final position may be confused w i t h 9 14,141
z in final position may be confused w i t h s 6, 116,101
nd and nt confused w i t h d (sound d wr i t ten 'nt ' in Greek) 82, 8g
mp confused w i t h b (sound b wri t ten ' m p ' in Greek) 109, 76
rjk and rjg confused w i t h g 34,150
Intonation
Falling tune. 4, 13, 16, 5, 22,30 (and almost all intonation exercises)
Joining words. 89, 6g, 71,105
143
List of likely errors Gujerati/Hebrei
Gujerati speakers
Vowels
ae (man) confused w i t h e 39,13
0: (ball) confused w i t h D 52, 28
ei (tail) pronounced e 102, 48
9V (phone) pronounced D 86, 61
Consonants
Diff iculty w i t h groups of consonants, expecially at the beginning of a w o r d ,
w pronounced v or b 24,124
8 (thin) 12, 133
d (feather) 14,138
t pronounced w i t h the tongue curled back 79, 82
d pronounced w i t h the tongue curled back 81, 78
z sounds close to s especially finally 6,101
3 (television) may sound like / (shoe) or j (yellow) 93, 106
J (shoe) may be confused w i t h s 91, 103
I found difficult at the end of a w o r d 62, 158
r pronounced where normally silent 68, 70,163
Intonation
Falling tune. 14,13, 16, 5, 22,33 (and almost all intonation exercises)
Stress and Rhythm
W o r d stress. 5, 10, 55, 15, 55, 82 (and all w o r d stress exercises)
Hebrew speakers
Vowels
Meaning is carried by consonants in Hebrew. A l l vowels need practice. _ - . r ^ ^ v . ^ v . .
ae (man) confused w i t h e or A (cup) 39, 41,13,17
i : (sheep) confused w i t h 1 (ship) 18, 7
a (a camera) pronounced close to e or as spelling 10, 27, 55, 42
3: (girl) pronounced close to e or as spelling 58,38
Consonants
Diff iculty w i t h groups of consonants. Vowels inserted between consonants. d (feather) 14,138 6 (thin) 12,133
r pronounced too far back or confused w i t h w 65, 160
w confused w i t h r 24,124
p confused w i t h f 22,108, 74,116
(p and f represented by the same letter in Hebrew) h may be omitted 46, 130
144
List of likely errors Hungarian I Iranians (Farsi)
Stress
T o o even. W o r d stress. 5,10, 55.15,55, 82 (and all w o r d stress exercises) Sentence r h y t h m . 10, 27, 55,34, 44, 60 (and all sentence r h y t h m exercises)
Hungarian speakers
Vowels
ae (man) pronounced e 39,13
1 (ship) confused w i t h i : (sheep) 18, 7
D (clock) confused w i t h 0: (ball) 49, 28
o: (ball) confused w i t h A (cut) 41, 52, 16, 27
u (book) confused w i t h u: (boot) 77,35
ei (tail) pronounced e 102, 48
au (phone) pronounced D 86, 61
8 (a camera) 10, 27, 55, 42
Consonants
w pronounced v 24, 125
8 (thin) 12, 133
6 (feather) 14,138 q pronounced qk or ng 34, 149
d3 (jam) pronounced dj (due) o r t j (cherry) 97, 113
N O T E
letter c may be pronounced ts
letter j may be pronounced j (yellow)
letter s may be pronounced [ (shoe)
Intonation
Sounds a little flat.
Exclamations. 79, 80, 113, 22, 132,159
Surprise. 79, 80, 30, 49
Iranians (Farsi speakers)
Vowels
A l l vowels need practice.
