English Ponunciation For Brazilians

Sonia M.
Baccari de Godoy
Cris Gontow
Marcello Marcelino
English Pronunciation
for Brazilians
/'iijglif pr0l nAnsi'eij’9n far
/'ujglij' prSjnAnsi'eifsn far bbra'zilionz/
ro'zilionz/
The Sounds of American English
OISAL
EDITORA
E DITOR A
© 2006
2006 Sonia Godoy,
Godoy, Cris Gontow e Marcello Marcelino
Assistente editorial
Gabriela Canato
Capa e projeto grafico
grafico
Paula Astiz
Editora ao eletronica
eletronica
Priscila
Priscila Aricia
Aricia Neto / Paula Astiz Design
llustraQdes
llustraQoes
Rafael Dourado
CD - Locutores
Cory Willis
Melody Grissom
Renata Steuer
Marcello Marcelino
Dados Tnternacionais
Internationals de Cataloga fio
o na Publiea
Publican o (C1P)
(Camara Brasileira do Livro, SP : Brasil)
(Camara
Godoy, Sonia
English pronunciation for Brazilians : the sounds of american
american
English : Sonia Godoy, Cris
Cris Gontow,
Gontow, Marcello Marcelino.
Marcelino. - Sao
Paulo : Disal,
Disal, 2006.
978-85-89533-70-6
ISBN 978-85-89533-70-6
Ingles - Estudo c cnsino - Biasilciros

1. Ingles Brasilciios 2. Ingles - Promincia
Proniincia por
Estrangeinos 3.
estrangetros 3. Inglis
Ingles - Uso I-
I. Gontow, Cris. II. Marcelino, Ill,
Marcelino, Marcello. III.
Titulo.
Titulo.
06-5796
06-5796 CDD-428
indices sistemiticcc
Indices para catilogo sistemioco:
1. Pronuncia :; Ingles para brasileiros :; Linguistica

Linguislicu aplicada 428
2. Ingles para brasileiros : Linguistica
Lmgiitstica apaplicada Proniincia 428
I icada : Pronuntia 428
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Table of Contents
Foreword by H. Douglas Brown 5

Preface 7
To the teacher 9
To the independent learner: How to use this
this book 11
Part A - Pronouncing a Foreign Language

Intro - Some Thoughts on Pronunciation
Pronunciation Teaching and Learning 17
Unit 1 - English x Portuguese 25
Unit 2 - Developing Independence:
independence: 29
Using
Using a Dictionary to Check Pronunciation
Unit
Unit 3 - The Phonetic Alphabet 33
Unit 4 - Homophones and Homographs 41
Part B - Consonants
Intro
Intro - The Organs of Speech and the English Consonants 47
47
Unit 1 -ZOZandZdZ
- /9/and/dZ 51
Unit 2 - Final Nasals: /mA ZnZ Zn/ and /g/
/rj/ 6
611
Unit 3 - Zr/and/h/ 73
Unit 4 - Final /!/
/1Z 83
U nit5
Unit - Stops: ZpZ and Zb/./t/
/bZ, Zt/ and ZdZ,
/dA/k/
ZkZ and Zg/
/g/ 91
91
Unit 6 - ZJ7
ZJZ and /tJ7,
Ztj7, /3Z
/$/ and M3A
/d3/, /f/
/fZ and ZvZ
/v/ 103
Unit 7 - /s/ and ZzZ
/sZand 117
117
U n i t8
Unit - Semi-vowels Zw/ and /yZ ZyZ 127
Unit
Unit 9 — sendings 135
Unit
Unit 10 — ed endings 145
145
Part C - Vowels (Vowel Chart)

Intro - The Schwa Sound and the
the Unstressed Syllable 161
Unit 1 - Zi:Z
Zi:/ and ZiZ
/i/ 167
Unit
Unit 2 - ZaeZandZeZ
Zae/and/eZ 177
Unit 3
Unit - Zu:/ and Zu/
/u/ 187
Unit 4
Unit - ZaZandZoZ
/a/and/o/ 195
Unit 5 - ZaZ
/a/ and Z3r/
/3rZ 203
Unit 6 - ZeiZ and ZouZ
Zoo/ 215
Unit 7 - ZaiZ( Zau/
Zai/ ZauZ and ZoiZ
Zoi/ 227
Glossary of Technical Terms 239

239
Answer
Answer Key and Audio Scripts 247
Foreword
Dr. H. Douglas Brown, Ph.D. — Professor of English, San Francisco State University
It gives me great
great pleasure to to offer this foreword to English Pronunciation
offer this
for Brazilians. I have known the lead author, Sonia Godoy, since since her student
student
days Michigan in Ann Arbor, where
days at the University of Michigan where sheshe was a student in in
the Master of Arts program and I was her professor. I’m gratified gratified to to see that
my own
own encouragement and Sonia’s creativity have, with her co-authors Cris
Gontow and Marcello
Marcello Marcelino,
Marcelino, given birth to this practical manual for
students of English in in Brazil. I’m very proud to see see this
this accomplishment!
There are
are a number of characteristics
characteristics of of this book that
that I’m pleased to to see.
F irst, the
the book is for Brazilians and and speaks
speaks directly to predictable
predictable phonological
issues for Brazilian learners. There There are many (maybe too many?) books in in
print that
that provide generic instruction in oral communication, not not necessarily
directed
directed to any one group of native speakers. This book
native speakers. book is appropriately
targeted and speaks directly
directly toto its specified audience.
Second, the book is highly practical. Directions are are easy to follow;
exercises are clearly spelled out out and are of of interest and relevance
relevance to students.
The material is simple and and direct,
direct, and therefore does not not risk going
going “over the
heads” of students.
students. And there is an ample amount of practice. practice. In In an era
era when
when
some pedagogical trends incorrectly play down the importance importance of of practice,
practice,
this book stands
stands out in itsits emphasis on practice for the psychomotor
psychomotor process
of improving pronunciation.
Third, the material is
the material is student-centered
student-centered and student-friendly. It forces
students to take responsibility for
students for their own learning
learning with appropriate pair
and group work activity — all of of which is supported by an audio component component
that gives students an opportunity to hear models. The authors encourage encourage
students to self-monitor, which
students which is a key strategic approach
approach to to the acquisition
of phonological accuracy.
accuracy. And I like the student-friendly, humorous approach
student- friendly, humorous approach
that enlivens
enlivens what might
might otherwise be tedious tedious practice.
Finally, I applaud the authors authors for their pedagogical
pedagogical approach to to
phonological acquisition.
phonological acquisition. I have often used the analogy analogy of “zooming in”
of “zooming in” as a
strategy for all aspects of language learning — the occasional need need toto take a
look at a language form. The authors effectively
very close look effectively guide
guide students to
view broader contexts,
contexts, to have a “close“close up” look,
look, and to to zoom
zoom in in on details.
on details.
Congratulations to Sonia, Cris, and Marcello for an excellent achievement!
5
Preface
Welcome to English Pronunciation for Brazilians - The Sounds of

American English. Unlike most books in the area, this pronunciation text
does not aim at a worldwide market. It was especially designed for speakers
of Brazilian Portuguese, and it relies on the authors’ vast experience in
teaching in Brazil to address all the areas of difficulty pertaining to this
particular language group. Throughout the book, English and Portuguese
are contrasted, guiding the students in transferring pronunciation habits.
The body of the text focuses on the sounds of American English (vowels
and consonants), and this variety was chosen as it is most commonly the
one Brazilian students are interested in learning. This book was written for
intermediate to advanced learners and although the focus is on general
English, the abilities here acquired can easily be transferred to other settings
to suit students’ academic and/or professional needs. This textbook can be
used with a variety of learning formats: large groups, small groups, private
teaching and independent learning.
As discussed further in the book, Brazilians in general have good
pronunciation when learning a foreign language. However, according to
our personality or characteristics, we want to go beyond intelligibility, as
most people want to sound as native-like as possible. This book provides
enough practice in foreign accent reduction, introducing students to the
pronunciation of English in North America as it is spoken by educated
native speakers in fluent speech. Students are led to discover the principles
of articulatory phonetics through experimenting with their own vocal tract.
Theory is introduced and reinforced by numerous practice exercises working
up from individual sounds and phrases to dialogs, meaningful guided
practice and contextualized reading passages. A lot of the activities come
in the form of games and fun activities. The idea is to ensure the carryover
of pronunciation skills into real communication. Students will improve their
ability to communicate in English, increasing substantially their listening
comprehension skills.
The student-centered approach encourages peer and especially self-
monitoring, an important element for self-improvement. The teacher will be
a facilitator, encouraging learners to be active participants in changing their
7
Preface
pronunciation habits. Phonetic

Phonetic symbols are taught in in a light and fun fashion
to enable students
students to check pronunciation in in the dictionary, thus promoting
learner’s independence. The The symbols are also important in demonstrating
demonstrating
the
the difference between sounds and and letters. Common spelling patterns are
included, always having
included, having Brazilian Portuguese differences and and interference
in mind.
Humor, which is is much in accordance
accordance with the the personality
personality of Brazilians
in general,
general, isis a recurrent
recurrent element that permeates
permeates the whole book. We believe
that
that the use of humor helps students
students retain the
the sounds because theythey will tend
to
to remember
remember the the tips and
and the conversations
conversations better.
Have fun! We know we did while writing this!
Sonia, Cris and Marcello
8
To the teacher
This textbook can be used used with a variety of of learning

learning formats:
formats: large
groups, small groups, private teachingteaching and independent
independent learning. The book
provides a wide variety of activity types to
provides to stimulate students’ interest
and enjoyment in relation to to pronunciation. There are are a lot
lot of interactive
activities that
that you can adapt
adapt according to your needs.
needs.
Even though the authors believe the sequence of of chapters
chapters presented
in the
the book would work efficiently with most groups, you you might want to to
follow a different sequence.
sequence. For example, you might want to to start
start with the
the
vowels instead of the the consonants.
consonants. Just
Just bear inin mind that the authors had
that the had a
progression in mind when they wrote wrote the book, follow the
book, so follow the order
order suggested
as much as as possible.
High frequency vocabulary
vocabulary for intermediate to to advanced
advanced students was
used throughout the the book, so refrain fromfrom spending
spending class time explaining
vocabulary. Students should be encouraged to look unknown words in
look up unknown in the
dictionary if they have any doubts.
have any doubts.
Remember that individuals vary vary a great deal
deal inin relation
relation to language
to their language
abilities, especially pronunciation,
pronunciation, and defining just just what
what expectation
expectation your
students have toward this this course may help
help you guide them more more successfully.
A mismatch between teacher’s goals and learners’ expectations expectations may generate
generate
a great deal of strain on the part of students,
on the part of students, and pronunciation is supposed
is supposed
to
to be fun!
fun!
9
To the independent learner
independent Learner
If you are a student

student planning to to work
work on your own, we understand
understand that
you have intermediate to advanced level of English.
level of English. Even
Even though the the book
is organized in chapters,
chapters, you don’t have to follow
follow them in exactly
exactly that order.
You may
may choose to start
start with “that
“that sound youyou have unsure of.”
have always felt unsure
Just bear in mind that the authors had a progression in mind when
the authors when they
they wrote
the book, so we recommend that you follow follow the order
order suggested as much as
possible.
If you are taking a regular English English course and and decide
decide to to study
pronunciation on your own in in order to
to improve your English,
English, talk to your
teacher and ask for suggestions on on which sounds you need to to work more
intensively. This should get you started all right!
One last word. Remember you are responsible for your own learning.
you are learning.
Especially when dealing with pronunciation, it is is very important
important that you
you
constantly monitor yourself. We have taken every
constantly possible opportunity to
every possible to
remind you of that in the textbook, but the commitment
commitment has to to come
come from
you. Do the exercises
exercises over and
and over until you
you feel satisfied.
satisfied. You will see that
your effort
effort will pay off!
off!
HowTo
HowTo Use This Book
We believe that textbooks should be a safe haven for students to to learn,

where
where they can rely on a certain structure
structure to guide them through their learning
learning
process. At the same time,
time, we think that predictability, though comforting,
can become boring at times. So we have tried, as much much asas possible, to follow
possible, to follow
a certain
certain pattern within
within the units,
units, but
but always trying to to add
add an element
element ofof
surprise, be it the humor with which some
surprise, some points addressed or the
points are addressed the variety
of
of activities.
We have made the navigation in the book as simple simple as possible.
possible. The titles
of the sessions are color coded
coded to
to help identify when there is a change in the the
focus of the unit. A CD icon [@ [® ] will
will show which material is is recorded, and a
pencil icon [ \ ] will
will indicate the exercises
exercises that require
require writing. The answers
found in the Answer Key at the end of the book.
can be found book.
11
learner
Every unit in the book will have the following sections. Here are some
tips on how to go about them.
Section Audio Objective Usual Procedure
Think
Think About It
About It No *• To raise awareness *• Discuss the questions
of the differences with classmates.
between English and • Pronounce the words
Portuguese sounds. as clearly as possible.
’• To discuss what you ’• Don’t check the
know about pronunciation Answer Key yet.
and spelling rules.
" To reflect on how you
pronounce some
troublesome words.
Close Up
Close Up Sometimes • To describe the *• Go over this session
articulation of sounds carefully. There’s
in American English. important information
• To contrast the there that shouldn’t
pronunciation of English be skipped.
and Portuguese sounds. • Check the meaning
of the unknown
technical
techmeal words in
the glossary at the
end of the book.
Zoom In
In Yes ■• To practice the target *• Repeat the cues after
sounds in words, the model.
phrases and sentences • Record your voice on a
through repetition. separate tape recorder if
possible. Play back the
recording and monitor
yourself.
Get Your
Your Yes • To provide intensive *• Listen to the whole
Tongue practice of the articulation activity and do it
Around It
Around It of sounds through different mentally first.
techniques. •' Listen again and do the
*• To train your articulatory activity out loud.
muscles enough so they • Repeat as many times
will be able to perform as necessary until you
correctly when needed. are satisfied with
your performance.
12
In Context Yes • To provide practice • Listen to the whole

of the target sounds passage first.
in paragraphs. •♦ Use the pause button
to allow yourself enough
time for repetition.
*• Close the book.
Use the paragraph as
a dictation exercise.
Replay the paragraph
sentence by sentence
using the pause button.
Conversation Yes • To provide practice • Listen to the whole

of the target sounds passage first,
first.
in words in dialogs. •- Use the pause button to
allow yourself enough
time for repetition,
repetition.
• Close the book and
try to repeat sentence
by sentence using the
pause button.
Stay Tuned Yes • To work on sound • Listen to the recording

discrimination. and do the task provided.
Wrap Up No • To check your • Go back to Think About It

own progress. and make sure you fully
• To ensure you understand the answers
have understood the to the questions*
questions. Look at
concepts addressed the Answer Key to check
by the unit*
unit. your answers. If you still
have doubts, go over the
unit again.
Tip Boxes Sometimes •- To call attention to • Read the tip and

interesting / important pronounce the words
details. provided.
Glossary No • To define the technical • Use it when you

terms used throughout come across a technical
the book. term you don’t fully
understand.
Audio Scripts No • To help students • Check the Answer Key

& Answer Key study independently. after you’ve finished
the whole exercise.
• Read the Audio Script
only if necessary.
13
Part A
Pronouncing a
Foreign Language
Intro - Some Thoughts on
Pronunciation Teaching
and Learning
In this book, you are going to

In to find a lot more than formulas, techniques
more than
and tips on how toto “pronounce English better.” You are about
about to come
come face
face to
to
face with new sounds,
face sounds, listening strategies,
strategies, speech habits and even...
even... attitude!
Pronouncing
Pronouncing a foreign language can be be a challenge that
that involves a lot more
than just knowing where
where to put
put your tongue!
Historical Facts: Three Views on Pronunciation Teaching
Without
Without going into details, let’s talk about the two major major views
views on the
teaching of of pronunciation.
pronunciation . There was was once a belief that teaching pronunciation
was to
to eradicate all traces of a foreign
traces of foreign accent. The major
major focus was on on specific
sounds and the the study of the contrast between
between the first language and English.
The methodology used used was based
based on repetition.
repetition. The other view holdsholds that
teaching pronunciation to to adult students is is useless because
because older
older learners
difficulty in pronouncing certain sounds in a foreign language. This
have difficulty
theory also
also claims
claims that the only objective
objective of
of learning a foreign
foreign language
language is to
to
communicate, not not to
to pronounce it perfectly, so everything should be OK if if
your listener
listener is able to understand what
is able what you say. The direct consequence of this
r
second view
view waswas that the study of pronunciation w as nearly
was nearly abandoned.
abandoned.
This is a book written by Brazilians for Brazilians, taking taking into
consideration our specific
specific needs, so we try to to use
use what we consider to to be
be
the most effective
effective aspects
aspects of the two views. Our Our own viewview of pronunciation
learning is
learning is different
different from the views above,above, but
but it takes both into account. We
believe in
believe in the importance of good pronunciation, and and that it is possible to
possible to
improve it.
improve
Below we view some factors
Below factors that influence the improvement of a person’s
the improvement
pronunciation. You will see see that you might be favored by some, and not by
others - but hard work and motivation will help to
others to even out the equation!
17
Part A / Intro / Some
Some Thoughts on
on Pronunciation Teaching and Learning
Influencing Factors
Biology
It is a fact that adults learning a second language almost always have

a “foreign accent,” while children who who have been exposed to to a second
language from an early age almost always attain native-like pronunciation. If
becomes a little clearer.
you think in terms of stretching, it becomes clearer. Imagine you
you are
an adult who hashas never exercised in your life. If you started
started stretching today,
you would not not be
be as good as an athlete! It is is the same with
with your mouth: it
is made up of articulators and muscles
muscles that are are used in certain movements
- those ofof your native language. In learning
learning a foreign language, you will
have to move your articulators and stretch those those muscles in a way they have
never done
never done before. While this is is not impossible, it certainly
certainly requires a lot of
of
willpower and dedication. Likewise,
Likewise, the final attainment of of pronunciation by
adults varies a great deal from one individual to another. And as much as we
may
may try to deny
deny it, this is definitely associated
associated with the amount of practice
and dedication... just
and just like stretching!!
stretching!! Are you
you starting to get the idea behind
this book? Let’s stretch!!
stretch! !
The Role of the Native Language
After a certain age, a person’s soundsound references

references are totally connected
totally connected
native language. It is
to the native is almost as if the native language acted as a filter
for any foreign sound. If the sound is identical, there is problem. If the
is no problem. the
sound is different, it is reinterpreted according to the native
is different, native sound system.
For example, a beginning student who hears the pronunciation of of the TH
in English will find no corresponding sound in the Brazilian Portuguese
system. The student’s sound system will will then reinterpret the sound
sound according
to the sounds it has and will approximate the TH to to whatever sounds closer
to it in Portuguese.
Portuguese. That
That would bring the the TH
TH closer to to /s/,
/s/, /f/ or /t/, thus
resulting in “sink,” “fink” or “tink” instead of of think. Likewise, some people
might pronounce “day”“day” instead of they.
they. As a result, we could conclude that that
the native language affects not
language affects not only the production of sounds but also the
way a student hears them. For that reason,
reason, we believe that it is also important
important
to focus on the listening skill when when it comes to pronunciation. Learning
pronunciation is learning to listen again! Production of the sounds comes
18
Part A / Intro / Some Thoughts on Pronunciation Teaching and Learning
Learning
would we even
almost as a by-product of good listening. Think about it: would even
language if we had not listened to it a lot?
speak our native language
The Brazilian Student Learning

