I mean the one on the right. I mean, what's the point of buying one shoe?!
EXERCISES
36.1 You will hear someone speaking about the weather in Montana (in the USA) with a lot of 'throw away' words. Write what the person says, but miss out the 'throw away' words.
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36.2 You will hear four people speaking. What are their favourite 'throw away' words? Write them after the name.
Speaker 1: Frank - I mean
Speaker 2: Debbie
Speaker 3: Kimberly
Speaker 4: Greg
36.3 Underline the 'throw away' words in this text. There are nine more expressions to underline.
We don't like have coffee breaks, I mean we just like get a coffee or tea and sort of like take it back to our desks, you know, but it's kind of dangerous 'cause, I mean, people sometimes like knock the drink over the computer, you know.
Read the text aloud, saying the underlined expressions fast and in a low voice.
Record yourself if possible.
36.4 Listen to these sentences. Is the expression in italics 'throw away' (said fast and in a low voice) or not? If it is 'throw away', underline it. Note that the punctuation is not written, so you must decide from the pronunciation.
I don't think these are the men you know
I've taught you everything you know
Do you know the place 1 mean it's just over there
She's not the one I mean she's too tall
They're like wild animals
This is like Arctic weather
UNIT 37
Introduction to emphatic stress
Short sentences have a typical sentence stress, or rhythm.
For example: He won't win! oOO (The sentence has three syllables, and there is stress on the second and third.)
He’ll win! oO (The sentence has two syllables and there is stress on the second.)
But in conversation, speakers can choose to put the stress in any place. This is like underlining words in writing: we do this to put emphasis on words. Here are the same two examples again, but this time they are in the context of a short conversation. Notice the way the speakers 'underline' some words.
A: He'll win, you know.
B: He won't win!
A: He will win!
In this example, the speakers do not agree with each other. B 'underlines' won't to show that he is saying the opposite of what A said. Then A 'underlines' will for the same reason. Note that the written form also changes, from 'll to will.
To 'underline' a word, a speaker does one or more of these things: a) makes it louder, b) makes it longer, c) makes it higher. Listen to this conversation. It shows the 'underlining' very clearly.
A: He won't win.
B: Who won't?
A: He won't.
B: He will win.
A: He won't win.
B: He will!
A: He won't!
B: I hope he wins.
A: I hope he loses.
B: He won't lose.
A: He will lose.
B: You're wrong!
A: You're wrong!
B: He's won!
A: Who's won?
B: He's won!
A: Oh no!
We emphasise words for example when we want to make a contrast with what the other person says, or correct some wrong information.
EXERCISES
37.1 Write three different ways to disagree with each of A's sentences, and underline the words you would put emphasis on. Then listen, check and repeat.
Example A: I'll win.
B: No, I'll win! (opposite subject)
B: You won't win! (negative)
B: No, you'll lose! (word with opposite meaning)
1
A: I finished first.
B: No, …… (opposite subject)
B: No, you didn't …… (negative)
B: No, you …… (word with opposite meaning)
2
A: You're stupid!
B: No, …… (opposite subject)
B: I'm …… (negative)
B: No, I'm …… (word with opposite meaning)
37.2 Read this conversation. Guess which words the speakers will 'underline' for emphasis and underline them in the text. You are told which lines have no underlining. Then listen and check.
A: I won't pass. (no underline)
B: You will pass.
A: You'll pass.
B: I don't know. (no underline)
A: You won't fail.
B: I might fail.
A: I will fail.
B: The exam's not hard. (no underline)
A: It's very hard.
B: But not too hard.
A: Too hard for me.
B: But you're very clever! (no underline)
A: You're the clever one.
B: Yes, I suppose you're right. (no underline)
Listen to the conversation again and repeat B's lines. Remember to 'pronounce the underlining'.
UNIT 38
Emphasising contrasting alternatives
When we present alternatives, we 'underline' the contrast between them. Listen to this example. Notice the way the speaker 'underlines' the alternatives.