1 (ship) sounds close to i: (sheep) 18, 7
a: (heart) sounds close to 0: (ball) 43, 53, 19, 27
ai (fine) sounds close to oi (boy) 105, 50, 56
9U (phone) confused w i t h 0: (ball) 87, 63
List of likely errors Italian
u (book) confused w i t h u: (boot) 77,35
8 (a camera) 10, 27, 55, 42
e confused w i t h 1 (ship) and ae (man) 37, 39,10,13
ae (man) confused w i t h A (cup) 41,17
i a (beer) 72, 66
ee (chair) 72, 69
Consonants
Diff iculty w i t h groups of consonants especially at the beginning of a w o r d , w confused w i t h v 24,125
8 (thin) 12,133
6 (feather) 14,138
s + consonant difficult at the beginning of a w o r d 3,100
rj (ring) pronounced rjg 34,148
r pronounced where normally silent 68, 70,163
Stress
W o r d stress. 5, 10, 55,15,55, 82 (and all w o r d stress exercises)
Italian speakers
Vowels
1 (ship) sounds close to i: (sheep) 18, 7
ei (tail) sounds close to e or confused w i t h ai (fine) 102, 105, 47, 56
9U (phone) sounds close to D 86, 61
o: (ball) confused w i t h au (phone) 52, 87, 27, 63
3: (girl) confused w i t h o: (ball) 58,38
se (man) confused w i t h A (cup) 41,17
A (cup) confused w i t h a : (heart) 44, 21 V (book) confused w i t h u: (boot) 77,35 a (a camera) 10, 27, 55, 42
Consonants
Diff iculty w i t h groups of consonants.
h omit ted or put in the w r o n g place 46, 130
9 (thin) 12, 133
6 (feather) 14,138
z confused w i t h s 6,116,101
s pronounced z before m, I, n 4, 89, 98, 100
r strongly tri l led 65, 160
pronounced where normally silent 68, 70, 163
3 (television) confused w i t h d3 (jam) or J (shoe) 93, 106
j (yellow) confused w i t h d3 (jam) 100,128
n (ring) 34,148
146
List of likely errors Japanese
Intonation and stress
Joining words : an extra vowel may be added at the end o f a w o r d . 89, 69, 71,105
Japanese speakers
Vowels
Usually too short. 3: (girl) sounds close to a: (heart) 58, 43, 37
a (a camera) pronounced a: (heart) or as spelling 10, 27, 55, 42
1 (ship) sounds close to i: (sheep) 18, 7
ae (man) confused w i t h e (pen) 39,13
A (cup) confused w i t h ae (man) 41,17
u (book) confused w i t h u : (boot) 77,35
ei (tail) sounds close to e 102, 48
au (phone) sounds close to D 49, 86, 24, 61
or confused w i t h o: 87, 63
id 72,66
ea 72,69
Consonants
I sounds close to r 65,161
f confused w i t h h 22, 46,116, 130
9 (thin) 12, 133
6 (feather) 14, 138
v sounds close to b 23,122
w found difficult in front of u: (boot) or u (book) 24, 124
when wr i t ten wh may be pronounced f 25, 126
z confused w i t h s, especially finally 6,101
or pronounced dz or d3 (jam)6, 100
r confused w i t h I 65, 161
h may sound close to f (shoe) or f 46, 130
g confused w i t h k in final position 112, 95
3 (television) pronounced d3 (jam) or f (shoe) 93, 106
n confused w i t h m or rj in final position 31,146
j (yellow) found difficult before 1 (ship) or i : (sheep) 100, 128
Intonation
Falling tune. 4, 13, 16, 5, 22,33 (and almost all intonation exercises)
Stress and rhythm
Sounds staccato; an extra vowel may be added at the end of a w o r d .
Joining words. 89, 69, 71, 105
147
vj iHcciy errors Kampucheans (Khmer)/Portuguese
Kampucheans (Khmer speakers)
Vowels
I (ship) confused with i: (sheep) 18, 7
u (book) confused with u: (boot) 77,33
a (a camera) pronounced as spelt 10, 27, 55, 42
ae (man) confused with A (cup) and e 39, 41,13,17
3: (girl) sounds close to o: (ball) 58,38
ei (tail) pronounced e 102, 48
au (phone) pronounced close to 0: (ball) 87, 63
Final consonants may be dropped after diphthongs.