Learning English:The Good News
Brazilians, in general, are considered to have good pronunciation in

English. Are you surprised? Well, just compare our performance to Asian,
German or or Italian speakers. It’s usually much easier for us. Why is that so?
Some people claim that because Portuguese is not spoken in many countries,
we are
are often exposed to different languages. This exposure would give us
some training in picking up
some up other languages.
will say that Portuguese is considered a rich language in terms of
Others will
sounds. If we think of Spanish, for example, which is considered so close to
Portuguese, we could point out some differences.
Portuguese, differences. It doesn’t have the sounds
sounds
/z/ or lZ3Z,
ZzZ l, which makes Spanish speakers say cassa instead of casa and
makes Spanish and
chanela instead of janela.
chanela janela. They also have
have problems telling apart ZbZ
/b/ and ZvZ.
/v/.
Spanish has just five vowel sounds: a, e, i, 6, and u. These are a few examples
of problems that we don’t have to to worry about. If you believe in that view,
the Brazilian Portuguese variety and its richness
richness give us extra ammunition to
work with. None of that has has been proved, however. It might just be the case
that we Brazilians are more adaptable and open to learning and embracing
other cultures and peoples. This more culturally oriented perspective would would
naturally result in embracing and accepting the new sounds of a foreign
language like English. Whichever the hypothesis or rationale behind the
facts, there is always room
room for improvement
improvement and we, Brazilians, do have a
good starting point in terms of pronunciation!
Socio-Cultural Aspects
Aspects
Have you ever asked yourself the following questions?
• Why
Why am I studying English? Do I like it or do I just do it because I need
it?
• How do do I feel
feel about the people
people from
from English speaking countries? Do I
identify
identify with their culture and traditions?
• Do I like
like the accent displayed
displayed on the audio material my teacher uses? Do
I prefer British or American accent?
19
19
• Would I like to
to sound
sound as a native speaker of
of English?
English?
• What does it mean to speak with a native accent?
accent? How
How much of my
identity would
would be lost if
if I started sounding
sounding like an American/British
American British
person?
As the questions above suggest, there are a number of of things to

to be
be
considered in the process of of acquiring
acquiring the pronunciation
pronunciation of English.
of English.
Consider the the following: if you you moved
moved to Porto Alegre Portugal, would
Alegre or Portugal,
you be willing to change your pronunciation and speak speak like a Gaiicho or a
Portuguese person? While you will suffer suffer some influence whether you want want
it or not, how much your pronunciation
pronunciation will change depends on how much
you identify with the language or accent in question. Your accent accent is a marker
of your identity; it is part of who you are. How much of that that are you willing
to give up?
All these questions lead us to the the distinction between accent and
mispronunciation.
mispronunciation. An accent
accent is something that everybody,
everybody, EVERYBODY
has, whether they they like it oror not. It represents your roots
roots and
and your history.
You may have a native or a foreign accent. A native accent accent can be broken
down into sub-accents: British,British, American, Jamaican, Australian, Scottish,
etc. If it is
is American, it can be from the north, south, east east or west. Take your
your
pick. Think of Portuguese,
Portuguese, it would be the same.same. Is your accent southern or
northern? If itit is southern, is it paulista, catarinense or carioca? How do you you
pronounce the the word “poRta?”
Mispronunciation, on the other hand, is the distortion of of the
the pronunciation
pronunciation
of a word to an extent that it sounds either like another word or or even
incomprehensible to to the
the listener.
listener. Mispronunciation can cause communication
breakdowns. Do you know the meaning of of the word “soula?” 1
word “soula?”
Personality
Learners that are outgoing, confident and willing to to take risks may
may be
more likely to expose themselves
themselves to the foreign language and native speakers.
the foreign
This can be true at any level
level of practice, from speaking in the classroom
classroom
and trying to imitate the
the sounds to talking to the native speakers
speakers you meet
meet
1. This was a Russian trying to say “solo” in Portuguese,

Portuguese. It was out of context,
context, so everybody had a
“question-mark” look on their faces: “sOUla?”
20
Part A / Intro
Intro / Some Thoughts on Pronunciation Teaching and Learning
socially. Remember that personality

personality may play
play an important part in the
way you
you see yourself pronouncing a foreign language. And by personality,
we don’t
don’t mean
mean that shy
shy people
people will necessarily
necessarily have poor
poor pronunciation,
though their shyness might lead them to less
less exposure. And exposure IS
IS a
determining factor for pronunciation improvement.
improvement.
Motivation
Motivation plays a vital role in ensuring success in the of
the acquisition of
good
good pronunciation. It does
does make
make a difference if you believe pronunciation
is a very important part of of language. Remember that change comes from from
within the
the individual, so
so in order for you to change your pronunciation, you
have to WANT to change it. Don’t be mislead by the popular belief that some
people are
are born with a natural ability
ability to learn languages and if you aren’t
one of
of them, you
you will never have
have good pronunciation. Research has shown
shown
that motivation is a much stronger factor than natural ability, so
so never
never allow
yourself to get discouraged.
Your profile
profile
Before you
you start your pronunciation studies, it is
is important for you to
set your goals. We have devised a guide to encourage you to
set to think about
your needs and wants
wants and help you (and possibly your teacher) meet
meet those
goals.
WHY I want
want to improve
improve my pronunciation
We have listed some of the

the possible reasons why you want
want toto improve
your pronunciation. Check the ones that apply to
to you and feel free to add the
ones that we have not
not included.
I want to improve my pronunciation because...

• I like English very
very much and think good pronunciation is important.
• I need to
to sound good enough to to travel and to
to participate in informal
conversations.
• I want to feel
feel comfortable in videoconferences, telephone calls andand
business meetings.
21
Part A / Intro / Some Thoughts on
on Pronunciation
Pronunciation Teaching and Learning
Learning
• 1I give academic some other

academic lectures or some other sort of formal presentations
in English
English (and 1 want to be
be judged
judged by my content,
content, not
not by the way I
speak.)
• I am or want
want to be an
an English teacher and I want
want to attain native-
native-like
like
proficiency.
• Others:
Others:
WHAT I want my pronunciation to be
Now is the
the time for you
you to start thinking about where you stand now and
where you would like to be be in the
the future. Pronunciation is is a long-term skill
to be acquired patiently. However, it is important to to set your goals and go
after them. But remember: they they are not untouchable! You can always come
back
back to this part of the
the book and reset your
your goals,
goals, because they might
might change
in the course of this program.
program. Below is is a continuum that ranges from heavy
accent to
to native-like pronunciation. Use a pencil and circle the point in the the
continuum where you think you are now. Then put an X at the point you aim
continuum
at. Come
Come back
back to this section at at any time and change youryour goals according
to your wants and needs. If you do that, use a different color so you see
to your see how
your goal also changes
changes as you
you go. It
It should be fun!
■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■■a
heavy accent slight accent lightly foreign-sounding native-like
(unintelligible) (intelligible)
This book provides enough practice toto help

help you go for any of the goals
you decide
decide on. Whatever
Whatever your goal,
goal, however, remember that it depends a lot
on
on yourself, your personality, your commitment, and exposure toto English.
Any more benefits?
Studying pronunciation significantly influences the way you understand

spoken English. Listening and pronunciation form a two-way street. You
need to
to be able to discriminate sounds in order to produce them right. At the
the
same time, once you learn how to pronounce a word
word correctly, you’ll also be
22
able to
to recognize it when you hear it. You will find that while your
your listening
will improve, you’ll also be more
more easily understood. Communicating then
becomes
becomes a lot more comfortable
comfortable in both
both directions.
Also, the
Also, the fact that you
you are more aware ofof how are supposed to
how things are to
sound will induce you to self-monitor, or develop that censorship
censorship system
system
that will tell you when you mispronounce a word. Self-monitoring is a
determining factor for success. No one but yourself
yourself will be standing next
to you at all times to correct you.
to
A final word
While it is obvious that everybody

everybody can profit from studying pronunciation,
there is an
an enormous difference
difference in the attainment of good pronunciation
from one learner to another. Remember: you may never be able to
never be to do
do a
difficult yoga position but some stretching is always better better and healthier
than no stretching at all!!I In language
language terms, this
this means you may notnot yet feel
“comfturble
“comfturble” ” pronouncing a “lotta ” the sounds you’re
you’re “gonna ” be exposed
to in this book. Nevertheless, you WILL meet people use those
people who use those features
features
of
of English and you need to be able able to
to recognize them and understand
understand them
even though
though YOU don’t “hafta ” produce them yourself. Got it? Good luck!
23
Unit 1 - English x Portuguese
LA VIE EN ROSE - Adao Iturrusgarai

.
1!
I 1
-a
I
&
Think about it
small groups, discuss these questions:

In small
1. ever seen
1. Have you ever seen a good
good English dictionary without indication of
pronunciation? What about Portuguese dictionaries? Why (not)?
2. Do you think native
native speakers of
of English ever use the dictionary to check
pronunciation?
3. Why do you think English students often study phonetic symbols?
4 . Take a look at these
these words:
English
English Portuguese
domicile sufumigaQao
preface tartarear
administrative indenidade
Do you know what they mean? Do you know how to pronounce them? What’s
your conclusion?
25
Part A / Unit
U n i t 1 / English
English x Portuguese
Close up
When you look at the English words

words domicile, preface
domicile, pref ace and
and administrative,
administrative,
you know what they
they mean, but you might
might not
not know how
how to
to pronounce them.
them.
the other hand,
On the hand, when you look
look at the Portuguese words sufumigagao,
sufumigaqdo,
tartarear and indenidade,
indenidade, you probably have no
no idea what they mean, though
would have no
you would no problem pronouncing them.
Compare scenarios
scenarios 1 and 2:
1. An American studying
studying Portuguese
Portuguese
2. A Brazilian studying English
An American who
An who is is studying Portuguese can read out out loud anyany word
after learning the
the letter-sound correspondence, even doesn’t know
even if he/she doesn’t know
what the word means.
means. That is, he won’t have much trouble trouble guessing which
sound comes
comes out of the combination of of letters
letters he/she sees. He might, however,
have difficulty pronouncing the sound sound correctly. For example, he he might not
know what he hashas to
to do in order
order to pronounce nao instead of of nau.
In scenario 2, on the other
In other hand, things are quite different. Not only
will the Brazilian student worry about which sounds come
student worry come out
out ofof certain
letter combinations, but
letter but many times he/she will also have to know how
to
to articulate some of of those
those sounds
sounds which do do not exist
exist in Portuguese.
Portuguese. For
example, when a Brazilian sees sees the words ski and sky, he/she
ski and he/she might wonder:
are they pronounced
pronounced the same? What’s the final sound, /i:/ or or /at/?
/at/?
Zoom in
\ Exercise 1: Match the

the columns rhyming the words:
1. bough
bough ( )go
2. through ()) cc uu pp
3. although (() true
true
4. bought
bought (( ) cow
5. cough ( ) cuff
6. hiccough (old
(old spelling) ) off
( )off
7.
7. enough
enough ( )) caught
26
26
Part A / Unit 1 / English x Portuguese
\ Write your
Write your conclusion:
\ Exercise
Exercise 2:
2: Write the number of
of sounds and
and letters in these
these two columns,
in the
as in the example. Note: diphthong
diphthong (e.g. /ai/) = 1 sound
Portuguese English
word
word letters
letters sounds
sounds word letters sounds
bola 4 4 ball
ball 4 3
imagine imagine
chocolate chocolate
chocolate
diferente different
ai eye
fixa ax
Livia leave
arrastar thought
\ What’s your
your conclusion?
X Exercise 3.
% 3. In Exercise
Exercise 1, we saw that the same
same spelling
spelling can correspond
to
to seven different sounds. On the other hand,
hand, the sound /!:/
/i :/ as in can have
in tea can
spellings. Find an example for each of them:
nine different spellings.
ea ie i
ee ei eo
ey e oe
Again, this poor relationship between

between spelling and sound doesn’t happen
in Portuguese.
in Portuguese. We Brazilians may may have trouble spelling out words
have some trouble
(s or z // ss or 9? // j or
or g),
g), but we hardly have
have problems with knowing what
to pronounce. That’s not not quite the same with native speakers
speakers ofof English.
They occasionally use the
They the dictionary to
to check the
the pronunciation of words in
in
their own language.
language. That’s why English dictionaries show pronunciation and and
Portuguese dictionaries don’t - it’s not
dictionaries don’t not necessary. Portuguese isis said to
to be
a phonetic language, meaning that there there is
is a good correspondence between
spelling and sound. In English, however, this correspondence does does not
not apply
in such
such a clear-cut fashion.
fashion.
27
Part A / Unit 1 / English x Portuguese
Due to this characteristic of the English language, it’s important for

foreign students to learn phonetic symbols, as they’ll often have to check
pronunciation in the dictionary. Besides, as we will see, English has many
more sounds than letters so the phonetic symbols are important to indicate
these sounds.
28
Unit 2 - Developing Independence:
Using the Dictionary to Check
Pronunciation
My dictionary,
Being able to check pronunciation in the dictionary means becoming

independent: you can solve your pronunciation questions without having to
ask anyone how to pronounce the words. However, you need some training.
It’s important to be familiarized with the dictionary you have, and to know
the phonetic symbols it uses.
Think about it
Discuss these questions:
11.. Have you ever used your dictionary to check pronunciation? Why? Why
not?
2. Do all English dictionaries indicate pronunciation the same way?
3. Do you ever use the Pronunciation Key/Table in your dictionary when
you check the pronunciation of a word?
4. You were probably in the first grade at school when you started learning
how to separate syllables in Portuguese. Do you think the same happens
in English?
5. Do you know how to separate syllables in English? Can people separate
syllables in English easily? Why (not)?
6. Is it important to know exactly where a syllable starts and where it ends?
How frequently do you need to use this knowledge?
7. Indicate the number of syllables the word chocolate has in
a. English:
b. Portuguese:
29
29
Part A / Unit 2 / Developing
Developing Independence: Using a Dictionary to Check Pronunciation
Close up
In Portuguese,
Portuguese, the separation of syllables (syllabification) isis mainly
based on the
the sound (phonology). In English,
English, morphology is also
also taken into
account. In other words, how the words are formed plays an important role role
in how the syllables are divided. For example, the syllables in teacher are
divided teach-er, separating the
the suffix. Take a look at the syllabification of
of
these
these words:
every: ev-ery
memory: mem-o-ry
garbage: gar-bage
gar-bage
destroyed: de-stroyed
circumstance: cir-cum-stance
communism: com-mu-nis-m
chocolate: choco-late / choc-o-late
While some knowledge of morphology is required in order order to divide

syllables in English,
English, no one needs to have it for this purpose, since syllable
this purpose,
division
division is not
not common in English.
English. Not even
even word processors are programmed
to do that! The important thing is to
to do to know howhow many syllables a word has,
and
and where the stress
stress falls. And
And that is a much easier task to to accomplish.
In
In Portuguese, the number of of syllables a word has usually equals the
number of vowel letters; that is, we practically pronounce all the the letters
we write. InIn English, the
the number of of syllables equals the number of vowel
sounds, because we don’t pronounce
sounds, pronounce all the letters
letters we write.
Zoom in
Exercise 1: Write the

\ Exercise the number of syllables in these words.
words.
stress ( ) smile (( ) rhythm

rhythm ( )
airplanes ( ) through ( ) separate (adj.) ( )
like ( ) missed
missed (( ) separate (verb.) ( )
Portuguese ( ) police (( ) advertisement
advertisement ( )
30
30
Part A / Unit 2 / Developing
Developing Independence: Using a Dictionary
Dictionary to Check Pronunciation
Pronunciation
classmate and use a

Exercise 2: Compare and discuss your answers with a classmate
dictionary to
to check your
your answers.
answers.
@
® 1/02 Exercise 3: Now
Now listen to the recording
recording and repeat the words
words tapping
every
your fingers at every syllable.
Exercise 4:
Exercise 4: It’s important to
It’s important to be
be familiarized with your
your dictionary, so use it
so use
to do this exercise.
exercise. Notice how
how it indicates syllable separation. Check the
the
correct answer.
answer.
It separates
separates syllables in
( ) the dictionary entry
entry ( ) the phonetic transcription
It uses
uses
( ) dots ( ) hyphens
hyphens ( ) spaces
spaces
\ 1/03
% 1 / 0 3 Exercise
Exercise 5: The vowel
vowel isis the
the nucleus
nucleus of the syllable. Underline the
the
vowel of
vowel of the stressed in the following words.
stressed syllable in words.
progress (n.)
progress politics catholic
progress
progress (v.)
(v.) political contribute
democracy politician creative
creative
independence ignorance develop
develop
® Listen to the recording, repeat

repeat the words
words and clap as
as you
you say
say the stressed
stressed
syllable. Were
syllable. Were your answers
answers correct?
Close up
Many long words in American

Many American English have
have primary (most important) and
and
secondary stress. Observe:
Observe;
dictionary
dictionary university
primary secondary
primary primary
secondary primary
31
Part A / Unit
Unit 2 / Developing Independence: Using a Dictionary to Check Pronunciation
Pronunciation
Zoom in
Zoom
Different dictionaries show stress in different

Different different ways. Compare:
adolescent: / aedal'esant/
dol'csont/ - /aedolesont/
/aedalesont/ - Zaed
/aed'ales'ant/
'ales 'ant/
Look up the word adolescent in your dictionary and

and circle
circle the notation that
is similar to yours.
@ 1 / 0 4 In British English, words ending

® ending in -ary/-ory have no secondary
less syllable.
stress and have one less
number of
of syllables
syllables
Am. E. Br. E.
dictionary
dictionary 4 3
secretary 4 3
mandatory 4 3
dormitory 4 3
In both cases, however, the primary stress falls on the

the same syllable.
Close up
Every
Every dictionary has
has a pronunciation key/table. It brings the the phonetic
symbols followed by key words. Some also showshow how stress and syllabification
are indicated. It’s important to
to locate
locate the key in your dictionary. It’s usually at
the beginning or at the end, and some
some dictionaries also have it on a separate
slip.
32
Unit 3 -The
-The Phonetic Alphabet
ihihi
jHNMMM -sr*
n
*
I /do fo'netik 'aelfobEt

/ds fs'netik 'aelfabet iz not 'difikolt
'difikslt to larn/
Think about it
Complete the chart in pairs. Write the numbers of letters and sounds each
language has. Don’t include nasal vowels or diphthongs.
Brazilian Portuguese American English

letters sounds letters sounds
Vowels
Consonants
33
Part A / Unit
Unit 3 / The Phonetic
Phonetic Alphabet
Alphabet
Close up
As said before, English

English has many more
more sounds than letters, phonetic
letters, so phonetic
symbols are
are used to
to show these sounds. Study the chart:
Brazilian Portuguese American English

