PRONUNCIATION EXTRA
STARTER
ANSWER KEY
UNIT 1
1.1
1B
one syllable: Spain, night, two, three
two syllables: Turkey, morning, evening,
hotel
three syllables: Germany, Italy, aernoon,
internet
2A
You could start by asking Ss to count how
many syllables are in the words before
they identify the stressed syllable.
answer, listen, internet, aernoon,
American, hello, open, understand
1.2
3A
The schwa sound /ə/ is the most common
sound in English and is used for most
unstressed words and syllables.
To make /ə/, relax the mouth and tongue.
3C
1 waiter, doctor, student, singer
2 Japan, China, Poland, Brazil
3 listen, answer, open, number
4 Mexican, Italian, Argentinian, Russian
As an alternative to ‘listen and repeat’,
it’s sometimes very useful for Ss to say
words or sentences at the same time
as a speaker. This is known as ‘shadow
reading’. In Ex 3C this will help Ss say the
words quickly and pronounce the schwa
sound fast, in an unstressed way.
4A
Remind Ss of stress in words. Stress in
sentences is the same: the words are
longer, louder and oen a little higher.
Other (unstressed) words can sound
swallowed.
Conversation 1
A: Are you an actor?
B: Yes, I am.
A: Are you from China?
B: No, Japan.
Conversation 2
A: Is she a singer?
B: Yes, she is.
A: Where’s she from?
B: She’s from Cadiz.
4B
The conversations here are poems with
the rhymes/near rhymes of am/Japan and
is/Cadiz. Encourage Ss to read them with
the speakers with the regular rhythm of
a poem. Cadiz (English pronunciation
/kəˈdɪz/) is a city in Spain.
1.3
5B
1 What’s your phone number?
2 What’s your email address?
3 What’s your first name?
4 How do you spell that?
5 What’s your surname?
6 Where are you from?
7 Are you a student?
8 Is it your first time here?
6A
To make /e/, open the lips and mouth
wider than /ə/.
To make /eɪ/, say the two separate
sounds /e/ and /ɪ/ slowly and separately
and then faster and faster together.
To make /aɪ/, combine /æ/ and /ɪ/ to
make /aɪ/.
To help Ss with diphthongs, you can use
your right hand to indicate one sound
and the le for the other sound and
gradually drill them closer and closer
together.
Note: In speakout Pronunciation Extra
Starter we introduce Ss to typical
spellings of the sounds (e.g. nine) as well
as some common words with less typical
spellings (e.g. night). We also include the
pronunciation of alphabet letters to help
Ss with an area that is oen difficult for
them.
Note: When there is the spelling ‘a_e’
(name, page, date, Jane, etc.), the
pronunciation is /eɪ/, which is the same
pronunciation as the letter ‘a’. Similarly,
when there is the spelling ‘i_e’ (nine, time,
fine, etc.), the pronunciation is /aɪ/, which
is the same as the letter ‘i’. The rule given
to English-speaking children is: ‘Silent
final “e” makes the vowel say its name.’
You may not want to discuss this with Ss
at this point but you could draw their
attention to it as a rule later in the
course.
If your class has no problems with the
sounds, you can do the exercises quickly.
If any of the sounds are particularly
problematic, spend more time on them.
6B
numbers: ten, eight, five
jobs: engineer, waiter, taxi driver
countries: Mexico, Australia, China
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6C
ten, eight, five
engineer, waiter, taxi driver
Mexico, Australia, China
UNIT 2
2.1
1A
father, sister, brother, husband, parents,
mother, children, daughter
1B
About 80% or more of two-syllable words
in English have the Oo pattern, so it is
useful to check this with all two-syllable
words as they come up in the course.
Optional extra activity
You could ask Ss to remember some
examples with /ə/ from Worksheet 1, e.g.
for jobs or countries, and then look at
the words in Ex 1A and circle an example
of the schwa in each. Ask them if it is
stressed or unstressed.
Answers: father, sister, brother, husband,
parents, mother, children, daughter
/ə/ is unstressed.
2A
Elicit an example from the class and
ask Ss why there is an apostrophe in
I’m (because there is a missing letter or
letters: I am.)
2B
1 I’m a student.
2 We’re on holiday.
3 He’s from Poland.
4 It isn’t here.
5 They aren’t sisters.
6 We aren’t American.
7 You’re in room two.
8 What’s your job?
2.2
3A
To make /iː/, open your mouth wide,
put the front of the tongue up so that it
touches the side of your teeth. The sound
is long.
To make /ɪ/, your mouth is less wide and
the tongue is further back. The sound is
short.
The ‘y’ at the end of fiy, sixty, seventy,
thirsty, many, etc. falls between an /ɪ/
and an /iː/. In dictionaries it is shown
as /i/. For teaching purposes you can
demonstrate that it is short/unstressed
but you probably won’t want to confuse
your Ss with another symbol.
 PRONUNCIATION EXTRA