A: I'd like a hamburger, please.
B: Do you want a super burger or a regular burger?
A: What's the difference?
B: Well, the super comes with chips and the regular comes without chips.
The same sentence can be pronounced differently, depending on the sentence that comes before it. Listen to these examples. Notice how B 'underlines' in a different place depending on what A says.
A: You can pay by credit card. B: I haven't got a credit card.
A: Why are you paying in cash? B: I haven't got a credit card.
A: Shall we sit inside or outside? B: Let's sit outside.
A: Where shall we sit? B: Let's sit outside.
The word we choose to 'underline' can change the meaning of our sentence. Listen to these sentences pronounced in two different ways and see the different meanings in the pictures.
Do you want the hamburger with chips, or salad?
Do you want the hamburger with chips or salad?
Would you like chicken with vegetables, or Russian salad?
Would you like chicken with vegetables or Russian salad?
EXERCISES
38.1 Read the short conversations. Which words do you think B will 'underline? Underline them in the texts below. Then listen and check.
1
A: I'd like a salad, please.
B: A mixed salad or a Greek salad?
A: What's the difference?
B: Well, a mixed salad has tuna and a Greek salad has cheese.
2
A: I'd like to stay two nights, please.
B: Do you want full board or half board?
A: What's the difference?
B: Full board includes all meals and half board includes just breakfast and dinner.
3
A: We'd like a room for two, please.
B: Would you like a standard or deluxe?
A: What's the difference?
B: Standard has a mountain view and deluxe has a sea view.
38.2 Listen. You will hear only the answers. Which do you hear first, a or b? Write 1 or 2.
Example
a – Would you like a starter?
– I'll have a mixed salad, please. - 1
b – What kind of salad would you like?
– I'll have a mixed salad, please. - 2
1 a – What time do you close?
– We're closing now, sorry.
b – A table for two please.
– We're closing now, sorry.
2 a – Would you like anything to drink?
– I'd like red wine, please.
b – Would you like red or white?
– I'd like red wine, please.
38.3 Listen. Which choice is the waiter offering first: picture a or b? Write a - b or b - a.
1 Would you like peaches or strawberries with cream?
2 Would you like tea with lemon or milk?
3 Would you like sausage or bacon and eggs?
UNIT 39
Emphasising corrections
When we hear an error and we correct it, we 'underline' the correct information. Listen to this conversation. Notice how Sid 'underlines' the words which Joe has heard incorrectly.
SID: Let's meet up tonight.
JOE: OK. When and where?
SID: How about the Blues Cafe?
JOE: The Mews Cafe? Don't like that place ...
SID: No, the Blues Cafe. In Rawton Street.
JOE: Where's Lawton Street?
SID: Not Lawton Street, Rawton Street, you know ...
JOE: Ah yes, OK. What time?
SID: How about nine fifteen.
JOE: Five fifteen? That's too early.
SID: No, nine fifteen. What's wrong with your ears today?!
If only a part of a word or phrase is not heard correctly, we 'underline' only that part when we correct. Listen to these examples.
A: My nephew's fifteen.
B: Thirteen?
A: No, fifteen!
A: You must be more careful!
B: Careless?
A: No, careful!
A: Her room is really untidy.
B: Tidy?
A: No, untidy!
A: I saw a blackbird in the garden.
B: A blackboard?
A: No, a blackbird!
A: The Amazon's the longest river in the world.
B: Oh, I thought the Nile was the longest river.
In the first four examples you heard, the mistake was that B did not hear correctly. But we can also use extra stress when correcting other kinds of mistakes, for example, if the information is wrong, as in the last example you heard.
EXERCISES
39.1 Read this phone conversation. Notice the words which are 'underlined' by A and decide whether B says phrase (a) or phrase (b). Underline the correct answer. Then listen and check.
Example
A: Hello Joe, I'm coming to visit next month.