American
letters sounds letters sounds
Vowels 5 7 5 12
Consonants 18 19 21 24
(Nasal vowels
vowels and diphthongs are
are not included.)
That’s why phonetic symbols areare important:

important: to show pronunciation clearly,
as the letter-sound correspondence is is not as direct.
direct. Observe,
Observe, for
for example, the
fact
fact that the
the letter
letter o has a different sound in each of the following words:
more - note - come

more lot - tomb
come - lot tomb - for (reduced form)
/□/ /ou/ /a/
/a/ /a/
/a/ /u:/
/u:/ /a/
Some
Some people say
say that phonetic symbols are difficult to learn.
learn. This
is
is mainly because they vary from dictionary to to dictionary, especially the
vowels. The important thing isis to be able to recognize the used in
the symbols used
your
your dictionary. Most English
English dictionaries use modified versions of the IPA
(International Phonetic Alphabet).
34
34
Part A / Unit 3 / The Phonetic Alphabet
Zoom in
Take a look at the phonetic symbols for consonants and corresponding

corresponding key
words.
1. Zp/ pet
/p/ - £et 13. 7J7-s/ze
7J7 - she
2. /b/-£oy 14. 73/ - usual
3. /t/ - tea 15. 7tf7
7tj7 - chair
4. 7d/
/d/ - day /d3/ - just
16. /ds/
5. /k/ - car
kJ 17. /m/ - my
6. /g/ - get 18. /n/ - night
7. /f/-/our
/f/ - jour 19. 7t)7
/rj/ - king
8. /v/ - van 20. /!/
DO. /V - Zet
/et
9. 70/ - t/zank
z/zank 21. 7r/-red
/r/-red
10. /d/
737 - they 22. 7h7
/h/ - Aouse
11. /s/ - say
/s/ 23. 7w/
7w7-we- we
12. 7z7 - zoo 24. 7y7 - _yes
es
Circle the unfamiliar symbols. How many unfamiliar symbols are there?
What’s your conclusion?
35
Alphabet
Close up
There are not so many new symbols to learn. Take a look

look at the
the unfamiliar
symbols:
/0/ and /6/ both refer

refer to “th.” 70/ is the sound in r/nnk
/0/ is and au/Aor while 76/
r/iink and is
/&/ is
the sound in that and mother.
/J/ is usually written with “sh.” It’s the sound
/J7 sound in shoes, show and and sZiine.
sftine.
7tj7
/tJ7 is usually
usually written with “ch.” It’s the sound
sound inin c/teck,
check, China and church.
church.
/g/
/j/ is usually spelled “s”
“s” between vowels.
vowels. It’s the
the sound in measure, casual
and pleasure.
/d3/
/dj/ isis usually written with “j” or
or “g.” It’s the sound in /ail,
jail, Joe, George and
gentleman.
/rj/ is usually written “ng” or “n” before 7k/
written “ng” Zk/ and 7g7.
/g/. It’s the
the sound
sound in
in doing,
long andand thank.
Zoom In
Even though all consonant

\ Even consonant sounds
sounds have their expected, typical spellings,
expected, typical spellings,
it’s important to notice there
there are atypical spellings as well.
well. Match the
the columns
below. Each number is going to be used twice. The first eleven eleven items refer to
to
the typical
the typical spelling, while the other eleven
eleven are less frequent.
frequent.
1. /j/
1- /y ( )ch chair, cheap, much, search
chair, search
/f/
2. 7f/ ( or tt
) t or attention
ten, touch, sit, attention
3. /J7
/J/ ( ) s or ss sad, bus, consider, sense, miss
ce, ci or cy city, face,
face, fence, decide,
decide, cycle
cycle
4.
4. /w/
7w/ ( ) z or zz zero, dozen, size, buzz
5. /tj/
/tJ7 ( )sh shop, fish, shut, ashamed
shop,
6. /d /
/dj/ ( ) sS pleasure,
pleasure, usual, leisure,
leisure, measure
measure
7. 7z7
/z/ ( )j jaw, enjoyment, subject,
subject,
g gentle, engine, cage, cottage
cage, cottage
8. /g/ ( )k take,
take, kind, dark,
dark,
c or cc
co call, scream,
scream, music, occuroccur
9. /k/
9. k ( ) ggoor
r ggg
g go, glad, beg, biggest
biggest
10. 7t7
/t/ ( ) f or ff from,
from, foot, offer,
offer, soft
36
Part
11. /s/ ( )w wish, want, sweet, twist

( )ti nation, attention, essential, ambitious
ch machine, mustache, chic, Chicago, Michigan
ci special, delicious, politician, suspicion
si comprehension, mansion, tension
ssi profession, expression, permission
x(/kj/)
x(/kf/) anxious, complexion
s or ss sugar, sure, insurance, pressure
irregular conscious, ocean
( )gu guard, guess, vague
x (/gz/) exact, exist, examination
( )u quite, square, persuade, language
irregular one, once
( )sc scene, science, descend, discipline
x (/ks/) six, box, extra
( )ph photograph, telephone
gh laugh, cough, enough, rough, tough
( )s use (v.), nose, choose, buses
xx(/gz/)
(/gz/) exact, exist, examination
ss possess, dissolve, dessert, scissors
scissors
( )dg edge, bridge, judge, knowledge
bridge judge,
d gradual, soldier, during
( )si occasion, television, vision
irregular seizure, garage, genre, beige, luxurious
( ))ed
ed hoped, laughed, wished
th Thames, Thailand, Thomas, discotheque
( )tch catch, stretch, kitchen
tu namre, picture, lecture, future
nature, fupire
ti question, suggestion, digestion
( )ck
)ck back, luck, pocket
qu quiet, equal, squeeze
ch ache, stomach, chemistry
x(/ks/)
x (/ks/) six, box, extra
W)
(/kJ/) anxious, complexion
37
Alphabet
Close up
Locate the pronunciation table/key

Locate the table/key in your dictionary. Complete the columns
dictionary. Complete columns
with the
the symbols and keywords
keywords your uses for
your dictionary uses for the
the vowels.
vowels.
keywords Most Most

Most This Book
Book Your Dictionary
British
British American
Dictionaries / Dictionaries / symbols keywords
Books Books
Books
11 tea
tea i: iy i:
2 big
big T
i I iI
3 pay
pay ei ey ei
4 get e e£ e£
5 cat se ae se
ae
6 bar a: a a
about 90 0 00
7 bird 3: or / 3F
3r 3F
3F
but
but A
A •- A
A A
A
8 not
not D
D a a
9 four
four o:
0: 0 00
10 go
go 0u
OU ow OU
OU
11 book
book u u u
12 blue u:
u: uw u:
13
13 my
my ai ay ai
14 cow
cow au aw au
15
15 boy
boy □I
01 oy 01
01
Now analyze this

Now analyze this chart, comparing the symbols. Which
chart, comparing Which system
system is
is more
more
to the one your
similar to your dictionary uses?
dictionary uses?
It’s very
It’s very important
important to master the system your dictionary.
system in your That’s the
dictionary. That’s the
one you’re
one you’re going toto be
be referring to more
referring to more frequently.
frequently. Remember to use use the
the
pronunciation key/table. At the same
same time,
time, it’s
it’s also important
important to be to
be able to
recognize other common
recognize common symbols
symbols used
used in other
other books and dictionaries.
books and
38
Part A / Unft
Unit 3 / The Phonetic Alphabet
Zoom in
\ Exercise
Exercise 1:1: Practice
Practice using the symbols.
symbols. Write the numbers from
from zero
zero to
to
ten
ten under the
the appropriate
appropriate symbol
symbol according
according to the vowel
vowel sound. Some
Some of the
of the
numbers will go under two two different
different symbols. Follow
Follow the example.
zero - one - two

two - three - four - five - six - seven - eight - nine - ten
/i:/
Zi:Z /l/
/iz /ei/ Zc/
/e/ /ae/
Zae/ /a/
Zo/ /a/
/a/ /9/
zero
zero
/ar/ h/ ZoZ
ZsrZ /ou/
ZouZ /u/
/u/ /u.7
Zu:Z /ai/ /au/
ZauZ /oi/
ZoiZ
zero
zero
\ Exercise
Exercise 2:
2: Let’s
Let’s work
work with colors.
colors. Write the
the correct symbols between
between
the
the bars. Refer
Refer to
to the vowel
vowel chart on the previous page. Use
Use the key words
key words
to help
help you.
you.
ggrZ
r / Zn
/n wh
wh / Z/ tete r /Z /Zdd
b l / Zck
blZ /ck y / Z11Z
yZ / ll/ / ppZ/ /ZpZ
p / Z1
/I
bl/ /Z
blZ b r / Zn
brZ /n ggZ/ /IdZld
p / Znk
pZ / nk b / Z/ ge
bZ ge ggrZr / /Z
ssZ/ /ZIvl v / Zr
/r
/fa'nactik for fo'netiks/

/fb'naetik fo'netiks/
\ What
What animals are these?
these?
1. /'taigar/ ____
Z'targgrZ. _ _ _ 7.
________ /'tfikan/ _________
7. Z'tfikan/ ________ __ _ _ 13./fi:p/ ___________
13.Zji:pZ ____________
2. /kau/ _______
ZkauZ __________
_ _ _ 8. Z'elafantZ __________
/'elafsnt/ ________ ___ M./'raebit/
14. ________
Z'raebitZ _________
3.
3. /kaet/ _______
ZkaetZ __________
_ _ _ 9. /'zi:bra/ _________
9. Z'zi:broZ ___________ ___ 15./'laian/ _________
15.Z'laian/ __________
4.
4. /bard/ __________
ZbsrdZ ______ _ _ lO./'kaemal/ __________
lO.Z'ksemal/ ________ ___ 116.
6. /'krakajdail/ ____
Z'krak datlZ _____
5.
5. /'tarki/ _____
Z'tarkiZ _____ _
_ _ _ ll./'mArjki/
ll.Z'mArjkiZ __________
________ ___ n./'aeli gettarZ
U.Z'ael eitor/ _____
_____
l
6.
6. /fiJ7 ________
ZfiJ7 _ _ _ 12./tfimpaen'zi:/
___________ ____ __ _ _
12./tj'impaen zi:Z ____ 118.
8. /dji'raef/ _______
Zdgi'raefZ ________
39
Part
Part A / Unit
Unit 3 / The Phonetic Alphabet
Fun time
%
\ In small groups, identify the transcriptions. Then choose the word that
best completes each of the sentences below. The first group to finish
finish it
correctly is the winner.
1.
1. /o'proutf/
/a'proutf/ 5. /tjemdy
/tjeindy 9. /pi:s/
/pi:s/ 13. /'lAvarz/
2. /'kaetj?
/'kaetj/ 6. /'kAntri/ 10. /'njgland/
/'iggland/ 14. /0aegk/
/Oaegk/
3. /'oupand/ 7. /'mAdar/
/'niASar/ 11. /pu:l/
/pu:l/ 15. /pul/
4. /’yurop/
/'yurap/ 8. /0at/
/Got/ 12. /atz/
IwzJ 16. /hart/
a. It’s hot. Let’s enjoy the .

b. She she had been invited.
c. Let’s clothes to the party.
d. He was in the accident.
e. Look at my .
f. Hippies believed in love and .
g. He the door.
h. Romeo and Juliet were young .
i. the chair, please.
j. Brazil is a beautiful .
k. That’s a good way to the problem.
l. John Lennon was from .
m. We’re planning a tour around .
n. Here. the ball.
o. Does your work as a teacher?
p. I’d like to you for the money.
40
Unit
U n i t44 -- Homophones
and Homographs
i '/ A
1f <
Think about it
\ Work individually. Then compare your answers with a partner.
1. How are these words pronounced?

tear live
/ter/
a. /ter/ a. /laiv/
b. ZtirZ
/tir/ b. ZlivZ
/liv/
2. Identify the transcription:

a. /flauor/ _______________________
ZflauarZ
b. /rait.
ZraitZ
c. /sell/
d. /wer/
ZwerZ
Don’t look at the Answer Key now! Study the unit to the end and then
check your answers.
41
Part A / Unit 4 / Homophones and Homographs
Homographs
Close up
Homophones are words that have different spelling but sound the same:
heel "j
'j
y /hi:l/
> /hi:!/
heal )J
Homographs are words that have the same spelling but two different
pronunciations:
1i /ri:d/ - present
read ?
/) /red/
/red./ - past
Zoom in
\ Exercise 1: Complete the charts

charts with homophones and homographs in
English and in Portuguese. Find four examples for each.
HOMOGRAPHS (= spelling but * sound)

English:
Portuguese: colher
co Iher (pick up) / ccolher
other (spoon)
HOMOPHONES (= sound but *® spelling)

English:
Portuguese:
Could you think of as many homophones and homographs in English as in

Portuguese?
\ Why do you think that happens?
42
Part A / Unit 4 / Homophones and Homographs
/fo'naetik far fo'netiks/

/fa'naetik far fa'netiks/
\ Identify the homophones. Work individually first. Then compare with a

%
partner.
/si:/: see / sea /meil/: ___________________

/‘flauar/:
/'flauar/: _____ /fer/:
/fer/: ___________________
/roud/: _____________ _____ /meid/: ___________________
/wud/: _____________ _____ /now/:
/nou/: ___________________
/bard/: _____________ _____ /Ser/:
/der/: __________________
Z'haiar/: _____________ _____
/’haiar/: /mi:t/: ___________________
/passt/: _____________ _____
/paest/: /sait/: __________________
___________________
/'wedor/: _____________ _____
/'wedar/: /wer/: ___________________
/ber/:
/her/: _____________ _____ /bai/:
/bar/: ___________________
/wei/: _____________ __________ /pits/:
/pi:s/: ___________________
/hi:l/:
/hi:l/: _____________ _____ /dai/: ___________________
/breik/: _____________ ____
____________ ______ /kru:z/: ___________________
/sei/: _____________ _____ /hu:z/: _________ ______
___________________
Fun time
\ This is a newspaper ad. The person who wrote is not a good speller and
%
confused some words. Can you write them correctly?
BIC SAIL HEAR AT MEYER'S & SUN
SHOES: BY SUM NICE PEARS FOUR JUST ATE DOLLARS
CLOSE: THE HOLE STOCK ON SAIL WITH SPECIAL PRICES. SEA THE VARIETY OF
COLORS WE OFFER: YELLOW, READ, PINK AND BLEW
DON'T WEIGHT! TOO WEAKS ONLY! BEE OUR SPECIAL GUESSED.
OPENING OURS: FROM ATE TWO FOR (ON SATURDAY WE CLOTHES AT WON.)
KNEW ADDRESS: 36 KING RODE
43
Part B
The English Consonants
Intro - The Organs of
of Speech
and the English Consonants
?? J ? 9 <
9 ' W? Open your mouth and
? >' 7 1
? 9
?
Think about it!
%
\ Mark the correct answers.
11.. We use the air stream to speak.
( ) ingressive (in-coming)
( ) egressive (outgoing)
2. These are the organs of speech.

( ) stomach ( ) pharynx ( ) nose
( ) lungs ( ) larynx ( ) ear
( ) trachea ( ) mouth
1
3. When we breathe in, our vocal folds
folds’ are
( ) completely open
( ) half open
( ) completely closed
\ Write True or False.

1. All vowels are produced with the vibration of our vocal folds, that is, all
vowels are voiced. ( )
2. All consonants are produced with the vibration of our vocal folds. ( )
3. Most English sounds are voiceless (produced without the vibration of
the vocal folds. ( )
check your answers.
1. Some
Some phoneticians still refer to them
them as “vocal
“vocal cords.”
47
Part B / Intro
Intro / The Organs
Organs of Speech and the English Consonants
Close up — Epiglottis — Epiglottis

Epiglottis
Larynx:
Larynx: Vocal Folds, Glottis — Vocal Cord
—Vocal Cord
----- Trachea
Trachea
~ Trachea 'Glottis
Glottis
Lungs - Epiglottis
Epiglottis
Vocal Cord
Cord
Glottis
Glottis
The air leaving the lungs will go through

The through the trachea (wind pipe) and and
vibrate or not the
the vocal
vocal folds located
located in the larynx (voice box). Then it will
larynx (voice
leave
leave through your mouth and/or nose.
The vocal folds open completely to allow the air in when when we breathe in.
When we breathe out, two things can can happen:
happen:
• If we’re not speaking,
speaking, our
our glottis (the
(the space between our vocal
vocal folds)
will be open and the air flows freely.
• If we’re speaking, our vocal folds folds come together
together allowing
allowing a narrow
narrow
passage for the air to go out.
out.
If the vocal folds vibrate when the air leaves, we produce a voiced sound.
If they don’t, we produce
they don’t, produce a voiceless sound. It’s the of the consonants:
the case of consonants:
some are voiceless while some are voiced. However, all vowels are voiced,
while some
that is, the vocal folds always vibrate
vibrate when we produce a vowel sound. Most
consonants are voiced: English
English has only nine voiceless sounds.
To feel this fingertips against
this vibration, put your fingertips your Adam’s apple
against your
larynx) or on the top of your head and alternate these sounds:
(i.e., larynx)
ssss - zzzz
zzzz - ssss
ssss - zzzz
ZZZZ
You can feel the voicing turn on and off:

off: /s/ is
is voiceless
voiceless and /z/
/z/ is voiced.
Zoom in
\ Touch your
X your larynx or put your hand on top top of your head
head and
and pronounce
the
the following sounds. Circle VL if
VL the the sound is voiceless
voiceless (no vibration) or
or
VD if the
the sound
sound is voiced ((vibration).
vibration).
/f/
7f/ VL VD /J/
/J7 VL VL VD
VD
7v7
/v/ VL
VL VD /3/ VL VD
48
Close up
MANNER AND PLACE OF

OF ARTICULATION OF
OF THE ENGLISH CONSONANTS
bilabial labiodental dental alveolar palatal velar glottal
Stops: breath is Voiceless /p/
/p/ ZtZ
ztz ZkZ
/k/ [?]*
[?]■
fully stopped
stopped and
then released Voiced ZbZ
/b/ ZdZ
Zd/ /g/
Fricatives: breath
Fricatives: Voiceless /f/
/fz zez /s/ /J7
/J7 ZhZ
ZhZ
causes friction
friction Voiced ZvZ
Zv/ ZdZ
Z&Z /z/
/z/
Affricates: breath is Voiceless ztjz
ZtJZ
stopped and friction
Part B / Intro / The Organs of Speech and the English Consonants

follows Voiced ZdjZ
/d3/
Nasals: breath is
released through
released Voiced /nV
/nV ZnZ
ZnZ
the nose
Liquids:
lateral Z1Z
/!/
breath
breath docs
does
retroflex Voiced ZrZ
/r/
not cause
flap [r] 2
[r]
friction
Semivowels:
mouth moves from one Voiced ZwZ
Zw/ ZyZ
/y/
position to another
1. The symbol [?] refers to a sound that can sometimes replace /t/, Example: that you know /dse? y u: nouA
nou/.
2. When Americans say water and lady, thethe“C and 4Ud” are usually pronounced [r].
“T and“d” [c]. Example: better /'be
/'berar/-
rar/ - metal /’meral/
Part B / Intro / The Organs of Speech and the English Consonants
—
Zoom in
Alveolar (tooth ridge) Nasal Cavity
Hard Palate
Upper Teeth
Soft Palate
Upper Lip (velum)
Nasal Passage
Lower Lip Tongue:
back
Lower Teeth midlc
front
Jaw tip
HP
Larynx+ Vocal Folds Throat
(glottis)
Breath Stream from Lungs
\ Complete the statements below...