3B 5 A:
B:
Good aernoon.
Hello.
C: And those children with that woman?
A: They’re from the UK. They’re on holiday
Note that the first two sounds are done 6 A: Chocolate? here.
for Ss and that this means Ss have to find B: Yes, please.
seven more examples of each sound.
6B 3.2
3C Ss can work in pairs and take turns in 3A
‘My name’s Dean Smith, that’s S-M-I-T-H, responding. Their partner can say if they ring, hat mother, sister
and I’m British. I’m nineteen and I’m at sounded happy or not. shoes, jeans Spain, Italy
university in Italy. My email address is
Speaker A sounds interested.
DSV@b-mail.com and my phone number’s
352619.’ UNIT 3 Ask Ss how they know if the person is
interested, i.e. because the speaker starts
4A 3.1 their answer high.

Show Ss that we can use circles to show 1A 3B

syllables in phrases and sentences: O for
stressed syllables and o for unstressed You could start by asking Ss to decide
Encourage Ss to shadow read the speakers
syllables. how many syllables each word has before
and copy their intonation in particular. If
deciding which syllable to stress.
you ask them to exaggerate the intonation
1 d) 2 b) 3 c) 4 a) 5 g)/h) 6 f) Note: Some people pronounce restaurants then, when they use it by themselves,
7 e) 8 g)/h) with two syllables but here Ss will hear they will reduce it and sound natural.
the three-syllable pronunciation.
4B 4A
The possessive adjectives are unstressed. 1B
Oo: cities, countries, buildings, buses, To make /uː/, put the lips into a position
as if you are going to whistle. The tongue
2.3 nurses
is back in the mouth. It is a long sound.
oOo: computers, addresses, assistants
5A Ooo: newspapers, managers, restaurants, To make /æ/, open the mouth wide and
put the back of the tongue down. It is a
credit cards
Pre-teach Ow! as an exclamation of pain, short sound.
and ear. 1C To make /ɜː/, relax your mouth and your
To make /h/, push the air through a small tongue. It is a long sound. /ə/ is the
gap at the back of the mouth. You could remind Ss of the simple rule shortened sound.
that the plural sound is /s/ when the
words end in an unvoiced sound (/t/). The addition of an added /j/ happens
5B The plural sound is /z/ when the words in some common words with ‘u’ or ‘ew’
1 I 2, Hi! 1 4 Ow! 1, How? 2 end with a voiced sound (/ŋ/, /d/) or a which Ss will meet now or in the future
2 is 2, his 1 5 ear 2, hear 1 vowel sound /ə/. (e.g. university, unique, union, unite,
musician, cute, duty, huge, tune, few,
3 E 1, he 2 6 Anna 1, Hanna 2 Demonstrate voiced or unvoiced by newspaper) and so it is worth showing Ss
getting Ss to put their hands on their
5C throats to feel the vibration of the voiced
this at this point.
1 Hello (also ‘Hi’) 2 Hi (also ‘Hello’) sounds.
3 Harry 4 hungry 5 have 6 hot 4B
/ɪz/ 1 aernoon, group, university,
5D cities, countries, addresses, buses, nurses newspaper
/s/ 2 happy, angry, camera, family
Split the class in half and one half can restaurants, assistants 3 surname, Germany, thirsty, first
be A and one half B. They pair off and /z/
practise in pairs. University and newspaper both have the
buildings, newspapers, managers, /juː/ sound.
computers, credit cards
6A
Check that Ss remember that to show you
2A 3.3
are interested or happy, you start high. To make /ð/, put your tongue between
your teeth and touch your finger with it.
5A
1+ 2– 3– 4+ 5– 6+ You can then practise making the sound Remind Ss that /ə/ is a common
just by touching the back of your teeth sound in English. When we speak fast,
Audio script lightly and pushing the air through. /ð/ many sounds are reduced and sound
1 A: Coffee? is voiced. swallowed. A and and are usually
B: Thanks. pronounced as /ə/.
2 A: Hello, Pete.
B: Hi. 2C 1 a tea and a coffee
3 A: Here’s your notebook. A: This is my father, Julio. 2 a tea and a sandwich
B: Thank you. B: Hi, nice to meet you. 3 a coffee and a sandwich
4 A: Hi, Mark. A: He’s the hotel manager. 4 a coffee and a cola
B: Good morning. C: It’s a great hotel! 5 a cola and a cake
A: And that’s my brother, over there. He’s 6 a cake and a mineral water
the chef.

