Pronunciation for Advanced i Learners of English Student's Book David Brazil & CAMBRIDGE GRIVERSITY PRESS‘BE i ag Tanpuco Ses Came Unsed Rego TH Ethers Raong Camberg CR 2RUL UK {oor 20 Sram, New Yok NY LODLI“Z1I, USA. hp cupy 10 Seams Ran, Ose boven 36, Aer Mode alin, 8018 Made, San ‘Dina incon ee stare Serareleon a ny or my ke pt shore Te Toten perm of Cone Uninc Ps Fa pied 1994 Sah nog 199 ama in he Ud Ring ah Uni Prom Cae A ctl cd oh ok able rte Bt ary ISBN 51 3708 Xena Book ISIN 0521 38206 Scat cace Contents omer wera ums warns Acknowledgements Key vo symbols Introduction Step by step Pare The tone nie Prominence Pare2 Target Posiion 1. Prominent syllables simple vowels and diphehongs Help Part Falling and rising sores Parc Tage Posiion 2. Sounds 2¢ the begianing of prominent syllables: simple plosive ad fricatve consonants Voiced and voiceless consonants What's new? Pare False tones arc 2 Targer Position 3. Sounds at the end of prominent sylibles which are also ae the end of cone units: simple vowels and diphthongs ‘Target Position 2 continued), Sounds at she beginning of ‘rominent syllables: nasal, Isteral and approximant Finding out oF making sure? Pare L Toaes used when asking andl replying Parc Taeget Position 3 (continued). Sounds 2¢ the end of prominent syllables which ace also atthe end of one units Single consonants and pwosonsonant clusters Wh i in charge? Pare The diferent meanings of che rising and fll-riserones Part2 Protected and unprotected vowels ‘when to take contrat Pare L Some special uses ofthe rising and fll-rse cones Par 2 Targee Postion 2 (continued). Sounds 2 che beginning of prominent syllables: consonane clusters pose a 54 66 Ss c (wun? wns unirt9 ‘An urban myth % Pare Prominence and selection Pare 2 Unproteced vowels (continued) Can you explaia to us...? a Pare High key Pare 2 Targee Position 4 Single consonants and sonsonanc clusters shat follow the vowel of peominent syllables but do nat end the cone unie Reading aloud 38 Page Two ways of reading aloud Low key Pave2 The pronunciation of words which have o89 prominent ssllabiet in thei cearion foren Revision: The story 0 Far 10 Answer key 16 Appendix Ls Glossary re Additional map for Task 4.9 ist Acknowledgements 1 should lke to chank: Jeanne MeCarten, Lindsay White and Bri Support and patience ducing the long cm preparation sit Viiey FoF thei encouragement, 1 in which this course has been in Dorothea Bogle, Richard Cauldwell, Richard Francis, Niall Henderson, Marcin Hewings, Joanne Kenseorchy, fill Mainwaring, Gillian Mansiela, Georgie Pig Paul Tench, Alan Webb and Christina Wilkes for thee invaluable help ed advice, particularly when the material was going chrough the plating stagKey to symbols Vowels sie ss i sweet Istria? © bench bent ff cata stat! alley fale 3 weak wok! s bus Boss! shoes fuse! > op top 2 teeminos Jea:minas! © could kod) at bright fora av ou hau! au snow fsnu! co where wea! et late Rew! a idea faudiod 31 employ fmplovl v2 sure fos! The common sound of unprotected vowels s/f, eg, ‘and there wasn't a plant fang da wozsnt 2 plaza Consonants: Pp past poss bby fea {terminus Mtaminasy—d_— down dav? Kk concrete TKogkrit? 9 ‘got! bee liasu Y Visitor vata! 8 thoughe stl 3 there Bea! se su {thoes Must J shops ops! 3 meatuce /one33! m= miles raulad 1 ord aed n now nau! fright feat feng rea wy yeane wont ho how raul i yes fest “Tone unit boundary: I the bus stopped ! we'd gor to he terminus Sounds in prominent syllables: UPPER CASE lerters Mahe BUS STOPPED Mf we'd GOT to the TERemiaus 1 Tonic slab: undectining 1 che BUS STOPPED we'd GOT co the TER minus Tore: eros plaed athe beganing af ee cone uni te 7 fallrices level 1A XCHEN che bus STOPPED It ¥ she GOT QUT Key: areows placa before the fist prominent syllable High key: T e a Lowkey. 4 Mid key: No acrow W the BUS STOPPED 1! we'd t GOT to the TERenins the BUS STOPPED Ml we'd 4 GOT ¢0 the TER Minus I RAR ANR NAN AAARC ns @ Introduction Who is tl course for? ‘This course in pronunciation is intended for users of English who wish to fel ‘more confdeat sbout theie ability £0 speak it, Iwill be useful to those who nave already achieved an advanced level of proficiency in che writen language Ie nor, lunusual for such students co feel uneasy about how theie pronunciation might be Petcrived by others and co be specially concerned about how it might affect thee ability 0 communicate, and is with their parciculae concerns in tind thatthe course has been compiled le may be that in your own leaaing experience, more stress has been laid upon the skills of reading and writing han upon those of speaking snd listening. Or ‘may be that attention has been given ro what are often referted (0 a8 “communication sill’ so thae litle rime has been devoted to the details of Bonncan, Thi way of sang ea ange esa ou {encouraging sense of achievement in the ealy stages. eis good to find that you ‘can say what you need to say in the situations you actully find yourself in. But you may by now have reached the sage where the kindof pronunciation jou ‘ould once ge by with no longer satisfies you. This book will provide you with a ‘methodical programme co remove some ofthis feeling of inadequacy, What shall you use spoken English for? For many, the use of spoken English will be closely tied up with pacticulae professional interests. You may, for instance, find yourself faced withthe nced to ‘make oral reports in connection with your wark, orto present seminae paper in English. You may have co paticipace in social conversation i English fe you ate, ‘or ined to become, a teacher of Englth, you may wish to be able to performs ‘more confidently yourself, orto have greater awaceness of the ikely causes of Uificuly for your seudens. ‘There ace many ways of teaching ~ and of leacning ~ English, and those who make usc ofthis course will hve come to theie present sate of competence ia English, and of knowledge abou: English, by a vaciety of routes They will : aR, gre eons, oCclway +4 fool 7 z 3 DRzing [ t iets ¢ a eee en eater tneree 21 WENedhcough an SCH and Neo another STREET twas ONE of hoe pieacin Pet with CONreteBENehes i on an CNet or LAWS but he BENes were ET ews Ne Aa bce WAS 3 PLANT be SEEN It is sometimes necessary fo use the synbols of a phonetic’ alphabet to represent sounds We sed yt the Se ome al he ts: ers £8 ire al ey el x “cnet (beware tat he fe umber tendo conusioa). ct Read these example and shen, with a partner, write che phonetic symbols for as * ‘many of the vowels in the peominenc syllables as you ean. Ciecle dhe vowels inthe prominene syllables for which you do not yet have a symbol. Listen to the caweite gain if you need to 1 1 IASSED some sides fas AGES a eR Monae ORE on PLAS ie ues! Vie an izes ad HUNdeeds of SHUIES a Giveaway BREST CEFrovee GEC wrappingitand iy sa SG the LAS he tip asians was JOST casing he GOR ” COULD she TELL me plese where MiB src ws she THOUGHT gee ws 2 (OH in éhe ARST sex onthe LEET pets ehey'd know THERE There ae wo mew simple vowels inthis exercise: ( 1 the Ft prominent nab off COULD she TEL me plese sybel I 2 the ast prominent sabe af | ang HUNreds of SHOES, ynbol fu. Toe sls BRUGHT UGH, Bes If SNOWmen Jf 4. ERE re not re They are ighthongs. Working with 2 parner, listen to these examples and repeat them, paying, particular attention tothe vowel in the Last prominent sylable in cach one 1 J we'd GOT 20 the TERminus and EVeryone gor OUT! 2. LEFtover Gl weapping and HOIy ad SNOWmen Repeat the activity, this ime watching your partners lips when she ote produces these v0 sounds. On the evidence of what you se, ery to Uescibe how they differ From all the ochee vowels i the examples. rine =| sare ee sie oe ae er ad oe se a Be ratacter be is that the and toute jose ding you ca alway fee tnabapeninga naaOx 1 Everyone gor GW In the prooninen syllables of aeaely all che following tone units, there is ome simple vowel and one dipkthong, Listen and repeat each tone wait carcfully. Circle each prominent syllable which has a diphthong. The fis done for you. (One tone uit does not have one simple vowel and one diphthong. Which iit? 2 Hl she WASn't sure WHERE () a 3 Niewas TOO LATE Leah 440 shere were STREET LIGHTS 1 15 5 JNO CARS admitted! 6 If she was just CLOsing the DOORS it 7 Wl she'd NO IDEA 8 U! pecHLAPs they'd know THERE 9 Wi WENT round to 8 SIDE door i! 10 (twas just HALE past EIVE 111 she was emPLOYED there during the HOdays i ung Using the examples you have found ia Tasks 1.12 and 1.13, build up a table of Aiphhomgs ike cis Ox ovrwrwowe ree L 2 3 ¢ 5 é 7 ‘uF | SNOW men Eno OND ety \While working through this unit, you will have found that many of the vowels and diphthongs present no problems for you, but you may have found thac these fre some that you need to practise. Iso, decide which they are, then turn co Exereses I-19 in the Appendix (on pp. 138-41). Remember always to practise the sound ina complete tone unit and to concentrate upon the prominent Splables. The exerebes are rssorded on the eassete at this point. Find those ‘amples that you need or if you do not need any, wind on co Unit 2. Summary 1 Instead of thinking of speech asa sequence of ‘words’ ~ as we are inclined co do whea examining the writen language ~ we can chink of ic as a sequence of 2 Each tone unit i a separace parcel of information which we present co the listenee, and che way we areange our information i paccels is important if we ace co be ceadily understood. Each tone nic hs either one o¢rwo prominent syllables, and prominent syllables are placed in such a way as fo draw the listener's attention Darticvlae words. 44 When you find ie neceseary to peactse particular sounds, i is beer vo begin by targeting those chat come in prominent syllables. Al he simple vowels except Tal and the diphthongs can be found in promis syllables‘The numbers on the map represent different places along Mandy's route. At each ‘af these she i told 10 do something or look out for something. Working with a « primer, listen again nd imagine you are Mandy. Fill in the table Below with the 6 « wi Q® Help! places, and what you are todo at each one. , Place Directions nl Part 1 [1 | Culde sae Don't turn here. ( Listening for meaning 2 | anderen ‘ {2 Mandy has aveved ina sirange town and docs not know how to get so her frend 2 ; \ David's house: She telephones Oavid for directions Listen eo thse telsphone 7 - « conversation and follow David's directions on the map below. ag Ee elt ; 3 t i c ' fnit 4 « Teenie ne [Ac one paint, Mandy says something like this: SY Ath iso is HOSpical LANEY i've been ASking for hospital ROAD Mend ( Sythe said eheee ISa'e one C Listen tothe tone units above, Notice thar they ace very sila 0 chose you heaed in Unit 1. : ea Leif in ncn wml] ie PyovFOljdoad ROUND Nb he's TARE ou | E \pnder TRUM cod Ef Listen again and compare these two tone units: ¢ Sanna ones 3)! and chere’s an UNderpassW to TAKE you UNder Vv ¢ ap with hae ors ‘ eld) ca 4/ifyos FO te ond ROUND .the TRUNK road i r S Listen as many times as you need ¢o be sure you can hear the difference. (= Danza ( [EE co ma) vote sca! : 2 ® GF 'UNderpais’ afd 'UNder’ the Speaker starts on a comparatively high note and Romero o ( roves dowd 0 omparatey low ne tat to sy these efllng tones nae ih at brid feng don os ppening me sd of Mani xd * + ta those we encountered in Unit nthe cses of ROUNO’ ad TAU roa? the pteh David's conversation. Use arrows to show what kind of tone is wsed in each tone = oven uplard fm sconparatey owiehe rig tnes ae ‘¢ - WaWOvs It APnow LET me see ifi've gor ic BIGHT “7 need the RIGHT ¢ e t hand Lanes Ke " oawo: ff A YESM 27 RIGHT hand LANE / ct sanor: AYES cf wit sae Bea hte in Wen how ak Damo: bythe SHELL Svc aon . ; Wd ofthe te fone unt ar bf lang sal at FGA te Een arere aa penereey C i eves ea oneness ms 2 MM teated 6 Une avo: if Jy COLLege LANE i IL od DN Sd iret asor: i YESH 77 PAS« che TECHicsl college! Ce Abe TN ead See RES bavio: A PASt che TECHnical college ) 7? PASt the BBlmary school I ce ‘csc a achilles ‘ oa eae Sess REF SSE cy avo: anOther JUINCH0n ( awov it 7 YESH! ; ( avo: PARK ROAD/ 77 TURN RIGHT ; waste Mt “AXES 77 cake the FIRST EXiC = Davin: Mg FIRST exit atthe mini ROU aay n C.-L Canon thes sight feet insrvctions, ut an arrow athe begining of asor: if gj and THATS pack CLOSE ‘6 = i, > { bollce Aceoure ity oe : cach tone nico show whee the tne Fingal. \ heparin 3 folly 4 ed Nand you wane the FIRST EXie /! teal twat “ade tone. Working in pairs, cake the parts of Mandy and David, and cad the c 2 WS) youmest TURN RIGHT yATHEN you keep Going /7 unt. 7 4 cron ca gute prominent etd se ig c ou 2 Misi ROUNEsboue TY and ON the ROUNAabouct you COME 1) TYto a Mi idabourTY and QIN the BOUNdab Fars eee eget as teen ac as an enna tana ( you warbthe FIRST EXiei! conversation? fe (Can you think of any teason why certain tone units have rising rones in these cramps? m ( ( \ ¢ ( Coa: =a Listen gain tothe kindof intonation you heard in Unit 1, where all dhe rone tits have falling tones, not rising ones. 10 the STREET was EMPry f ¥ Even che BUS driver had gone ! 8 i HUsried CROSS 11 ¥ and TURNed inco an Alleyway Hf" and STARted to WALK Mit was DARK M1 ¥ and DRIZZling a ite Why do you think the tones are so diffeent inthis extract fom those in the previous one? In Unit 1 the speaker makes neal everthing sound new. Each tne uit ges us one more bit information about he experience: she felis us, step by step ofthe emptinest ofthe ‘ste the departure ofthe bus ver, the crossing ofthe road, and sa on Using falling tone foreach esaiment shows that we ae no expects f0 know abot ay of thee ings inadeance = Mandy and avi inthe above extrait Fina fren situation. They have veached the point n thee conversation whee they are bath supposed ta know the way t 27 Park Clas. Davi, matrally, knows the way because Ne lives thee! And Mandy has now tee tld They ae just checking tobe sce thatthe information she noe has the same 3 that which == David gave her. There is nothing new in what either yng. Tey ae only oing over. round they have cover ala and stalshng tat hey bot se things the ame = ow hat nn infomation hag and SS Listen to these itso an ny to ide which ong unis ave ing oe Mas theming fa fav puesta 1 gycane Our gf Ci ack paed TURN RIGHT £8 AREER york ea tga yr Let 20 Gro SQuyH ithe cond ing “BiEENOTI 27 the vor EIRST/ so hat’ the SEzondtucning 77 on your LEET 4 Zand if you GO sound THERE “9 you'l see some BLAYing fds I Sp oe your RIGHT ‘6 dy “Think“why the frst tone unit in (1) has a esing tone. If Mandy want ro get ro David's house, she knows already that she can’t stayin the eae park! David tells her nothing new when he cays ‘Come our’, ec. Can you explain each ofthe other rising cones ia chese examples? Listen again and eepeat the instructions, making sure you get the prominent syllables and the tones right Before you listen co ths eask, study che transcript bolow. Working with a partnet, try ta decide which ofthe tone unit will have rising tones and which falling. Use srrows fo show what you think the tone in each tone unit will be [Read your version aloud before and after listening ¢o the version on the cater W A the THING co look QUT for! NI is the PLAYing fields =>) and SOON after you've PASSED them!) you'll GO under} UNeepae =? Aree THAT \) HANG ON Y you'l BE in hospital LANE” \) you't SOW 1 S fics howpc LAME 9) because of he HOS!) 2 BIG vicEOvian blling f on your EET 77and ¢ the ENG of THERE 1 \) 7OVLCOME ro sme TR he "Reems that the tone begs in the last prominent sabe inthe tone unit and ends at the end ofthe tone unt. Ts means that cn extend Over ane word ar Over Several: Listen to this short piece af conversation. 