B: You're coming (a) this month? (b) next week?
A: No, next month. Can you meet me? I'll be on the evening plane.
1 B: On the (a) morning plane? (b) evening train?
A: No no. On the evening plane. On Sunday the third.
2 B: On (a) Sunday the first? (b) Monday the third?
A: No no, Sunday the third. At nine fifteen.
3 B: At (a) five fifteen? (b) nine fifty?
A: No no, nine fifteen. You'll know it's me. I'll have a blue jacket.
4 B: A (a) new jacket? (b) blue packet?
A: No no, a blue jacket. See you there. Bye.
39.2 Read these short conversations. Which syllable do you think the speaker will stress in the third line? Underline it.
Example
A: I disagree with you.
B: You agree?
A: No, I disagree!
1 A: He's in the bathroom.
B: In the bedroom?
A: No, the bathroom!
2 A: My father's retired.
B: Why is he tired?
A: No, he's retired!
3 A: I bought a bookshelf.
B: A bookshop?
A: No, a bookshelf!
4 A: But that's impossible!
B: You think it's possible?
A: No, I said impossible!
5 A: The kitchen's downstairs.
B: Upstairs?
A: No, downstairs!
Listen. You will hear the first two lines and then a pause before the third line.
Say the third line with the stress you underlined. Then listen and check if you were right.
UNIT 40
Introducing tones
Some idiomatic expressions have a fixed melody, or tone, in English. For example, in Look who's talking, the voice goes down at the end. The syllable talk- is higher than the syllable -ing. In You'll be lucky, the voice goes up at the end. The syllable luck- is lower than the syllable -y. Listen.
Your problem is that you’re laze. You never move off that sofa.
Look who’s talking!
Perhaps Marvin will lend me some money.
You’ll be lucky!
But normally we can choose to make our voice go up or down at the end. For example, in the conversation below, Sid says 'bear' with his voice going down. Joe repeats the word with his voice going up. Listen and notice the way their voices go up or down at the end.
Sid: Shh!
Joe: What?
Sid: Bear!
Joe: Bear?
Sid: Bear!
Joe: Where?
Sid: There!
Joe: Far?
Sid: No!
Joe: Near?
Sid: Yeah!
Joe: Run?
Sid: Run!
Listen again and say Joe's lines.
EXERCISES
40.1 Listen to these short conversations. All of the replies are idiomatic expressions. Listen. Does the voice go up or down on the last word? Listen again and repeat.
1 – Would you like to hold it?
–You must be joking!
– I never eat caviar, too salty.
– Chance would be a fine thing!
– Next!
Go for it.
– This soup isn’t very hot.
Give me a break!
40.2 The responses to the pairs of sentences a and b below are the same, but the speaker uses a different tone. For example, in the response to Example a, the voice goes down, but in the response to Example b, the voice goes up. Listen and mark the tone.
Example
a Let's go away for the weekend. - \Where?
b Let's go to Llantisiliogogogoch. - /Where?
1 a I know who stole your glasses. - Who?
b It was Mickey Mumpkin. - Who?
2 a I've got some bad news for you. - What?
b I'm afraid your house has burnt down. - What!
3 a Excuse me, can you help us? - Yes?
b Can you take a photo of us with this camera? - Yes.
4 a We're going for a picnic if you want to come. - When?
b At midnight tonight. - When?
40.3 You will hear just the responses from 40.2. Listen and decide if it is the response to a or b.
Example...b.....
1 ...
2 ...
3 ...
4 ...
UNIT 41
Asking and checking tones
Questions can be pronounced with the voice going up at the end or going down at the end. You can hear the difference in this conversation. Two people are fixing a place to meet. Listen to the way A pronounces his three questions.
A: Where? (A's voice goes down at the end.)
B: Here.
A: Where? (A's voice goes up at the end.)
B: Here.
A: Here? (A's voice goes up at the end.)
B: Yes, here.