© Pearson Education Limited 2016


5B
It’s important that Ss try and say this at
the same time as the speakers so that
they speak fast enough for the weak
forms to sound natural. It’s very easy
when you are modelling these sounds to
stress them by mistake because you want
Ss to concentrate on the sound.
6A
1 coffee 2 two teas 3 this 4 that one
5 these 6 one, those
6B
1 Can I have a coffee, please?
2 Can I have two teas, please?
3 Can I have this one, please?
4 Can I have that one, please?
5 Can I have one of these, please?
6 Can I have one of those, please?
UNIT 4
4.1
1A
This builds on Worksheet 3 where the
schwa /ə/ was used with are, and, a. It
shows how the schwa is also used in
questions with do in the present simple.
1 questions 2 short answers
3 questions and short answers
2A
To make /əʊ/, say the two sounds /ə/
and /ʊ/ slowly and separately and then
faster and faster together.
Ss should be used to /ə/, and /ʊ/ is the
sound in book/look.
2B
1 homework 2 euros 3 zero 4 Rome
5 notebook 6 phone number 7 alone
8 clothes
4.2
3A
No, they aren’t.
3B
You could check the pronunciation of ‘s’
in the first three lines. Ask Ss if it is /s/,
/z/ or /ɪz/ (listens and answers are /z/,
watches is /ɪz/).
He listens to his music.
He watches TV.
He answers all his emails,
But he doesn’t answer me.
PRONUNCIATION EXTRA
She doesn’t like coffee,
She doesn’t like tea.
UNIT 5
She doesn’t like chocolate, 5.1
And she doesn’t like me!
1A
4A/B This builds on the work done on
one syllable: writes, goes, lives
Worksheet 4 (Lesson 1A) where Ss looked
two syllables: listens, answers, teaches at the weak and strong forms of do. You
three syllables: doesn’t like, doesn’t cost, could point out that the pattern here is
understands, practises, doesn’t want similar, i.e that do/does are unstressed in
questions but stressed in short answers
5 and that the negatives don’t/doesn’t are
You could revise the sounds that Ss always stressed.
already know by writing them out on the
board in phonemic script. Ss now know:
1 Does he like parties? Yes, he does.
2 Does he have a job? No, he doesn’t.
The vowels and diphthongs: /ə/ /ɜː/ /ɪ/ 3 Does she study at university?
/iː/ /e/ /æ/ /ʌ/ /uː/ /eɪ/ /aɪ/
Yes, she does.
The consonants: /h/ /s/ /z/ /ð/ 4 Does she work in the evening?
Tell Ss that many sounds are the same No, she doesn’t.
as alphabet letters and write out some 5 Does it have an airport? Yes, it does.
words in phonemic script on the board. 6 Does it cost a lot? No, it doesn’t.
Ss work in pairs and race each other to
spell the words. Some examples you 1B
could write: 1 c) 2 a) 3 b)
/ðɪs/ /neɪm/ /sɪks/ /hʌzbənd/ /wɜːk/
/hæt/ /tiː/ /tuː/ /wen/ /naɪs/ /pliːz/