%
• analyzing the consonant chart;

• observing what you do with your mouth as you pronounce each sound;
• and looking at the illustration above.
Bilabial sounds are produced with both

1. Bilabial .
Labiodental sounds are produced with the upper
2. Labiodental and -
lower .
3. Dental sounds are produced with the tip of your tongue between your
Alveolar sounds are produced with the tip of your

4. Alveolar
approaching or touching the tooth ridge.
Palatal sounds are produced with your
5. Palatal near the hard
palate.
6. Ffrfar sounds are produced with your tongue near or on the soft
6- Velar
, also called velum.
velum.
7.
7. Glottal
Glottal sounds are produced by passing through or
stopping at your vocal .
50
Unit 1 - 7 0 7 and 76/
Miss TH!
Think about it
Most students know that Portuguese

Portuguese does not
not have
have the “th” sound.
sound. What
many people don’t know is is that there are two “th”
“th” sounds inin English.
English. One
of them is voiced and the
the other is voiceless. An easy way to identify if the
to identify
sound is voiceless or voiced is
is the following:
• If the “th” is similar to ZfZ, ZtZ or /s/, it’s voiceless (/0/).

/f/, 7t7 (707).
• If it’s similar to /v/, 7d7 or /z/, it’s voiced
Zd/ or voiced (737).
(/6/).
\ Circle the “th” sound in these words:

words:
1. they /ez 73/

707 /d/ 4. either zez
70/ 73/
ZdZ
zez 76/
2. thought 707
2. /37 5. theater zez
70/ 73/
ZdZ
3. although 707
70/ 737
ZdZ 6. north
6. /e/
70/ ZdZ
737
Pronounce the words above. Do Do you put

put your
your tongue between your teeth
tongue between
every time 70/
/©/ or ZdZ
/3/ occurs?
occurs?
Don’t look at the

the Answer Key now!
now! Study the
the unit to the end and then
end and
check your
your answers.
51
Part B / Unit 1 / /0/
/0/ and 76/
/d/
Close up
Let’s produce the voiceless “th” /0/. Say a long /s/i

/s/: /ssss/. Your tongue
approaches the back part of your upper teeth. Now say Zs/, /s/, but put your
tongue between your teeth. Say the sentence Cida sabe
sake sambar as if you had
a lisp (“lingua presa”). This is the /0/
Z0/ sound.
Zoom
Zoom in
® 1/05 Exercise I : Repeat these words.
thank - thousand - thief - three

something - anything - everything
north
north - bath - mouth - birth
birth
® 1/06 Exercise 2: Listen to these cues and respond with a /0/

\ @ /©/ word.
Don’t read the cues if you can! Follow the example:
Model: 2 + 1
You: Three
Model: Three
1. a day of the week

2. not fat
3. a school subject
4. you have them in your mouth
5. not south
6. 40-10
7. a sports professional
8. past of think
9. you use it to speak and eat
10. he who writes a book
/0/ like the ones above. Work with another

In pairs, write five riddles with Z0/
pair. Guess each other’s riddles.
52
Part B / Unit 1 / 70/
/6/ and 76/
/d/
In context
® 11/07
@ / 0 7 Listen to this paragraph.
Three thin thieves thought it was possible

possible to come in through the bathroom
window. Thief number one
one threw the rope and climbed up; thief number
two told number three to
to count to thirty and let go. Thief number three
didn’t know his math, counted to thirteen
thirteen instead,
instead, and both fell into some
thorny bushes below.
Repeat the paragraph pausing the recording.
Fun time
12 2 3 45 6789 10
answer these questions as in the example. Pay
Look at the pictures above and answer
attention to the /0/ sound in the ordinal numbers!
Who is the tallest?

The fourth one.
Who is the oldest? hair?

Who has long hair?
Who
Who wears
wears glasses? Who is
is the heaviest?
heaviest?
Who is
is the oddest? Who is the shortest?
Can you come

come up with more
more questions?
53
Part B / Unit
Unit 1 // /O/and/d/
/9/and/d/
Get your tongue around it
® 11/08
/ 0 8 Exercise 1: Repeat
Repeat linking the sounds.
truth or lie
lie a math evaluation health insurance
both of us north and south wrath of gods
wrathof gods
a birth announcement growth impediment
growth wealth and wisdom
wealth
® 1/09 The “th” in these words is pronounced /t/.

Thomas - Thames - Thailand - Thompson - discotheque
Work in pairs and check your friend’s pronunciation.
® 1 / 1 0 Exercise 2: Compare these words.

words. Listen and repeat.
initial /s/ x /0/ initial /t/

/t/ x /0/ initial /f/ x //0/
0/
sank - thank tree
tree - three fought - thought
sink - think tick - thick fret - threat
sin - thin true - through free - three
final /s/ x /0/ III x

final /t/ /0/ Zf7 x /0/
final /f/ /0/
mass - math tent - tenth
tenth oaf -oath
oaf -oath
pass - path Matt - math deaf - death
mouse - mouth boot - booth miff-
miff — myth
Siriifimmifflil
54
8 / Unit
Part B and /d/
Unit 1 / /6/ and
Stay tuned
\ ® 1/11 Listen to these sentences and choose the correct picture.
0
0
3. a ( ) b( )
4. a ( ) b( )
5- a ( ) b( ) O.
55
Part
Part B / Unit
Unit 1 / /©/
/0/ and
and /d/
-------J 1 Day One? '---------

---------- --------
What happened on Day One?
Think about it
Say the past tense of the verb dar in Portuguese: dei.

del. Now say the English
word they.
they. Do they sound the same or different?
Pronounce these words.
this although breathe

these weather bathe
though father with*
Did you place your tongue correctly to pronounce the “th?”
* In some varieties of English, with and without are pronounced with /0/.
/©/.
56
Part B / Unit 1 / /6/
/9/ and /d/
/d/
Close up
Let’s practice the voiced “th” /6/.

/d/. Say a long /z/:
Zz/: /zzzz/.
/zzzzZ. Your tongue
approaches the tooth ridge. Now say /z/,ZzZ, but put your tongue between your
teeth. Try to say the sentence A casa da zebra e azul as if you had a lisp
(“lingua presa”). That is the /6/
ZdZ sound. When you say the word dei, the tip of
your tongue touches the area right behind your upper teeth, while when you
say they your tongue is between your teeth.
Zoom in
® 1 / 1 2 Exercise 1: Repeat these words putting the tip of your tongue

@ 1/12
between your teeth.
other - rather - them - their - they - though

either - neither - without - leather
® 1 / 1 3 Exercise 2: Repeat these sentences.

@ 1/13
My mother is going to bathe my brother.

Let’s breathe together.
This, that, these and those are pronouns.
My father hopes my brother will teethe soon.
® 11/14
@ /14 Exercise 3: Compare these words. Pay attention to the fact that the
second word is always pronounced with the tongue between your teeth.
ZdZ
/d/ ZdZ
/d/
day - they
dough - though
doze - those
those
den - then
dare - there
57
Part B !/ Unit
Part Unit 11 / 76/
/0/ and /&/
and /6/
Stay tuned
% ® 1 / 1 5 Listen to these words and

and circle
circle the sound you hear.
hear.
1. /d/
/d/ /d/
/d/
2. /d/ Zd/
/6/
3. /d/ /a/
/d/ ZdZ fw,
a/a*, tow S
-
z - SetAC't pl<xc?> vo
4. /d/
/d/ /a/
/d/
thujV
5. /d/ /a/
Zd/ /d/
'•'’J n«vm- rx_z LiS-zSe
hozse
6. /d/ /a/
/d/
7. /d? /a/
/dZ Z6/
8. /d/ ZdZ
/a/
9.
9. /d/ /a/
ZdZ' ZdZ
10.
10. /d/ /a/
/d/ Z6Z
® 1 / 1 6 Repeat
Repeat these phrases, linking the sounds.
breathe in bathejEllen
batheJEllen with attention
breathe out
out bathe Adam
Adam with envy
envy
In context
® 1/1 7 Close
Close your book and listen to this paragraph. How many times was
/a/
/6/ pronounced?
These are my mother, my father and my brother. Although they they don’t look
look
like me, there are many ways in in which we are similar.
similar. They are trustworthy
and they never tell each other lies.
lies. Clothing is rather unimportant toto them,
as they believe it’s what’s inside that counts. And the best of all, they live
of all, live in
another country, so there isis no
no way we can bother each other!
other!
Repeat the paragraph after the model.
58
Part B / Unit 1 / ZO/ and /d/
Zoom in
@ 1 / 1 8 Compare these words:
/e/ /d/
teeth to teethe
mouth to mouth
thigh thy
ether either
north northern
@ 1 / 1 9 The vowel sounds in these words are also different,

south /sauO/ - southern /'s Adorn/
breath /bre0/ - breathe /bri:d/
/fo'nastik for fo'nctiks/
Match the words and their transcription:
1. ether a. ___/dei/
2. thigh b. ___ /0i:f/
3. though c. ___ /dis/
4. thief d. ___ /dou/
5. teeth e, ___ /0ot/
6. they f. ___ /ti:0/
7. either g- ___/douz/
8. those h. ___/'i:0sr/
9. thought i. ___/'i:dor/
10. this j- ___ /0ai/
59
Part B / Unit 1 / /9/ and /d/
Fun time
\ Let’s play Categories'. Get into groups. Find one “th” word to fit each
category. You get 5 points if you finish first and one extra point for each
word pronounced correctly.
Categories
an ordinal number:
a quality:
a demonstrative pronoun:
a part of the house:
a material:
a noise from nature:
a preposition:
a family member:
a name:
a part of the body:
a profession:
a public building:
Wrap up
Go back to Think about it on page 5 1 and go over the questions again.

Then check your answers in the Answer Key.
60
Unit 2
Final Nasals: /m/, /n/ and /g/
Mirror, mirror on the wall, who can

pronounce the most beautiful /m/ of
\ them all? J
rr*’
Think about it
Does Portuguese have /m/ in final position? Do you think Brazilians have
problems with this sound at the end of a word or syllable?
home comfortable
gum something
zoom cream
game lamb
Did you close your lips every time the /m/ occurred?
61
Part B / Unit 2 / Final nasals: /m/, /n/ and /rj/
Close up
The nasal /m/ doesn’t occur in final position in Portuguese at all. Words
such as tambem and sem are written with a final m but are pronounced with
a final nasal diphthong /ei/.
Let’s contrast: cantaram and cantarao. The only real difference is the
stress: cantdram and cantarao. The final sound is the same nasal diphthong:
/ao/. There is no bilabial movement. Pronounce the word my. Do you notice
your lips touch? Now observe your lips when you say: cantaram. They don’t
touch at the end, as they would for an /m/ sound.
Zoom in
® 1/20 Exercise 1: Listen to these words. The /m/ always has the sound of m
in my.
aim - come - Rome - them - some - Tom
® 1 / 2 1 Exercise 2: Repeat these words with /m/ at the end of a word or

syllable, making a bilabial movement (touching your lips) at the end. Pay
attention to the model.
system - dream - comfortable - camcorder

name - rhyme - chimney - dime
Now read the words in pairs, observing each other’s mouths. Add some more
words to the lists.
® 1 / 2 2 Exercise 3: Repeat these sentences with the words from Think

about it
My home is comfortable.
Chewing gum is something I hate.
Use the zoom in order to see the game.
The lamb was eating the cream.
62
Part B / Unit 2 / Final nasals: /m/, /n/ and /g/
@ 1 / 2 3 Listen to the words and put them in the correct place in the sentence.
Remember to link the sounds. Follow the example.
Model: Samis my friend.

You : Samis my friend.
Model: Jim
You: Jimis my friend.
Model: here
You: Jim is here.
Observe how this is really pronounced:

Ji-miz-my- friend.
Ji-miz-here.
Do it mentally (in silence) first. Then play the track again and do it orally.
In context
@ 1 / 2 4 Exercise 1: Repeat linking the sounds:
dream of Coliseum in calrnand limejce cream

Rome in atrium of consume a lot cream and
@ 1 / 2 5 Exercise 2: Listen to this paragraph.
I dream of taking my camcorder to Rome in the autumn to film the Coliseum

in November. From the atrium of my hotel I would examine the customs of
the Romans. How calm and composed I would become! I would consume a
lot of lime ice cream and just enjoy life.
Repeat the paragraph pausing the recording. Remember to link the sounds.
63
Part B / Unit 2 / Final nasals: /mA /n/ and / g /
® 1/26 The Silent Corner
The letters n and b are silent in the following words, so the final
sound is /m/. Listen and repeat:
silent n:
hymn - damn - column - autumn
Silentb:
/htfW
comb - bomb - lamb - tomb - crumb - dumb
climb - numb - thumb
Attention to the pronunciation: tomb /tu:m/
Conversation
\ ® 1/27 Jim and Tom are archeologists. Listen to their conversation and
cross out the silent letters.
Jim: Tom, we have a problem: we have to bomb the column or we won’t

be able to get into the tomb.
Tom: Jim! We have to comb the field before we bomb it, or the walls will
go to crumbs and we might destroy something important.
Jim: OK, Tom.
Practice the conversation in pairs.
64
Part B / Unit 2 / Final nasals: /m/ p /n/ and /g/
Think about it
Say slowly “no, no, no.” Observe the point your tongue touches inside your
mouth: the area just behind your upper front teeth. Now say the Portuguese
words hifen - inveja - ensino. Does your tongue touch that area when
you pronounce the “n?” Do we have /n/ at the end of a word or syllable in
Portuguese?
phone conversation
one only
unhappy train
Did your tongue touch the area just behind your upper front teeth every time
the /n/ occurred?
65
Part B / Unit 2 / Final nasals: /m/, /nJ and / g /
Close up
The nasal /n/ doesn’t occur in final position in Portuguese. The /n/ at
the end of a syllable or word in Portuguese usually nasalizes the preceding
vowel, but it is not articulated as a consonant. For example, in the word
inseto, we don’t pronounce i + n, but a nasal i. In English, the “n” always has
the value of /n/ as in no, and every time you say it, the tip of your tongue has
to touch the area just behind your upper front teeth.
Zoom in
® 1 / 2 8 Repeat these words putting your tongue on the tooth ridge.
sun - fine - Jane - again - insane - green
® 1/29 Exercise 1: Repeat linking the sounds:
an old man in white an_easy lessonjirArabic i n a n ( d out

bacon_an(d eggs a coin of ten the sun and the moon
agai njin( dhagain a spoon of corn oil fine arts
In pairs, make sentences using the expressions above.
® 1 / 3 0 Exercise 2: Ben loves the number seven. He has seven of everything!

Substitute the words as in the example:
66
Part B / Unit 2 I Final nasals: /mA /n/ and /g/
Model: art books

You: Ben has seven art books.
Model: armchairs
You: Ben has seven armchairs.
Now you do it.
In context
® 1/31 Repeat these proverbs after the model.
A man is known by his friends.

As soon as a man is born he begins to die.
A friend in need is a friend indeed.
No man is indispensable.
No pain, no gain.
One man’s loss is another man’s gain.
Read each proverb aloud and say if you agree with it.
z \
Remember: This is what you really say.
A man is = A-ma-niz
As soon as = a-soo-naz
Zoom in
® 1/32 Exercise 1: Students sometimes have problems pronouncing /ei +

n/. Pay attention not to say /e/ as in get. Listen and repeat.
plane/plain main/mane train

Spain change danger
complain maintain explain
rain insane angel
67
Part B / Unit 2 / Final nasals: An/, /n/ and /g/
® 1 / 3 3 Exercise 2: Repeat this sentence from the movie My Fair Lady.
The rain in Spain stays

mainly in the plain,
irnnyjnnnni
Make sentences using the words in exercise 1 as the example in the balloon.
68
Part 8 / Unit 2 / Final nasals: /m/, /n/ and / g /
Close up
Say these words in Portuguese: manga - banco. Now just say the first syllable
and hold the last sound: maijgr), baggg...When the “n” is followed by “k” or
“g,” it’s pronounced Zg/. The “g” in final position is NOT pronounced!
Zoom in
® 1/34 Exercise 1: Listen and repeat the contrasting words.
sun/son - sung - sunk ban - bang - bank ran - rang - rank

thin -thing - t h i n k done - dung - dunk win - wing - wink
® 1 / 3 5 Exercise 2: Can you hear the difference between the two “n’s?”
Repeat:
sin a lot ran up win a fortune

sing a lot rang up wing of fortune
In context
® 1/36 Listen to the paragraph with books closed. In pairs, retell the story.
The king ran as if he had wings when the telephone rang. The queen was
traveling to a neighboring kingdom, and the king missed her tremendously.
The king was thankful she called. It was a most unhappy conversation,
though, as the queen had fallen in love with the young prince and she was
thinking of living in his towering castle. The king moaned and groaned, but
the queen did not return to his kingdom.
Repeat the paragraph pausing the recording.
69
Part B / Unit 2 / Final nasals: Iml, Ini and /t)/
( --------------------------------- --------------------------------------
® 1 / 3 7 Notice the difference:
singer finger ginger
/‘siijsrZ /'figgar/ /'d3ind39r/
The /g/ is not pronounced when you have verb + suffix:

hanger, singer, longing, banging, bringing
In other cases, the “g” is pronounced:

/g/ /d 3 /
anger stranger
longer plunger
hunger challenger
stronger danger
Zoom in
® 1/38 Exercise 1: When /n/ follows /t/ or /d/ in an unstressed syllable, no

vowel sound is produced. However, it still counts as a separate syllable. Listen.
eaten /'i:tn/ written /'ntn/ gotten /'gatn/

garden /'gardn/ pardon /’pardn/ didn’t /'didnt/
This sound is called syllabic /n/ (bitten Z'bitn/). In this case, /t/ and /d/ are
usually released through the nose. You don’t have to produce the syllabic /n/,
but you have to be able to recognize it.
® 1 / 3 9 Exercise 2: Repeat this sentence.
He couldn’t find the button hidden in the garden.
70
Part B / Unit 2 / Final nasals: /m/ r /n/ and /rj/
/fo'naetik for fo'nrtiks/
\ Match the sentences and the pictures.
a. /do laem klaimd do ’mauntn ond faund ’sAmOip streipdg/

b. /wao kyu:t laem dri:md ov on 'emd3ol 'kamli 'sigig in do rem/
c. /o 'tjarmig laem woz 'i:tig ais kri:m an do 'demdsros rim ov do
'mauntn/
d. /di 'eindgol woz 'koumig ’sevon laemz an do 'mauntn/
71
Part B / Unit 2 / Final nasals: /m/, /n/ and /rj/
Fun time
Play /I Marvelous Nasal Story, Here are the instructions:

• Get into groups of three or four. Each player should have a marker.
• The first player chooses any word and starts a story. The next player has to choose
another word and continue the story.
• When the player pronounces the word correctly, he/she crosses i t and moves the
corresponding number of squares on the board.
• If a player mispronounces the word, he/she goes back the same number of squares.
• The winner is the first player to get to FINISH and to end the story,
1 square 2 squares
arm | time | coming train | going | dame
thing | thing | fun | woman firm | anything | Spain
| home | king | thin queen | ring | storm
3 squares 4 squares
chimney | something singing | climb | clumsy
wing | win | bringing gaining | gymnasium
Hcim/et | lamb hanging | insane
done | van tongue | cane
72
Unit 3 - / r / and /h/
Martha is wearing a hat. Martha is "wearing” a rat.
O
0
0
o
o o°
o
o
O
Compare:
Case 1:
Portuguese English
humor humor
heroi hero
helicoptero helicopter
horrivel horrible
hilario hilarious
What about. . .
Case 2:
Portuguese English
honesto honest
hora hour
What happens to the “h” in Portuguese? What conclusions can you reach
regarding the pronunciation of “h” in English? Which case is more
frequent?
73
Part B / Unit 3 / /r/ and /h/
Close up
Close your nose and breathe out: /h.../. That’s the /h/ sound. For some
Brazilians, depending on the idiolect, these words may sound the same:
English Portuguese
hey/hay rei
he ri
Because of this similarity, a lot of Brazilians have problems differentiating /

h/ and /r/ in English. The initial /h/ in Portuguese is silent, whereas in English
it is usually pronounced.
Zoom in
@ 1/40 Exercise 1: Repeat these words:
hi - house - hill - hair - heaven - hello

unhappy - overhead - inhabitant - inherit
@ 1 / 4 1 Exercise 2: Repeat these sentences:
The happy hippie had horrible hair.