A's first question is an 'open' question. The answer could be any place; he has no idea. A's questions 2 and 3 are 'check' questions. He thinks he knows the answer and he just wants to check. The voice usually goes down at the end of 'open' questions and up at the end of 'check' questions.
Here is another example. A is asking directions to B's house. Notice how both of them use 'check' questions (in black) to make sure they understand each other. Listen.
A: Help! We're lost!
B: Where are you?
A: I don't know. There's a supermarket and a river.
B: Oh, I think I know where you are ... Can you see a bridge?
A: Yes.
B: OK, well go across the bridge and turn right.
A: Turn right?
B: Uh huh. Now, can you see some trees on the left?
A: Yes.
B: Turn left after the trees.
A: What, in front of the bar?
B: Yes, in front of the bar. You'll see my house on the left.
A: It's opposite the farm?
B: That's it. Well done, you're here!
In the sentence It's opposite the farm? we know the speaker is asking a question from the context. Also, the voice going up at the end makes it sound like a question.
EXERCISES
41.1 Read these short conversations and tick (V) the questions. Then listen and check. Then repeat A's lines.
1 A: When?
B: Tomorrow.
A: When?
B: Tomorrow.
A: Tomorrow?
B: Yes, tomorrow.
2 A: Which way? B: Left.
A: What?
B: Left.
A: In front of the shop?
B: Yes.
41.2 Listen. You will hear one half of a conversation on a mobile phone. You can tell which way the speaker is going from the check questions. Draw the route on the map.
41.3 Listen to the phrases or sentences. Do they sound like questions? Write (?) after the questions and (.) after the ones that are not questions.
Example
Go straight across ( . )
1 Right at the lights ( )
2 Next to the supermarket ( )
3 It's this one ( )
4 It's opposite the school ( )
5 It's a long way ( )
6 Under the bridge ( )
7 Take the next left ( )
UNIT 42
Tones in asking for information
We pronounce an 'open' question differently from a 'check' question. An 'open' question is where we ask for information we didn't have before, and the voice usually goes down at the end. A 'check' question is where we make sure that the information we have is correct. The voice usually goes up at the end. Listen to the examples in this conversation.
A: What's your name? \
B: Sonia.
A: And where were you born? \
B: Surinam.
A: Is that in South America? /
B: Yes, that's right.
A: And how long have you lived here? \
B: Five years.
A: I see. Are you married? \
B: No, I'm not.
A: And what do you do? \
B: I'm a boxer.
A: You're a boxer? /
Listen to A's second question in the recording again. The voice starts going down in the last word only, because this is the word the speaker is emphasising, or 'underlining'.
Where were you born? \
But we may 'underline' any of the words. Listen. Notice that the voice movement begins at the word with the underlining and continues to the end.
So your parents were born in Uruguay. And where were you born?
Oh, so you weren't born here? Where were you born?
So you were born in 1969? And where were you born?
I know your parents live here, but were they born here?
I know you were born here, but were your parents born here?
My mother and father were born here. Were your parents born here?
In the last ‘check’ questions the voice goes down before it goes up at the end.
EXERCISES
42.1 Listen to the questions below. Are they open or check? Draw a down or an up line.
Example
Are you a student? /
1 Have you been to America?
2 What do you study?
3 What time is it?
4 Are you over eighteen?
5 Can you drive?
6 Where's he going?
7 Do you like it?
42.2 Listen. After each sentence below, there is a question. Which word in the question does the speaker 'underline' with his voice? Underline the word. Listen again and repeat.
Example
I'm from Canada. Where are you from?
1 So you're from Cuba. Where in Cuba?
2 From Havana? Interesting. And what's your name?
3 So you don't live in Cuba now? Where do you live?
4 You're a student? What do you study?
5 So you won't finish this year? When will you finish?
42.3 Look at the questions below. Underline the word you think the speaker will emphasise. Then listen and check.
Example
a So your sister's a teacher? Where does she work?
b Oh, so she doesn't work here? Where does she work?