/hɪz/ 5.2
Monday Tuesday Wednesday 2A
  /ʌ/ /uː/ /e/
You could write the first sentence on
Thursday Friday Saturday Sunday
the board without the sound and do it
/ɜː/ /aɪ/ /æ/ /ʌ/
with Ss. Ask them what the sound is in
Ann and then ask them to find five other
4.3 examples in the sentence. Before Ss do
the rest of the exercise, check they are
6A clear about the sound in each of the
names, especially if they aren’t confident
1 half past eight 2 past 3 fine
with the phonemes.
4 jacket 5 twenty
6B 2B
1 /æ/ apple, has, café, pasta, salad
Before Ss say the parts with the speakers, 2 /i:/ eat, meat, cheese, pizza, evenings
you could ask them to work in pairs and 3 /e/ breakfast, bread, eggs,
try and beat out or clap the stress of each
vegetables, peppers
sentence one by one. You could then
4 /ɪ/ fish, chicken, lettuce, biscuits
check each one yourself.
5 /eɪ/ twenty-eight, steak, day,
A: What time’s the concert? oOoOo potatoes, cake
B: It’s at half past eight. ooOOO 6 /uː/ two, fruit juice, food, aernoon
A: It’s quarter past eight now! oOoOOO
7 /ə/ bananas, carrots, and, tomatoes
B: Is this dress OK? ooOoO
8 /aɪ/ driver, nine, night, likes, rice
A: Yes, it’s fine! Let’s go. OoO OO
B: OK. I’m ready. oO oOo You could remind Ss that it’s useful for
A: Where’s my jacket? OoOo them to write any unusual spellings in
B: I don’t know. oOO their notebooks. Write the following
A: Our tickets are in it. oOooOo words on the board. Ask Ss to underline
B: It’s twenty past eight! oOoOO the difficult sound and help them to
A: Oh no, I remember. OOooOo write the phoneme underneath.
B: What’s the problem? OoOo
bread steak fruit juice biscuit
A: It’s at the office. oooOo /e/ /eɪ/   /uː/ /uː/ /ɪ/
B: Oh no! OO
lettuce
Aer they have done the activity, you /ɪ/
could split the class in half and one half
can be A and one half B. They pair off and
practise in pairs.
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 PRONUNCIATION EXTRA

3A
If you think Ss might find it hard to
answer the question, give them three
possible answers:
a) He’s a chef in a restaurant.
b) He works in a market.
c) He’s a waiter in a café.
He works in a (fruit and vegetable) market.
3B
4C
café, gi shop, money exchange
skirt, glasses, jacket
pink, green, orange
coffee, eggs, apple juice
5A
Remind Ss of Students’ Book Lesson 2.3
where they focussed on a wider pitch to
show that they are interested or happy.
They also practised this in Pronunciation
6.2
3B
1 It has a beach.
2 There’s a river.
3 There’s an Indian restaurant.
4 A lot of people drive to work.
5 There are some parks.
6 It has some good hotels.
7 There are a lot of tourists.
8 It’s an important business centre.