The inhabitant of New Hampshire had never had ham and eggs before.
There’s a horrid haunted house on the hill.
In Hartford, Hereford and Hampshire, hurricanes hardly ever happen2.
2 . From My Fair Lady
74
@ 1/42 The Silent Corner
The “h” is silent in the following words. Listen and repeat:
hour - heir - honor - honest - exhibit - exhibition - vehicle
Possible pronunciation for:

herb /ar b/ or /hsrb/
human /*yu:man/ or /'hyuiman/
® 1/43 Exercise 2: Repeat these sentences:
An honest man waited for an hour.

An heir is an honorable guest.
Before these words, use the article “an.” Compare:

a helicopter
an hour
Compare these words:
ear - hear/here
ill - hill
it - hit
am - ham
eye/I - hi
eight/ate - hate
@ 1 / 4 4 Repeat the pairs of words above.
75
/fo’naetrk for fohietiks/
Match the words and the transcriptions.
I. honest a. ___ /ag'zibit/

2. homeless b. ___ /vi'htkyalar/
3. exhibit c. ___ /'anast/
4. exhale d. ___ /'hAni/
5. honorable e. ___ /er/
6. honey f. ___ /'anarabl/
7. vehicle g- /her/
8. vehicular h. ___ /'houmlos/
9. heir i ___/'vi:okal/
10. hair j _ _/'eksheil/
In context
® 1/45 Repeat the paragraph after the model, and then practice it in pairs.
Hugh and Harry are humorists from Holland. Hugh is highly skilled at hat
tricks, while Harry can tell hilarious jokes. Once during a show in Hawaii,
Harry hit Hugh on the forehead with a hot dog. Hugh hid the hot dog under
his hat and danced the hula. It was a huge success!
Think about it
Think about the “r” in Portuguese. Is it always the same sound? What about
in English? Is there any variant of the “r” in Portuguese that is similar to /r/
in English?
Pronounce these words slowly and pay attention to the way you articulate
the /r/.
rose arrive garden four

red correct free car
76
Close up
The /r/ in English is pronounced like in some places in the countryside of

Sao Paulo and Minas Gerais, for example. Say porta aberta very slowly
like people from these places. Can you feel your tongue curving backwards?
Now use the same sound to say ar... Keep the /r/ and say ar... rose, ar...red.
That’s the English /r/.
Zoom in
® 1/46 Exercise 1: Pronounce these words curving back your tongue:
deer - care - sir - fire

card - heart - certain
road - real - repeat - red
brown — green - front - truck
practice - three
® 1/47 Exercise 2: Repeat these sentences.
The road to Rome is dangerous in the winter.

December, January and February are summer months in the northern
hemisphere.
Ricky Ricardo was a character in a popular American TV program.
Rock’n ’Roll Party Queen is a song from Grease.
Attention to the silent “w” in these words. The first sound you hear
is /r/l
wrong - write - wrap - wrist - wrinkle
Repeat these sentences.

She wrote that the wrist watch was wrong. Don’t wrap it.
77
In context
® 1/49 Exercise 1 : Repeat linking the sounds:
four Indians dear Alice forus

her umbrella carengine fireescape
wore a suit our insurance your Andy
® 1 / 5 0 Exercise 2: Listen to this letter. Pay attention to the linking sounds!
Dear Alice,
Yesterday I had a very strange dream. I met four Indians who had a problem
with their car engine. One of them was trying to climb a fire escape to get to
a person’s apartment and use the phone. Another was sticking her umbrella
in the engine to start it. The third wore a red dress and the fourth asked me,
“Could you call our insurance company for us?” It was so weird!
Your Andy
Read the letter in pairs, checking each other’s pronunciation. Then close
your books and ask each other questions about the letter. How much can you
remember?
Fun time
@ 1 / 5 1 Sing the song along with the recording. Turn it off and sing it as a
round song: one person starts, and then the second person starts singing the
first line when the first person starts the second line and so on.
Row, row, row your boat

Gently down the stream
Merrily, merrily, merrily, merrily
Life is but a dream
78
Part B / Unit 3 / /rZ and Zh/
Zoom in
® 1 / 5 2 Repeat these pairs of words contrasting /h/ and /r/.
home - Rome hate - rate

hose - rose head - red
hat - rat hear - rear
hole - role height - right
habit - rabbit hide - ride
hair - rare hope - rope
Work in pairs. Choose five of the words above and dictate them to a classmate.
Pronounce the words carefully so your friend won’t mix them up!
Stay tuned
\ ® 1 / 5 3 Circle the word you hear.
A hound dog or a round dog?
1. Look! There’s a hat I rat under the bed.

2. Hide / Ride the bicycle.
3. How do you know your height / you ’re right?
4. Can you smell that old hose I rose?
5. This is a hound I round dog.
6. That’s an old habit / rabbit.
7. Home I Rome is the best place to be at night.
8. I prefer the head I red post.
9. Wow! This is really hair / rare.
10. He hated / rated his performance.
79
Part B / Unit 3 / ZrZ and Zh/
In context
® 1/54 Listen to these names of songs.
House of the Rising Sun (The Animals)

A Hard Rains’ Gonna Fall (Bob Dylan)
The Road to Hell (Chris Rea)
Here Comes the Rain Again (Eurythmics)
The Real Holy Place (Boogie Down Productions)
Home of the Range (Disney)
Raise Your Hands (Bon Jovi)
Hurry Home (Jon Anderson)
Red Hill Mining Town (U2)
Ready to Go Home (10 CC)
Conversation
® 1/55 Listen to the conversation and then read it in pairs.
Harry: Hi. Ruth. I have to deliver a report at Mr. Ron Howard’s house, and
I don’t know how to get there.
Ruth: Well, Harry, do you have the address?
Harry: Yes, it’s at the comer of Hudson Road and Harris Road.
Ruth: Oh, I know the way. It’s near Richards Hill. Turn right on Hippy
Avenue, then right again after Richards Hill. Then take another
right and you are there!
Harry: Thanks for the hot tip, Ruth.
80
Fun time
Get into two groups. Write ten words with initial /h/ or /r/. When the two
groups are ready, one volunteer from one group should choose a number,
and a member of the opposite group should tell him the word secretly. The
person then has 30 seconds to mouth the word silently for his group to guess.
If the group can’t guess the word, the person then has ten seconds to mime
the word. The group scores a point for each word guessed - and pronounced
- correctly. Then it’s the other group’s turn. Have fun!
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
81
Unit 4 - Final /I/
Think about it
Does Portuguese have a final /V? Do Brazilians in general pronounce it?

What happens in English?
How do you pronounce these words?
well table cold

real simple false
Did your tongue touch the area just behind your upper front teeth every time
you pronounced /I/? Were your lips rounded?
83
Part B / Unit 4 / Final /!/
Portuguese has a final letter “1,” but most Brazilians pronounce the final
“1” as an u sound. S o we say *Braziu, *futebou, etc. In English, however,
the final /I/ is pronounced as /!/. Say “la-la-la.” Observe that your tongue
touches the area just behind your upper front teeth. Observe your lips. They
are not supposed to be rounded when you produce a final /!/. If you round
your lips, you’re saying “u” instead.
Zoom in
@ 1 / 5 6 Exercise 1: Repeat these words looking at your teacher’s mouth or

at yourself in the mirror. Be careful not to round your lips.
kill - call - Brazil - tell

possible - bicycle - jungle - uncle
shelf - milk - twelve - old
® 1 / 5 7 Exercise 2: Repeat these phrases after the model.
all possible small bicycle in the middle of the table

in a little while help old people double trouble
whole article fill the bottle kill a bull
Now read the phrases in pairs, observing each other’s mouths. Can you make
sentences with the words and phrases above?
The “I” is silent in these words. Listen and repeat:
half - calf talk - walk - chalk would - should - could

balm - palm - calm salmon - Lincoln
84
® 1/59 Exercise 1: Notice how we abbreviate the future tense. Listen:
I’ll we’ll
he’ll you’ll
she’ll they’ll
® 1/60 Exercise 2: Listen to the words and put them in the correct place in
the sentence. Remember to link the sounds. Follow the example.
I’ll eat it.

Model', he
Yow. He’ll eat it.
Model', adore
Yow. He’ll adore it.
In context
® 1/61 Exercise 1: Repeat linking the sounds:
Attention! This is what you really say.

Brazil is = Bra-zi-liz / people are = peo-pa-lar
Braziljs peopleare careful about beautiful attractions

travel on w'illenjoy will always ample environment
85
® 1/62 Exercise 2: Now listen to this paragraph.
Brazil is a wonderful country for people to visit. People are always careful
about choosing a travel destination, but if you travel on vacation or business,
Brazil is the place for you. You will enjoy the beautiful attractions Brazil
offers! You will always remember our ample environment and our beautiful
beaches, our wildlife and our friendly people. Come to Brazil!
Read the paragraph in pairs, observing each other’s mouths.
Conversation
® 1/63 Jill and Randall want to go to the mall. Listen to their conversation.
Jill: Randall, I feel like going to the mall. I want to get a beautiful jewel
for Gail. She turns twelve next April. Can I borrow your wheels?
Randall: My wheels, Jill? My car is an original Beetle. I’ll drive you if you
like.
Jill: Wonderful! Is it possible you’ll go shopping with me as well? I need
your help to choose the most beautiful, incredible, and delightful
jewel I can find.
Randall: You’ll do all this for Gail? Wow, she’s a hell of a lucky poodle.
Now read the conversation in pairs.
Stay tuned
® 1/64 Exercise 1: Can you hear the difference the /I/ makes? Listen to
these pairs of words.
so - soul
bow - bowl
go - goal
sewed - sold
road - rolled
86
Part B / Unit 4 / Final /I/
® 1 / 6 5 Exercise 2: Now listen and repeat:
sow/sew/so - soul/sole sewed - sold

bow- - bowl rode/road - rolled
go - goal code - cold
mow - mole ode - old
row - role/roll coat - colt
\ ® 1/66 Exercise 3: Listen to the recording and circle the words you hear.
1. The woman sewed I sold the old clothes.

2. John put the bow I bowl on the table.
3. He shouted, “Go” / “GoaZ!”
4. I like the coat I colt.
5. Get the first row / role.
6. Do you have a code / cold?
Work in pairs. Student A reads out a sentence choosing one of the words, and
Student B has to identify which word was used (first or second option).
Zoom in
® 1 /6 7 Exercise 1 : When /I/ and /r/ come after some vowels, we can sometimes
hear a schwa sound /a/ before /I/ and /r/. Listen to these examples:
feel - loyal - file - pool

fear - cure - player
87
Part B / Unit 4 / Final / ! /
® 1/68 Exercise 2: Now listen and repeat.
feel fear
jewel cure
loyal fire
file player
school weird
child here
tail/tale tired
The loyal players are tired. That weird child doesn’t go to school.
The files were destroyed by the fire. You’ll feel better after you’re cured.
I fear school fires. The child enjoys the tale about the jewels.
® 1/70 When /I/ is in an unstressed syllable after /t/ or /d/, no

vowel sound is pronounced by most native speakers, even if a
vowel letter appears in the written form. This sound is called
syllabic 1 and it’s represented as /I/ Listen:
hospital - middle - bottle - candle - total - needle
/fo’naetik for fo'netiks/
\ Match the transcriptions and the definitions.
1. /sku:l/ a. ___ the place where you go when you’re sick

2. /'d3u:ol/ b. ___ complete
3. /tfaild/ c. ___ you use it to sew
4. /‘loial/ d. ___ not big
5. /smol/ e. ___ a precious stone
6. /'ni:d|/ f. ___ a place where you study
7. /'haspitj/ g. ___ not an adult
8. /houl/ h. ___ used to describe a dog
88
Part B / Unit 4 / Final / ! /
Fun time
X Do you know this famous Abraham Lincoln quote? In pairs, fill in the
blanks with the words in the box. The first pair to complete the quote correctly
gets ten points. Each word pronounced correctly is worth two points. Good
luck!
fool - people - all
“You can the some of the

time, and some of the the time, but you
cannot the
of the time.”
89
Unit 5 - STOPS: /p/ /t/ /k/
/b/ /d/ /g/
Peter Piper picked a peck of pickled peppers.
Think about it
Mark true or false:
1. The Portuguese word pai and the English word pie sound the same.
2. The only difference between /t/ and /d/ is that /t/ is voiceless and /d/ is
voiced.
3. The sounds /p/, /t/ and /k/ have something in common besides being
voiceless stops.
4. Regardless of the position in the word, /k/ in English always sounds the
same.
Don’t look at the Answer Key yet. Study the unit to the end and then
check your answers.
91
Part B / Unit 5 / Stops: /p/ and /bA /t/ and /d/. /k/ and /g/
Close up
Aspiration is the extra puff of air that is released with some sounds.
Voiceless stops (/p/, /t/ and /k/) are aspirated when they appear in initial or
in stressed position. So, the only difference between the Portuguese word pai
and the English word pie is that the /p/ in the English word is aspirated.
@ 1 / 7 1 Exercise 1: Listen to the difference.
Portuguese English
pai pie
® 1 / 7 2 Exercise 2: Now contrast.
Kate - gate time - dime pill -bill
The aspiration is the main difference between the voiceless sounds and
their voiced counterparts (/b/, /d/ and /g/). If you don’t aspirate the /p/ in pill,
a native speaker might understand bill instead. Native speakers expect these
voiceless stops to be aspirated, and if they don’t hear the puff of air, they
assume the voiced counterparts are being produced instead.
Get a piece of paper. Let the top part touch your nose while you hold the
page halfway through in front of your mouth. Say the word pai a few times.
The paper shouldn’t move. Then say the word pie aspirating the /p/. If you
aspirate correctly, the piece of paper should move visibly.
92
Part B Z U n i t 5 / Stops: ZpZ and Zb/, ZtZ and ZdZ, Zk/ and ZgZ
Zoom in
® 1 / 7 3 Exercise 1: Repeat these words with /p/, /t/ and /k/ in initial position.
Make sure you aspirate them.
pen - tea - cat

price - true - cry
play - twin - close
® 1 / 7 4 Exercise 2: Repeat these words aspirating /p/, /t/ and /k/ in stressed
position.
report - obtain - become

approach - attack - account
® 1/75 Listen to the difference in aspiration in the following words:
noun verb
record record
export export
discount discount
impact impact
® 1 / 7 6 Exercise 3: When the voiceless stops are in initial position but are
not stressed, the aspiration is weaker. Listen and repeat.
position - correct - terrific

police - conductor - together
® 1 / 7 7 Exercise 4: Repeat these sentences, aspirating /p/, /t/ and /k/ in

initial or stressed position.
The cook is putting a pie on the kitchen table.

Tim can’t turn on his computer on Tuesday.
Tell Kate the price of the train and plane tickets.
Pat tried to come to Texas by cable car.
93
Part B / Unit 5 / Stops: /p/ and /bA /t/ and /dA /k/ and /g/
® 1 / 7 8 Exercise 5: /p/, /t/ and /k/ preceded by /s/ are not aspirated. Repeat
this sentence.
The Spanish spy screamed at the skinny student.
® 1 / 7 9 Exercise 6: /b/, /d/ and /g/ are never aspirated. Repeat these words
after the model.
boy - doll - guy

embrace - adore - again
bring - drink - green
black - dwarf- glad
Exercise 1: The “p” is silent in these words. Listen and repeat:
pneumonia - psychology - psychiatrist - cupboard

receipt - raspberry
Exercise 2: The “t” is silent is these words. Listen and repeat:
listen — fasten - Christmas - mortgage - castle - whistle
Exercise 3: The “k” is silent in these words. Listen and repeat:
knight — knife - knee — know - knock - knack - knit - knob
Exercise 4: The “b” is silent in these words. Listen and repeat:
dumb - thumb - plumber - climb - climber - bomb - lamb

tomb - debt
94
Part B / Unit 5 / Stops: /p/ and /t/ and /d/ r /k/ and /g/
Exercise 5: The “d” is silent is these words. Listen and repeat:
Wednesday - handkerchief - handbag - handsome - handmade
Exercise 6: The “g” is silent in these words. Listen and repeat:
sign - resign - assign - design - reign - campaign

gnome - gnu - gnat - gnaw
® 1/81 Exercise 1: Be careful not to add a vowel sound when the stops
appear in final position. Listen.
He’s a cop. This is Bob.

She’s eight. He’s mad.
I’m sick. Play tag.
Exercise 2: In groups of three, pretend you’re introducing some friends. Be

careful not to add a vowel sound at the end. Follow the example:
A: Bob, this is Jake. Jake, this is Bob.

B: Nice to meet you, Jake.
C: Nice to meet you, Bob.
Pat - Mike - Fred - Janet - Kate - Margaret - Peg

Violet - Alfred - Clark - David - Jack - Rob
Conversation
X ® 1/82 Listen to this conversation. All the stops are in bold. Underline
the ones that are aspirated.
95
Part 8 / Unit 5 / Stops: /p/ and /b/, /t/ and /d/ r /k/ and /g/
Kate: Hi, Ted. Tom just called asking if you could lend him your video
camera.
Ted: Thanks for telling me, Kate. It’s about time Tom bought his own
equipment, don’t you think? It’s the tenth time he’s asked to borrow
mine!
Kate: Be patient, Ted. After all, Tom just wants to shoot his cousin’s
birthday party.
Ted: OK. When’s the occasion?
Kate: October fourteenth.
Ted: So Tom’s going to be the cinematographer at my get-together? So
what are we waiting for? Tom needs that camcorder right away!
Read the conversation in pairs, making sure to aspirate /p/, /t/ and /k/ in
initial and stressed position.
Zoom in
Exercise 1: Sometimes students confuse the aspirated /t/ with /tj/. Compare
these words.
initial /t/ x /tj/ final /t/ x /tj/

two - chew art - arch
tease - cheese beet/beat - beach
tip - chip cat - catch
tin — chin eat - each
tear — cheer Pete - peach
tea - chi bent - bench
@ 1/83 Now listen and repeat.
® 1/84 Exercise 2: Repeat these words. Pay attention not to say /tj/ instead
of/t/.
tea - teacher - teach - team - teens - teeth - T-shirt
96
Part B / Unit 5 / Stops: /p/ and /b/ # /t/ and /dA /k/ and /g/
The teenagers teased the teacher.