1 a So you're married? Do you have any children?
b I have two daughters. Do you have any children?
2 a So French is your second language? What's your first language?
b My first language is Urdu. What's your first language?
3 a So you work Mondays to Saturdays? What do you do on Sundays?
b So your favourite day is Sunday? What do you do on Sundays?
4 a I know how he did it, but ... why did he do it?
b She was going to do it, so ... why did he do it?
5 a My glasses aren't here, so ... where are my glasses?
b Here are your glasses, but ... where are my glasses?
UNIT 43
Tones in new and old information
In conversation, we often refer back to something we said before. This is 'old' information, and the voice normally goes up at the end. We also tell the listener things we haven't mentioned before. This is 'new' information, and the voice normally goes down at the end.
Listen. In conversation 1 below, the voice goes up at the end, because the last word 'tomorrow' has already been mentioned. In conversation 2, the voice goes down, because the last word 'tomorrow' has not been mentioned.
1 A: I'll come in tomorrow.
B: We're closed tomorrow. /
2 A: When are you closed?
B: We're closed tomorrow. \
Listen to this example. They are talking about buying a television. Notice how the voice goes up on the words in black. This is because these are words which have been mentioned before, so they are old information.
A: Let's get the Viewmaster. It's really nice.
B: But the Megavision is nicer.
A: But the Viewmaster has a guarantee.
B: They both have a guarantee.
A: Anyway, the Megavision is too expensive.
B: I know it's expensive, but it's better quality.
A: They're both good quality.
B: The Megavision has access to the internet.
A: We have access to the internet on the computer.
When we are referring to something before in the conversation, we don't have to repeat exactly the same words. In this conversation, the voice goes up on 'from there' because in this context it means 'Cairo', so it is something which has been mentioned before.
A: I'm from Cairo.
B: Really? My wife's from there.
EXERCISES
43.1 Read the short conversations. Do you think the voice goes up or down at the end? Mark the tones. Then listen, check and repeat.
Examples
A: This one's nice.
B: I know it's nice, but it's \expensive.
A: This one's big.
B: I know it's big, but the other one's /bigger.
1 A: This one's slow.
B: I know it's slow, but it's strong.
2 A: This one's ugly.
B: I know it's ugly, but it's comfortable.
3 A: This one's good.
B: I know it's good, but the other one's better.
4 A: This one's fast.
B: I know it's fast, but it's dangerous.
43.2 The responses to the pairs of sentences a and b below are the same, but the speaker uses a different tone in each response. For example, in the response to Example a, the voice goes up at the end of the sentence, but in the response to Example b, the voice goes down. Mark the tones. Then listen and check.
Example
a - The train's cheap. - The bus was /cheaper. 1 a - Was the movie good? - The book was better. 2 a - What time's lunch? - Lunch is at two. 3 a - I'd like a leather one. - They're all leather. 4 a - Let's go tomorrow. - It's closed tomorrow. 5 a - Where's menswear? - Menswear is upstairs. 6 a - The fish is expensive. - The steak's more expensive. 7 a - What happens if one of them breaks? - They all have a guarantee. |
b - Why did you take the bus? - The bus was \cheaper. l b - Why did you read the book? - The book was better. 2 b - Let's go swimming at two. - Lunch is at two. 3 b - Why are they so expensive ? - They're all leather. 4 b - When is it closed? - It's closed tomorrow. 5 b - What's upstairs? - Menswear is upstairs. 6 b - Why didn't you have steak? - The steak's more expensive. 7 b - This one has a guarantee. - They all have a guarantee. |
UNIT 44
Continuing or finishing tones
When we are telling someone a piece of news, we often check that they know the background to the story first. When we do this, the voice goes up at the end. Then, when we finally tell the news, the voice goes down at the end. This shows that we have finished the story.