Make sure Ss understand ‘preposition’. Extra Worksheet 2. Stronger groups could

Other examples that Ss have seen in the
Students’ Book are: in, of, with, on, for. If
Ss ask how they know which preposition
to use, you can say that it’s a good idea to
learn them in phrases, e.g. at nine o’clock
(times), drive/walk/go to (a place), come
from (a place), in the morning/aernoon/
evening. There is more information about
prepositions later in the course.
Note that early may be new for Ss. You
can check it as the opposite of late.
I always leave home at five and I usually
drive to work. I’m never late. I get to work
at half past five every day. I’m sometimes
the first person there. Chefs from cafés
and restaurants oen come and look at
my vegetables and fruit. Today I have
bananas from India, apples from Turkey
and oranges from Brazil. I’m happy in my
job. I’m not oen bored but I’m sometimes
very tired. I sell a lot early in the morning
and I usually finish work at three o’clock in
the aernoon. I always go to bed early.
5.3
4A
predict the intonation in this exercise
before listening.
1 a), a) 2 b), b) 3 a), a) 4 a), a)
5 a), b)
UNIT 6
6.1
1A
To make /eə/ , say the two sounds /e/
and /ə/ slowly and separately and then
faster and faster together.
You could make your right hand
represent /e/ and your le hand /ə/ and
gradually bring them together.
This may be the first time Ss have seen
the three spellings of /ðeə/ (there, their,
they’re) together. If you think it would
help them to revise these, you could
check with a gap fill on the board, e.g.
1 ____ are fieen students in the class.
2 A: This is a photo of my children.
B: What are ____ names?
3 A: Where are my keys?
B: ____ on the table.
6.3
4B
Show with arrows or gestures the options:
up and down and le and right. You could
check if it’s possible to go from pharmacy
to start (no, it isn’t possible).
4C
pharmacy, Argentina, start, answer,
aernoon, party, market
If you wish, ask Ss to look at the other
words in the table and identify which
word does not have the sound /æ/.
Answer: parent
5A
Note that ‘dot com’ and ‘dot org’ are two
of the most common email addresses
and so it’s a good idea for Ss to get to
know them.
1 svet ninety?
2 svet nineteen.
3 bmail.com?
4 bmail.org.

To make /k/, put the back of your tongue 1C 5B

against the top of your mouth. Move your
tongue away to release the air. Hold a
piece of paper in front of your mouth and
it will move. It is an unvoiced sound and
so if you put your hand on your throat
you feel nothing.
To make /g/, do the same as /k/ but use
your voice. Put your hand on your throat
and it will vibrate. If you hold paper in
front of your mouth, it will not move.
To make /dʒ/, say the two separate
sounds /d/ and /ʒ/ (television, usually)
slowly and separately and then faster and
faster together.
4B
places: café, gi shop, money exchange
clothes: skirt, glasses, jacket
colours: pink, green, orange
food and drink: coffee, eggs, apple juice
1 There’s 2 there 3 Where 4 chair
5 pairs 6 There 7 Mary 8 they’re In the UK all addresses have a postcode
9 their 10 parents which includes letters and numbers. In
many countries only numbers are used.
Split the class in half; one half can be A
and one half B. They pair off and practise. Name: Ms Jo Kelani
They should then change roles. Address: Flat 5, 49 New Road
Postcode: W7 3AV
2A Audio script
Make sure you check that Ss have the A: OK, so can I take some personal
correct questions before going on to information?
Ex 2B. B: Yes.
A: Your first name is Jo, so that’s J, O.
1 Is there a supermarket near here? B: Yeah.
2 Is there a café near here? A: And your surname?
3 Is it good? B: Kelani.
4 Are you thirsty? A: Kalani. That’s K, A, L …
5 Are there any Americans here? B: No, K, E, L, E as in … ‘egg’.
A: OK Mrs Kelani.
B: Ms.
A: Sorry. Ms Kelani.
B: Jo is fine.
A: OK Jo. And what’s your address?
B: Flat 5, 49 New Road