1 movonist; Excuse me I'm looking for the technical college. Can you help me? passenay.iPh THINK the place you're LOOking for hin COllege LANE Mies 2 RIGHT TURN i! by che SHELL sation (One of the tone unis ia the reply basa rising tone. Why?tis ssc nencpN tM vat oncogene Seer ooah state sear bc enspar porsmieee sete eens 1s ses. shop rir lt thet the pad 8:79 you'll FIND THAT /Pen the SAME side of the ROAD /! fy Con eke his oad bee! f: Ym aFRAID NOT i you GO dows THERE you WONT gx dave dies ch dese is seven aggre aged 1h ee PRO Bl 1 # eee ROADock I there a LOxo onGESon nthe CEN 3 ra il CULT ih SHOUT THINK he map youve GOT / MUST be an OLD oe COtege PANE Min the NEW deVElopnent esi! TERS wey abOUr a Maks fee NOT very EAR Ws the TRAC sha’ the yagge(tRonlee THIS une of DAL 7“) Practise each of these examples, using 2 falling or rising tone as indicated. Then compate yout versions with those on the cassette. LU SOme of them are GLOSED M1 2 WS SOme of the STREETS are closed 3. Oly SOme of therm are closed 1) 41'S bur ONIy SQme of che steers are closed if 5A After the HOSpital if 8 TURN RIGHT 6 10 AFter you've BASSed ie! 8 TURN RIGHT 11 7 10-7 AFuer you've BASSed the hospical ! “TURN RIGHT i! 811 and SOON After you've rurned sight you'l see a Mini ROUNsbout i! Part 2 How ooes He? ‘When you are telng someone something (suchas how to fad thie way, some parts of o ‘nhat you say havea special sgnfeance: when listeners Near ther, hey know something hot pesos they din’ know before. Othe parts have a diferent kind of significance: they. Filia the background that you think che listereralreodyshares with you. When Davi a {1 until you comet a Mi BOUMSabout 7 and GW te RQUNabout I You want ‘he FIRST Ee ony the Fist ad ast tone units wil sound te mews to Mandy The sea re unit with ‘sing tone] refers to something tht he has aiteady mentioned and wrih ha rereore ‘ogcome shared baskgroun. leis of eat help tothe Fstener to have the ‘new’ spoken na iferent way from the pare + ahi efer to common ground. One of the main uses af intanation iso enabe You o make this lp distinction One ofthe advantages of speaking in tone unis shat it enables us ta presen each tp forward a either ews! of nat news ‘When Mandy gets cathe junction atthe end of College Lane, she finds thatthe tight tueniato Park Road has been blocked. She telephones David again to ask for new dicections. Working witha partner, rake the part of David and use the . "map on page 18 to give her another eoute from where she is now, Remember that when your instruction sfer to ground Mandy has slccady covered, oto places She aleeady knovr about, you will use arising tons. Then listen toa posible version on the caste Listening to sounds Target position 2 Sounds atthe beginning of prominent syllables Single consonants: ff TEU me aGald Listen to these tone units and zepeat chee, paying special attention to the sounds that are taegeted. [Remember tha itis sounds We are conceened with, aot letters. ‘The leter combinations ‘th’ and ‘sh’ each stand for a single sound,}Panes Reet aa 1 11 ¥ 11160 over what you've TOLD me (sm GOing 9 write ie DONEN if ‘A the FIRST TURning i 3 CU de suc! 7 i go PAS the SEeondary school! # i've DONE THAT bie. 8 beEORE i 4 PAS the TECHaieal college f 4 BY the SERWice station and THAT'S where the PARK is i Novice thatthe consonant preceding the vowel in DOWN is very sila to that DONE! Wecan bg tale of the diferent consonans we i inthis postin ike shi: Gacoinls og eee eg ae tae | Ba | | SE pS eae a ‘Complete the table withthe different consonant sounds inthis carget position ia (i) above and with al te eonsonanes in target positions in che rone unis in (2) Ox 21S we'd GOT to the TERminus ! © ie was DARK ff % there were CONcrete : [BENches Sco Sle on /! ¥ and CONerete TUBS © i PASSED some SHOPS 11% with Videos if © and THINGS lke THAT I % i SAW someone closing the DOORS ¥ of a SHOE shop /! ¥ bur SHE coulda’e TELL me if ¥ she SAID she was SOry i! but she was a Visitor here herSELE ! 8 but she ‘THOUGHT i! chee was a PUB JI in she FIRST street after che PHONE box if i could GO and ask THERE i! 242 EE Working with parnc,liten ta chess tone units and repeat them, paying special = tention to how you make the target rounds /! and /A, eae | Wee DONE ehae bit! bEEORE 1! PASe the TECHnical college 2 we'd GOT to the TERminus ff and it was DARK M1 ‘Can you describe the similarities and the differences berween these S40 sounds? Notice fst theists. Both fl and (x are made by placing the tongue in roughly the same postion onthe ie bend he teeth. You cause pressure full up behind the ‘losire and then release it sudden. But how do they afr? often sid tnt fe fe ‘iced consonant wile i vaiceless. Tis cans that sme part af the sound fs oused ‘aya vibration of the voeal chords, eather ik the vibration that produc vowel ound ( When you mae the sound [ty there iid tobe wo such voicing, Careful observation shows, however, that some sounds which are heard as [i do nat actualy have voicing, 0 this way of deseibing the sfference i nt entirely satisfactory. There are two ates diferences, The sovcalled ‘voices consonant is sounded with geste force than "voiced counterpart and in aeiton, when i occurs in our presen target postion, ts atcomparied by aspiration This cans that there i rapid escape of air Fam the mouth something you can cy feet with your hand even fyou cannot hea it.The coresponding woes sound is ot ( spate in sway It you fini ict to make the distinction its best to experiment with all tee ofthe ‘itlerences we have mentioned to geta fel of the kiferences=" It's voiceless more foreefel 18g voiced “Tes forest ‘ther pairs of sounds ave aspirated . “The tables below have spaces forall the consonant sounds you encouatercd in “Task 2.10. Fill inthe spaces with the corecr sounds. The sounds that belong in ‘#0 of the spaces did nor occur ia Task 2.10. Can you say what they are? Voiced | Voicless Voiced | Vaiceters [ae an tw fer a lie rt dipr ae ( we |ea 213 ‘ie ois counterpart f Tl if which canbe feed i, for example yea was the rE “Tne voice counterpart of If doesnot natal occin ths target positon in English, We shall iveatertionto/s/i@Unit4. 2-4. e Listen to these cone unit and repeat chem, paying special attention tothe sounds ‘pl and Js in the Fst, ad to 7k! and /0/ in the second. 111i go PAS the SEcondaey school! 2 COULS ask THERE “Those sounds can be grouped together like this: [Grown tT Group 2] ipl iy | ist Can you say how the oro sounds in Group 1 differ from those ia Group 2? ei relic prt away as So ee Soest Ieee a eesiy euler arin Loe ee nee Piceastat nae ‘Sor all the consonants you found in Task 2.10 ino plosives and fricatives. Use the “lengthening text’ f necessary’. [Plosives Fricatives Tet He WA Ifyou have difficulty pronouncing any of the consonants covered inthis unit, you * may Find thac i helps to know what kind they ae: whether voiced or voicless, plosive oficaive. Ifyou need more practice turn to Exercises 19-30 in the Appendix (on pp. 141-2) and listen to them. Remember always to practise using the complete rone unit and to fix your attention on the target sound, Summary 1 The information we parcel up into tone units serves ta further a speaker's + purpose in either of vo way 1) Temay celer co some part ofthe message about which a speaker and listener ace both already aware; tha isco say, i may make cleae what che speaker ssumes i aleeady common ground between them, Altecnatvely it may inelude information which is nor ye shaced. When we say we tell someone something, we usually rake that ro macan that we have information thac the othee person doesn't yet have. 2. We shove which ofthese to functions a tone unit has by using particular tone (the technical name we give coche pitch mavemene that begins tthe tonic syllable) ‘Most of the simple consonant sounds that English uses can be found, and practised if necessary, before the vowel ofa prominent syllable Many of che difculis thar people have in making these sounds acise from what particular type they are: voiced or voiceless, plosive o fictive, and often helps eo piapoine peoblems i this is recognised 5 The consonants excountered in this unit ace: by Voiced Voieeles Plosive [al ig) WW fed Teh Fricatve [af 7 Fal 19_| 10 10 Islunir e What's new? Listening for meaning = ‘When you meet an old friend, the conversation is often about the people and place you both used to know, and you like find out about what has changed Several years ago Tony let he office where Sus works, 30 when they happen 10 tect one day there lov of catching up, fo do, Listen o part of hee Conversations like this eam be abit confusing for anyone who isn’ in the know. For instance itis somietines dificult to keep track of rhe names of other people's friends! Working witha partner, complete the table below with what you can ‘remember about each ofthe people mentioned inthe conversation. Listen again if SSS B sal jx re, you nced 0. ox [arthur ‘A senior member of staff wh ‘and set in bisinays. wel Al Jane oe ee soul Ted Wet wl ri 7 SMR me : Serab ER - : Jane Harrison Angela Jol Fallows | oO Listening to intonation ( Listen to this extract from Tony and Sue's conversation and eepeat it, paving special tention to the tones. : ( Lf you eM Eber tha ERIEN os tough he GUY who came o> Liverol Fe ALays came on ERKays jd NObody-qie knew MH The toes hee arent ike he sing ad fling ones weave encountered so fe Working wah prc, thes tah pao teen Seishin to ec same desi of snare fas She ns ol ytreahed the pont fg inner saute eter ope Shscging oer atte th Seer Ina aout hin some acento see ‘iret ognte sce es end fhe We arin ued Wet whe plese > ttering tygoimon oars eng one Wat Sueseealye ( Nome fe lei ones Porte 11 GUY wa came fom ee {he pitch falls in ‘Ubu ten rss agin atthe ed the toe it: = uded Listen to how Sue conti » c 2DWhe had a nasty AGeidene of some sort i! his CAR if ‘Which tome docs she ute now? Why? ( Te fang tone i each of thes fave Units indicates tat eke do count as ‘he act at he equinne nad a aesdent rte fac tate west "line ws nought abe known Tonos sees Listen coche false tones in these examples. Repeat each one, taking care with the tone aad prominent syllables, 1 1 SAbbue YOU know ARthur ff the NEver TELLS you much) | 2 he's NOT very Happy about it though / 3.7 abut i DON'T recall s Macy (f 4 SAI DON'T know what she's DOing ff2609597 re lox gy z Do the same with this extract, in which Tony is trying to visualise what the Working with a partner tey to find reasons Why none of these cone unis has 2 falling tone (Listen tothe whale conversation again if you need to remember the In{t above Sve knows erst well hat Tony ktows Arthur: and she assumes that anyone sho id kom him woul be well aware that he was a secretive sort of peso. (2) Sue's asuming tat 0 one wha kre Ted would expect him fo be very happy about being stil there' Perhaps they both know he's always Been an ambitious person who was looking fora mave toa bette job Ppa Fe When Tony Sys in) thot he ‘does’ recall a May he i viualy epeating something ‘hat he ha alesy sai, namely Eat he doesn't hi Mary was therein his ime. The ion, therefor, sready common groin immediatly ff" havent etn er (lel Yor 3}, SOTERA Be ake or “granted that Sue doesn't know what she's doing... = ‘ Listen to some more ofthe conversation between Tony and Sue. They are talking now about changes that have been made 0 che way the ofices are arranged. Ute parley orton ni wih falesetons. Ueive! el efoe listening to the vertiog blow se actos to show where you think Sue tes fling tones aad vere You thin she ses allies. Ask yourself what she ‘hunks willbe new co Tony and whae she thinks wil nox 1 11 okay 0 4s and in THERE! you'l sees TIN ‘ tf) WHAT KING of cin ff : 4: ff it’s a sore of ELAT tin l/ 7 i THINK it says? % THROAT pastilles if onthe LID/! Wand if you LOOK SIDE M © you'l find 3 KEY feo BOOKesse 7 RIGHTY A: Il wand on the SEcond SHELE 1! ¥ youl FIND what you'e LOOMing furl), fs J) THANKS LOTW Sl GO and GET ic ‘Take it slowly, artending co one tone unit at a time to begin with. Change roles 2 from tine ote and contin work on inl you can go though te whole conversation with eas, Tn liste 4 version of on the ate, Sil toring wih your paris, make sre you can give reason fr each fhe >t a39) “ia the aise tne: healt accrs ia ast prvninent Slab, but if there ee more ‘las afer hat the complete false is spead over the remainder ofthe tone unit —> ey Fes NO ey gy Liston co thes pais of examples and repeat them, paying special attention to what happens afer the lst peomiaent syllable. 114 you seMEMber his ERIEND it 11 you reMEMbee that ERIEN of his 2 and THEN there was ANgela i! 1a and THEN thece was ANgela of course f 3. you ceMEMber the CO'flee room if 119 you ce MEMbee where the Coffee room was I 4 11 was THAT neas the BHOrecopying room t/ 1 vas THAT neat che photocopying room 7 as WELL 1! (Cast your mind back to what happened to Elizabeth in Unit 1. Working with a parinee try to reconstruc her journey from the bus stop towards Market Sect. $iace you will both have similar memories to deaw upon, the activity will be Fathes like that of Sve and Tony shen they were cecalling former days a the ‘office. You are therefore likely to make considerable use of fall-ise tone, Part 2 Listening to sounds 3.10 Target positon 3 Sounds at the end of prominent sabes which are alo a the end oF rane unis Simple vomels Diohthong: et me $66 1) iM GO ssigh WAN IE Listen co these tone units and epeat chem, paying special attention xo the vowel in che Last prominent syllable. 1d LET me SEK ies an the Second ELOOR Mt Ie was ORIsing his CAR NObody INEM 1! 