Consonants
Great difficulty with groups of consonants, especially finally where one or more may be dropped.
z may sound like s 6, 116,101
f found difficult especially finally 22,116
s may sound close to h 3, 97
6 (thin) 12, 133
6 (feather) 14, 138
v may be confused with w or sound close to b 23, 24,125,122
3 (television) confused with d3 (jam) 93,106
J (shoe) confused with tf (cherry) 91, 95,103, log
d3 (jam) may be pronounced t j (cherry) in final position 97,112 j (yellow) may sound like d3 (jam) 100, 127 k may sound like t in final position 112, go
I confused with r after k or g 65, 161
Intonation
Falling tune. 4, 13, 16, 5, 22, 33 (and all intonation exercises)
Expressing emotion. 79, 80,113, 22, 30, 49, 132, i$g
Stress and rhythm
Sound staccato.
Joining words. 89, 69, 71,10}
Portuguese speakers
Vowels
1 (ship) sounds close to i: (sheep) 18, 7
ae (man) confused w i t h e 39, 13
a: (heart) pronounced 3: (girl) before m or n 43, lg
or confused w i t h ae (man) 43, 20
148
List of likely errors Punjabi
u (book) confused with u: (boot) 77,35
0: (ball) confused with o 52, 28
8 (a camera) 10, 27, 55, 42
eu (phone) sounds close to o or 0: (ball) 86, 61
ei (tail) pronounced e 102, 48
Consonants
Difficulty with groups of consonants; final consonants dropped or not pronounced
clearly.
r too far back, may sound close to h 65,160
h sometimes omitted 46,130
9 (thin) 12,133
fl (feather) 14,138
b may sound close to v 108,122
t j (cherry) pronounced J (shoe) 95, 108
d3 (jam) pronounced 3 (television) 97,112
j (yellow) sometimes omitted 100, 127
z confused with s and 3 (television) 6,101
n in final position may be nasalized or confused with m 31, 146
r pronounced where normally silent 68, 70,163
s + consonant found difficult at the beginning of a word 3,100
Punjabi speakers
Vowels
ae (man) confused with e 39,13
D: (ball) 52, 27
9 (a camera) sometimes confused with A (cup) or as spelling 10, 27, 55, 42
ao (phone) pronounced D 86, 61
ei (tail) pronounced e 102, 48
Consonants
Difficulty with groups of consonants especially at the beginning of a word.
v confused with w 24,125
9 (thing) pronounced close to 112, 133
6 (feather) pronounced close to d 14,138
p may sound like b 108, 79
t pronounced with the tongue curled back 79, 82
d pronounced with the tongue curled back 81, 86
r strongly trilled 65,160
pronounced where normally silent 68, 70,163
rj may be pronounced rjg 34,148
List of likely errors
Intonation
Falling tune. 4,13,16,5, 22,33 (and almost all intonation exercises)
Stress and rhythm
W o r d stress. 5 , 10, 5 5 , 1 5 , 55, 82 (and all word stress exercises)
Russian speakers
Vowels
as (man) pronounced e 39,13
1 (ship) / confused w i t h i : (sheep) 18, 7
3: (girl) as spelling 58,37
e (a camera) as spelling 10, 27, 55, 42
au (phone) pronounced o 86, 61
ei (tail) pronounced e 102, 48
D confused w i t h 0: (ball) 52, 28
v (book) confused w i t h u: (boot) 77,35
Consonants
6 (thin) 12,133
6 (feather) 14,138
w pronounced v 24,125
r strongly tr i l led 65,160
rj pronounced n, nk or ng 34,148
z pronounced s in final position 6, 116,101
b pronounced p in final position 108, 79
d pronounced t in final position 81, 87
g pronounced k in final position 112, 95
v pronounced f in final position 23, 121
h pronounced x (loch) 46,130
p may sound like b at the beginning of a w o r d 108, 74, 79
N O T E
Because of the Cyr i l l i c alphabet:
letter B may be pronounced v
letter C may be pronounced s
letter P may be pronounced r
letter H may be pronounced n
letter d may be pronounced g
150
List of likely errors Swedish/Norwegian/uamsniaeroo-Ksrow
Speakers of Swedish, Norwegian, Danish
Vowels
1 (ship) sounds close to i: (sheep) 18, 7
au (phone) pronounced D 86, 61
ei (tail) final sound 1 too long 102, 47
a i (fine) final sound 1 too long 105, 50
01 (boy) final sound 1 too long 104, 53
Consonants
9 (thin) 12,133
O (feather) 14,138
w often pronounced v 24,125
d3 (jam) confused w i t h j (yellow) or pronounced dj (due) by Danes
97,100,112
z may be pronounced s 6, 116,100
3 sounds close to J (shoe) 93, 106
tf (cherry) confused w i t h J (shoe) or pronounced tj (tube) by Danes 95,
iog
Intonation
Statements may sound like questions; sentences may sound incomplete.