Listen and compare A's first question in these two conversations. In 1, he is checking that B knows about Max's grandfather's death, so the voice goes up. In 2, he is telling B the news that Max's grandfather died, so the voice goes down.
1 A: You know Max's grandfather died?
B: Yes.
A: Well, he's left all his money to charity.
2 A: You know Max's grandfather died?
B: Oh.
A: Yeah, terrible, isn't it?
Listeners also signal if they expect the story to continue or not. In conversation 1 above, B's voice goes up at the end when she says Yes. This shows that she expects A to continue. In conversation 2, B's voice goes down at the end when she says Oh. This shows that she knows A has finished telling her the news. There are more examples in the conversation below. Listen.
A: You know Angela?
B: Yes.
A: And you know her brother David?
B: Uh huh.
A: Well, you know he lives in Southside?
B: Mmm ...
A: Well, somebody broke into his house last night!
B: Oh, really!?
In B's last line, her voice goes down, but it starts from very high. This shows that she did not expect this news; she is surprised.
If we are saying a list of things, our voice goes down at the end of the last thing to show we have finished. On the other things, the voice goes up to show the list is not finished. Listen to the continuation of the conversation from B above, and notice A's pronunciation of the list of things stolen.
B: Did they steal anything?
A: Yes, they took his computer, television, video, CD player and all his CDs.
B: Oh, that's terrible!
EXERCISES
44.1 Listen to these sentences. If they are said as news (\), write Oh. If they are said as check questions (/), write Yes.
Examples
You know Bradford won? Oh.
You know Sylvia's had a baby? Yes/
1 You know I'm a photographer?
2 You know Danny's got flu?
3 You know she's gone?
4 You know he broke his arm?
5 You know the war's finished?
6 You know the meeting is cancelled?
44.2 You will hear a story. The speaker on the recording will ask questions to check that you know some background information, which is in the text below. Say Yes, Uh huh or Mmm ... with your voice going up at the end. Then, when finally you hear the news, respond with one of these sentences:
How fantastic!
That's great!
Oh, that's terrible!
Brilliant!
Background information
You and the speaker on the recording have a friend called Colin. Colin has a sister called Linda. Linda is an actress in the movies. She was making a movie in Australia recently.
44.3 Read these conversations. Write (!) after really if you think B would be surprised at A's news, and just write (.) if you think B would not be surprised. Then listen and check. You know if B is surprised because the voice starts very high.
Example
A: There's a lot of water in the sea.
B: Oh, really.
1 A: My husband is an astronaut.
B: Oh, really ...
2 A: My bike has two wheels.
B: Oh, really ...
3 A: My grandmother is 130.
B: Oh, really ...
4 A: There's a programme on TV tonight.
B: Oh, really ...
44.4 What did you do yesterday? Answer this question by giving a list of your actions. Make sure your voice goes up at the end of each action until the last one, then your voice goes down.
Example
Well, I got up, had breakfast, went to work ... and finally, I went to bed.
UNIT 45
Agreeing and disagreeing tones
When we agree with the other person, our voice often goes down at the end. We tell the other person our opinion, confident they will not be upset.
Listen to this conversation. Notice that the voices go down at the end of each line.
A: Football's so boring, isn't it?
B: Yeah, I know. I hate it.
A: I mean, it's just 22 people running after a ball.
B: Yeah, how can that be interesting?
A: No, golf’s much more fun, isn't it?
The expression isn't it? is called a question tag. When we use question tags to tell someone our opinion, the voice goes down at the end.
But when we disagree, our voice often goes up at the end, so our opinion sounds unfinished and less strong, because we do not want to upset the other person.
Listen to the rest of the conversation from A. Notice how the voices go up at the end of each line.
B: Well...
A: You like golf, don't you?
B: It's alright I suppose...
A: You don't sound very sure.
B: Well, I guess I'm not really a sporting person, you know.
The expression don't you? is a question tag. When we use question tags to check information, the voice goes up at the end.
We can say the same sentence, but change the meaning by changing how we say it.