1 WUHICH do you preEE8 1 at do all these final vowels have in common? ¢ vsun gine ate rhe oth fo sles ors eel iy erable iit can depend upon here he tne unit psi tang Sot oS oi lo res they UPTO Peat Spon Listen to these tone units and peat the final diphthongs in them, Like the simple vowels in Task 3.9, these also have length. Remember, though, that as we sald in Unit 1, the second pare af the diphehong i given les emphasis than the fst pat 1 79 go STRAIGHe aWAY 2 1 IU-TELL you where 9 GO i! 53 i WASH sere SUHERE 4 she'd NO iDEA 5. HiDON'T know HOW if 6 (WHERE'S the BOY 1| Target postion 2 (conte) | More sounds atthe beginning of prominent syables | 11.6000 LOD ARE yu i yes {In Unie 2 we made lists of some plosive and feleative consonanes that occur in this ‘target position, Listen ca this extract from he telephone conversation in Unit 2 and circle all the consonaets which occur in a similae postion but which were not incleded in chose lists, (Mandy has cold David thac she is eelephooing hen fe and Groom.) GOOD LORD ARE yout wyesi IM you'ee MILEs away ft 15 KRIOW i'm wiles away W RIGHT 1! NOW 1! you WANT to know how to GET here i suppose i! welli DOW n a pub called "The Horse = wat Gan al'be sustained foros long 38 you have enbugh breath to cot ther thats to 3. _Ethey aecantnuans. Ore wa of grouping al the consonant hero fallow: = Continvonts | Facatives Nlant yn Posies For more practice of NLA sounds before the vowel ofa prominent syllable wen to Exercises 31-6 i the Appendis (on p. 143}. Ifyou have na difficulty wich there, wind on a Task 3.14 Decide whether the final vowel of each ofthese tone units isa long vowel ora dipihthong. Remember co speak each tone wait aloud, Then listen to them and repear thew, c 1 fae DID? KNOW 1 19° 6 Hits. 9 LONG way WAH ( 2 yoo NEES KEY!) 7 Wisi AR 3 Whe ASRED for MORE! 8 (ALL chin EW 4 itm GBing co TRY 9 WIS he still THERE 5M you muse ASK the BOY! ‘We have si that ll vowel sound inthis target poston ace smal long vowels ar = “lohthongs. Fo many native speakers this is al we need ta sy Others, however, ote entnue the sour afte completing the vowel diphthong, ed produce smething hat approaches one of the NLA consonants. The extra sound maybe shadowy and bare zo tay bevy aly oourc Sch pronrciton oes ane by the speling. You may her smeting ke Dad MOO itaighe HAL © pesktAPs you woulda’ ind WaAlting for 3 few minutes tf ' 411 aC CORding co the INdieator board /1 7? the NEXT train co YORK It has been GANcelled | \) but NO one seems to know WHY i! whether YOU can tell me i WONdeeIneanation con matter in replies as well asin caguiies. Li sasvwee in these examples 1 rwavetiee ff wand WILL that be che same BLATForm if cw how the speakers Ccuenks (4 YES PLATForm THREE” Jo! ur 2 sor assstaxT: tf 11S ina REcent publication do you know 1 (CUSTOMER: Jf well ie COULD be tt a “ “ Can you explain the use ofa proclaiming rome in the clesk's reply and of a referring tone in the cuscomer’s reply? Whether wea to fnd auto to make sure, we normaly expect a esponse which tll seine 2} information that we set know o¢ 1 if ourieas ae right o wrong, This means that we expect» response with a proclaiming tone sn [t) above, But the custome inthe bookshop seers not Lo Kaow wheter the asta assumption is comet 0 he cannot say If % YES nstead, he says that ico be’ but because the assistant must obviousiykrow this aaa, he 29s ith 2 refering tone. You can often reply with 2 referring ton ike thi you cannot ge te information that th enquirer rally expect Listen to these enquires and ceplics. Use arrows to mak all che cones in the plies. Repeat each reply, paying particulae attention to the tones you use. 3 As la that the eee? he ASTHUNK sot 4a: Tee a one way’, an ie 1 1) wall i's ONE way ge the MOmene I of Ser work * 5a: You remember Mary, in Accounes? ne ANOTREAlly # \) NOM 6 A: Arthuc had that coom upstairs, did’® he? AA well he USed cof) bur i's ALL CHANGED /! ‘the PROBlem I$) i'm NOT quite SURE D> because they're doing a LOr Now +9 = e RS + ¢ é Look at this map of David's rowa, fom which all dhe names of places have been removed. Can you member fram Unit 2 where, for instance, the technical college is? an Ask youe partner a question, for example ‘ls this where the technical colleges, please, with appropriate intonation to make suce that you ace correc. “The post office was aot mentioned in Unit 2, 30 you have no idea where itis. Ask 2 finding out’ question co discover: "Where isthe post office, please?" (Your partner can get the information from the map on page 151.) Make eure o find out where the places below are. (Which you do wil depend ow whether you think you know already.) Your partner will eed 10 continue 0 use the map, the railway seation 2 publi telephone the town hall the Shell service station the police sacion the hospial the playing fields the Horse and Groomz CA Part 2 Listening to sounds Target postion 3 More sounds ¢ the end of prominent sllableswhich are a atthe end of tone units Single consonants: {Hits OREADFuly ut oF DATE i! Two-corsonant casters: 15 tin BINT 4.10 Listen to these tone units and eepeat chem, paying special atention to che targeted 1 Ml Everyone gor QUT 1 10 she RANG 4 BELL i! 2 WWHEn are you coming BACK / 11 /f the HORse an GROOM 11 3 10 8iNgle or reTURN i! 12 dicwas HALF post EIVE 4 1 the BUS came to a STOP It 13 ive ONly got this BAG! 5 Ni Hered aCROSS 1 14 you'll HAVE co RUSH 6 HUNdeeds of SHOES 15 i'm OUc of BREATH i 711i WALKed aLONG if 16 the STOry of his LIEE 8 I she THOUGHT chee was a PUB! 17 1 WHO did she work WIT 9 Witwas VEry ODD ? i 7 q = 3| ett If you have dificulty with any ofthe consonants ia this complet the table below with th ‘out what kind chey are. Bet position, ey co find Gy tonic syllable in the fone units in Task 4.10. Put them inthe appropriate box according to the Kind of ‘consonant that occuts3t the end of the ton syllable, f Veil sows | Wovens round aa | | oso ronda yaurn Frcaive some | SHOES 7 ‘Then use the table to discover whether the difficulty you have is associated with ‘one particular typeof consonant or perhaps with more than one type, ‘You will find examples for practising any type of consonant you find diffcte in “Varget Postion 3 in Exercises 39-41 in the Appendix {on p. 14). Listen to these tone w sounds, 1 Ml the BUS STOPPED 2 OUGHT to have ASKED it 3 Iishe PASSED some SHOPS (1 4 ehece were CONerete TUBS (/ 5M you ruse TURN LET 6 Nid Breer ASK 7 M1 you FOllow the road a3OUND 11 8 Nits EAsy to BIND and cepeat chem, taking special ace with the carget 9/1 LET me THINK 10 1 NEA ie mySELE 11 fies about FlFey YARDS /1 12 Mf you go RIGHT to che END / 13 WOULD you MIND i 14 (it’s on the SEcond SHELE 15 f1can you teMMEMbec his ERIEND /!4g S ‘Notes that in some cases the first sound ia the clustse is a continvant LEFT’ nother cases it is a plosive.. SHOPS’ Cur each of he clusters that 306 targeted in Task 4.12 into the appropriate box in chit table, ise acon nea First sound isa comtinuant LEFT My (ie. fate or an NLA sound} | ASK ISK STOPPED ipi7 ‘ASKED fa! 2 First oud tea plosive Concentrate on those clusters that you have put in Box 2. Do you natice anything special about the way the fest of the evo consonane sounds is made? ‘Wien plosives bein a cluster ia this target postion, you neither fee nor hear 2 sudden ‘less; nse, you goon imide to produce the second consonant. In the case of Ips tor istance, you put your ips in te position to make [p bu, instead of completing {he sound with elas you go straight int te Fiatve sounds: /p-asl-Something similar happens in [dsl Ip, Lien to these tone units and repeat them, paying special attention tothe sounds in Taegee Postion 5. 1 fm NOT sure WHICH M1 2 Wits Over the BRIDGE It ‘cc theye more new sounds here? The Sounds that speling represehis by = ae s SAT Ute shee tone unis ad epeat them, ping speci atecon othe Fat t clusters 11 she SAW some SHOPS 1 thece were CONerete TUBS ! 2 che BUS # STORPED 1 Altthue's? been MOVED 1! What do you notice about the second sound in the clusters? [Although the spelag "in SHOPS and TUBS’ athe spling "ein STOPPED’ and "MOVED might lead us to expect sar sounds, the sound is actualy determined lke his ~ 1. the vices snd ps lowed by the voiceless sound Is ‘the vice sound fs ellowed by the voiced sour fa: 2 the voiceless sound lis folowed by the voices sound tI the voiced sound [i fllowed by the voiced sound [ll In the a users we therefore get ..- pls.» bal) pt and |... Use the nul ust given co predict wha the second sound inthe final elusters will be in these tone unis. For example 1 i OUGETT to have ASKED i! 2 do you Have many BAGS /! 3 Mf chey NEED to be PLACED 4 he SUddenly STOPPED 11 5 youl ee some MORE LIGHTS #1 6 Wie was Ar you LEET/ 7 I ehece ace TWO more ROADS /! 8 Fi was aMAZED M FEVOx Check your predictions with the casserte and cepeat each sane unit A (wiesless)418 Listen co these pairs of tone units, paying special attention to what happens a the end of each 1 fsb SAW some SHOPS 1 {she SAW some HOUses 2 Whe BUS STOPPED 1 he BUS Watewt What do you noice? ren me tame oft ond you Sl al pe ask 4.15 18 | ~theseend cxampleln tee pas ou would Rave and [Instead you insert the yo i et promineh sy linavzssll = west. 2 Notice that hen this hapgers the nal con suntan Sie Predict how the ends ofthese tone ures will be pronounced, 1 he was MOVED 11 1 he was peoMQred 1 SOME faciliae ERLENDS 1 SOME falar EAces i 1 che CAR was SEARCHED if 1 che CAR was inSPECred i! 1 chat was NOTH wihae she exBECeed ff 1 chac was NOT 1! wht she HOPED i! ‘Check your predictions with the casseete and repeat each tone unit, ‘These tasks should have helped you co identify the kinds of problem you have, if any io dealing wit clusters in Target Position 3. For further peastice tuen t9 Exercises 42-4 in the Appendix (oa pp. 144-5) and listen to tuo aU Sc Fin our lia soe Summary 1 7 ‘Whether you a¢ telling something or asking, referring tones and prodaiming —¢) cones rectn thei exten meaning. ‘When you ae eng something, elercng tone means tha this pat of he snesage is already shared Saying wil no, sector, impart any nes” informacion, When you are aking, ivmeans that you sume th par ofthe message is shared but you want to make sure by asking your lene so confirm ie ‘When you ace cling something, 2 proclaiming tone fans you do no think your licener has cern inforntzon rat you poms, Wher you sre sang tmesns chat your liatener has sme invocation that you do no poses: you nce vo find out. _ ‘When you ask questions foe mainly social ceasons, you usually use relercing Replies, or pacts of replies, which do noc answec questions directly have tctecrng cones. ‘Ther no cleaely perceived eclase when a plosve consonant isthe fest, element ina Baal chases, ifthe ist cement of nal ster voice, the secon is voiced aso. There is simiae corespondence beewsen oicelss elementuit 8 Who is in charge? Part 1 Listening for meaning oF “The Philosophical Society ace just about to begin theit monthly meeting. On the cxssere you will hear the chairpersoA making his upening remarks, The ain ness of the evening isto ene a talk or ‘paper presented by a visiting speaker Belore he introduces the visitor, however, the chaiperson has some announcement 19 make. Listen ¢o what he says and make a lise of che tings b tule his auienee, Then compare lits with 3 partnee. Listening to intonation Es ‘You may have noticed that the chairperson is using language of a rather special and formal kind, He uses words and phrases that seldom occur ia celaxed ‘veryday conversation. For instance we don’t often say ‘one and al’ “on this foceasion" or usta few words’ waless we ate engaged in some kind of spcech= ‘making ofa eather formal Kind. “You may also have noviced that the chairperson hesitates quite fot. There are pauses, repetitions and fale starts. There ace also quite a lot of examples of 3 fone we have not yet mentioned. Listen again tote first part of the recording (ie {srepeated on the casette) and eead the transcripc below. Try to decide what kind of tone i being wed inthe tone units where thee is no arrow. “4 11

OUR A FEBruary MEEring PERM/! —Yand WELeome > of COURSE co our i! 7 «0 ovr REGular 1 > MEMbers and aTTENets i! sand SEVeral E&ces er > i ‘can SEE our there - NOT /!4 TOO familiar co ME M1 ‘Can you think of any ikely connection between the hesitations and the use of this 7 i : qy oO In order to ainain ti kod of language, the speaker was probably having ta choose is vords cater caeflyit isnot the kindof language that cames ready to ind in odinary Eanversation When ne seak lieth, we tnd to se level tones with pause Tis ives us time to put the language tagetner, The ehaipetsn is 2 Fluent native speaker of Engh nut he is doing something very sma to what earners nave todo when they ar wing 3 language ith nich they are not yt ery fami: He mental preparing te next ep before he takes it evel tones are aften vied in such circumstances The symbol or alee! Listen again co what the chaieperson Says, and then to a more Nuent version. 1s 1 ERW 4 GOOd Evening > ER 4 4 good EVening to one and LLM > WELcome > TO i! QUR Mt A FEBruary MEEsing 11 Ly 4 GOOU Evening # * good EVening one and ALLM A WELeome!! A 6» foue FEBeuaey MEE¢ing 1 ‘What tone is used in both versions of W GOOd EXening it good EVening to one and ALL / 1x0 oue FEBeuary MEBting > Repeac these eheee tone wots, making sure you ger the tone eight. Listen to these extracts and see how many examples of rising rone you can hear Use arrows ta mark them. 2a WNbeEQRE f 77 i introduce tonight's SPEAker ff —> there's ERM SYONE (HF 7 impoctane rede 3a JF \SNEXT month's 17? Ming! will BEM >OUR \JADDoat GEN mesing AND erif_7) on that oSCAsion ere HOping foe! 73 GOOD 7 and SPlcited # 71 aTTENdance sad 6TE Cheek your answers by listening (0 a version of each exteact from which level tones and other possible dsteations have ben removed. Ox 2b ALGFORE ‘introduce ronight’s SPEAL eMdiner 3b Pour NEXT month's MEEting /™ will be our ANNual GENeral meesing 4b iI AON that oCCAsion i! Awe'e hoping for a GOOD Vand SPIRited aTTENdance Discuss with a partner possible easons why there ace so many rising tones inthis part of che chaitpersan's speech. Thece ace, in fac, to Sepacate things C0 explain W Achece's ONE impoctant fa) Why are they eofersing tones? 1b) Why ate they eising, aor fallise In Unit 3 wesw thatthe sing and fall-sise tones are both referring tones. As sch, they ‘both sow that tee tne uns nether present anything 3s tews (i teling) nr request ary ews if skngh Her we wl loge at what eifereniates them a refering tones. (eb ace ha ety eth a cena nn oping ase xn org oy mh { the AGM and at they ought to atendzhe doesnt ned 16 tN them about tn bi ust ops. ix Wall rund eave gone over many tes before angst ct il ee ect ea secgih rierees eae ene charge Tei ls coping mens tong what hsnoers rete el ees SS asic adi ere oe tee ae Poe amare ea ner nee er De seo herleccaeh Lacon ee . wn tachi ws roe Here anoher exact om ve chairpersons inoductor peck Line oi mimeo ee 1a 7 JANE PARKS hes SERVEM Us NAesosly foci >i THINK isbouc \\THREE YEARET A NOW “Toy ey i wT of et tones Finally, compare your version with this “ied up" version on the cassette, Ub M1 JANE PARKS /f ¥ has SERVEd us MARWellously f for THREE YEARS 1) 7 NOW 1 Do the same with each of these extracts, Tha is listen tothe (a) version and smack the cones say it uendly wichoue the hestaions and level tones; shen check your veesion withthe (b} version oa the cassette 2a “> she's LEAving > to TAke up a post Zin GLASgow 7 we svt hee WELL 2b she's LEdving If # 1 TAK upa postin GLASgoW 2 # we wth her wELL it 3a S) unk ORwunately #77 DAY If 9 NO a gf6d/1 J as Usual? 3b 1 uaF OREunaeyrODAY Wise stendae is NOL as yo! as Uses ‘ 4a th Se > few WORDS =7 BOUT H FP ee BACKsroui 461 jue a EESEM # SWORDS! 7 shout hee BACKground ff 0 A she's REseny TURNED PTO US >FROM 3 YEAR ‘Nia INdia #1 & * v Sb Wt A she’s REcently ceTURNED to us ff ¥ from a YEAR in INdia li our ATETENMiace “ican SEE in Listen to this extract and marin the toe. 4 AlaLsoit MJ and Tels is cathee 7a SAD note | Pec the TREAS ue AA TELUS met A that we must SERiously consider” ~ (Nereasig ! |Y/subSCRIRsons 17 ‘Why do you thnk dominant versions of ceferving tone are used less here?