Falling tune. 4, 13,16, 5, 22,33 (and almost all intonation exercises)
Serbo-Croat speakers
Vowels
1 (ship) confused w i t h i : (sheep) 18, 7
32 (man) pronounced e 39,13
or confused w i t h A (cup) 41,17
3: (girl) confused w i t h 0: (ball) or as spelling 58,37
a (a camera) as spelling 10, 27, 55, 42
au (phone) pronounced D 86, 61
A (cup) confused w i t h a: (heart) 44, 21
u (book) confused w i t h u : (boot) 77,35
i s (beer) confused w i t h i : (sheep) 72, 67
ea (chair) confused w i t h e 72, 6g
Consonants
w pronounced v 24, 125
B (thin) 12,133
& (feather) 14, 138
n (ring) pronounced rjg or nk 148,34
r strongly tr i l led 65,160
p may sound close to b 108, 79
151
usi oj meiy errors Spanish
z pronounced s in final position 6, 116, 101
b pronounced p in final position 108, 79
d pronounced t in final position 81, 87
g pronounced k in final position 112, 95
v pronounced f in final position 23, 121
N O T E
Because of the Cyrillic alphabet:
letter B may be pronounced v
letter C may be pronounced s
letter P may be pronounced r
letter H may be pronounced n
letter d may be pronounced g
Spanish speakers
A strong tendency to pronounce words as they are spelt.
Vowels
1 (ship) confused with i: (sheep) 18, 7
ae (man) confused with A (cup) 41,17
a (a camera) pronounced as spelling 10, 27, 55, 42
3: (girl) pronounced as spelling 58,37
o: (ball) confused with au (phone) 87, 63
or with D 52, 28
au (phone) pronounced o 86, 61
u (book) confused with u: (boot) 77,33
ei (tail) pronounced e 102, 48
ia (bear) pronounced as spelling 72, 66
ea (chair) pronounced as spelling 72, 6g
Consonants
Difficulty with groups of consonants. Final consonants dropped or not pronounced
clearly. Sometimes t is substituted for other final consonants.
v pronounced b at the beginning of a word 23, 122
h pronounced x (loch) 46, 130
j (yellow) confused with d3 (jam) 100,127
z pronounced s 6, 116,101
w found difficult in front of u: (boot) or u (book): may be
pronounced b or gw 24,124
d sounds close to 6 (feather) in the middle of a word 81, J39
J (shoe) pronounced tj (cherry) or s 91, 95,103, log
m confused with n in final position 30,143, 146
rj (ring) confused with n 34,148
r strongly trilled 65, 160
pronounced where normally silent 68, 70, 163
b sounds close to v in the middle of a word 108, 78, 122
s + consonant difficult at the beginning of a word 3, 100
152
ust oj itieeiy errors 1 UTKlin/ I
Intonation
Sounds a little flat.
Exclamations. 79, 80,113, 22, 132,139
Surprise. 79, 80,30, 4g
Turkish speakers
A strong tendency to pronounce words as they are spelt.