That cat eats beet.
Tim wants two T-shirts.
Pete drank tea with his teacher.
Stay tuned
\ ® 1/86 Check the pictures according to the words you hear.
1. a tease 1. b cheese
97
Part B / Unit 5 / Stops: /p/ and /b/, /t/ and /d/> /k/ and /g/
7. a
I
I
1
©
Go back and write the corresponding words. Then work in pairs. Say one
word and your friend will point to the right picture.
Zoom in
@ 1 / 8 7 Exercise 1: Compare these words:
/d/ - /dj/ /d/ - /dg/

D - G aid - age
dean - Jean bad - badge
dear - jeer
deep - jeep
dig - jig
dim - gym
98
Part B / Unit 5 / Stops: /p/ and /b/, /U and /dA /k/ and /g/
@ 1/88 Exercise 2: Repeat these sentences.
Dog is spelled D-O-G.

Dean Jean Leed opened the new gym.
The Red Badge of Courage is a book about the dim war days.
The aid tried hard to conceal her age.
Stay tuned
\ @ 1/89 Listen and repeat the sentences, circling the word you hear.
1. Dean I Jean Smith is my friend.

2. My name starts with a D / G.
3. Is there a way we can aid / age him?
4. We are going to dig / jig.
5. Look at that nice beet / beach.
6. That w'as a bad cat / catch.
Think about it
Have you ever noticed that /t/ and /d/ sometimes sound like the Portuguese
“r” as in araral In what position do they sound like that?
Which of these pronunciations of the word potato do you think are

possible?
a. /pa'teitou/
b. /pa'teirou/
c. /pa'reirou/
99
Part B / Unit 5 / Stops: /p/ and Zb/, ZtZ and /d/ r Zk/ and Zg/
Close up
In American English, /t/ and /d/ in unstressed position become a flap

[r] in these situations:
between vowels within words: better, meadow

between vowels in connected speech: get up, hide out
between /r/ and a vowel sound within words: party, birdie, forty
between /r/ and a vowel sound in connected speech: part of the problem,
art and history
between a vowel and a syllabic /!/: little, beetle
Considering the explanation above, the word potato can be pronounced

/pa'teitou/ or /pa'teirou/, but never Ypo'reiroo/, because the first /t/ is
stressed.
You don’t have to produce a flap [r], but it’s important to be able to
recognize it once it’s produced by most speakers of American English.
Zoom in
@ 1/90 Exercise 1: Repeat these words:
lady - metal - started - pretty - dated - computer - wedding
® 1/91 Exercise 2: Repeat these phrases:
a lot of metal put up with the lady hit it again

at eight o’clock needed it hated us
® 1/92 When a “t” comes after an “n” in unstressed position,

it can be omitted. Compare these two correct pronunciations:
printer - center - twenty - seventy
So, winter = winner!
100
Part B / Unit 5 / Stops: /p/ and /b/. /t/ and /<V, M and /g/
The pretty lady got a lot of wedding gifts.

That old computer is dated.
The party had already started when Pat entered.
® 1/94 Exercise 4: When we use a flap, words with “t” or “d” end up
sounding the same. Compare:
waiter = wader matter = madder

otter = odder hearty = hardy
latter - ladder parity = parody
In context
® 1 / 9 5 Exercise 1: Repeat linking the sounds.
reward allowed opened it found a

job at check-out bag of
Jack and like a BolTagreed
Bob almost spend it Jack insisted
\ ® 1/96 Exercise 2: Fill in the blanks with the phrases above.
Bob are brothers. They would new

car, so they got a job at a supermarket. Jack is a cashier at the
counter, and Bob is an attendant at Customer Service. One day, Jack found a
groceries under the counter. Jack ,
and lot of money inside. couldn’t
believe his eyes, and wanted to all right away.
that they return the bag to the police. and they did it. They
were very happy to hear there was a reward. The them to
get their car and quit the the supermarket.
Now listen and check.
101
Part B / Unit 5 / Stops: /p/ and Ab/, /t/ and /ci/ r /k/ and /g/
/fo'naetik far fa’netiks/
Decipher the message.
/6a 'aeqgri kir) pra'kleimd dot do p n n ' s e s 'kudnt bar a pEt

'parkya am/
Porcupines on sale
3
$ 0,25
Will
Fun time
On the first page of this unit you read the beginning of a nursery rhyme. The
complete version goes:
Peter Piper picked a peck of pickled peppers

If Peter Piper picked a peck of pickled peppers
How many peppers did Peter Piper pick?
In small groups, write similar rhymes with the /k/ or the /t/ sounds. Read
your rhymes to the class, remembering to aspirate the voiceless stops in
initial or stressed position. Hold a competition: the funniest rhyme wins!
Go back to Think about it and go over the questions again. Then check
your answers in the Answer Key.
102
Unit 6 - /J/ and /3A /1J7 and I&5I,
/f/ and /v/
Only if you take your
this chair? shin from my chin!>
Think about it
\ 1. The sound /J/ is spelled. . .
a. sh
b. s
c. ss
d. ch
e. ti
f. ci
g. all of the above
\ 2. The sound /tf/ is spelled. . .
a. sh
b. s
c. ss
d. ch
e. ti
f. ci
g. all of the above
Can you find examples to justify your answers?
check your answers.
103
Part B / Unit 6 / /J7 and /tJ7, /y and /ds/, /f/ and /v/
Close up
The sound /J/ is usually spelled “sh” as in she, but it can be spelled “s”
as in sugar, “ss” as in issue, “ci” as in social or “ti” as in action. The sound
/tJ7 is usually spelled “ch” as in church, but it can also be spelled “tu” as in
picture.
Zoom in
® 2/02 Exercise 1: Listen to these words with/J7:
shop - shut - fish - rush

issue - pressure - insure - sure
special - ocean - efficient - social
nation - essential - initial
® 2/03 Exercise 2: Some foreign words where “ch” is pronounced /J7 are:
machine - chef - Chicago - mustache - parachute

champagne - Michigan
She wishes to cash her insurance money unsuspiciously.

Take a shower, wash your hair and shave before you meet Sheila.
Sugar is trash, but my machine surely needs it.
The chef assured Sean he had champagne on his mustache.
® 2/05 Exercise 4: Now listen to these words with the /tj7 sound:
church - child - chat

paycheck - bachelor - enchantment
future - situation - natural - furniture
104
Part B / Unit 6 / /J/ and /tf/, Z / and /dy, /f/ and / v /
Chuck chatted with Charlie.

They want to watch the match.
Fetch the new batch of chili beans in the kitchen.
Can you picture the situation?
A
® 2/07 “Ch” can be pronounced /k/. Listen to these words:
Christmas - chorus - echo - psychiatrist - mechanic
headache - chemical - architecture
Stay tuned
® 2/08 Exercise 1: Repeat these pairs of words:
/J/ - /tf/ /J/ - /tf/

share - chair
sherry - cherry
wash — watch
shoe - chew
cash - catch
shore - chore
wish - which/witch
shin - chin
bush - butch
ship - chip
mush - much
shop — chop
sheep - cheap
% ® 2/09 Exercise 2: Listen and check the correct picture.
1. a l.b
105
Part B / Unit 6 / /J/ and /CfA <3/ and /dj/, /f/ and /v/
2. b
<1
i II
4. b
at=
2
5
5. b
106
Part B / Unit 6 / /f / and /tf/ ( /g/ and /ds/, /f7 and /v/
6. a 6. b
7. a 7. b
8. a 8. b
Listen again and write down the sentences you hear. Then write the
corresponding pair.
@ 2 / 1 0 Exercise 1: Repeat these phrases, linking the sounds:
pushjip which employee

fish_and chips inch on
cash advance muchenjoyment
107
Part B / Unit 6 / /J/ and /tf/. and /dj/, /f/ and /v/
@ 2/1 1 Exercise 2: Now substitute the verbs as in the example, paying

attention to the final /J/ or /tJ7. Remember to stress the verbs.
Model: Wash your hair!

You: I’ll wash it!
Model: Fetch the book.
You: I’ll fetch it!
Cash the check.

Catch the bus.
Coach the dog.
Push the car.
Exercise 3: Now' w'ork in pairs. Come up with more sentences like these. You
can use these verbs:
watch - mash - brush - scratch - wish - fish - etc
In context
\ ® 2 / 1 2 Listen to the paragraph and fill in the blanks with the missing
words.
Mitch and Sean share a shack by the .

Mitch usually a coach to the to go
on weekends. Sean, on the other hand,
prefers to drive his Chevy down to the shore in , when
there aren’t kids all around, so he can sit on a bench and
the sea in peace. Mitch and Sean never go to the
together, and they think their arrangement is perfect!
Now listen again and read the paragraph along with the model.
108
Part B / Unit 6 / /J/ and /tj/ r /j/ and /dj/, /f/ and /v/
Think about it
\ True or false?
1. The sound /j/ is a frequent sound in English.

2. The sound occurs in initial, medial and final position.
3. The sound is usually spelled with “s” between vowels.
4. The sound /dj/ occurs in initial, medial and final position.
5. The sound /d is usually spelled “j” or “g.”
check your answers.
109
Part B / Unit 6 / /J/ and /tj7. /j/ and / d /, /f/ and /v/
Close up
The sound is not very common in English, occurring mostly in medial

position. It’s usually spelled with “s” between vowels (pleasure, usual). It
also occurs in final position in French words (mirage, espionage). It doesn’t
occur in initial position, except in the French word genre.
The sound /ds/ is a lot more common, and it occurs in all positions. It’s
usually spelled “j” as in just or “gi” or “ge” as in giant or general. It’s also
spelled “du” as in gradual.
Zoom in
® 2/13 Exercise 1: Listen to these words with 1 1.
Asia - casual - usually

leisure - treasure - measure - closure
illusion - confusion - television
beige - massage - corsage
The word garage can be pronounced in three different ways:

Am. E. /ga'ru3/ or /go'rads/
Br. E. /'gaerodg/
® 2/14 Exercise 2: Repeat these sentences with /y.
I met an Asian man and a Parisian girl on my trip to Indonesia.

Bert usually tests his vision.
Nancy treasures the moments of pleasure she gets when Tony massages her
feet.
110
Part B / Unit 6 / /J/ and /tf/, Z3Z and /&$/, ZfZ and Zv/
@ 2 / 1 5 Exercise 3: Now listen to these words with /dj/.
just - joke - Germany - generous

jet - adjust - engineer
bridge - college - stage
graduate - educate - gradual - individual
@ 2 / 1 6 Exercise 4: Repeat these sentences with /dj/.
John jotted down some joyful words in his Japanese notebook.

Jim’s generation never wore jeans.
Jeff enjoys orange juice and jam.
Education is important to the graduate student.
@ 2 / 1 7 Listen to the words and put them in the correct place in the sentence.
Follow the example.
Model: John is an Asian engineer.

You: John is an Asian engineer, (repetition)
Model: Japanese
You: John is a Japanese engineer.
Model: John is a Japanese engineer. Educator
You: John is a Japanese educator.
generous - casual - jazz musician - knowledgeable - treasured - judge
Conversation
@ 2/18 Exercise 1: Listen to this conversation.
Ill
Part B / Unit 6 / /J/ and /tJ7, and /ds/ /f/ and /v/
Gina: Picture this, Sheila! Sean had the courage to ask me casually if I
wished to purchase something I treasure as a birthday present. He
said he wouldn’t have a chance to go out and search for something
special.
Sheila: Oh, Gina. That’s natural: men are clueless. I’m sure he means
well. He just doesn’t want to get you something that you’ll have to
exchange later, as it usually happens. As a punishment, you should
get yourself something horribly posh, as Parisian perfume or a
Japanese watch.
\ Exercise 2: Write the words in bold above next to the corresponding

symbols.
1. /[/
2. /tj/
3. /y ___________________________________________________________
4. i&J - just, ____________________________________________________
Zoom in
® 2 / 1 9 In English, the sounds /t/ and /d/ can change to ZtJ7 and /dg/ when a
word ends in ZtZ and ZdZ and is followed by Zy/:
what you do need you

that you can would you do
at your time bide your time
about you guide you
Sometimes, however, some speakers prefer to pronounce these junctures

with a glottal stop [?], which is a sound formed by stopping the air stream at
the vocal folds. Listen again and compare the way the phrases were recorded
before and now.
112
Part B / Unit 6 / /J/ and /tJA 73/ and /ds/, 7f7 and 7v/
I should of duditd wit I should of studied wit

I should of sWd wit I should of siudfed wit <
I should of studied wit. I should of duditd ■
I should of siuditd Wit \
I should of studied wit
Think about it
\ Do these tasks in small groups.
1. Write words with these spellings for the Zf/ sound:
f:
ff:
fe:
Ph: _________________________________________________________
gh: --------------------------------------------------------------------------------------
2. Circle the last sound in the word have in these sentences:
a. I have a car: ZfZ ZvZ

b. I have to go: /f/ ZvZ
3. The words of and off
a. sound exactly the same.

b. have the same vowel sound.
c. have the same consonant sound.
d. sound completely different.
4. The words have and of can sound the same. T F
113
Part B / Unit 6 / /J/ and /tfA /g/ and /d /, /f/ and /v/
Close up
Like the previous sounds /[/, /tj7, /j/ and /dj/, the sounds /f/ and /v/ don’t
represent a challenge for Brazilians in terms of articulation. Just make sure
never to add a vowel after these sounds when they appear in final position,
like in arrive /a'raiv/ and wife /waif/.
Zoom in
® 2/20 Exercise 1 : Repeat these words with final /f/ and /v/. Don’t add a
vowel sound at the end.
i f - off- wife
laugh - enough - cough - photograph
arrive - live - move - cave
® 2/21 Compare:
1 syllable 2 syllables
cough coffee
stuff stuffy
move movie
wave wavy
have heavy
/hsev/ /'hevi/
® 2/22 Exercise 2: Contrast of and off.
I want a bowl o/ice cream.

Before vowels: /av/
He needs a carton of eggs.
I drank a cup of tea.

Give me a glass of milk. Before consonants: /a/
Would you like a cup of coffee?
114
Part B / Unit 6 / Zf/ and Ztj7, / 3 Z and /d 3 /, /f/ and Zv/
Please turn off the TV

Always /of/
Take off your shoes. )
® 2/23 Exercise 3: Observe how have is pronounced:
I have a book, (/hasv/)

I have to go. (/haef/)
I should have gone, (/av/, the same as of)
In context
Practice these phrases.
if I Afai/
if it /if it/
life again /laifo'gsn/
@ 2/24 Listen to these quotes.
If I had to live my life again, I'd make the same mistakes, only sooner. Tallulah
Bankhead (1903 - 1968)
My mother loved children — she would have given anything if I had been
one. Groucho Marx (1890 - 1977)
If I knew I was going to live this long, I d have taken better care of myself.
Mickey Mantle (1931 - 1995)
The government’s view of the economy could be summed up in a few short

phrases: If it moves, tax it. If it keeps moving, regulate it. And if it stops
moving, subsidize it. Ronald Reagan (1911 - 2004)
115
Part B / Unit 6 / /J/ and /tj/, / 3 / and /d 3 /, /f/ and /v/
/fo’naetik far fa'netiks/
% Write the phonetic symbols for the underlined letters.
which judge situation

//tf/
l
J'
changing education physician
tough Indonesian childish
Fun time
How many of these words can you include in just one sentence? Have a
competition in your class. The group that includes the most words in a
meaningful way gets five points. Each word that is pronounced correctly is
worth one point. The group with the highest score is the winner! You have
three minutes!
huge - camouflage - chat - collision - cough - flashlight - French

jump - jury - leave - love - measure - peach - rough - save
shower - stuff - trash
Wrap up
116
Unit 7 - /s/ and /z/
I told you to
leave me in
peace, not
- peas! '
Think about it
\ Read these statements, analyze your speech and write true or false.
Correct the false statements.
1. There are three syllables in the word smile.

2. The last sound in the words bus, house and base is /s/.
3. This and these end in the same sound.
4. The verb to use and the noun use are not pronounced the same way.
5. When I say Yes, it is, what we hear is /yezitiz/.
6. Both “ss” in the word possessive have the same sound.
check your answers.
117
Part B / Unit 7 / /s/ and /z/
Close up
In Portuguese, final “-s” is pronounced /z/ when followed by a voiced

sound. Compare; mas (/z/) eu, mas (/s/) tu. The same happens with “s”
between vowels: casa /z/. For this reason, students tend to mispronounce
common words such as basic /'beisik/ and fantasy /'faentosi/. In English,
however, a written “s” can be pronounced /s/ or /z/, and that does NOT
change depending on the environment. For example, if the final sound is /s/,
it will always be /s/, regardless of the following sound. Observe:
less /les/ complicated

less /les/ important
Zoom in
@ 2 / 2 5 Exercise 1: These words end in /s/.
yes - this- class - bus - address

house - mouse - blouse
increase - decrease - base - case
Note the pronunciation of the word address'.

noun: /o'dres/ or /'aedres/
verb: /o'dres/
@ 2/26 Exercise 2: These words are also pronounced with /s/.
basic - basis - useful - useless - fantasy
@ 2/27 Exercise 3: Pay attention to the pronunciation of the suffix -ous. It’s
pronounced /os/ as in bus.
famous - generous - glorious - courageous - various
118
Closeup
Initial /s/ followed by a consonant also poses a problem for Brazilian

speakers. As we don’t have this combination, students tend to insert a vowel
sound before the /s/, adding an extra syllable to the word.
Zoom in
@ 2/28 Exercise 1: Let’s practice the initial /s/. Say sssss. Now do the same
as on the recording.
sssstay - sssspeak - ssssmart
® 2/29 Exercise 2: Repeat these words starting with /s/. They are all one-
syllable words, so don’t add an extra vowel at the beginning.
smile - school - speak - stage

sleep - scale - sneeze
scratch - sprain - straight
® 2/30 Exercise 3: The prefixes dis- and mis- are also pronounced with /s/.
Repeat:
disappointed - disorder - disappear - disorganized - dishonest

misunderstand - misuse - misinform - misinterpret
r -------------------------------------------------------------------------------------\
Attention: Disaster and disease are pronounced with /z/
because dis is not a prefix in these words!
\ ________________________ . _________________________ z
@ 2/31 Exercise 4: Repeat these sentences.
Yes, you misunderstood me. This guest is famous, but he won’t receive
special treatment.
I disagree on going to her house by bus.
The mouse ran down Stuart’s student’s blouse.
119
\ ® 2/32 Exercise 1: Listen to the words and put them in the correct place
in the sentence. Remember to link the sounds. Follow the example.
x
Pay attention how this is pronounced:
The house is special =The hou sis pecial.
/sis/
The second /s/ is a little longer.
The house is spacious.

Model: Bus.
You: The bus is spacious.
Model: The bus is spacious. Special
You: The bus is special.
\ ® 2/33 Exercise 2: Remember that yes has a final /s/. So listen to these
oral cues and answer positively, like this: Yes, I do.
/sai/
Example:
Model: Are you Brazilian?
You: Yes I am.
Now you do it.
Conversation
® 2/34 This is the first class in the Basic 1 course. Miss Smith is the teacher.
Listen to the conversation.
120
Steve: Miss Smith?