‘The caipeson would probably not want to spealeof a kel Increase ia subscriptions in an authoritative monet Using th aon-daminant mode at this point gives the impression that hes sharing the misfortune with members ofthe autience asf with Fellow suferes: More ‘eneraly tan ns though, would probably not bea good idea to undetine one's Suthoity too often! The thing to remembers that dormant speakers ave a choice itt up to ther to dee whether to daw attention to tei special oie. Often doesnt matter ‘uch which ofthe two tones used. There ar times, though when we expec people to Uehave as dominant speakers. Fwe atk people to give us hep or advice, orto tel wa story, we maybe effectively ining them to Take charge: to tke us by the han, metaphorically Speaking, an lead us. st Listen co these examples of dominant speakers: Use arrows to mark all che tones. [Repeat cach example, payiag special attention co the csing cones (but remember that there may be occasional false instead) Oe. \ Someone piving cart, snl Rr inductions, BP yy Anew you RNOW where he Mice nil (W194i want you o DOA “iow $10 GO tothe Office) \Jand FIND SilSan 7/7 and ASK SUsan I y for the KEY IF 4) v9 my ROOM 1 7 when you've GOT the KEY A GO co my ROOM“ and LOOK in the CUPoaed WWI Sad IN THERE/! ZTyoui find a ROUND TIN 1! \)with another KEY init! 2 Someone ting tory 0 anecdore 1 GPUs PERson iknow" \) had JUST been SHOpping > AND /! she'd JUST Eloshed ty AND 11/7. she was COAded up with PAReels .")and STUFF she'd BOUGHT 1 > AND PEVecy THING 1 ANDIP-S, she was GOing back to her CARI A IN the CAR park ! and she was GOing sCROSS/! \) to where she'é LEE ic! fan she SAW SOMEone ff \) Sling hin the BAssengee seat! Qy of hee GAR M 3 Someone giving dicecions : 17) you COME out of the GAR pack f Sa)and wen RIGHT 7 nd Aer you've gone a litle WAY. YJ you'll COME cola ROUNdabois 4f! go ROUND the ROUNabouc iP and take the SEcond EXie SI NOT he RST I SPbecause THAT will ake you inco TOWN 1! take che SEcond EXit A] and conTINue along THERE M177 for about a MILE 7) y 4 f iat el anise deine en How 008s ir HeLe? Incase ike thes, you may want 0 give a lear signa that you a in contol soa to ensure that your story. oF your advice, isnt interrupted until you Rave flashed. Darina speakers ae most ley to make use of th ring tone when the take over the controling role fone Someone else, thats to sy, at the Begining ofthe announcement or the anecdote ot snhatever it maybe. ‘Showing that you ae in cantrol can sometimes be lpi to listeners, to, Even when there #5 no rik af interruption, they ay have greater confidence in 3 speaker who sounds Buthotative than in one who des rot Ths applies, for instance to public announcement lemay be reassuring to fel thatthe people who give us information aren conta. To appreciate he difference benween the dominant and the non-dominant ways of refersing, listen 1 these paics of example. la cach pir the fis version spoken apart ofa publi anouacment, an the ccnd's spoken oncersaionally Listen fo both versions and repeat them, paving speci dcntion the ilfecence. Then mack the ons with arrows, 1 2 ous SPEAKer for this Bening) Sy is doctor AGnes THOMson * W JloNIGHT'S sPEAker's Ny AGnes THOMSon Zl) Ashe TOOK her MASter's degree ” >) and her DOCrorate Yat HARvacd 1 1 Jl she GOT her MASter's <7" and DOCtorate M1 \) in the STATES 1 WA) she's WELL KNOWN XY for her WORK on WITTgensein i! 1A) she MADE her NAME WI S\ wich some WORK o WITTgeastein ‘Working with a partner, cead this out in a ‘public’ authoritative way, 4 Ladies and Gentlemen. Our speaker or this evening is De Agnes Thomson. She took hier master's degeee and her doctorate a¢ Hawa, and she's wel brown for hee work on Wingenstein, Now read sis ilogue a elaed conversation, 5 The mening ate prewPgood waualy® oPechaps {should come alGGg some tme.Sy : el agi is Azer Thomson, Sf Tecmo ie ido abe Bit Fe Lehink so. Bue she go he masses ander doctorate inthe Sates. 1; Whar docs she rab abou ee ~ ‘eget ake made et age wth sme work she dion Wiggentin. ‘Your partner will be able Yo tel you whether you were consistent in your use of sither dominant or nom-dominae forms, Then sen othe versions a (1 and (5)steno vesion ofthe lat pact ofthe conversation in Unie 2 berween Mandy Basi, Thy see gong over the instructions for finding No, 27 Pak Close. Mandy wer be cs has goe thems phe Which speaker i dominant? suas: Now lee ef ve got it eight need the ighthand lane. 71 nv: es, Rigthan Line. oF spawn: By che Shell service station. 77 prey one, gained diner ghetto cel oligo? '‘ sat” tat ee elegans hoo sano: Yes. ‘Why do you think Mandy aad David are both behaving as dominant speakers in ‘sim charge othe lime beng, thee are other ocasions when itis decided moment by ‘though there are many ocisions when Is poise to ay hat ihr you or our Fate Shar relent RAfEs BEETS Dt ne cal Speight u “une a const changing woud sound sgpresive in any creunstances Tere ath ng ith here because of Ie special kind of ae he tn pele Peepace a station announcement giving information about the cancelled tain on page 42 and advising intending passengers of alternative ways of geting to York. Read it out, a if over the public address sytem, frst in an ‘offical’ manner, and thea ina conversational manner. Try to decide which would be likely co be preferred by listeness. ges ued nid niece Pest Part 2 Listening to sounds In Pact 2 of all the units so fae we have concentrated on sounds which accve in promineat syllables. fn ehis unit we shall bagi to look at some ofthe sounds chat Jagwhe in the tone unit Listen to these cone unis and eepeat chem, paying special attention to the wavs iN ke SPEAKE fo? tODAY It's AGaes THOMson ft Can you suggest why vowels ia noapromis nt syllables have not been target in previous prastice exercises? (ne reason has alreniy been mentioned if you give special attention to he wowel in the, "eS o¢"son in hese tone uit, you are Tiel to make the lable ‘arominent although ne prominence is needed there. Antes reason i thats not e570 Say exactly what sounds we stuld be aiming at Inthe recoding, the speaker ys ©" something the: a4 2 : IMotader! of edited vowel sound Simmndaly refereed to as ‘Schwa’ _Aod afte itmight be tlt sy bstcy where ne ‘She fur sol oof ud The sino we me Fea samen fines 19 cenembec is that the uowels we nave Been rds na Cay Lease htt ie Co hve We les CSS A 4 at -Srcirned abil What ite Hee GetaR oC Sat ‘ng were hegtna either Jl atone of5.t0 a ected vowels if ‘You will find it easier 1 avoid giving coo much attention ro unprotected v0 you give slightly exaggerated attention 10 those that are protected. ln the Ceamples below the proected vowels ace all in prominent syllables. The Linproteced vowels, being comparatively neglected, sound roughly like /a/ or /i/. Listen 9 these examples and repeat ther. mS at, oA 1 acthe Shue Tas vnerok pee wil U estbdts ff EEENGers Uri pe omelet ausdeen Unero- 11a Gtingtihes GputAsbKtt proteste 1 COngin eT > C la the tone unit below there is one syllable cha has a pearected vowel even though itis not prominent. 1 Urthere’s ONE impfarkane reMiNder Mt “The second vowel in “important il slways have its full value: />/- Listen and smack with a box the protected vowel chat occurs in a non-prominent syllable it tach of there examples. 2 NEW coMMin@ members POL 3 Mand WHEN does ic feteo YORK OK 4: fbr SEEMS co be some ls on he LINE. ev 5 Mifyou DONT mind CHANging | protected, 6 HOW much Wesage do you fave! Prick « 7 itshe TOOK her MASc’ dese prot You oted 1 kaow whsther a vowels protected o¢ not. Asa first step towards Uoing so, we can say that all words eth noo lables Bove at est ome protected towel Gna vowel a crber, rouble’, and degre’ keep its ful pronuncasion nthe tone unt in Task 5.10, ven though itis aot prominent Say these tone units, giving he boxed vowel thei fll pronvaciason without Unintentionaly making the sylble prominent 1 IPNEW cobdMtnce mbes 2 if there SEEMS to be some table onthe LINE /! paayehacsie A, 3 W/she TOOK hee MAS dese 4 REGular mG]mbees nd ATTEN Ses 5 dl he NEXe fing onthe LEET 6 if you reNtEMberehac pn from Lvespool 7 ia VE wllome if Ysioe L——_Nowe listen tothe versions om the cassette. Many words with more than so slabs also hae a single proceed vowel Linen ro hes examples Each oe ialudes one such word. 8 fe HAVE to conic inREASing them The vowel which is rotected in all these words she ne inthe sylble whieh, 2ecocing to ‘most cictionaries has primary stress What this riafs's that when you Speak he ward on "sown and ou of context you teat it 2 whole tne unit The alable concerned nen“ ( the tone sylabe So, when we ate cing words aii tae ving tro pert of semen € Ne fiction words ne Ss pre wt ontent ( eee aid Tor, Ahough ei eae word they are much mae regs us eh ore eng edSs Listen :o these tone units Cece all che prominent syllables and box al the protected vowels thar come in aon-prominent syllables, Then say them aloud, ‘aking care that you do not produce any unintended prominent syllables 1H gas sSTRLM 0. ide dose 211 there's 468 of tafe 3 rch her sad gore it rico Pr. SJE e's agar to Hye Sere 6 hey te he foe the fist 1 7:19 es 0 god a a 4 801 ie big bch bing este ersten, 410 Sis nest 0 the 9.1 Ss opposite the sevice ion 10 1 have you aged inthe ioiaphy ion PT” 111 dhe veins ag machige Fp 12 ish ing BBCI he rar pr content wor bees: Scrap For more practice of tone units which have protected vowels in non-peominent syllables cur to Exercises 45-6 inthe Appendix (on p. 145) and lsien to them. edb ala a GIs Summary Fluenc native speakers like learners, often have difficulty in puting together the language they need ro express thei inteptions, and this results a hee o level tones, The ising version of referring sane is used by dominant speakers. Dominant speakers may a) bbe appointed in advance, as in the case of the chaiepesom; 5) hold the poscion by unspoken agreement forthe time being, asin the case ‘ofa scoryeler 6) seek ro cake sono briefly inthe coues of «conversation in which speaker and listener have equal righ, as i the case ofthe vonversation beeceee ‘Mandy and David in Unit 2 » Dominant speakers have a choice: they can either make use ofthe ing cone ‘0 underline thei presene status as controller of the discourse, or they ow {efrain from doing so and use the eon-dominant false instead. ‘There ate occasions when the choice is not very significant and you can use cither tone. There are some citcumatances, however, whem seis boner oo assume dominance and some when itis better nor 10. These will eee attention inthe exe unit, Some vowels are protect they remain more or hss constant wherever they occur. Others are unprotected the sound a speaker actually utes can sary considerably from one occasion to another. Fe ‘of unprotected vowels is something like /V or i, but the eaductton tothe sounds comes about a5 a result of speakers not Being very concerned sbone what sound they make: /f and reduced MV ate not, sheeture, to be thorgh of as targets in the sense that other vowels ee, All. words of moce chan one syllable have at least one protected vowel Monosyllables which are content words have protecretl vowels; those which ate function words have unprotected vowels, 10st common pronunciation funr @ When to take control Part 1 Listening for meaning Lo Susan needs to talk to Tony about a busi fsten and find out ss matter. She cings him at home: 4) whee Tony is; 1h) hen she ea speak to his 1) hw hey will speak 9 each other Ustening to intonation Ga Listen to these extracts from what Susan says and eepear them, paying special attention co the fallriterone in each case 1) ihe THERE 1) 21 you DON'T know what TIME this evening 3 if he could POsibly make ic about SEven Mt 411 would you MIND i! 5 WA tONIGHT would be BExer though M1 ian (I Linenvo dae exacts com what Jane say adept hem pang ei 1 1 ® NORon five sine Even 2.179 lashan Anping Lean DO GEhimmcog dco anyhing 3 WA DONT Orc # hs SURE 1 be hee SEven z iu ie aba Jinan 63 In all che examples in Tasks 6.1 and 6.2 the speakee is using a referring rone. Ia those in Task 6.1 a fall-rise i used; bc in Task 6.2 a rising tone is used. Examine them eareflly and see if you ean think of any reason for his difference: peter aa ln Task 1 Susan is checking on some facts (1 wheter Tony is thee how: (2 at what de he wil be Back; and (3) wheter he wll be avilable fa callback at about seven They ae facts that she needs to make sure about 0 that she can aang ta speak to Tony In (8 nd (5), sve is shng favours: Wil you~ or wil Tony ~ do something fone ll thi for er ‘wn benefit eo Jane's But in Tse 62 i 1} ane cafems that Susin hat alld the correct ruber (2) Jane offers ta help Susan: in 2) se reaeures he tat Tomy wil be back by seven These areal helpful tings to dor they ae things Jane does for Susan's benefit. is ‘your purpose ener in same way genera 7 the dominant roe: f your purpose get help for youl ite general better to wold opting the dominant ale sa that you da not set yourstf pas the pean incon Quite ‘Simply, you ca tke charge to elp someone ele But ot ta hep youre Listen to an example with a fallriserone and compare ie with a similar one with 2 falling cone IX DO you MIND r 41 DO you MIND Listen again and repeat the examples. Try co decide what effece the change of tone has.Liston to these examples, Use arrows 10 mark the tones, and then match each ‘withthe most appropriate paraphrase Feom the two provided: Li Ihe THEREW 43) aspect he's there 'm just checking) bb) The question is this: i he there or not? could he POssibly if make ie shout SEven 1 a} ope Um righ in thinking coven o'clock wal be a convenient time for him. by Suppose ! suggest seven: how will that do? 3. is there Anything Lean do 8) You know I'm wing co belo iff can 1h) Wine do you need done? 4 DONT WOrty it 2) You know perfectly well there's wodhing to worry about! 1) cam ell 9 worrying. Stop i? Say cach of the examples sing the tone tha isthe alternative parapheass. Mark ‘the tones you use. Compare your versions with chose on the cassette. SW (She THERE 6H COULD he possibly make ie aboue SEven Jt 7M isthete Anything ican DOM 8 DONT WOry it Sometimes when we seem fo be making sure ws are cally making invitations or offers."Can {help you is usually an offer of help: ‘can see you need help, 1 don't need to find out’ You usually xeply with somcthing lke "Thank you" rathee than "Yes. Iavitations and offers sound more presing if you use the rising tone. You make it sound at though you really want the ether person to accep, Listen to these examples and repeat them 1 7 ani HELp youl 2 1 shall SPRAp it for you i! 3.11 7 OULD you like mero draw yous MAP / $117 WON'T you sic DOWN 51 MORE COffee 11 6 A will you JOin ust 7-11 have you EAten yeti Sometimes when we cem tobe eiaing sre wear actully making requests “Can you help ee” uasally means Pease wll you help mel you so someone to-do something for you, you usally avotd using he Gominant ng tone: Eaten to these eeamples aed epet chem 1 Fm LOOking forthe TECHnical college # St CAN you HELp me 2 you HAVEn' gor a MAP 319 you HAVEn'r gor COpy by any chance 4A NEILL you do mes Esvour 5 Wis THIS seae Taken 6 i tare YOU doctor THOMson please Tass 1-6,7 have showa tat whether You choose ‘0 act as dominané Speaker 6 ht can make a considerable ference tothe impression you make on your sen, Sometimes, though the choices nat very important. The situation can change fam moment Io mart 2nd for ra very obvious reason. Therefor, it oen doesn't matter much which a the two ‘efeng tone you For stance, fn coud equal wel ae i ether TST its 5 ayn LohGon jf today [) Sits MS dyin LON I] 10 iting the Oo tones Listen co these exteacts from Susan and Jane's telephone conversation, Each one i followed by a lightly different version. Mark in the tones and repeae both 1 wll NOM ies HIS day in LONEon | wDAXUT well QM esHIS day in LONGon /—toDAY/T 2 wees Usually in abo SIKU 1 wellhe' Usually ni above SIX 3 PREey GOOD RESliy M PREtyGOOD/ = REAlly /f 4. she RAbysier docs’ let us down the BAbysiter doesn't us down ifFor more practice in discriminating between these to tones, listen co these two answers 9 the same question. Can you spot the difference inthe way "usually is Said inthe ewo answers? as What time will he be in? Usually, i's abour six. les about si, usually ‘There are many adver ik "uualy which can come atthe beginning or at the end of thee sence tn either case they often havea Separate tone unit with referring tone Susans ‘weston was equivalent to"Wihen does Tony get back fom London?” but Jane choi ¢0 make ia lite moce presse before she answers it Her reply means something ihe If—25 | assume ~ you mean when docs he usualy get back: is usual abouts ‘The dvr fetes to something which was aot actualy sin the question, but which Jane Understands Susan intended (thas a eeriag tone betas its patof white takes to ther shared understanding. In some ways its more tural a gake hs shaced ‘understanding een atthe Beginning of your answer, the Speaker docs inthe fst ans, ‘ot ou can, if you wis, do this after you have answered the question. Doing 9 often scems 4 Listen to the question and answers from Task 6.9 again, and repeat them, taking care over the word in bracket, 1 Whar time will he be in? iesaboue six usually) 1m pairs, put the word or phrase in brackets: (a) atthe beginning, and (b) atthe end of the answer, choosing a fallcise ora rising fone as appeop 2 Do have to go dowa Haspical Road? it’s called Hospital Lane (actully) 3. Where did che alleyway lead to? it led toa pedeserian precinct (eventually) 4 When did Mary leave? it was a couple of years ago [a fa as [ean remember) 5 Will shere be much trafic in the centre of rawn? ic will be dreadful (at chs time of day) 6 Whar should I do then? "should wait until after the eush hour (i were you} When fatake com #21 07 Listen to the answers on the eassete. Remember that what we said above applies cnly to what usually happens. Thee i one example herein which the speaker {does not actualy follow the common ‘fallrse atthe beginning, rising athe ad patceen. Which one iti? “To hear how the thece cones we have met so far ~ the fling, the rising, and the fallrise ~ fic into a dialogue, listen to the beginning of anocher telephose Euan, i nd jmon Limi Good ing Cane 00? 