Listen to these two examples. The speaker in 1 is telling his opinion clearly. The speaker in 2 is leaving something unsaid. You feel he is going to continue with but...
1 I think they're good. (That is my opinion.)
2 I think they're good ... (They're not too bad, but there's a reason why I don't like them.)
We can also change the meaning of a question tag by changing how we say it. Listen to these conversations.
A: It's too hot, isn't it? (opinion)
B: Yeah, let's open the window!
A: We sometimes have snow in Morocco.
B: But it's too hot, isn't it? (check question)
A: No, not in the mountains.
EXERCISES
45.1 Listen. Are these the speakers' real opinions, or can you 'hear' a but? Write a (.) or (, but...) after each line.
Example
I like tennis, but…
1 It's nice
2 We're quite good
3 Yes, it is.
4 I don't know
5 Yes
6 He does
7 She likes you
8 They're friendly
9 Not bad
45.2 Listen to the four short conversations about the things in the pictures. Are the speakers agreeing or disagreeing? Write agreeing or disagreeing under each picture.
Example
agreeing
45.3 Complete each sentence with the following question tags. Then decide if they are opinions or check questions and mark the tones. Then listen and check.
is it? isn't it? is she? isn't he? are you? aren't they? was it? wasn't he? don't you? doesn't it? have you?
Example You aren't hungry, /are you?
1 How's your headache? It isn't getting worse, ...
2 Those flowers are lovely, ...
3 You haven't seen my glasses anywhere, ...
4 Torsen's a great player, ...
5 I'm not sure. He was from Brazil, ...
6 I can't quite remember. You need 40 points to win, ...
7 Tennis is so boring, ...
8 She isn't a very good swimmer, ...
9 I'm not sure. It starts at nine, ...
10 It wasn't a very interesting game, ...
UNIT 46
High tones
Listen to these three people saying thank you. Notice that the woman who forgot her bag makes her voice go very high. This shows that she really means what she is saying. The other two people do not really mean it, and so their voices do not go high.
Sometimes the ticket collector's voice goes up at the end when he says thank you, which makes it sound like a routine habit: he doesn't really mean it. And of course the woman in picture 3 doesn't really mean thank you. She means the opposite!
When we give an opinion about something with a very strong adjective like excellent, our voice usually goes high to show our strong feeling. If we use weaker adjectives like nice, our voice does not usually go high. Listen and compare the voices of the man and woman telling their friend about their holiday.
Liz: So, how was your trip?
Claire: Oh, it was quite nice.
Paul: What do you mean, nice? It was brilliant!
Liz: Good hotel?
Claire: Quite pleasant, yes.
Paul: Pleasant? It was excellent! Superb!
Liz: How about the food?
Claire: It was OK.
Paul: OK? It was absolutely delicious!
Liz: And the scenery?
Claire: Quite pretty.
Paul: It was amazing! Beautiful!
People often say a strong adjective like brilliant with a flat voice, to mean the opposite. For example, you could say brilliant with a flat voice after something bad happens. Listen and compare the pronunciation of this word in these two conversations. In the first one, the person really means it, and in the second she doesn't.
1 A: We've won a holiday for two in Jamaica!
B: Brilliant!
2 A: Our flight has been cancelled!
B: Brilliant!
If you use strong adjectives, make your voice go high or people may think you do not mean it!
EXERCISES
46.1 Listen. What do Sue and Jim think about the people they are speaking about? Write the names in the correct column.
people they like |
people they don't like |
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Jeremy |
Sue: Jeremy is going to stay at the same hotel as us.
Jim: Oh great!
Jim: Anne's invited us to a party.
Sue: Fantastic!
Jim: Kathleen's coming to stay with us for a few days.
Sue: That'll be fun!
Sue: Gail and Tim want to come on holiday with us,
Jim: That'll be nice!