Miss Smith: Come in, come in. What’s your name?
Steve: Steve Garcia, but...
Miss Smith: Garcia? Are you Spanish?
Steve: Well, my parents are from Spain, but...
Miss Smith: Is this a skirt, Mr. Garcia?
Steve: Yes, it is, Miss, but...
Miss Smith: Just answer the question! Is this a scarf?
Steve: Yes, it is. I’m sorry, Miss Smith. I’m not a student.
Miss Smith: You’re not? That’s strange! Why are you in this classroom?
Steve: Well, I’m a teacher, and this is my class. Your class is next
door.
In pairs, role-play the conversation above substituting the words. You can
choose among these:
bus - spaceship - school - skateboard - sled - slide - passport - snake
@ 2/35 The Silent Corner
The “s” is not pronounced in these words:
aisle /ail/ - island /'ailand/

Arkansas /'orkon o/ - Illinois /ili'noi/
Zoom in
@ 2/36 Exercise 1: Repeat these words with the /z/ sound.
his - hers - theirs

does - was - says - is
resort - business - easy
whose -praise -because
121
Part B / Unit 7 / /$/ and /z/
Exercise 2: Match the words, the transcriptions and the pictures.
1. desert 2. (to) desert 3. dessert
a. /di'zort/ b. /'dezart/ c. /di'zort/
® 2/37 Exercise 3: The “ss” in these words is pronounced /z/. Listen and repeat:
dessert - possessive - scissors - dissolve
® 2/38 Exercise 4: Although there isn’t a written vowel, the suffix “-sm” is
pronounced as a syllable (/zam/). For example, the only difference between
prism /'prizam/ and prison /'pnzan/ is the final sound (/m/ or /n/): both
have two syllables. Pay attention to the secondary stress that precedes the
suffix. Listen and repeat:
tourism - communism- pessimism - patriotism - enthusiasm
® 2/39 Exercise 5: Practice /z/ in these sentences. Repeat.
James is very possessive of his dessert.

Terrorism tries to dissolve capitalism.
Charles always does as he says.
These businessmen have enough idealism to build a resort.
122
Zoom in
@ 2/40 Exercise 1: Repeat these contrasting words.
/s/ /z/
ice eyes
spice spies
loss laws
price prize
face phase
loose lose
once ones
race raise
advice advise
niece knees
Z A
Pay attention to these forms of address:
Miss /mis/ - Miss /s/ Adams
Ms. Zmiz/ - Ms. /z/ Adams
® 2/41 Exercise 2: The pronunciation of some words changes depending on

the part of speech they belong to. Listen and compare:
noun / adjective - final /s/ verb - final /z/

abuse to abuse
use to use
excuse to excuse
house to house
close to close
123
2/42 Exercise 3: Circle the /s/ sounds and underline the /z/ sounds in the
words in bold type.
What’s the use of buying it if you don’t use it?

Close one of these windows and sit close to me.
Excuse us, but this isn’t a good excuse.
You shouldn’t house a pet in your house.
If you let it loose, you might lose it.
f >
Attention:
this /dis/ - this /s/ egg
these /di:z/ - these /z/ eggs
Notice that the vowel sounds in this and these are different.
L ___________________________________________________ J
® Now listen and correct. Read the sentences in pairs.
Stay tuned
\ ® 2/43 Listen and circle the word you hear.
1. Could you tell me what the price / prize is?

2. This is the first face / phase we’ve discussed.
3. Can you race / raise your brother?
4. Everyone could see the ice / eyes.
5. I want to get those once / ones.
124
/fo'naetik for fo'netiks/
% Find these words in the puzzle:
/lu:s/ /streit/
/di'zart/ /'prizom/
/sez/ /'sizorz/
/'dgenros/ /Has/
/'ailand/ /derz/
A E R T H I 0 L L S T R A I G H T
K I J N L 0 0 s E V C F T H 0 U H
s E z 0 R E S N I 0 P L Z S V B O
E N D I V 0 L P R A s 0 N S Z A Q
Q W E R T Y D I 0 P p A S C D F G
K L Z X C V E N M M E T E I R N I
c R 0 s D E S S E R T A 1 s N 0 s
E C R A F M E 0 T B 0 N G s T I N
S Q U E G L R I Z 1 B A S o A I L
u T E A H C T E R S T U D R E N T
B K L 0 I N G E V I G R X S T Y N
T D A I D E T P P H A N M D S I M
U N I V N R T Y c R 0 L A S A Y S
0 E E T A U I 0 p L I L K J H G F
A S F C L A Q X s W T S R F V B N
B R A N S N H A p E D R M 0 M Y L
Q A Z X I W E E D C V S R I E H T
D U E R G H T E R L U A G H B Y C
S K E I T B 0 R D G E N E R O U S
Wrap up
125
Unit 8 - Semi-Vowels: /w/ and /y/
Think about it
\ Exercise 1: Write true or false.
1. The words ear and year are pronounced the same way.
2. Umbrella and uniform start with the same sound.
3. Would and wood are pronounced the same way.
4. The semi-vowels /y/ and /w/ are never stressed. _ _
\ Exercise 2: Pronounce these words and underline the /y/ and /w/ sounds.
Europe uniform quite language

cure year equal one
million university liquid persuade
What’s the difference between /y/ and /i:/? And between /w/ and /u:/?
check your answers.
127
Part B / Unit 8 / Semi-vowels /w/ and /y/
Close up
/y/ is usually spelled with “y” in initial position. It can also be spelled
with a “u” in initial and medial position in words like uniform or confusion.
Zoom in
@ 2/44 Exercise 1: Listen and repeat.
yesterday - yacht - yellow

universe - unicorn - union
cute - huge - confuse - curious
® 2/45 Exercise 2: Here are some other spellings of /y/.
view - few - pewter

Europe - eucalyptus
beauty - beautiful
million - familiar - pavilion
Yesterday there was a huge confusion on my yacht.

Eugene is curious about European political views.
Muriel gets furious when people argue over beauty.
A unicorn is a cute and pure individual.
Close up
Umbrella and uniform start with the same letter, but we say an umbrella,
and a uniform. Umbrella starts with a vowel sound (/a/), but uniform starts
with a semi-vowel (/y/). Before /y/ we use the article a. So you say a unicorn,
a university, a European country, etc.
128
Part B / Unit 8 / Semi-voweb /w/ and /y/
Compare:
an uncle - a union
an egg - a eucalyptus
r >
Because a x an is taught in grammar books,
people might think this is a grammar rule. Words such as hour
and university are listed as exceptions due to their written form.
If we consider the sound, this rule has no exceptions.
x.____________________________ ______________________ J
Zoom in
® 2/47 Exercise 1: /y/ is not difficult for Brazilian students to pronounce,

except when it comes before an /i:/ or /i/, because they are very similar
sounds. Words like year and ear often get confused. Try getting to the sound
like this: say ya-ye-yi. Then say ya-ye-year. Repeat.
/yi:/ - /yi:/ - yeast - yield

Zyi/ - /yi/ - year - yearbook - Yiddish
Yuri signed his yearbook in Yiddish.

Ulysses used a lot of yeast last year.
® 2/49 Exercise 1: Repeat these words:
ear - year
129
\ Exercise 2: Complete these sentences using the correct form of ear or

year.
1. Donkeys have long .

2. 1966 was a beautiful .
3. When you take a shower, don’t forget to wash your
4. Van Gogh had only one .
5. I’ve been living in Sao Paulo for many .
6. My son has been at school for three .
7. When you swim, protect your .
8. 365 days is the same as a .
® 2/50 Now close your books and repeat the sentences above.
® 2 / 5 1 Notice these two possible pronunciations. Listen:
Zyu:/ Zu:/
n new /nyu:Z Znu:Z
/t/ student /'styu:dont/ Z'stu:dont/
/d/ + /y/ duty /'dyu:ti/ /'du:ti/
/s/ consume Zkon'syurm/ Zkan'su:m/
zez enthusiasm /en'Syu aezsm/ Zen'dmz aezgm/
Zyu:/ is usually used by British English speakers,

while most American English speakers use Zu:Z.
x /
Close up
Unlike when you pronounce a vowel, when you say the semivowels /yZ
and Zw/, your tongue glides, moving from one place to another.
Note that Zw/ is usually spelled with “w,” but it can also be spelled with
“u” in medial position as in quiet.
130
Zoom in
® 2/52 Exercise 1: Listen and repeat:
what* - wild - well - where*

awake - overweight - swing - dwarf- twin
quick - quiz
language - persuade
The wild linguist inquired about the guacamole.

Beware of your waist - you’re a little overweight.
The twin dwarfs swung on the swing.
® 2/54 Exercise 3: Zw/ is not a hard sound for Brazilian students, except
when it comes before an /u:/ or M because they are very similar sounds.
Repeat these words:
would/wood - wool - wolf - w'oman
Pay attention to the irregular spelling of one.

It sounds like the past tense of win, won.
one = won /wAn/
once /wAns/
® 2/55 Exercise 4: Repeat these phrases.
would you?
one woman
once a wolf
wood or wool?
* In some varieties, there’s aspiration before the /w/: /hw/.
131
In context
@ 2/56 Exercise 1: Listen to this paragraph.
Once upon a time, there was a woman and a wolf. The woman wanted to skin
the wolf to make a sweater, and the wolf wanted to eat up the woman. One
winter day, the wolf and the woman met under a willow tree. They looked at
one another for one minute. Then the wolf said, “I’m hungry. That’s w'hy I
want to eat you.” The woman said, “I’m cold. That’s why I want to skin you.”
The wolf said, “I can get some wood for you and light you a fire. You’ll be
warm.” Then the woman said, “I can cook for you and you won’t be hungry
any more.” With that, they became lifelong friends, and lived happily ever
after.
Read the paragraph in pairs. Then close your books and retell the story.
[ ® 2/57 The Silent Corner
The “w” is silent in these words:
answer - sword
who - whose - whole
write - wrinkle - wrap
wrist - wrong - wrestle
\ Exercise 2: Three of the words above have homophones. Write the pairs.
132
/foWtik far fo'netiks/
\ Decipher the message.
/wAns yu: par'sweid yura'pi:an 'wiman ta wer 'sAmOig da rest av da

warld wil 'falou/
Fun time
\ Exercise I : This is a fun way of looking at some old sayings. Match the
two parts of these one-line jokes:
1. We are born naked, wet and hungry.

2. Where there ’s a wi11,
3. Always remember you’re unique,
4. When everything’s coming your way,
5. By the time we realize our parents were right,
6. We have enough youth,
7. When you don’t know what you are doing,
a. ( ) do it neatly.
b. ( ) we have children who think we’re wrong.
c. ( ) I want to be in it.
d. ( ) you’re in the wrong lane.
e. ( ) just like everyone else.
f. ( ) how about a fountain of smart?
g. ( ) Then things get worse.
\ Exercise 2: Underline the semi-vowel sounds.
133
Wrap up
Go back to Think about it and go over the questions again. Then check your
answers in the Answer Key.
Unit 9 - “-s" Endings
Think about it
\ Answer these questions.
1. When do you add an -s to the end of a word?

2. Does this -s always sound the same?
3. Analyze the -s ending in the words below. What does it sound like?
cats - apples — watches
check your answers.
135
Part B / Unit 9 / -s endings
Close up
We add -s at the end of words to form:
• Plurals
• The third person singular of verbs in the simple present
• Possessive ( Jr)
• Contractions (is/has)
Observe the chart:
Words ending in: voiced sounds: voiceless sounds: sibilants:

add/z/ add Zs/ add /iz/*
Plurals boys cups glasses
/botz/ /kAps/ /’gtaesiz/
Verbs in the 3rd lives takes watches
person singular /livz/ /teiks/ /‘wutfiz/
Possessives girl’s student’s Max’s
/garlz/ /’stu:dants/ /‘maekstz/
Contractions she’s Jeff’s judge’s
/fi:z/ /dsefs/ /'dsAdjiz/
The —s ending will sound different depending on the sound that precedes
it.
• After a voiced sound, add another voiced sound: /z/:

• After a voiceless sound, add another voiceless sound: /s/:
• After sibilants (/s/, /z/, /J7, ty, /tf/, /dg/), add /iz/.
A
This is not really a rule', it’s just a description of what we do
naturally when we speak. It’s easier to add a similar sound.
In the case of sibilants, we add a vowel between the sibilants to
make the transition to /z/ more comfortable.
* /az/ is also possible.
136
Zoom in
® 2/58 Exercise 1: These nouns end in voiceless sounds. They make their
plural and possessive forms by adding an /s/ sound. Listen and repeat.
caps - lakes - kites - cuffs

Nick’s - wife’s - assistant’s
r x
Most speakers simplify the plural of the word month and
say only /mAnts/ or even /mAns/.
x __________________ ______ ________________________ )
® 2/59 Exercise 2: Repeat these sentences, linking the sounds, like this:
plates are = plate sar
Matt’s platesare on the desks.

The vet’s catsattacked my parrots.
The insectsate the president’s books.
Jeff’sjnvitation wasn’t delivered because the cop’saddress was missing.
® 2/60 Exercise 1: Listen to the words and put them in the correct place in
the sentence. Remember to link the sounds and to stress the verb. Follow the
example.
Model: He never likes it.

You: He never likes it. = like sit (repetition)
Model: (take)
You: He never takes it. = take sit
Model: He never takes it. (repetition)
drink - hit - type - get - make - wipe - laugh at
137
Exercise 2: Work in pairs. Monitor each other. Say the contracted form of
these verbs in the sentence. The “s” is pronounced /s/ in all cases.
Student A: Janet is away.

Student B: Janet ’s away. = Janet saway
Don’t forget that has is only contracted when it’s an auxiliary verb!
The pilot has arrived. Mick is American.

The book is on the table. My wife has eaten lunch.
My heart is Eric’s. The pope has asked for peace.
Biff has amused me. The cake is old.
Zoom in
® 2/6 1 Exercise 1: These nouns end in voiced sounds and make their plural
and possessive by adding a /z/ sound. Listen and repeat:
days - cities - dogs - sons - cars

Joe’s - g i r l ’ s - b o y ’ s
® 2/62 Exercise 2: Repeat these sentences, paying attention to the

contractions. They are pronounced /z/.
Sheila’s arrived with Tim’s aunt.

My dog’seleven yearsold.
The doctor’s aide’s assured me swimming’s awesome.
Jill’s umbrellas are old.
In pairs, look at Jack and Jill’s mother’s calendar and have a conversation
as in the example, substituting the verbs. The letters “s” in bold are all
pronounced /z/.
138
Part 8 / Unit 9 / -s endings
Bill: When does your mother drive you to school?

Jack: She drives us to school on Mondays.
Mon Tue Wed Thu Fri Sat Sun

drive US see study clean call our sing in read us
to school a therapist English our room grandmother a choir a story
Zoom in
® 2/63 Exercise 1 : Nouns ending in sibilants (ZsZ, ZzZ, ZJ7, Z3/, ZtJZ, ZdjZ) make
their plural by adding hzL Listen and pay attention to the number of syllables.
D u e to the fact that you’re adding an extra vowel,

you add an extra syllable.
1 syllable 2 syllables
blouse /s/ blouses ZsizZ
rose ZzZ roses ZzizZ
watch ZtJ7 watches ZtfrzZ
bridge bridges ZdjizZ
Repeat the words above as a class. Tap for each syllable.
® 2/64 Exercise 2 : Listen and repeat. Note that these one-syllable verbs
have two syllables in the third person singular.
John never catches a cold.

Bob c o a c h e s e i g h t teams.
Patty changes_eleven b l o u s e s a day.
Sue passes out when she s n e e z e s a lot.
Sid teaches_algebra.
Dave watches all the games on TV
139
% Practice /rz/. In pairs, look at the pictures and describe what you see.
Ja/jjes
140
Stay tuned
\ ® 2/65 Exercise 1: Listen to these words and circle the -s ending you hear.
1. /s/ /z/ /iz/ 6. /s/ /z/ /iz/

2. /s/ /z/ /iz/ 7. /s/ /z/ /iz/
3. /s/ /z/ /iz/ 8. /s/ /z/ /iz/
4. /s/ /z/ /iz/ 9. /s/ /z/ /iz/
5. /s/ /z/ /iz/ 10. /s/ /z/ /iz/
\ Exercise 2: Pronounce the words below and check the correct column.
add a sound add a syllable

passes X
hopes X
kisses
snake’s
goes
massages
Kate’s
catches
caves
judge’s
noses
studies
Work with a classmate. Compare your answers and make up a conversation

using some of the words above.
141
Conversation
® 2/66 Exercise I : Listen to this interview, paying attention to the final -s

sounds.
A: So, you are Mike Jackman’s assistant. Can you tell us some secrets
about his everyday life?
B: Oh, sure. Mike’s been doing the same things for years! He wakesup
at 1:00 pm, and he takes a very long shower. He always sings in the
shower! Then he comes downstairs and eats a big breakfast with his
four dogs. He watches the 3 o’clock program on MTV and then he
teaches Albert, his parrot, to speak Italian.
A: His parrot speaks Italian?
B: Most parrots are able to speak, but Albert speaks three languages!
Exercise 2 : Practice the conversation in pairs.
Exercise 3: What else does Mr. Jackman do? Write one more eccentric thing
and read it to the class. The rest of the class should raise their right hand if
the final -s is pronounced /s/, their left hand if it is pronounced /z/, or both
hands if it is pronounced /iz/.
Mike Jackman every day.
In context
X ® 2/67 Listen to what Bill does every morning. Write the verbs you hear
in the correct columns.
/s/ /z/ /iz/
142
Part B / Unit 9 / -5 endings
Interview a classmate about things he does every morning (at least five
things). Sit with another classmate and report what you heard. Use the third
person singular.
/fo'naetik for fo'netiks/
\ Transcribe the words you practiced in Stay Tuned.
passes /'paesiz/ massages

hopes Kate’s
studies catches
kisses caves
snake’s judge’s
goes noses
Fun t i m e
\ In groups of three, play Shopping Carts. You are at the supermarket, and
you have to fill three shopping carts according to the pronunciation of the -s
ending. The first group to fill the carts correctly gets 5 points.
Special Price: | Special Price:

pples $.25 each] | melons $2.50 a pound]
Special Frit
Special Price: >

[radishes $4-25 a pound |
Wrap up
143
Unit 1 0 - Final -ed
/ T m so happy\
Fin just a suffix.
I can actually
them!
II
Think about it
Exercise 1 : Pronounce these three groups of verbs and match them to the
correct pronunciation of -ed ending,
/?/ /?/ /?/

worked begged banged painted
typed arrived bathed wanted
watched robbed planned aided
washed played seemed hated
\ Exercise 2: Identify the number of syllables in the following pairs of

verbs:
1 . a. work ( ) 2. a. study ( ) 3. a. need ( )

b. worked ( ) b. studied ( ) b. needed ( )
4. a. smile ( ) 5. a. want ( ) 6. a. help ( )

b. smiled ( ) b. wanted ( ) b. helped ( )
check your answers.
145
Part B / Unit 10 / -ed endings
Close up
These are the pronunciations of the -ed ending:
Verbs ending in: voiced sounds: voiceless sounds: /t/ or /d/:

add /d/ add /t/ add /id/
arrive /a'raiv/ look /luk/ need/ni:d/
arrived /o'raivd/ look /lukt/ needed /'ni:did/
study /'stAdi/ hope /houp/ print /print/

studied /'sta did/ hoped /houpt/ printed /'printid/
Zoom in
® 2/68 Exercise 1: The -ed in the following verbs is pronounced /t/. Listen
and repeat. Attention: all these verbs are one-syllable words.
/pt/ /kt/ /ft/ /st/ /Jt/ Aft/

stopped talked laughed messed crashed matched
wiped liked stuffed faxed fished watched
typed picked goofed danced wished fetched
® 2/69 Exercise 2: Repeat the base form and past tense form tapping once
for each. Follow the model.
stop - stopped wash - washed

dance - danced watch - watched
look - looked laugh - laughed
—
® 2/70 These words sound the same. They are homophones.
passed = past
missed = mist
packed = pact
guessed = guest
paced = paste
146
In context
® 2/71 Exercise 1: Repeat these phrases.
askedher to go skipp djm her way

/t/ /t/
pickedj. few flowers dressgdjip
/t/ /t/
fetched her basket talked_her out of
/t/ /t/
walked a long way relaxed a little
/t/ /t/
packed it with fruit jumped a puddle
/t/ /t/
® 2/72 Exercise 2: Listen to the first part of the fairy tale Little Red Riding
Hood.
Little Red Riding Hood walked a long way to her Grandmother’s house every
day. One day her mother asked her to go there early in the morning, so she
fetched her basket, packed it with fruit and candy, and skipped on her way to
the forest. She picked a few flowers, jumped a puddle or two and relaxed a
little on the way, when a Big Bad Wolf dressed up as an angel surfaced from
behind the bushes and talked her out of taking the path by the river.
Repeat the paragraph after the model.
147
Exercise 1: In pairs, say these sentences in the past, making the necessary
changes. Pay attention to the final /t/ sound and link it to the following vowel.
Follow the example.
Student: He picks up his wife every day.