2 sin viiawssSEood morning. Do vou havea Sle Roberson tye mesed setimiowst=/Ave do have Me Roberson, yes = GoekEauiee VICosldThave a word with haw? war TELEWONS. Who scaling please? 1 t; Cauten: SSThe gages jordan. Fm fcom jong Bevis and CoS ‘umoxin SphSRAie momen Me Jocdih se if he's in. gf Listen so what he lephons sas, Repeat what he sys and mak the tn un the teamerpe below Oe 1 NAloNsun ana JONson insted 1” PAGOOD MORing HELp youl A tpfe caNi 20 Aver havea mir sobetson 7155 1 3. S)WHO sie cating» Al eLEasE 4 SOW ves ZJONE MOmen mites jordan i SEE hes ALA Ter to expan the choice of tone in (4. Listen to what Me Jordan says and do the same. 5 1 A spo MORving 7100 you havea mister RObeatso there please 5-1 SACOU havea WORD wih him 7-1 Sythe NAME'S JORdan 9) i'm from JOHN Davies and co/! Tey o explain the roe choices in (5)-7). ‘Working wich a partes, tke the parts of che telephonist and Me Jordan and epeoduce the conversation as accurately as you ean. Finally, listen tothe complete conversation again 4 ~sRead this advertisment from local newspaper. WANTED "Tenforary parm assistant High Cass Shoe Shop Ring 2979968 Work with a parm. Stadent A isthe shop manager/manageress and Student B ie intceestcd in the jab advertised, Student B jot down some of the questions you will want to ask Stadene A: make 3 note of whae information to seek before “deciding whethse icis worth asking Stadent I for an interview. ‘Tey to work out in advance when you ar likely co be wanting to make sure and when to find out. There may be times, 00, then you will chink i appropriate to assume the dominane role and tines when you wil think it bet doing so c# 0 avoid Part 2 Listening to sounds Target position 2 More sounds 3¢ the beginning of prominent syllables at the Top ofthe STAIRS If a LARGE BRICK building |) she's TRAeling to YORK If Tieo-contonant esters Two-sonsonant laters which iso Begin the tone unt NSPE sRRANGEments were made ff Tree-consonant dusters Im exPECting bir bac at SEven 65 Look athe tone units below and ice each of the consonant hse that come a atthe beginning of a prominent syllable. (Remember that it coud clusters ou , ars concerned ith ox spelngs) The fst Jone for you OL WHICHEDATIocm is it 10 i ou go PAST the SWimming 2 i STARCed o WALK ths 3 Wigs about THREE doors LONG UL and THATS park CLOSE 1 4 ic SEEMS co be STUCK 1 12-1 yo mean Usa SMATH 1 5 iW bucchr's x EROBIem 15 Mf shes TRAVeling fw YORK 1 6 Ua SPeiced sTTENAsnce 1 1 ithe THIRtcen DENG * 7 it our PREsem SECretcy 15 17 our SPEAKe oe his EVening 8 she GRADwsto}/ SOME YEA®s 16 ithe TREAsucer ofthe soe ptt 17 the Ems peeSPECeie 9 he DROVE psc he Xe US (74 BLACK CAR Now comple this tbl on Group 1: Clusters hat comprise (ricatve followed by another consonant se it Group 2: Clusters that comprise plosive followed by an NLA sound nV oct FE 0 Listen co the tone unis in Task 6.13 aceanged according tothe table inthe samme task.65 617 = Inallche sone units in Tasks 6.13-6.14 the target cluster was preceded by a lease Liston for some more wa and three-consonant clusters which are disguised by ‘one syllable. Icis therefore possible to think ofthe frst element ofthe cluster as spelling conventions i those examples. « belonging to the preceding syllable. Some people find the clusters more dificult co ‘sku sesan eet pronounce when they come right at che beginning of the rone uni, when the first oe Elemene cannot be attached toa preceding syllable. Listen to these pairs of tone 2a he's coming on evesday I! ‘ite and cepeac hem, giving special actention tothe earget cluster. Make sure fi : you do nor introduce vowel sound before the clusce when it coms at the de Hhesrda errapery heginaing of the sone unit Repeat (14)-(5a} Do nat begin prominence vacil the second vlement in: 1 INV STAReed to WALK 1! ae 5 [Now listen to another version of the same rone units and se if you can hear the W STARcing was Diticule ae ee 2 I HOlly and SNOWmen 1 WSNOWmen aed HOMy ‘While careful speakers are often at ij combinations as 2 ic they ae pronounced in (13) [fd [bl 38 head in (10}-(8) ae probably more 3 1 FAshionable DREsses 1 caiman in laced speech. Generaly yu can vse whichever you find ate. A DREsse5 and HATS wa - 4 Whe TRAIN was CANCelled I TRAINS have been CAeelled = 5 Mehece were sPEsial ARRANGEments you need material for peactsing consonaot clusters in Target Postion 2, wen 0 SGI ARIS ore oanlagh Exeecses 47-9 ithe Appendix [a p. L46) and listen to them 6.16 Summary Listen to these rone units, each of which containe a cluster of three consonants in ‘the target position, Repeat chem, identify the cluster, and transcribe chem, showing the peominent syllable. 1 When you use eeferring tones in ‘making sure’ enquiries, you may be doing so for the benelc of your listener. In that ease, itis usually beter to use the esi, tone. This includes offers of help which rake the form of making sure 4 coal set se Sate z ‘You are making sure far your own benef 1 Winco another street iets usualy beter to use the fll : rise tone, This includes occasions when you use ‘making sure enquiries to ask 3 Win the own square i! for help. 3 When consonant clusters come atthe beginning ofa prominent syllable the ficse sound is usually azrached roche preceding syllable. This carat happen, obviously, if che prominent syllable begins che tone unit. So> unit @ An urban myth *, Part 1 Listening for meaning (On the cassette you will heat Val talking about what happened her one day when she returned co her ear after she had been shepptag. Stop the cassette when you heat the "beep" and discuss witha pactner the best thing for Val to do next Listen tothe next pact of Val’ story and se if her solution was like yous. Continue to fsten, but each time you hear a “blep" stop the cassette and discuss ‘how Val might deal with each new situation asi arises. Then play on, Listening to intonation : _Singe Unite Wave bc ing tones ha ve = to print ables: ‘bt we Rave mertaned ony bi he way pdshnence Reps to mae What We} exe «anata We he mec when you pul ones: lena pa ii FI Listen to these short extracts from Vals story. The last cone uit of each exteace has is intonation transcribed. Try to decide why’a listener must pay more attention o the words “passengze’ and 'muttr’ than ¢o any ofthe other words in the transcribed tone units 1 {Lthoughe I sa someone sting] /! in the PAssenger seat i! 2 [Ikepe saying ‘Are you OK?) /f and she'd Mlle something I! ie Te iret Lc Unit 7: An urban | sual song as we know the background tothe convertion and as lng asthe words ‘oniaining the prominent sabes rave been heard and undersood the other wor an be taken for granted. Val Saw someane iting in the ea, all we need toe tad 3 what, word fils the space marked in i the [7 eat might have been the possenger the iver or the backseat. Simian, in'she' 7 something’ we know that Val was wore. because her passenger was’ tling, The only thing that needs tobe mede cea ats points that she muttered Inthe creumstanees, she might equally wel have whispered or shouted something. We do not know which ofthese things she id unt we ae tld When we put words together to make messages we can tink af each word as occupyiag 9 separate sit: in [the [pasenaee [eat ~The words ha ocepy some ofthese slots can-very aften be pected by. anyone wh is, ‘amare ofthe bacgrcund against which the message is spoken. but in other slots ther = teal posit that something ee coulé have Been chotens inate |? [eat “tegen sich word when toca in Wis gartcuar mesage We can stat «phen geupesafelection st Not tough thats ot bcs of stn pe boil the od pasenge: I snpy atm tis cont besten nest at sae of theft that twas roan ter rd of sett chat whieh ne pent make sn “ageiean or the beuet development of he sory iW Bes ree Pd aS eas Pines heb tasters because tel thm whe he ection so, lets them to where signet choices are made. ‘Test your memory ofthe story by se ig whether you can answer these questions 1 Had Val been swimming/hoppingvisiting? 2 Was ie geting laedarkcol? 53 Did she get out of the taxiifeybus? 4 Did the old lady fel sickigiddyicold/hungey? ‘You probably found this cask very easy. But suppose you had beea listening 29 the story forthe frst rime. Each ofthe alternative words given would then have ‘been possible at che point that Val has reached, We Find that, in exch case, she sakes the word she selects prominent. Say each ofthe sentences below a8 answers co (1}-(8), puting the eight sword in the selection slot, and cemembering to give ita prominent syllable. {She'd been 2 She said i was gerting Iniin 5 She'd gor our of che 4 She said she was Feeling Pl Compare your vesions with those on the cassette, So la, the prominent syllables have aso been tonic syllables. Listen now co a tone ani that hat 10 prominent syllables. (Cold her to get inca the ea) if and i deCided ro drive her ro her DAUGHKer's ‘Can you suggest why “decided” and ‘daughters’ both have prominent syllables? le tere ace two prominent slables in 2 tae uit this usually means that there are two selection slots that etsy, two places where the meaning cannot be taken for. granted — ‘What we ned 0 krow to follow the trys thatthe speaker decided (he didnt revue, 35 She might have done and tate was the ad lady's doughtes (= daughte’s home that she ‘nas ging to diet not the lc tation or the nearest hospital, at very wel ight ave eer: TT? |] ® | ae fer | |e? With a pares, ook at these two extracts carsuly. 11 che DOOR opened and (1 tis person got OUT if ¥ and ie was a Lele old Lady with a $Qping bag i! 2 HE gor ove with his BAg and everything ! # and WENT ROUND if \ tothe Back ofthe CAR and a8 SOOn a8 the door was CLOSED i! 1 SWUNG 4 SMARTly ROUND! and acCElerared OFF I just as FASE 1351 COULD So the poLICE station It “Tey to think of anything tha could ake the place ofthe’ or ‘open n he fst tone unig of of ‘person inthe second tone uit You may think that ‘the! might bbe changed 10a buc notice shat if yu do this c makes no siguficant change it the meaning, and it is meaning changes rather thn word changes that you are looking foe: Goon and sce if You can find meaning changing alternatives to any ofthe words that do not have prominent ylabes. Remember to rake int Sccount the conte in wich the tone unit occurs. Fo instance, you might hink thae ‘lowed could take the place of ‘opened’ but the context makes this very snk, Read oat each ofthe examples, raking cre to use the right rones and to tt the prominent syllables in the right place. Then check your versions with those onthe east ty reams‘ ¢ 75 Ch Look at chese examples and ery ro wors out which words wil occupy selection é slocs, and therefore have prominent syllables. 1 UF hope you dan’s mind Mf but‘ acranged so meet my daughter hee ¢ 2 > i said 1 when was your daughter supposed to be coming ! SA and she t nid WY half an hour ago ) 5 (and) if ¥ she was worried about her daugheer H 410-9 ieseas very cold outtide # ¥ it was that very cold time we ad 2 Ox Check your answers withthe casscte, Make sure you get the rone right 3s well as the prominent syllables Q 76 Listen to these swo examples and compat them. 1 ao I thought ‘Thar’ 1s COULDa’s have LOCKed i popes 2 (eo shought “Wel im sue Cocke ie) i COULDA’ have locked ic PROperly : Can you explain why the prominent syllables are in different words? Inthe speaker could jut a wl have. Thats oda! couldn’ hav ode Lacing ‘the door an locking it propery amount othe sme thing the word ‘rope doesnot ocsupy 3 selection ot, fa) the speaker says hes ure he lecked the oor 0 heretort ce ot Seip section ne prop ae Wat Re Buneealn abou whether twas lacked propel of nt Ths ekamples she hw we ec whieh words © imate promirent: we have to take acount of the context, ad also of our sew: speak 23, Listen to these pairs of examples and repeat them. You will notice that certain ‘words have prominent syllables in one version but aot inthe other. Working with 2 partnc, decide which words are weated dilferendly and why, Oe La I WHEN she'd finished SHOpping ! she WENT co get her CAR M! from che MULE stocey GAR pack ! 1 11 WHEN she'd finshed SHOpping she WENT ro che CAR park Hic was hae MUL STORey car pac ff in TOWN i“ 24 WHEN she moved her COAT i! you could SEE her more CLEARIy (! and she had MAN'S HANDS 1 20 WHEN she,moved hee GOAT M you could SEE her HANDS i and chey WEREn'r a SO man’s hands I they were MAN's hands 33 AFter they'd passed the ROUNabout I! she ceVERSed into a DRIVE / on the MEET 1 AFtec they'd passed che ROUNdsbout if here wece a NUMbee of DRIVES # and she reVERSed ato 3 drive fw dhe LEECH 41 W she DROVE to the poL.IGE statin ! they SEARCHED the CAR if and near the BACK SEAT i chey found au ANE ( 45 Ushe DROVE wo the poLICE station 1! they LOOKed in the back of the ‘CAR and beSIDE che back SEAT they fouod an ANE J 3 3 How auch can ou temamber fom air ani? Listen this gun abot what h: i sappeaed to Elizabeth in Unit Land tothe answer that follows it {Why was Elieabeth disappointed co find the pub closed? 414 because she'd GONE to the pub i! to ask the WAY i! "Notice that, in the answer, ‘pub’ does nat havea prominent syllable because i ‘his context it does not occupy a selection slot Read the questions and answers about previous units below. Say them, taking special care with promineaces. Then listen fo them. O% 2 Why couldn's Mandy find Hospital Lane? 41S because she thoughe it was called hospital road !1 3 When did Jane expect Tony to be home from London? (1 ashe was suce he'd be back ¥ by seven! in the evening 1 ‘Why did the passenger have co catch the Manchester rain? 14 because the dieetertn i was cancelled if ‘What was the customer doing in the bookshop? 41a he was teying co find 2 book # about arnold ‘Why did the office workers have to go downstairs for coffee? 41 they'd turned the old coffe room if inco offices Unit 7: An urtan nh | leis sometimes difficult co speak a tone unit which has several aon: prominent = words beeween two prominent ones. Tey to speak this tone unit without patting extra prominenc syllables in “daughter or ‘supposed’ | JF SHEN was your daughter supposed fo be COming ! I} Now listen to (1-46) and cepeat chem. 2 she SAID ( she was going back to hee DALGHter's 3.11 she’s NEvee I Y been late like this heEORE 1? 