46.2 You will hear Claire giving her opinion about these things on their holiday. Imagine you are Paul. Listen and say stronger opinions. There are gaps on the recording for you to speak. Don't forget to make your voice high.
Example
You hear Claire say The beach was quite nice. You say Nice? It was absolutely fantastic!
46.3 The responses to the pairs of sentences a and b below are the same, but the speaker pronounces them differently. For example, in the response to Example a, the voice is flat, but in the response to Example b, the voice goes high. Draw lines to show if you think the voice will be flat or go high. Then listen and check.
Example
a - We had to stay in a five-star hotel.
- How awful for you!
b - We had to spend two days in the airport.
- How awful for you!
1 a - Forget the beach; it's raining again!
- Brilliant!
l b - They say we don't have to pay; it's free.
- Brilliant!
2 a - I got an A in the exam!
- Well done!
2 b - I've crashed the car again!
- Well done!
3 a - I can count to three in German.
- Amazing!
3 b - I learnt how to fly a plane while we were on holiday.
- Amazing!
4 a - We could pick fresh fruit off the trees in the garden.
- Delicious!
4 b - We had a tiny bit of cheese on a dry, old piece of bread.
- Delicious!
5 a - Frank says he'll take us to the airport.
- Excellent!
5 b - The car's broken down and there are no taxis.
- Excellent!
APPENDIX 1
Introduction to phonemic symbols
The phonemic alphabet
EXERCISES
1 Phonemic spellings which are the same as normal spellings
In each of these groups of words, one word is exactly the same as in normal letters. Underline it. Then write the words in normal letters.
Example
Furniture: table /'teibl/ bed /bed/ sofa /'səufə/ chair/ʧeə/
For writing: /'pensl/ /'peipə/ /pen/ /'nəutbuk/
In the office: /desk/ /fӕks/ /kəm'pju:tə/ /'telifəun/
Body parts: /nek/ /hed/ /hӕnd/ /leg/
Farm animals: /hen/ /pig/ /ʃi:p/ /kau/
Colours: /gri:n/ /blu:/ /red/ /blӕk/
Verbs: /get/ /teik/ /giv/ /gəu/
Numbers: /'sevn/ /ten/ /Ɵri:/ /faiv/
2 Phonemic spellings which are very different from normal spellings
Some phonemic spellings are surprisingly different from normal spellings. For example, in phonemic spelling, quick is /kwik/. Can you find all the words in this wordsearch? The words are horizontal or vertical. Use all the letters.
breathes ocean
chair question
edge quick
English quite
future school
juice shoe
mixed sixth
news though
3 Phonemic symbols for vowels
Complete these phonemic crosswords. The words in normal spelling are next to the crosswords. You need to write one of these consonant symbols in each empty square. You can use the symbols more than once.
/b d f g h k l m n p r t v w z/
3.1 Long vowel and diphthong crossword
rain bike warm boot late leave five room woke born bean phone
3.2 Short vowel crossword
hat put fit lip gone fun pet pack get look cot cup
3.3 Vowels before R crossword
port hairs bears beers heard card beard heart hers court
4 Phonemic consonants which are different from normal consonants
Here is a list of different activities. In each one, one of the words is written with phonemic symbols. Write it in normal letters. Use the table to help you.
Example
/'wↄʧiŋ/ →watching television
ski /'ʤᴧmpiŋ/
/'wↄʃiŋ/ the dishes
/'ju:ziŋ/ a computer
sun /'beiðiŋ/
/'siŋiŋ/ songs
/'Ɵiŋkiŋ/ about something
/'pleiiŋ/ games
phonemic symbol |
usual spelling |
ʃ ʤ ʧ ŋ j Ɵ Ð |
SH G or J CH NG Y or U TH TH |
5 Put these words in the correct square in the table. Do not write in the shaded squares.
boy here share shy she toy beer hair high he bore
pier bear buy be pour tea tie pair deer pea we die
pie dare door fear four wear why fair wore tear
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iə |
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B |
boy |
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here |
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