Vowels
ae (man) confused with e 39,13
A (cup) confused with ae (man)4i, 17
a: (heart) close to A (cup) 43, 21
u (book) pronounced u: (boot) 77,35
ei (tail) close to e 102, 48
au (phone) pronounced o or 0: (ball) 86, 61
ia (beer) pronounced as spelling 72, 66
ee (chair) pronounced as spelling 72, 6g
Consonants
Difficulty with groups of consonants, especially at the beginning of a word.
w pronounced v 24,125
6 (thin) 12,133
6 (feather) 14,138
rj (ring) pronounced ng or rjk 34. '48
r strongly trilled 65,160
or pronounced where normally silent 68, 70,163
z pronounced s in final prositon 6, 116,101
b pronounced p in final position 108, 79
d pronounced t in final position 81, 87
g pronounced k in final position 112, 95
v pronounced f in final position 23, 121
Thai and Lao speakers
Vowels
May be nasalized after h, m or n.
u (book) confused with u: (boot) 77,35
a: (heart) confused with A (cup) 43, 21
ae (man) confused with e or A (cup) 39, 41,13,17
Final consonants may be dropped especially after diphthongs.
ei (tail) 102, 48
au (phone) 86, 62
List oj imety errors Urdu
Consonants Great difficulty w i t h groups of consonants, especially finally where one or more
may be dropped.
I confused w i t h r 65,161
or may be pronounced n finally 60,154
12,133
14,138
confused w i t h w 24,125
or pronounced b i n the middle o f a w o r d 23,122
may be pronounced s 6,116,101
confused w i t h J (shoe) or z 93,106
pronounced tJ (cherry) 97,113
may be pronounced k 112,95
8 (thin)
0 (feather)
v
3 (television)
d3 (jam)
g
Intonation
A l l intonation exercises w i l l be useful.
Stress
Sounds staccato.
Joining words. 89, 69, 71,105
Urdu speakers
Vowels
M a y be nasalized.
A (cup) confused w i t h a (a camera) 41, 10,16, 42
as (man) pronounced e 39,13
3: (girl) pronounced as spelling 58,37
19 (beer) pronounced as spelling 72, 66
ea (chair) pronounced as spelling 72, 69
ei (tail) pronounced e 102, 48
90 (phone) pronounced o 86, 61
Consonants
Diff iculty w i t h groups of consonants.
w confused w i t h v 24,125
9 (thin) 12,133 d (feather) 14,138
r strongly tr i l led 65,160
pronounced where normally silent 68, 70,163
t pronounced w i t h the tongue curled back or may sound like d
at the beginning of a w o r d 79, 81, 82, 87
d pronounced w i t h the tongue curled back 81, 86
p may sound like b at the beginning of a w o r d 108, 79
k may sound like g at the beginning of a w o r d 112, 95
154
List of likely errors Vietnamese
Intonation
Falling tune. 4,13,16,5, 22,33 (and almost all intonation exercises)
Stress
W o r d stress. 5 , 10, 5 5 , 8,15,55 (and all w o r d stress exercises)
Vietnamese speakers
Vowels
1 (ship) confused w i t h i : (sheep) 18, 7
ae (man) confused w i t h A (cup) or e 39, 41,13,17
u (book) confused w i t h u: (boot) 77,35
0 confused w i t h 0: (ball) 52, 28
3: (girl) may sound close to 0: (ball) 58,38
Final consonants may be dropped, especially after diphthongs:
ei (tail) 102, 48
au (phone) 86, 62
Consonants
Great difficulty w i t h groups of consonants, especially finally where one or more
may be dropped.
8 (thin) 12,133
A (feather) 14,138
z pronounced s in final position 6,116,101
S confused w i t h t in final position 3, 79, 98
f confused w i t h p i n final position 22,117
b confused w i t h p in final position 108, 79
d pronounced t in final position 81, 87
1 confused w i t h n finally 60,154
r may be pronounced z 65,160
d3 (jam) pronounced 3 (television) 97,112
t J (cherry) may be confused w i t h t or f (shoe) especially in final
position 95,108
J (shoe) may be confused w i t h S or t 91,103
Intonation
A l l intonation exercises w i l l be useful.
Stress and rhythm
Sounds staccato.
Joining words. 89, 69, 71,105
155