4 10-¥ and THEN she ‘ook out one of her HANDS 511% OUT from undeeneath her COAT 6 A we'd LIKE to go out! ¥ and search your CAR Mt Part 2 Listening to sounds 710 ‘ a ‘One reason why the examples in Task 7.9 may be dificult speak i contain a numberof syllables wich procected vowels that ate nt, om this occasion, made prominent Listen to these tome units and repeat them, making sure you ean recognise and produce the protected vowel in 3 non-peaminent syllable (the boxed leters), without makiag the syllable promenene, 1 Mtshe deCided to cep] tit eo the poLICE /1 2 if she TOLD te pole what had EEAppened 3 Mf she GAVE Ife wo the TRAN! 41 she GAVE the seiage 9 LIET 5 W she GAVE a UET to the seize f 6 11 she GAVE the STRANeet «Ife as Se “keep theicful soundLists to these tone units and repeat them. 1 thse shall HAVE co search your CAR 2 10 we shall HAVE to ask you some QUEStions if 3 MP she SLLOULD have caken the FIRSt exit 1 she SHOULD have taken the Osher exc ‘What fference do you nose in the way “to! aad ‘the’ are pronounced? Can you explain che difference? ‘he monoslabie words ‘oan the ate among those that we mentioned in ait a5. — having unprotected vowels] and (2) above they have the sound that his woud ead us to espect something lite [ol uti 2 and [6 they are allowed immediatly by another ‘owe:"to a8 ad he athe’ THiS are ofthe conition in which unprotected vowels hove thi Fll ound Practise these cone unis before listening to chem. 5M she ASKed hion vo gee QUT MH 6 Ml she ASKed bin to a$SIST hee Uf 7 WW she WENT pas the EXit = BW she TOOK the WRONG #! EXic 1 Listen to these tone u 1 Hi LOOKed aCROSS at hee Ht 2 Vso she DROVE to the poLIGE station (F 3. chey SAID they wanced her KEYS M1 sand repent ther. 1 fah‘sa' 304) and ‘they’ /Bel/ ace all function words: words ofthe kind that wwe shauld expect ro have unprotected vowels. Can you see what they have in common which ight explain why they aee not eeduced? fiyp tenes nee teen eyo ne tn Of ante Tate 0 anaiceably Nghe piteh and begin the fll from thee. So, instead of eee ( tORmous wrenave —eNORMoUs Ne ¢ snd intend af : s r x. . . % onic iamgon” wetove dhe rash i pounon -orelere:. = se helesln _Ne lh aise pitch eel high key and we shal use an upward arrow in fat of the prominent sylable to show wher the extra step up tales pace The two examples, therefore have tone and Key marked separately ke his 4 MS e®NaRMmous If TEU transport FD Then istics etc ecu co pre av weak erie een htt st gh hey ememibr onan at preminene syle and this ( recta thas le may env te middle of word ov dees a ef Naot 1) t Ox 1 Him SAXng i! we SHOULD i es TRICT I the MANUEAGtuce Mf and USE of A BRivace mocor eas 2 W for instance chee manuEACture fuses UP i athee SCARCE I often iecePLAceable NAcuraleeSQURCes 3 if even if you stay alWAY from the towns I! QUr of town for instance I! a Listen o these examples and repeat them. While you are doing this, ry to decide how the high key affects the meaning in each case. 1 UI bur the MOtor cae if ¥ ret DUces mobility if 2 TA bur cheve are TRAfic ame! ia che PCOUNCrY Hf 3-11 bac the eFFEC on the enVronment If is over T LOOKED I! 417 bur Mister WiLLiams ! ¥ wos ones a TKEEN driver if leis the popula view hat motor cars increas, or ‘romote’ moi, 9 when the seaker here says tat they Yeduc’ it shes contrasting what she thnks the case with what one e might expect. Shes saying It does romotet reduces Sit, altvough we ight ead afi ins perfect noralintowa, hey ae i ‘sual expected on county roads One wauld not expect Sensible people to ‘vera’ _evionmental damage; nor would one expect that somenre wth Me Willams’ preset ‘views could ever have Been 2 ken’ matrs When you ue high key in tuations ike thes you pene up a contest between what you ay and what you suppose would be expected. ~~ ‘The examples below say something very similac to those in Task 8.3. Use upwaed crows to mark the place where you think theve wil be arse to high key. Thea say them 10 a partner and compace your versions with those on the cass, LIX we exPECt eto inCREASE mobiley 1% and ie reDUces ie 2 we'te HELA up in TOWNS aad in the COUNry 36 SELAH 3-17 we KNOW the eaviconment is THREAtened I! but we overL.0Ok ic 410 he HASa'c always though lke TEIIS I! he was once s KEEN driver! ‘Can you explain che use of ceferring and proclaiming cones in these examples? Ineach of the examples below, there is some kind of contrast of contradiction. Before you listen to them use acrows to show: a) what tone you expect in each tone unit 1) where you expect he rise co high key 10 take place ‘Then say them to a partner and compare your versions with those onthe cassstte, 1 instead of COpying our mistakes! the LESS deVEloped countcis i! should LEARN from them if 2M itisn’t CLver to dive dangerously i's ircesBONsibe /! 3 we DONT need MORE cats on the roads we need EEWer “These wo examples differ slightly fom those you have just been working with. Listen and mark the cise ro high key with an upward acca, 1 dthey should be LEARaing feom out mis TAKES i! NOT following our exdMple 2 WE need 10 reDUCE the sumbers of CARS an our coads iweDONT gy ‘ed to inCREASE themPair 8 can you cpt tas] Inboth these examples te tne unit that has high Key has two prominent sabes aot one ‘hen this the ease the upward step occurs the fst prominent abe 1 they should be LEARning fom our misTAKES 11-7 WE ced to reDUCE Iemay look 25 tough there are two ways of indicating high key. This isnot so, however. The ‘Simple rule that you ret higher pte atte ist prominent syllable inthe tne unit It there happens tabe only one of them, that ones bot the at andthe ast. [Asin Task 8.4 ey in predic where thoee will be sies to high key in these tone ‘units. Then chcek your predictions with the cassette 3 Wes WeesPONsiNe if w DRIVE DAN ervusly M's NOT GLiEver Mt 4 we CAN'¢ AEEORD 1 a waste NAcural reSOURees ! we OUGHT ro be Swing thera Listen co the replies in dhese exchanges and use an upwaed arrow 10 mack high ey in each ease 1A: Excuse me. fs Markee Sereet aeae here, please? ts fen SQeey | DONTE KNOW Mt 2 As Sol tuon loft atthe roundabour? sf well ACrlly ae the TRA lights nv (the fist spake assumes that the other knows the wheresbouts of Market Street Th second speaker has to correct that asumptiog In (2 the fst speaker alo makes af nd but tis sina in need of corso. et ee Prepating the way fot the Ta hah keys son (3 aearlre i} ‘Work in pars, and make up correeing rexponses to these questions o¢ assertions, sing the suggestions given. Take care particularly with che “softening refering fone and the following contcadictory high key. 3. You know char book I lent you some time ago. Have vou finished with 1 Don't you remember { -s-you took it back.) 4 Liuppore she nwo fifty ieven isan expeess? 1 Unforrunae (siestops at every station} 5 Bm sure you ageee with Me Williams. To cell you the eroch (es you don'e agree with him.) 6 a: You knew Mary ofcourse? 1% Not really ss. {1+ She was afer youe rime.) Compare your versions with those on the asscte [Now respond tothe statsments below in the same way, but this rime use your ‘own chotee of oftener 7 Val was very foolish o give che old Lady al. ity 8 Mandy called David from the Coach and Horses Horse and Groom 9 De Thomson vas well-known historia, (She may have been genuinely (The pub was called she (She was a philosopher) ‘Whenever you used a refering tone in Task 8.7 you chose a fal-ise version ‘Why ist reer to avoid wing a sing tone in such crcumatances? Work in pais. One of you should make ane ofthe statements below about Me Williams and his views. (You have no beca listening very catefully to the incerviewt) The other, who has been paying attention, should agree oc disagree ‘with them. For instance, 3 disagreeing Fesponse to ‘So Me Williams thinks that young drivers who take risks are clevee” might bet 1IN4i DON'T think he DOES S he says they are irre SPONsibl I. Continue with che other statements. Remember, when you are disagrecing, vo use ‘softener with 3 fall-rise cone: (eg. ‘Not really ...", ‘Do you chiak so”, “That ‘ga’t what {thought ere} before you use a high key correction, 1 So Mc Wiliams thinks that young drivers who take cshs ae clever. 2 Me Williams was te interviewer then? 3 He was going to ated a conference. 44 He was sympatherc cowards everyone who was involved in a coad accident, wasn’s he? 5 He thoughe muls-storey cae parks were uly. 6 He hac always been crsial of ea devers 7 He thought exes were responsible for much ecological damage. (Oe Then compare your responses with those on the easere Set te ep Be| S2y that, nest like Opie and MARL, isnot rested as pat fhe prominert slablet F There shoud of ours, be no break a any gon in the tne unit but bee sk yu * “The less Jeeeloped counties should ear fom the mistakes of he more ; co at any pon in the utter that you ’ developed ones, not follow their example.’ There are many activities, apart from think ofthe syllable division a sds hare cranepoe sb wich hs gh besa (ting, music fst fod, et), Work Rene in pas ot small group: One af you should sugges some matters in whi | ene et slavishly following the lead of the ‘more developed’ countries could lead to ~ or | hog ‘has led co ~ disaster. The other(s} should cake the contrary view. Take care over | tortie ; how your disagreements ae expressed. Part 2 Practise saying these tone units, making sure thac you atcach the target consonant” coche following vowel Then lien tothem. . 1 divs been Taken OFF ico TAke up a POST! THs OELe 3 Ma Life of ARnold 7 ms 4 there was 3 Ble of s BUSS? ‘ntgrants tht follow the vowel of prominent sylables, but do nt end the tone ui a Bae ae ie it Gs ; 5 lon 2 PERmanent BAsis Single comsonants: fs been TAken FEI 6 Won THAt oGCAsion (Listening to sounds Custer of mooe fits een CAN If “more consonants: ‘I PUBic TRANsport {f tes, ' - — io Fae itty hte cb ee es eg ie al cf = sas 1 theres ONE imporane eM 1 Ss Listen to these pairs of tone units and cepeat them, giving special attention to the + 2 a GOOd aLTENdanee ft target sound. a aI these were TOO many msTAKES(/ 1b (one TOpic for toNIGHT 1 2a Hehe WAY co MABkee street 2 I WAlea MOmen if UNS eee teeta ee enamarase SP aU cae sachic ohae oan a netheh it Bega 3 NeW eR eeox = Incach ofthe tone arts below ther are instances of rwo-consonant sounds flowing she wwe ofa promineat lable. Fo instance, he cuter /t follows Irn Cte le ne comnant ner a on his vin, Thea ten and repent he roe us. Norce ha the st consonant is Meu pet ofthe prominent syble andthe second made par ofthe follwing ominent ble 1 ifr MOS¢ of your LIEE 1 2 1 JUSe3 MOmene I 3.1 FIRSt and EQREmost 4 Hie GOES via MANeheste 10 fom PLATfocm THREE ove should CONcenerate i! on BUBIie transport os abe wh Sn oe it in'doing this ‘Look at these tone units and circle all the ewo-coasonane sounds w follow the vowel of prominent syllable. Be prepared for the spelling to disguise the two sounds you are concentrating On in Yarious ways. Then listen to the tone tits and eepeat them. The phonede symbols tell you what sound to use. 1 tche esCEBtion area It ‘eft 2 UMISter WHLLiams ai 3 they produce CARbon diQXide lH iks! 4 Move ANNual MEEsing i! dil 5 Hour URban CENees Jaw 6 Wa NASey ACeidene IH st 846 Listen co these tone units. They both have dheee consonant sounds afer the vowel Jn one af ehcic prominent syllables. Repeat them. 1 ihe SEENIs 0 be STUCK ff 2 Win GREAT quantities 1 When there isa cluster of thre cansnaats, on he Tis treated s part ofthe Srominent syllable. n these examples. both [stl and kw ae made part ofthe ofowing. con rominent, sale. Notice that i 2) the middle sound isaplosve kw In thee. ircumstances, itis sounded only very gh: often ten sare be ead Listen to these examples and repeat them, taking care not ro give undue emphasis tothe ‘middle’ plone sounds 3 he HAD an old BENMey or something 4 Me re LACed thae man who gor MOVED 1 5 the LEFe round about ehe same TIME 2! 6 WiesPECe she's GONE 7 Mie’s NOT like che QL coffe eoorn M! 8-ACAN' reMEMber Ta these examples, the ‘middle’ sound in the cheee-consonant cluster is identical the sound thac immediately precedes it fn these ciecumstances, its not heard at all except in very careful speech. Try speaking them both with the middle ‘onsonant sounded and in the more celaxed way you will heat on the cassie 1 if che FIRST curing M184 CU de sac 2 W ARchue's sil THERE 3 Wis THAT the eNACE tte Mt 4 I CoNIGHT's SPEAKee 5 she WENe to [Nala 6 I petHIAPs SOME one ean TELL me!8.9) Listen to these tone units and repeat chem, paying special attetian tothe fies ‘onsonant sound ia the lustce of f¥9 oF three 1 Wie’s NEAR che BANK f! 2 QUITE ERANKly “nen the ithe liter nan flowed by I. sally has the pronunciation fl ‘Say these tone units befor listening eo ther. 31. CONerete BENches 1 4 TRUNK he did 5. THANK you very MUCH 6 I she TOOk out 2 HANAerchief i Listen carefully to these tone units and repeae them. 1 che ANNual GENeral meeting I 2 Whe SHOULD be here this EVening Ccele any vowels that you thiak might be unsounded in these tone wits. Say them and then compare your versions with those onthe cassette. 3 COULD be call meat Sven o'clock 4 Wim TRAVelling co YORK i! 5 Mand Fashionable DREsses 6 ies comPLETEly DiERerene it Listen ca shem again and eepeat them. rar in a wor or thes-consanant clusters epresenied in speling by. 8.20 If you need ca praise any of the variations thar occut inthis target position, earn to Exercises 5 ‘bin the Appendix [on p- 147) and listen co them, Summary High hey is marked by a oriceable stop wp in pitch level a the first prominent syllable ofthe tone are Tes fusion 1 to mark the concents of the rone uni¢ as being coneraey co prssone expectations. {hea high key i wied ko corrector vonteadice someone, i's youd pesetice to precede ic by sameching said with cekerriag cone Single-consonant sounds chat follow the vowel of 3 prominen syllable and dv ‘not end che cone uni usually sound as if they belong to the next sable Tf chere ace gvo of moe consonant Sounds i zis target position the fest uoually sound 36 it belongs co the prominent syllable tad the secon a6 if belongs co the nee syllable “Midale’ consonants in theee-consonanr clusters inthis target posicion are Frequency aoe sounded.unit 9S Reading aloud Part 1 Listening for meaning Listen to this tem oom a broadcast news bulletin. Ie reports events in Barsslona, where England have been playing in the laeest coun of the World Suecer Cup. ‘The report contains information about: a) the progress and outcome of the match; and (b) an incident involving supporters. Working with a pariner, prepare to separate short news items for ceading, one concerned exclusively with the ‘game and one concerned exclusively with che behaviour of the spectators Listening to intonation 9. Listen co the beginning ofthe cepoct again and read the transcrip of 11 in BAReLOna today i suPPORters GLASHED 1! WA when ENGload played thei world CUP march Iv against SPAIN // > the PREseae 4 CUP HOlders / 4 ENGland had HELD i! the CHAMpions if ra ONE ONE it uasil HALF TIME 11 Wt bu SOOn after play was eeSUMED iJ ¥ a PEnaly f ‘was awacded aGAINst chem i Working with a partner, try to decide: 2} why these words are made non-peomineat in dhe reading today played march play awarded; 1b) why the first occurreneeof ‘against’ is not prominent and the second iss )_why certain tone units have eefersing tones. ‘Look at the fllowing transcript and use arrows to show where you would use referring tones teither fallie oe rising tones) and where you would use Proclaiesiag conc falling) if you were ceading the news. 11 the deCision caused UProar i! among 1 GROUp of ENGIaad /! FANS and THisin TURN // —eiggeeed an ANgey If eesPQNSE from some oftPOving supporters?” in an adJOlning SECsion the STAND U1 Read your teanscript aloud before comparing it with the version on the cassette [Now listen 10 another bulletin about he same event which was broadcast latee the same evening. Use arrows to mark the tones on the transcript below. 