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 PRONUNCIATION EXTRA
A:
B:
Sorry. Yew Road?
No, New Road.
7.2 1C
1 My little daughter looked at the water.
A:
B:
And that’s Flat 9?
No Flat 5.
4A 2 My mother was a good cook.
1 a) 1 b) 2 2 a) 2 b) 1 3 a) 2 b) 1 3 I thought I saw a woman.
A: OK. er … 4 a) 1 b) 2 5 a) 1 b) 2 6 a) 2 b) 1
B: 49 New Road. 4 They pushed and pulled but the door
didn’t open.
A:
B:
And the postcode?
W7 3AV.
4B 5 It’s quarter to four.
/t/ finished, stopped
A: W7 3AB.
/d/ lived, played
B: No, 3AV.
/ɪd/ started, wanted 8.2
A: 3AV. Thank you.
5A 2A
UNIT 7 To make /w/, make your lips round as This extends the work done with the
/dɪdjʊ/ linking in past simple questions
7.1 if you’re going to whistle, then relax the
in the Students’ Book. It can be done
lips. OR make the sound /uː/ and then
1 the sound /ə/ quickly, one aer the other
and this will give /w/.
before Ss do the speaking activity in
Ex 6A in the Students’ Book. Note that in
O: March, May, June fast speech we can also reduce /dɪdjʊ/
To make /v/, put your top teeth on your
Oo: April, August to /dɪdjə/ or /didʒə/ but it’s a good idea
oO: July bottom lip. Push air through the teeth
for Ss at this level to practise the least
continuously. Put your hand on your
oOo: September, October, November, reduced form.
throat. There is a vibration because it is a
December
voiced sound.
Oooo: January, February Where did you go?
What did you do?
2 5B How was the weather?
past verbs: watched, walked, arrived, Did Ken go, too?
Remind Ss of how to make /ð/ (which travelled
they saw on Worksheet 3) and show that When did you go?
numbers: twelve, twenty, five, eleven Where did you stay?
/θ/ is the unvoiced version. Note that
times: Wednesday, weekend, every day, How did you travel?
in the Students’ Book, Consolidation 3
November Was the flight OK?
has specific practice of the difference
between the two sounds. food and drink: sweets, water, vegetables,
How was the food?
cup of tea
If Ss have problems with ‘eighth’, draw How was the drink?
their attention to the fact that although How were the people?
we lose the extra ‘t’ in spelling ‘eighth’, it 7.3 What did you think?
remains in the pronunciation: /eɪtθ/.
6B 2B
1 third 2 fourth 3 eighth 4 twelh
5 thirteenth 6 twentieth 7 twenty-sixth Check that Ss understand they are Practise the three weak forms with the
8 thirtieth looking for words that rhyme. You could class before they try and say the poem
ask which words rhyme with nine, e.g. with the speaker. For example, you could
3A fine, line, time. give choral and individual repetition of
Where did you go? How was the food?
Point out the linking in the example when 1 all right 2 OK 3 not very nice How were the people?
one word ends with a consonant sound 4 please 5 shirt 6 pink Note that Ss have to say the final lines of
and the next word starts with a vowel. the first two verses quite fast to reach the
You can practise some of the linking by stressed syllables, so these might need
drilling backwards: tof, tof December, first UNIT 8 extra practice. Did Ken go, too? Was the
of December. Alternatively you can drill flight OK?
placing the final sound at the beginning 8.1
of a new word in phrases: thir do foctober
(remember to keep the schwa and the 1A 3B
pronunciation of of as /v/). To make /ʊ/, make the long sound /uː/ Ss have done a similar activity on
and then make it short. You can use your Worksheet 6 and so should be familiar
1 the first of December hands to help Ss to see that they need to with the idea. However, check by showing
2 the second of May shorten it. Ss should be familiar with simple with arrows or gestures the options: up
3 the fifth of April words like book which have the sound. and down and le and right.
4 the seventh of August
To make /ɔː/, make your lips quite round
5 the twenty-third of October
and put the front of the tongue down. 3C
3B The sound is long. Ss should be familiar
with the sound in forty and door.
yesterday, yellow, the UK, young, usually,
euro, year, www
Before Ss practise the dates you could
ask them if the pronunciation of ‘the’ 1B
and ‘of’ is strong (stressed) or weak
(unstressed) and help them to produce Note that the first two sounds are done
these words when saying the dates fast: as examples for Ss and that this means
/ðə/ and /əv/. Ss have to find five more examples of /ʊ/
and six more examples of /ɔː/.