21 thedeChsion exused UProse / among a GROUp of england ENS and THis in TURN /—sriggered an ANgty esBONSEM from sone UPPOsing SUPPORCet nan adfQIning SECtion ofthe STAND Can you think of any reason for there being some differences herween the (wo wersians, and pechaps berwees either versa and your own? The intonation of this kindof reading is simile in many way to thatof face-to-face conversation, What i different, hough the rade’ for speaker] elton with the In mach conversation, speakers know enough about thee isteners tobe able predict fey accurately what will enews and what wil nt Newsreaders hve to deal witha diferent {ing of stuaton. There are ely to be mary thousands af tenes 38d what wil De nen to se wl ote news to others Such facts 25 that “Englond have today bech ping 3 = World Cap match aginst Spain in'Borelan wll probably Be kro ta he major of = listeners, but otto sizeable minority. Fallows tht thee na are intonaton which. wil suit every choosing aversion which pus al tht infarmation in fone mits with ‘referring tones, the reader judges that hss te version largest umber ofisteners na 1ppase now you are the journalist who was sent out to cover the match, You are ‘elephoning your eeport back to your office. Your partner is atthe other end of ‘hele and has to key your report into 2 word procestor or writs it dovn a8 YoU ‘ead it This is what you have written and have f0 ead out Supporters clashed during play ia the World Cup match here roday. England had held the champions ro one one unc! halftime but soon afer play was esumed 2 penalty vas awarded against them. The decision caused uproat among a group OF England far and ths in turn provoked an angey response from some opposing supporters an adjoiaing sscton ofthe stand Read it nut, remembering ta give your partner plenty af time to take it down, (ness you have'a keybsiaed avilable, your pactner will have to wsie it)‘Compare what you have just dome with the reading onthe cassette, Use atrows 10 indicate the tones the ear uses. 4% suPPORCers CLASHED / —OURing PLAY in the WORLD cup. MATCH here wDAY — ENGlad/ had HELD the CHAMpions 95 ONEQNE/ —unTILtulf TIME” — bur SOON ater PLAY was reSLIMED a DEsalye i was aWARUed aGAINST them! the seClsion / caused UProarM# —amanga GROUP? of england EANS and THIsin TURN —proYOKEDM# an ANgey sesPONSE/!—feorn : some oR2Osing i — suPPORtees "in an adjOlning SECKion of the STAND in why ome particular tone is used so frequently ia this kind of when we speak, we are Goncered with the méssage and how it wil affect our -2s sear we ny we ling orig the strer abut sume ing Tessie + hen news ed the news. But the juan sro ak hs cp ng Zzromethingieen. He cou at suppoe that he eter wl fcemary hae any net "in vets in Baron a ale ut nants fo be tl hf tekcaoan ne Ptrobt cn E ROSE Vote re nar Trt Fie yo. ot sin sestag abt wt hopered a Bron TReage oohich Kat pC Where MAP MABE SR TAE Bie pe ate een seo fre one ae Listen to these extracts fom the dietated version and eepeat them. 1 > the deClsion # > caused UProae if 2. among 2 GROUP HW of england EANS I) 3. and THis in TURN 11> proVOKED > an ANgcy cesBONSE It 411 from some oLROsing > suPPOREers 5 11-9 IN am adjoining SECeion % of the STAND II [Now listen 0 how the second reader says this part of che news item and repeat cach extrac, 6 11 \athe deCision caused UPcoas i! 7-11 among a GROUp of england EANS 11 8 11 A and this in TURN if © triggered an ANgcy resPONSE Ht aU Rexina lad | 9-11 feom some oP POsing sutPOR: 10 1A in an adjOtning SECrion 1 of the STAND ‘We have now encountered level zones in twa different kinds of situations 8a) the speaker needs time to put together the language necessary for tcansmssion of a message (eg. the chairperson a the Philosophical Society meeting); by the speaker gives the lstener time to deal witha parcel af language In both cater, the attention is diverted away from the message and towards the ‘words thatthe speaker is using. ‘The Cone units below are from Units 8 un and include level tones for one uf these reasons, Listen to them, eepeat them and ir to decide whieh af the two reasons, (a) oF (b), applies in each case, 1 several committee members have also expressed a wish to stand down for one reason or another we ace infact er going incothe ced ina rather serious way 3 possibly due a che Aa epidemic and ern and andthe storms and unseasonl weathet outside 4 think Fes an forenosechere's there's what i call he envieunmeneal case 5 theie manufacture uses up other scarce often irepluceable natueal cesources 6 they'e essencally they're essentially shore lve articles es : eats Sots Sess o cena ae ‘eens ved tons ne ii Si ora. aaua9s) Boas wisieaer ou neeaettits bulsen eg TiC ola han nana nueer ee eee 2 en I NE ine sev nae) shoul eae eases See ne *9.6 97 {In Unit § we introduced high key Listen now co some examples in which speakers make use of lou Key, You should coneentcate upon what happens in the {ise cone unit ofeach 1 ENGland 1 were playing the PREseat champions i SPAIN i! Ah ig sal Awan coed by Mile he Arak bain? Web seen tat high indicated by jump up to 3 higher pen fe ft prominent syle nthe tone unt, here a ump down at thissme point, low key s chosen. There is jump down in a sea tne U5eAnisn caPtain ‘What is the function ofan key? Notie tht in (1 a 2) above; the tone its which have low key ute itferent words to vextate what asst bee ai. So'Spin frown to be another way of yng the present charpions ad "the Spanish captain snow to be the Same gers as Mares ‘econ compare the ue flow key with thot of high key high Key means something ke “this snot what would be expect, ow key meas this sexcty what would be expctee: Working with partner, use a downward arow to show which fone units you would expect to have low key in the following examples. Remember that the step ) enema) 2 Srripnearal 5 lieplaceabie 4 arcecaaly Summary {When you read aloud, you may assume cha: (a) your tenders ace interested ia the message in much che same way a5 they would be if you were sagly Speaking to them, o¢(b hee interes vite tothe word you ae ting 8) fa this case your intonation i similac to what ie would bein cosvereeton, ‘execpt that reading often rakes place in scuations whece readers soa lateners havea les detailed undeestanding ofthe celevane shaced background, (eis sometimes necessary, therefore, tobe satisfied with a working approximation zo an appropriate intonation, 1) Here, level tones ae used in a fairly mechanical way, che length ofthe cone unie depending only upon how many wards the spesker haptes ro have been able to assemble in one ‘bit’, or how many the Istenet'is eapecced co beable ro deal with, The kind of ‘oblique discourse hac esule from an cogagement with the language rather than with che message is common in language closroors, lis "et only that we tend eo “ead out’ material using predominandy evel ores {eaching and learning language often involve usin talking about such things ss ‘words’ and ‘sentences’, and when these ace the focus of interest, eather on the message the level tone is often the natural chovee 3 Low key i indicated by a step down in pitch at thefts prominent syllable in the tone unit(s used ro mark the content ofthe tone uni as hast ehat ae stenee would have expected’ The cieacion forms of some words have ‘primary’ and ‘secondary”steses, that '5 co aay, they follow che pattern ofthe ewo-prominence cone une, Wine hace words occupy a seleccan soci a message they have only onc prominene syllable Ually iis the second tha is chose, that ithe ome having pinay stress in che ciation form, Uf, however the speech is divided inte tore dace | | | Sa such a way that the word cactis the fest prominence in a ewo-peominence ne having "secondary" sees) is chosen A we want co foreground s particular Ch word, as something chat we have deliberately chosen, Vers alten de elses to impare some kind of emphasis of the kind: "There is just no nher ened oe wall convey whar I mean ~o¢ fee,UNIT @ Revision: The story so far Listening for meaning Ox ‘You are going to heae a radio sanouncer iteoduce che second instalment of serial. This is about the adventuees of a former businesswoman, Penelope ‘Wainwright, who las rtited and now lives a the seaside. Listen tothe ssgnouncer a6 she reminds us of what happened in the Fest instalment Working witha partac, wete down as much as you can remember about each of these characters Helen Derek Morgan Penelope ‘Check your answers with the cassets. Listening to intonation and sounds 10.4 Ss om Listen to this extract from the announcement aad mark in the tones foe each ' Lt peNElope WALNowright the SUffolk COAST if ‘Can you explain the choice of tone in // peNElope WAINweight //? ond, aad ry o explain the tone choices forall the names in chese examples. reticod to a SEAside COrage on 2 Elen TOOk over the BUnning i of the SHOP I 3. tek i! aGREED if ONIy ON the conDItionM chat they KEEP their ELAco« in TOWN! 4H am Uninvited QUEST Mac the PAR she had given MORgan /! ‘Why is (4) different from the others? The speaker assuncs that most ofthe charaetersin the story are already known to the steers. Se doesnot have tel them about Penelope, Helen and Derek ae ane 0 them 3¢ people who have been mentioned g36y Stet, thi applies to Morgan 3 wel, since he foo nae mentioned i the [5 ntalment Why, zen, isis name prelimed? ‘As the extract makes cer his appearance atthe party wasa surprise. The anrouncee Underines ths fact by behaving 38 tnough sisters Nave aot Rear of him befreshe ‘ss proclaiming tomer ell them. She i trying t recapture the sense of unexpectenes, ‘ven though some of them actualy én all bout it already Here are some questions about some af the people you have encountered inthis sourse. Answer them, using a refering tone when you mention the name. Mark Jn the tones inthe answers, Say dhem all before you listen to the cassete. 1 a: Who was Doctor Agnes Thomson bed actor ACines THOM on > wes the SBE ker ae the MECH of the philoSCphical sociere 2 a:Who was Mande? MAN) 1 sway to his HOUSE 1) 3 a: Who was Me Tom Williams? nll TOM Williams addeessed the NAtional TRANsport confecence I (about the problem of the private mocor car) wit was che PERson who rang DAvid co ASK the 44 4:Who was Tony? TOnyll was FORMer Collen company several yours ago) 5 ssf8 Who wos Elizabeth? ut a eit ‘of SUES 1 (who lee che it was eL{zabeth f who was looking for an address in Macket Secet) ‘Working with a pacer, txt each other's memory of other people who have been ‘mentioned ia the coucee. Use aeefersing fone inal your answers in the way you id in Task 102. 6Listen to this example 1 a:Who did David give uiretions co? ‘ef the PERson 1 david gave diRECtions toi! ¥ was MAN¢y if Here too, the answer includes the name of one of the characters in che story, but this time the name is proclaimed, Cam you say shy? ‘The question mates it clear that the speaker knows that David gave directions to someone. What she needs tbe tlds wha. Liston to those questions and answers and mack in the rones in the answees. Why ae proclaining toncs wed in some tone units aad not in others? 2 a: Whar book was the customer looking for inthe bookshop? sell a LIFE of ARnold was the book he WANted i 5 si Who was moved downers whea they reorganised the off bell che PERson they moved dowoSTAIRS was ARhue 4 sho as Susan eying to contact when she spoke 0 Jane on the phone? fll iewas TOny she wanted to SPEAK coll Look agai atthe transcriptions of the ceplies in Tasks 10.2 and 10.4. Make a list, of al te words containing a protected vowel which do not also have prominence fn this contest. Mark the vowels with boxes, Read what the announcer says about Morgan in (1a) below, and listen to it, Then listen co the different version which follows i. Repeat che pact that i eranscribed in both versions. la 11 embittered) and disiLLUsioned iby his experiences in Australia) 1 (1 emBltered and disiLLUsioned i (by his experieness in Australia) ‘Whats the difference between the wo? the iggerz parcel: Inthe cic ert eieee SL rat ly ember: wa 3 i] scp thatthe Rforaton oo 10.7 Dei 10: Reson The ny 0 fa Each ofthe following examples has two versions: one in which the wranseribed part has to tone units, and one in which it has one tone unt. Listen to the Frat version, then before listening tothe second, say the transcribed part as on¢ 2a (These visits ff have exClted che INterest of her NEIGHbours 2b (These visi /f have exCleed she interest of her NELGHbours 3a {aed an obstacle fo her SETTHing DOWN (in her NEW LIEE f/ 3b (and an obstacle) to hee SET Tling down in her new LIFE “There are some occasions when there is nt really a choice between presenting jfocrnacion as one parcel snd presenting ie as #0 unless there is also a change of 11 Ped Blope WAINoecighe I cesiced co a SEAside COrtage ton the SUMfol coast i the two pats of ‘Penelope Weinwsight’, seaside cottage’, and “Sufolk cons” work cogether asa single label fr: the heroine, her new residence’ and i location respectively, They arc vey ually co be divided into two tone wots swith proclaiming tone in each “The following rone units ave occurred in various units inthe course. Which of therm might easily be divided and which peobably would not? 1 ff peDESerian BREcines 5M the USE and manvEAGeuee I 2 Mla ONE way SXStem IE 6 Mon the SEconl ELOOR 1) 3 ithe GiRECT erin to YORK 7 TMSEE If he's INU 4 U she LEFea LONG time ago" 8 the WORLD CUP macch if ‘Listen to an example that is similar to what you heard inthe ‘story-so-at" anno mcementat the beginning ofthe unit. Thea listen to one which differs from je: Can you desribe the difference? ta iA but eeTIREment |) ¥ is more EVENT! 1 than she exPEGeed i! tb H > bur ceTIREmene © is more eVENTiul f 7 chan she exPECted‘Whe the announcer wines to make reference to someting that is aleady shared she ually utes the fee fone The second version uses the ring tone. Speakers on the rai tend nt to ado9t a eontolingattude to their istener eagle siting at ame do not want tobe reted as 2 public meting! But ifthe announcer were actualy ending a tary about Penelope, se might very well 2dapt the more public manner of stanteler eather than tha ofthe informal conversational. Listen to these pairs uf examples and use acrows ro mark dhe rones. Repeat them, making sure you change the fllrite tones to rising tones inthe second version, 22 11 bute was NOT withour oppoSlsion | from DERek i! WM uriewas NOT without oppoSlion from DERk H Ja! MEANhile” — GOssip has BEACHed her about whac her Sn in aw ie doing in LONUon (! 3b iM MEANwhile# — GOssip has REACHed her” about what her Sn in lw is doing ia LONdon 4a sheisreLUCtane co ell hier QUTeighe #— chareis NOT welcome it Ab sheisceLUCtane corel him OUTrighe thar heis NOT WELeome It Sa he TURNed UP arthe BARey she had given Sb he TURNed Up atthe BARey she had given Listen co this extract and use upward arrows co mark the prominent syllables where there isa step up toa high key. A DBtek i who at THIRey TWO i! has STILL M! not lost HOVE # of making the BIG time Min the eneeeTALNment word ageeed ONly on the conDIsion ff that they KEEP che ELAt on fig TOWN i! ‘Why do you think high key is used in these places? sane So per eb? rmination ee Ca Listen to these exisasts ond use dovemvvard arrows t6'mark the prominent e spllables where there isa drop ¢9 low Key. 1d her DAUGHter Hlen | TOOk over he RUnning /! ofthe SHOP 1 ¢ 2 hae ie ves NOT wihour ia CER¢ain amount of f appoSIkion from ¢ [ire ber SONGweiver t HUSband Mt ( Why do you think low key i sed in these places? Sf ye hove heard the previous instalment ne sal probably ow that her Suge nd ‘Helen’ both refer to the sme person. The samé applies to ‘Derek and her husbanc in both aves the anacunce wes ow key forthe second mention becouse she asurmes that we shall heat 5 meaning ie same 25 the fst mention c “This task requires you to remember whae you kaow about the people mentioned in previous units of this book, Work with a partnce and decide whether high key for low key is more likely inthe transcribed tone units in these examples. 1 (Elizabeth had visited Macket Steet) only a WEEK ago if 2 (Mandy had newer been to David's town) Hf she DIDa'e know fear ALL 3. (Tony) i had handy SPOken co sue if when they worked in che same office) 4 (The cleven foreyeighe co York) was cancelled YESterday fas well), 5 (The bookseller thought The Life of Armold mighe be a noel} in the FICtion SECHion It 6 Wal) gave lif co anther old tady i! (on her way home from the police seation) 7 (he chairman was ansious about the next meeting! i! the ANNual GENeral meeting ff ‘Checle your predictions withthe versions on the caste ‘Sie Gant Sekirei eed eee eon Tia ail FE Gong ete gh ty at ow@ Answer key i UNIT > = « ( ( 2 W but it was 0 fate they'd gone hese: was egy 1 ven the hus deve had ( sone it 5 nuevo secs fad curned into am alleyway Mand started vo walk 4 Wiewas one of those pestis print 0 crs adeited ff wich concrete beaches I (0 ston and covet ub fo pons it us ( MGs ome Gadi GCDY SY snr sed hioabid Gc on 6 ee ee Sr eee Deering snd 1 m-aden 2 sg hee was GDH the on ind pe ey J now omy 2 Where was oe oy LU GTDEH an GDh ering t Dred DY sere pub 6 i WALKed sLONG 1 LOOKing a the WINdows a Hi WALKed along looking at the WINdows if | 7 5| 1 the shop assistane failed to heat ‘stret’ she would probably sell know whee: Elizabeth i ro Rae 3 The ot tha its holiday ib ace than ae ub asa obvious bearing ‘ ‘om how mach the assanc knows abour the cown, She only though there was 3 pub, she dda’ lain to “know” Lek’ 8 opposed ro ght, crucial to the message Elizabeth could have decided o walk "back nated she walked “om. She wase'e going ro give up yet 5 The time the pub opened is sac as ‘seve’ iit had been si’, she might have houghe ie wae worth wasn ‘The verb dois he onl key one be wid in connection wins jb In the coment some word meaning "ihe dni i fuly pred (OF cours, she sould have si i she Gdn KNOW the area, but shen snes f auwebes posto ~ ‘acighbouchood would have mean the sme thing a “dance 8 tn'Pethaps they Jicoow there’ team be rake fr granted tot Elzabechislookine for somewhere where cey will know” ls ther ny ache verb tht could tase kere ved neal? 9 tn’and wok the lf curing, where she'd sid” there is mow no eal posible oft bing ayehing but hy? 1 Kn'the fis ret om the le ther sno akeraatve to “on strenton, [Compare eis wth (3) 50 does nor ned special ‘The veion on the ant it follows Where was NO aNawer Mi RANG aGAlN / ic wss Gliting COLD 0 delle w x0 BACK i SHOU have come in the DAYtine i THIS was HOPE cul be ‘Walking SBOUTH ALL NIGEL 1! and Ever fl marke see fi WENT BALK I 0 whete che SHOPS were ews RAloing LARD if nl the Enc was eS fel Wey Sera i 2 3 4 5 HUwed—[aCROSS | TURNed | alleyway | STARA Tus CONecete DARK one WAS ARCHorsy PLANT 6 7 @ > ‘WALK ‘DRIZZiing | WENT | STREET Bie BENches | PREcners sie wer SEEN WiNeernay 1 PASSED fas Res SHOPS, fey HUNGeds wager 5 : lapis cE us WARgains fad PAs FAshonable sy LEFe ve DREner CIF i fase iy HO fa Figures SNQWven Videos 2 Lase fos THOUGHT. iot SHOp far a just ma HRS Tad Boos by WET o petlAP Int mh TRB Maker fay 1 eNexyone soe 7 whe QED 2 abe WASH sce CREED $f pecttaPs they'd koowc{EEREY 3 Wicwas TOOGED 9-H XPENT cound 10 aiDBdo0r Mf 4 Wihere were STREETGHTSY 10 Wit was just HALF pasCEIVEY! 5 UGDICARS sdmieed 1 Use was en@LOPED here dig he 6 she wa jnscGDing te DOORS HOldays nme That ow dipshongs TP 3 + z é 7 OUT | SNOWnen | WHERE [CATE [TIGHTS [DEA [enPLOYED No THERE SIDE Losing FIVE UNIT2 Listening for meaning [Pie _—*| Directions T | Galdens [Devt ra hae | 2 | Undeepne Gonder | 3 [ alice Tue aah | + | Ceoerade [Ger head ane 5 [Tanation Tun he %_| Min-roundabowr | Take 111 you must TURN RIGHT % and yout ce» Mei ROUNMshove and you eae the FIRST EX? 21% you mst TURN RIGHT 4 THEN you keep Ging # % will. you COME # ‘10.3 Mini ROUNdaboue i # ard ON the ROUNabot if ¥ you want the FIRST Exit 12 come OU of he CAR path! and TURN RIGHT 1 tu 211 AFeera lle WHILE you'l see a TURaing on your LEEL! 3.9 UM SOrey if» ies the SEcond turning % i's NOTI che FIRST! 50 that’s the SEsond runing A 90 yout LEET 41 andifyou GO sound THERE! youl ee some PLAYIng fells! on your Bice 12 the THING wo look QUT fri!» i the PLAYing fields! and SOON ater you've ASSED chem f ¥ you'll GO undec an UNderpas 7 Ate THAT ! * HANG ON ‘youl OE in hospital LANE I you'll KNOWE i's hospital LANE ™ because of {he HDSpital ies 2 BIG vicTOian building ¥ on your LEE! * and ache EN (of TERE 1! yout COME co some TRAM ight Note: This the version on the catete, but some variations could cay be used. For inatanc,if Hopital Lanc hal heen mensoned elie we could have 14 nd ater THAT tA you'll bein HOSpieat LANE29 RIGHT TURN 1 by the SHELL sation I shink the place you're lacking for mount ell oa epecion of the motos ‘rm ooking forthe tecnial college 1 > youl FIND THAT i ™ on che SAME side ofthe ROAD It itsa CUL dessert 412 sell the PROBL 1 1% there are ROADworks I shece's a LOc of conGESion WA ig the CEN 2 COllege LANE © isin che NEW deUElopmenc ate! ROBE 7 ae THIS ime of DAX 17 THINK the pce you're LOOking for isin COllege LANE W % is a {1 Fm aFRAID NOTA if you GO down THERE M ¥ you WONT get Anywhere! 1. NQW THUNK dhe map you've GOTH S MUST be an OLD one 1% s80Ue 3 SMILE I i's NOT very EAB Mf i's the TRA chat’ the Biggest 17 wal youll HAVE ro go BACK I 4 GO down college LANE PASE the TECHiial college! 4 BACK tothe GROSSroads 4 GO staighe Qver i) * THERE 7 Over the CROSSsonds ! ¥ WHERE you've COME feom 9 THEN wen LEFT > into Willow ROAD ™ char's conTINing ! ¥ along the ROAD you were on [beEORE 11 and GO on! 4 DOWN THERE I 7 unTIL you COME i 109 BIG [ROUNsbout i eake the Sfcond # # EXie/! and you'll be ina LONG seaighe ROAD # go RIGHT co the END if and THEN en LET # and THAT will TAKE youl co the Mlni ROUNdsbous i you'e LOOKiag for! ¥ ON park ROAD I! n 2 3 4 3 a co, Tou DOWN | FIRST | CULdene | pase Going | TURning | DONE | terORE | CONeee | PARK Gor — | Tectineat | oar | PHONE PASSED TeRminus | DOORS PUB Tuas TELL 7 3 ma [ae 2 SEcondacy_ | THAT SHOPS | Videos THINGS SEttnce | THATS SHOE, |Viseer | THOUGHT sit ‘THERE sie Saw SND Srey heeSet Voiced _| Vovses Voiced _| Voice a [wr ma mle mm |i mm \ ip wl ‘yy |i ar Posies | Frcaves Tol i 1a] ta Wig tw _| ir UNITS Listening for meaning Arar [A seror member of al who father sewive and tin ha wa Tene Formerly worked vpstaic. She I about twp yeat agp and no tne fom the offic has been i contact with he since, 1 Ted ‘Workel wih Jane upwaes, and ha 0 fe fled wo aera lle \ in aa Wan, ‘She rah and works fe Accouns Depart. She waredo i ‘ook in th office ater Tony le so he doen't know be. ! a Theale worse Aezoones. Tone Harrison | “Tony seems 1 be implying that she worked in Accounts, t00, butie_| leo very cen, tee Joh Feiss Teurand hat hes doing very wal THe was maved to Head Offic at abou theta Grew Tonyco 33 34 LU you KNOW everything's CHANGED now i che SEsond ELOOR'S > com LETEIy DIFFerent 2-1 those THREE lil ffces that WERE there dhey've GONE 31 you KNOW that horrible COetidor we had! W¥ andthe isle BOOM te che STOVE was t ¥ THAT all GONE 1 Sirsa PLUSH carpet and ESsy chaits down here! NOW IE WA WATT Mlnuce 1 ghee wa the BOST room! and hen there was ARthut's 35 3s, Diphthongs UNI placed? Wt and there wae the BHOQeocopying oom i S WHERE’s ARehurf % NOME 1 WELL WHACrm ACusly Looking fori! is MAB Ket toe 20% SELLA WHde i uGGEST i» neha you USE he RINGrond i 3-1 iE emeriber cORRECAl If she's Living somewhere in KENT $17 QML ALL the Sor sf if ¥ are on the GROUND Roo 5S Lehn ER's the BEST sie TF you wane co catch rom {N/ Long vowels VeccKNOW pou 2s-KEY. kit UtRy ray 3 MORE Ios Suny feo 7 LEAR tad @llamay ewer 6 NEW injus 9 VLTHERE West T4 Conversation 1 seul fact author, tle, kind of book, publisher, dae of publiscion, “The customer knows ony he author and te ‘Ml chess examples have fllige versions af a efecrng tone 43 47 Conversation 2 The 11.48 sein ro York hasbeen cancelled, 6 The exe dice tain ist 13.20 and ats to York 2 15.10. Am alternative ein, which volves changing 3 Manchester, leaves from platform s¥o in five nutes tine ges to York a 1448.8 dekee bough forthe dices fou vali for this cout at well All het examples hav fling cones 3S weli'y RAer Ast us a BRESne perHAPs you woulda’ mind wale 4 11S acCOting 0 he Sieator board \ the NENT tenn 9 YORK If gfor few minus! has bean CANeeled if but NO oe Sem 0 aun WHE M1 \ WONder wheter OL an elt me 30S THINK 401! te PROBL S14 i'm NOT quite SURE 4 wells ONE way at he MOment i becouse eye doing # LO of Ewer work it 5 WSANOT REAliy ™ NOW 6 1 well he USed 19 bur its ALL CHANGED ™ NOW 1 Voiced sounds Volecer soune NtAwwnds —[eeTURN ied SLONG iad BELL GROOM mv Plorce rounds | PUB my [our Ar oop fy | back BAG ty | stor a Frkcatve sounds [SHOES fad | aCROSS WI FV mm | RUSH wre =| BREATH my ure. tt7 Fest sound ra contimant | LEFTVL ASK Sk aROUND ind! FIND Ino! ‘THINK fall mySELEAU END Ind! MIND fn SHEL AU! FRIEND fs | 2 Fist sound ie plove STOPPED fp ASKED fa) SHOPS ps) ‘TUBS be) YARDS ide! 1 fd fice) 5 ts ois) 2 tal (wiced) 6 vores) 3 ta oir) 7 fal(voced 4 nitwoicele 8 1 orcad) 418 1 vat sage 2 iw a 3 au 7 hws 4 hat 8 io UNITS Ustening for meaning The next meting wil be the Annual General Meeting {AGM Ie wil be acount to lect anew secteray #9 replace Jane Packs, who is moving to Glasgow. “Thee will aloo be election for some new ommitee members. “The sony i geting into deb, 0 sal be necssacy Co icteas subscriptions, This evening's spear Dr Agnes Thomson. Shera graduate of the univer where the ectng i ang pace. She has tm MA and s PAD from Harvard and has leeuted at Fydecabad ec specialiy ithe work of Wiest “Tonight hee speaking on Wirgenstein and Feminism. ‘ing sone is wed in bath versions of! GOOd EVening I! et 2 if beEOREN introduce tonight's SPEAKer > ther’ ER IT 4 ONE it 27 inporeae ebDee i 3a NEXT month's 1 Ming 1 wil E01 OUR ANNual GEN mesg 44a 1 adDeed! Mon that ofCAsion > wece HOping for > x GOOD i and Sebted 7 aTCTENance 11 cay ‘i la 11 JANE PARKS > has SERVEA wei MARvellously foe i THINK i's shout if 8 THREE YEARS * NOW 1 2a she's LEAving > co Take up pose! in GLASgow If 7 we wih he WELL 3a 11% unEORemately !# roDAY M1 our ATTENUANGE ican SEE is NOt as good 28 Usual 445-7 4USea few WORDS J > sBOUT A her BACKeround 5a 7 des REceyceDJRNED 1 TO US 9 FROM 3 YEAR fin fis 179 bso it and Tels is eather 3 SAD moc ter the TREQuurer! TELLS sme 2 tha we smc SERioualy conser INereasing (1 suDSCRIPions 111 now you KNOW where the Offices if * WHAEi wane you 19 DOU! Ais 19 GO so the Office and FIND Scan if and ASK Sis! fo the BEX M9 to my ROOM, 12 sien you've GOT the KEY Il GO 10 my ROOM! and LOOK in the CUBhoaed 10 aod IN THERE 1 2 you'l ind ROUND TIN with another EX ine 21-7 THIS DERson know If had JUST been SHOpping W-# ANDI! 7 she'd JUST Ehrithed > ANDI 7 she was LOASed up with BARels if and STUFF she RQUGHT > AND 7 EVeryTHING > AND she was GOing bak oer ‘CAR * IN he CAB pak > and she was GOing GROSS to where she'd LEEC 1 and she SAND SOMEone Sein if in the BAseenger seat of her CAR 1 you COME out ofthe CAR park if and tun RIGHT and After you've gone Hale WAY 1 you'l COME to 4 ROLNsboue if go ROUND he ROUNdabout if and cake the Stcond EXit/] “A NOT the FIRST I because ‘THAT will ak you ino TOWN! sake she SEcond EXiei! and conTINue along, THERE ¥ foc about a MILE/! 1 1A our SPEAK fo his EVening if is doctoe AGaes THOMHon if 4 ONIGHTS S28 kerf © AGnes THOMEon 2 WA she TOOK her Mater Uegte I! and her DOCrorate¥ ar HARvaed | Soe GOT her MASte's 1 and DOCtorace i inthe STATES 3-7 she’s WELL KNOWN 5 for her WORK on WITTgenstein i 4 she MADE hee NAME 1) with some WORK on SU Tgensei6a s.10 11 wall NO es HS day in Odo eA 2 mBnies 5 nllad 1 well QI eI arn YON 7 oDAN 3 a 6 tre 2 US well he's Usually int 4 abou SIX 1 4 ae 7 eer] : 1» wl be alvin ¥ abo SX sa 3 ¥ PRE G00 RES eed 17s RExy GOOD A» REA eee eee + Fadler dt ent 3M AEBis a Ghee! +GDolfee ee abaraieni eae 4 AY eso te DEHN! fy 5H sie Geo Gadd Su sly has. lene at he binning she ans nd sng one ae end a 6 WS chy Ge forthe HCD" the ansier Gap 6.10 81 es BB GoeDoGiding : 9 1s espe be pce ion 19 Unaly i abou S180 10 11 have you@QB in she by ein 11 ¥es shove SIX Usa 11S they've ined Gee mache Mf 2a 14 ACtually e's caed HOSpital LANE J 12S she's king aN be SED : 2 119 ee cae HOSpial LANE # ACrally 3a. evel ced 0 pian PRE 3 Hic LED es geD Sen Bic VEN UNITG6 42 11S a8 FAR as ican eMEMer ic wat a COUP of YEARS ag imaries trea 48 11 fewas COUPE of YEARG ago a FAR con reRLEMbe Sx 11 a0 THIS cme of DAY. ¥ ic willbe DREADIl Sh ic willbe DREADIul # ae THIS dime of DAY if 63 1 Cre YOU A should WACT 1 ual AFLer the RUSE howe 6b 1 should WALT util AFter the RUSH houe if were YOU “Here eVENtwally i ha fllsite, nat ing tone. 3} In London. 1) Acseven this evening 6} He wil phone hee at home, 1 IShe THERE (a) 2 W'% could he Osby ¥ make itabour SEven i (b) 3-¥ iethere Anping can Jo. (6) 417 DONTBO«y!! ta) 5 Uishe THEREM (0) 6 1 COULD he gssbly make ie about SEven (a) 7A ache Anything ican DOM (2) 8B DONT WOrey Ib) 11/4 JONson and JONson lead GOOD MORaing Mf # CAN HEL you! 2 we DO haves mister eobersonf 9 YES 1 3 WHO is ic Calling» PLEASE 41% oh WES! * ONE MOmene mister jordan > (SEE if he's IP 5-11 good MORwiag # DO you havea mister ROherson ther pleas if6 #4 COULD haves WORD with him 1 711% the NAME’ JOR ff fom JOHN Davies nd co a“ Susgested canon forthe choices of one Known inf 1 The frst reo tone unis have allie tone. As routine acknowledgement ofthe cll followed by 2 gesting they Uo noc have the domi¢ant cone, bu ee oer of help docs. 2 Theagrecitet thatthe someone called Mr Roberson inthe ofice haba fallise toe, but the telephonis otaene co rising ane fotYes, which in efect, 3 Further tle af bel. 3 ‘Who it cling” in finding out question ad therefore has fling one, but a tefreing cone ened foe te routine Ib poi] please 4 ‘On yet wih proclaiming one indicates thar the alr has een recognised. The ast ‘wn fae unity promises of lp fave rng cones. (NoKe tha Mister Jordan is pot 2 eleeion in th contexe, 0 dora not hare prominence) d Me Jordan uses the Jominane forn of testing tone 9 eeu the elephants yeeing, ‘nu the nonsdoeinane al-ie roe 1 ask about Ml Roberson =a egues hich amount to asking favour 6 The same toe is ued to ankco Be conaected to him nd for a iia reason 7 Bodh sexe one uns provide formation, and therefore have prolaiing rons. 6.3, 1 62 ut TR 25T TPR OSM TSP STWR BGR TRS BL. aor 90k a Tw SPR SWS SP Crow ta Tite Tl Fol Tad Group 2 Te Tp Uae Tel BW Te ew 1 Gx Group Group 2 WiSTARted to WALK 1 IN WHICH BLAorm is ic! its aboue THREE dones LONG I Iv bac there's + BRO 1c SEEMS to be STUCK 1 oue PREsene SEGeeaey if 1 SPeeed SCTENG30ce 1 1 dhe GRADUated# SOME YEARe a0 1 you go PAST dae SWming baths! 1 she DROVE past the EXic {you ean SUsan SMUTH 1 and THATS peck CLOSE 1 Ove SPEAker fo hi EVening Ihe’ TRAVeling feo YORK 1 de FEminsepeeSBECave/! Ie THIRteen THEN I the TREAswer ofthe soley i MaBLACK CAR 110% she'd been SHOpping 2 she SAU ie ae geting LATE 3 she'd GOs ou ofthe MET 1 4119 she SAID © she was felng Ghd Hi HOPE you don’ MIND ¥ but i aRRANGed co meet my DAUGHer here” 21 Losid 8 WHEN was our daughter supposed 10 be COming f Wand SHE 1S HALEa9 HOUR so! 3 and} ¥ she was WOrted about hee DAUGHee 441 iewas VEry GOLD outside W ics that VEry cold TIME we ha! we {carpark tn [1h ‘ce pack has been neaione inthe previo ane wai A sla explanation sper 9 (24h 2 mts hands 3 deve back fn back yea) 6) 2 because she THOUGHT ic was called hospist ROAD 35114 she was SURE hed be back i! by Sven in the Bening! 4S because the RECT tein was CAN 5 he wae TRYing 0 fad book if sue Akl 7 6 9 they'd ume the OLD coffee eoom i! ino Ofes 4 whys 5 mysmay 6 whee 7. {n (6b) happy" followed by vowels it sounds ike not Ml (Se Task 7.14),