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 PRONUNCIATION EXTRA

8.3 We asked for some bags.

Tom gave us some flags!
4B
countries: Russia, Chile
4B They wanted a box. jobs: receptionist, teacher
Tom bought them some socks! places: station, beach
Mark up the links on the board before Ss
try and listen and say B’s part with the verbs: finish, watch
speaker. You could help Ss link words by 9.2 languages: English, Chinese
drilling backwards, e.g. son, It’s on, It’s on
the – /sɒn/ /ɪtsɒn/ /ɪtsɒnðə/; tof, right of, 3A 4C
right of the – /təv/ /raɪtəv/ /raɪtəvðə/. Russia, Chile
You could use this activity before receptionist, teacher
A: Where’s my coat? Students’ Book p99 Ex 5C to help Ss with station, beach
B: It’s on the right of the door. the short answers that are covered in the finish, watch
speakout tip. Alternatively, you could use English, Chinese
A: Where’s my bag?
it before Speaking Ex 6A.
B: It’s on the le of the chair.
A: Where are my shoes?
Before Ss listen, play the first answer and 5A
check Ss understand that ? is used when
B: They’re in front of the window. the speaker doesn’t really like or dislike Alternatively, you could play the three
A: Where are my gloves? something. Alternatively you could give conversations and give Ss a list of places
B: They’re next to the table. your own responses to the questions as (e.g. café, women’s clothes department,
examples. hairdresser’s, luggage department,
5A jewellery and watches) and they match
1? 2✗ 3✓ 4? 5✓ 6? 7✗ the conversations to three of the places.
Teachers might like to do this exercise
before the Speaking section in the Audio script 1 bag, please.
Students’ Book on page 89 so that Ss can A: Do you like playing computer games? 2 orange juice, please.
get the pronunciation right. B: It depends. Mmm … I like some games. 3 haircut, please
A: And do you like camping?
1P 2I 3I 4P 5I 6P B: No, not at all. I hate it.
A: How about cooking? Do you like cooking?
5B
1 The luggage department
B: Yes, I do. I love cooking. A: Can I help you?
UNIT 9 A: And back to computers. Do you like B: Yes, I’d like this bag, please.
9.1 chatting online? C: Excuse me. That’s MY bag!
B: Mmm, sometimes. B: Oh, I’m sorry.
1A A: OK, do you like going to the theatre?
B: Yes, a lot. 2 The café
To make /ɒ/, make the lips round but A: And do you like relaxing at home? B: I’d like an orange juice, please.
not too round. The tongue is flat and the B: It’s OK. A: Sorry, there isn’t any orange juice.
front of the tongue is near the back of A: And the last question. Do you like B: Can I have an apple juice then?
the mouth. The sound is short. swimming or going for long walks? A: Sorry, there’s no juice today.
B: No, not really. 3 The hairdresser’s
1B B: Can you help me?
3B A: Yes, of course.
If you think your Ss will find it hard to 1 It 2 not 3 do 4 sometimes 5a B: I’d like a haircut, please.
hear the differences by listening, you 6 OK 7 not A: Sorry, we close in ten minutes.
could check the answers with the whole
class first, then listen to check. 3C UNIT 10
1C You could replay the first part of the
audio stopping at the woman’s responses 10.1
1 colour 2 on 3 local 4 sorry
5 money
and getting Ss to copy the intonation. For
It depends., the intonation is longer and 1A
2A not high or low. For No, not at all., it starts
low (negative) and for Yes, I do. it starts
Several nationalities have problems with
pairs of these sounds, so it is useful if
b) Tom’s Terrible Gis high (positive). you identify which if any of the four are
2B causing problems and spend more time
on these sounds.
Aer Ss have underlined the stressed 9.3 To make /p/, put lips together and build
words, you could ask them to find the
object pronouns in each verse and show 4A up air behind the lips. Open your lips to
release the air quickly. Put your hand on
them that these are unstressed. To make /ʃ/, point the front of the your throat – there is no vibration as this
tongue upwards behind the ridge behind is an unvoiced sound. Hold a piece of
I wanted a hat. the teeth. The lips are relaxed. The sound paper in front of your mouth. You will see
Tom gave me a cat! is continuous and is unvoiced. To make it move as you release the air.
She asked for a skirt. /tʃ/, add a /t/ sound before /ʃ/. You To make /b/, the sound is made in the
Tom bought her a shirt! could have your right hand representing same way as /p/, but /b/ is voiced, so put
He wanted a plane. /t/ and your le hand /ʃ/ and get Ss to your hand on your throat and feel the
Tom bought him a train! say them faster and faster as you bring vibration. Hold a piece of paper in front
your hands together. of your mouth. It will not move.

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 PRONUNCIATION EXTRA

To make /f/, put your top teeth on your 2B/C

bottom lip. Push air through the teeth 1 A: Can you sing?
continuously. Put your hand on your B: Yes, I can.
throat. There is no vibration. Put your hand 2 A: What about dancing?
in front of your mouth and feel the air.
B: I can, but not very well.
To make /v/, make the sound in the same 3 A: Can you write songs?
way as /f/ but there is vibration and less B: Yes, I can write quite well.
air comes out of the mouth. 4 A: Can you drive?
B: Sorry, no I can’t.
1B
Conversation 1
A: What’s that empty building near the
10.2
park?
B: It was a newspaper business, a big one.
3B
get fit OO
Conversation 2 work less OO
A: When does the office open? stop smoking OOo
B: On the first of April. lose weight OO
Conversation 3 get organised OOoo
A: This is my village. We moved here last relax more oOo
October. save money OOo
B: It’s very beautiful. change jobs OO
Conversation 4
A: I love this photo of me and my sister. 4A
B: She looks friendly. Conversation 1
A: Yes. She was eleven and I was four. A: What are you going to do today?
What are you going to do?
1C B: We’re going to visit Liverpool.
1 /p/ /b/ 2 /p/ /f/ 3 /v/ /b/ We’re going to see the zoo.
4 /v/ /f/ Conversation 2
A: Who are you going to see today?
2A Who are you going to see?
B: I’m going to see my friend in town.
This activity focuses further on the stress
Her name is Anna Lee.
and unstress with can and can’t and it
also practises the adverbs which Ss need Conversation 3
before doing Speaking p107 Ex 6B. A: Where’s he going to be tonight?
If you think Ss might find it hard to Where’s he going to be?
answer the question, give them three B: He’s going to visit his parents.
possible answers: They’re going to watch TV.
a) a singer and dancer
b) a songwriter
c) a singer and guitarist for a band
10.3

a singer and guitarist for a band 5A

Audio script You could do this exercise aer Ss have
A: So, you think this is the job for you. read the speakout tip on p111 to remind
B: Yeah, yeah I do. Ss of the importance of sounding
A: OK, can you sing? interested in such situations. At this
point in the course they should be able
B: Yes, I can. And I can play the guitar
to tell you or show you with their hands
very well.
whether the responses are low and
A: OK, great. Let’s hear something. flat or start high, and therefore sound
B: All right, here we go. interested.
A: Not bad! … OK, that’s good. Nice. And
what about dancing? 1– 2+ 3+ 4–
B: Ah … I can, but not very well.
A: Mmm. OK, but you can sing well and
you’re good on guitar. Can you write
songs?
B: Yes, I can write quite well. I’m not
fantastic, but …
A: OK, we’d like to try you … for a month.
B: That’s great! Thanks!
A: Can you drive?
B: Sorry, no I can’t. Is that a problem?
A: No, no problem. Welcome to the band!

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