He picked up his wife yesterday.
/t/
1. I wish upon a star every night.

2. He works a lot every year.
3. She types a letter every day.
4. They watch a silly cartoon every morning.
5. We miss our friend every weekend.
6. We wash our clothes every Saturday.
\ Exercise 2: In pairs, match the columns. Pronounce the past tense as

clusters. For example: /pt/, /st/. Don’t add an extra syllable.
1. marched ( ) a. our car

2. watched ( ) b. Everest’s highest point
3. kissed ( ) c. at the flowers
4. saved ( ) d. one hundred miles
5. tipped ( ) e. Anna and Beth
6. parked ( ) f. a boring movie
7. coughed ( ) g- eight hundred dollars
8. reached ( ) h. a lot
9. looked ( ) i. a waiter
® 2/73 Exercise 3: Listen and check your answers. Try to speak along with
the model.
148
Part 8 / Unit 10 / -ed endings
Zoom in
@ 2 / 7 4 Exercise 1 : The = ed ending in the following verbs is pronounced /d/.

Listen and repeat. Don’t add an extra syllable.
Zbd/ /gd/ /vd/ /md/ /nd/ /Id/

bribed jogged lived named opened rolled
grabbed lagged served climbed trained smelled
/rd/ /zd/ /dd/ /gd/ /dj/d/ vowel + /d/

appeared confused breathed longed encouraged cried
scored raised bathed banged merged showed
Exercise 2: Write homophones for these verbs in the past.
allowed =
banned =
billed =
fined =
sighed =
tied =
@ 2 / 7 5 Exercise 3 : Now say the past tense of these verbs. Follow the example
and tap for each syllable. Don’t add an extra syllable.
Model', save
Yow. saved /seivd/
Model', saved
Yow. saved (repetition)
beg - bang - arrive - rob - plan - play - seem - realize

change - call - share - massage - marry
149
In context
Exercise 1: In pairs, practice the past tense of these verbs and put them
in the correct columns. Remember: the -ed is pronounced /d/. Don’t add an
extra syllable.
warn - stroll - prepare - prefer - open - love - live - hurry - fear

disobey - devour - arrive - hum - worry
1 syllable 2 syllables 3 syllables
\ Exercise 2: Read the second part of the fairy tale Little Red Riding Hood
and complete the paragraph with the past tense of the verbs in the box.
Little Red Riding Hood (1 ) as she (2)

along the path of the forest. She (3) this path, and (4)
it to the one along the river, but her mother had (5)
her it was dangerous, as a wolf (6) in the area. She (7)
about the fact that she had (8) her
mother, but she (9) no wolf. Meanwhile, the wolf had
( 10) to Grandmother’s house and (11)
there before Little Red. Grandmother ( 12) the door and
was appalled to see a wolf standing there. The wolf (13)
Grandmother and (14) himself to attack Little Red.
® 2/76 Listen and check your answers. Then read the paragraph with a
friend, paying attention to the /d/ endings. Remember to link /d/ and the next
vowel when appropriate. Monitor each other.
150
Part B / Unit 1 0 / -ed endings
® 2/77 Your mother is telling you to do certain things. Substitute the verbs
as in the example. Remember to stress the verb!
Model: Change your shirt.

You: But I’ve already changedjt!
W
Model:: But I've already changedjt !
You: But I’ve already changedjt! (repetition)
Close the window. Try the food.

Study English. Move your bed.
Comb your hair. Order a pizza.
Mail the letter. Bathe the cat.
Zoom in
® 2/78 Exercise 1: Listen and write down the number of syllables.
1. accept ( ) 4. pretended ( ) 7. investigate ( )

2. accepted ( ) 5. fade ( ) 8. investigated ( )
3. pretend ( ) 6. faded ( )
® 2/79 Exercise 2: Practice the past tense of verbs ending in /t/ or /d/. The
-ed is pronounced as an extra syllable. Repeat and tap your fingers for each
syllable.
one syllable two syllables two syllables three syllables

last lasted accept accepted
paste pasted subtract subtracted
want wanted protest protested
waste wasted elect elected
list listed digest digested
151
® 2/80 Exercise 3: When /t/ and /d/ are in unstressed syllables between
vowels or between /r/ and a vowel, they are usually pronounced as a flap [r]
in American English. Listen and repeat.
hated — invited - visited

added - needed - decided
forwarded - recorded - supported
® 2/81 Exercise 4: Practice these verbs followed by it. Remember to stress

the verb.
I hated it. I needed it. I recorded it. I supported it.
® 2/82 Exercise 5: For many native speakers, the words winner and winter
sound the same. The /t/ can be omitted when it follows /n/ in an unstressed
syllable. Compare.
I printed the document.

Graham Bell invented the telephone.
I never wanted to learn German.
You don’t have to pronounce these words this way, but recognizing them is
important.
® 2/83 Exercise 6: .Adjectives that end in -ed don’t follow the rule. The -ed
is pronounced as an extra syllable. Listen and repeat.
2- syllable words: wretched - wicked - crooked - ragged - naked

3-syllable words: cross-legged - beloved
In context
® 2/84 Listen to the last part of the story.
The wolf pretended he was Grandmother and invited Little Red in. When
Little Red noted that his eyes, ears, nose and mouth were too big, the wolf
152
assaulted her. She shouted and expected to be heard by someone. A hunter

decided to check what that noise was all about. He hunted down the wolf,
wounded him and defended Little Red. The little girl almost fainted with
joy when she saw that her grandmother was alive inside the wolf, and she
understood that her disobedience resulted in something terrible. She decided
never to disobey her mother again.
Read the paragraph along with the model, paying attention to the /id/ endings.
\ Pronounce these verbs and circle the correct answer according to the -ed
ending.
1. landed - ended - aided 5. sentenced - m a r k e d - i t c h e d

a. /t/ a. /t/
b. /d/ b. /d/
c. /id/ c. /id/
2, waxed - cuffed - pushed 6. listened - answered - questioned

a. /t/ a. /t/
b. /d/ b. /d/
c. /id/ c. /id/
3. craved - spoiled - teethed 7. founded - cited - quoted

a. /t/ a. /t/
b. /d/ b. /d/
c. /id/ c. /id/
4. subbed - revealed - studied 8. developed - m a s k e d - locked

a. /t/ a. /t/
b. /d/ b. /d/
c. /id/ c. /id/
In groups, make sentences with some of these verbs. Read the sentences to
the class to check the correct pronunciation of the -~ed endings.
153
® 2/85 Repeat these contrasting sentences.
I cross a big river to get here. a. Really? Every day?

I crossed a big river to get here. b. Weren’t you afraid?
I really appreciate the things a. Yes. I love graffiti too.

people paint on walls.
I really appreciate the things b. Pre-historic drawings are really
people painted on walls amazing.
They amaze us with their a. Well, they are professional

magic tricks. magicians.
They amazed us with their b. You mean at the party last night?
magic tricks.
We never arrive on time. a. Why can’t you ever be punctual?

We never arrived on time. b. Why were you always late?
I watch art movies on TV a. When do you do that?

I watched art movies on TV b. I watched them last night too.
I attend eight lectures. a. A day?

I attended eight lectures. b. Oh, were they interesting?
Work in pairs. Go back to the exercise. Student A says one of the sentences.
Student B identifies it (present or past) and responds accordingly. Follow the
example.
Student A: I cross a big river to get here.

Student B: Really? Every day?
154
/fo'ntetik far fa'netiks/
\ Identify the verbs and transcribe the past forms.
plan /pleen/ /n'laeks/ /ni:d/

/plaend.
/way/ /a’raiv/ /heit/
/Gaeijk/ /n'kord/ /'mEjar/
/klaim/ /protest/ /bri:d/
Fun time
Fairy tales are an important part of most people’s childhood. They are
also a great way to practice the verbs in the past! In groups, choose one of
the following stories. Then identify the -ed endings.
Cinderella The Three Little Pigs Snow White and

the Seven Dwarfs
die construct look
raise want ask
invite huff clean
prohibit puff work
appear destroy discover
dance climb offer
escape place faint
live play marry
You have 5 minutes to recreate the story using all the verbs suggested in
the order given. Then each group should tell their story to the class, who will
check if all the verbs were pronounced correctly.
155
PartC
The English Vowels
front central back
tongue rises
. , \ ei
mid \ ou
e
Front Central Back
High 7i:/ as in tea /u:/ as in blue

/l/ as in big Id as in book
/ei/ as in pay /sr/ as in bird

Mid /e/ as in get ltd as in but /ou/ as in go
/a/ an in about
Low /&/ as in cat Id as in bar, not Id as in four
/ai/ as in my /au/as in cow /oi/ as in boy
159
Intro - The Schwa Sound /a/ and
the Unstressed Syllable
0t
Oo °I ° — ?\ Uh... /©/
Think about it
In small groups, discuss questions 1, 2 and 3 as you read. How much of this
information is new to you?
1. What is /a/?
The sound /a/ is so important it has a name: schwa. Some people wonder
where the name comes from. It’s originally from Hebrew, meaning nought or
absence of vowel. It’s also said to be derived from two German words
Schwaches Ausspruch
weak pronunciation
An interesting feature to keep in mind is that /a/ is the easiest sound

to produce: if we just open our mouth a little and emit voice, we will be
pronouncing /a/. The mouth is in neutral position. For being so easy to
produce, it is the sound we automatically make when we think, “Uh. .
2. Why is /a/ so important?

Because it is the most frequent sound in English. According to the
chart of frequencies of English phonemes (Gimson, An Introduction to the
Pronunciation of English, Arnold, 1980), /a/ appears with a frequency of
10.74%.
161
Part C / Intro / The Schwa Sound and the Unstressed Syllable
3. Why is /a/ so frequent in the English language?

Almost all unstressed syllables are /a/. Analyze the pronunciation of this
word:
/a/ /a/ /a/
a v a i l a b l e (4 syllables, 3 /a/)
Pronounce these words and mark the stressed syllable.
Brazilian construction jealous minute proportional
How many /a/ can you count in each word? Write the number of /a/ under
each word above.
162
Take a look:
/a/ /a/ /a/ /a/ /a/ /a/ /a/ /a/ /a/
Brazilian construction jealous mz'nute proportional
You see, except for the stressed syllable, all the other vowels are /a/.
It’s important to notice that unstressed vowels are pronounced /a/ no matter
how they are spelled. In the example above we have /a/ spelled a, ia, o , io,
ou and u .
Look at this pair:

/a/ /a/
project (noun) X project (verb)
The /a/ changes place because the stress changes.
Do you understand now the name schwa (weak pronunciation)?
Zoom in
@ 3/02 Listen to these words. Mark the vowel in the stressed syllable and
circle the /a/.
Example: m o t h © r
kitchen computer confusion famous
stomach excellent necklace private
163
Close up
Learners don’t realize there are so many /a/ sounds in English and,
consequently, don’t produce them. They go by the written form, and
pronounce the letter they see, as if the letter sounded as in Portuguese. For
example:
Typical wrong Correct

pronunciation pronunciation
ous in various /ouz/ /as/
pro in production /pro/ /pro/
ion in illusion /on/ /an/
Although /a/ is the most frequent vowel sound in unstressed syllables,

/i/ can also occur. In the words below, they can be used interchangeably. You
can say:
/a/ /i/ /a/ l\l /i//a/ /a//a/ /i/ /i/

behind or behind prefer or prefer delicate or delicate or delicate
Likewise, /u/ also occurs in unstressed syllables. You can say, for example,
/u/ /a/
today or today
-------------------------------.
Note that you /yu:/ can be reduced to /yu/ or /ya/
as in See you\ /si: ya/
Some dictionaries show this choice like this: behind today

$ A/
beautiful /byu:tiful/
aa
The choice depends on the speaker, dialect or even situation. When

people are tired, sleepy or even drunk, they produce more /a/ sounds because
it is the easiest sound to produce.
164
Part C ! intro / The Schwa Sound and the Unstressed Syllable
In summary, this is what usually occurs:
Stressed Unstressed
/□/ /ou/
/a/ /i:/ /di/
/e/ Zae/ /ai/ /9/

/ei/ /u/
/u:/ /au/
/ar/ /a/
Zoom in
® 3/03 Don’t jump to the extreme conclusion that all unstressed syllables
are /a/, /i/ or /u/. Do the next exercise in four steps.
1. Underline the vowel sounds to check how many syllables each word has.
Watch out for the silent “e” at the end of some words.
2. Listen to the words below.
3. Mark the stressed syllable.
4. Indicate the vowel sound of the unstressed syllables.
/at/ /a/ /i/ /ae/ /a/

Example: biol ogy advertise
hypothesis technology justify operator female

organize television guarantee teenager acrobat
/■' x
We call silent e the letter e which is not pronounced at the
end of words. It does not constitute a syllable, as in like
(one syllable) and language (two syllables).
X _______________________________ ___________ _ _________________________________________ Z
165
Close up
Different languages have different ways of showing hesitation to make

time to think, In English, /a/ is used for this purpose and is shown as uh in
written language. In Portuguese, we make the final sound longer, We say, Eu
acho-o-o-o... Ele disse-e-e-e...
Brazilians tend to transfer this behavior to English, getting bad results: /

think-i-i-i... His name is-z-z-z... Native speakers do the following: I think... uh...
Zoom in
® 3/04 Let’s practice hesitation with /a/. Work in pairs. Ask each other the
questions belowr and supply free responses, using one of the phrases given.
Listen to these examples.
I don’t know... uh...

Let me think... uh...
Well, let’s see... uh...
I guess... uh...
1. Do you think computers will replace human beings in the future?

2. Who’s the most wonderful person you know?
3. Where in the world would you like to spend the rest of your life?
4. Are you for or against same sex marriages? Why?
5. What’s the best movie you have ever seen?
6. Was your city a better place to live 100 years ago?
Wrap up
You are not going to practice /a/ in depth in this unit. You have been
doing that without being aware of it while practicing the consonants and will
continue doing it as you study the vow'els. The important thing to remember
is that the vowel sound in most unstressed syllables is /a/.
166
Unit 1: /i:/ as in tea and / i / as in big
I told you to heat
. the chicken! r-
Think about it
\ Discuss these questions.
1. Do the words hit and heat sound the same?
2. Would you say that the Portuguese /i/ is the same as...
a. Zi:/ as in tea
b. hl as in big
c. neither
3.
a. What is the sound that can have all the spellings below? I I
b. Can you think of one example for each spelling?
ee
ea
e
ey
ei
ie
i
check your answers.
167
Part C / Unit 1 / /i:/ and /t/
Close up
Because the Portuguese /i/ is between /i:/ and /i/, many Brazilians don’t
differentiate the two sounds, so they pronounce seat and sit the same way, for
instance. It’s important to distinguish these sounds because each will form
a different word. If you are not careful, you might inadvertently produce a
word you don’t mean.
/i:Z and hl are usually called the long “i” and the short “i,” respectively,
but there’s more to this difference than just duration, /i:/ is articulated higher
in the mouth than /i/. When you pronounce these sounds in this sequence:
/i:/ English
/i/ Portuguese
Zi/ English
you’ll notice that your jaw starts high and your mouth will open more and
more as you go down. That means that Zi:Z is pronounced higher in your
mouth, followed by the Portuguese ZiZ a little lower, and then ZiZ.
/i:Z is also tenser than ZiZ. The height causes the tongue to go up and the
lips to spread more, yielding a tenser sound. When you take pictures, don’t
people tell you to say cheese to look like you’re smiling? That’s because you
have to tense your muscles to spread your lips to say Zi:Z. When you relax
your muscles and your mouth goes back to a more neutral position, then you
articulate ZiZ.
Zoom in
® 3/05 Exercise 1: Listen: Zi:Z - h! li'.l - hl
Zi:Z eat seek sleep beat/beet bean

hl it sick slip bit been/bin
168
Part C / Unit 1 / /i:/ and /i/
® 3/06 Exercise 2: Repeat these words with /i:/. Remember that this sound
is long and tense, so “smile” as you pronounce it.
feet /fi:t/ sea/see /si:/ eat /i:t/

tree /tri:/ beat/beet /bi:t/ each/i:tJ7
knee /ni:Z meat/meet /mi:t/ speak /spi:k/
Observe the words above and complete the statement:
\ The sound /i:/ is usually written with the letters or .
® 3/07 Exercise 3: Notice other spellings for /i:/. Listen to these words.
be receive believe
complete conceive achieve
he seize chief
even ceiling field
ego piece
Egypt
® 3/08 Exercise 4: These are unusual spellings for /i:/. Listen and repeat:
ski machine key

visa chic people
magazine police Phoenix
® 3/09 Exercise 5: When /i:/ occurs in final, non-stressed position, it is not

as long. For this reason, we use the symbol /i/ without (:), which indicates a
long sound. Repeat these words:
merry /’meri/ funny money movie recipe

pretty /‘priti/ sunny turkey calorie coffee
169
Part C / Unit 1 / / i : / a n d / i /
® 3/10 Exercise 6: Repeat these phrases with /i:/ and/i/.
believe me an easy recipe

see the police meet me at three
green wheat Held speak and leave
extremely windy coffee or tea
Think of more words with /i:/ or /i/ and write three more phrases or
sentences. Read them aloud.
Close up
The short /i/ is more similar to “e” than to “i” in Portuguese. The sequence
would be:
/i:/ English We open our mouth in

/i/ Portuguese this direction.
/:/ English
e Portuguese
When we pronounce /i/, our muscles are relaxed (you don’t “smile”)
and this sound is short in duration.
Zoom in
@ 3 / 1 1 Exercise 1: Repeat these words with /i/:
if - big - did - sit

visibility - insipid - timid
@ 3/12 Exercise 2: Repeat these phrases and short sentences.
a quick kiss his trip

drink milk if it’sill
sick fish since spring
170
Part C / Unit 1 / /i:/ and /t/
Did Nick miss him?

If Bill sings, Bill will win.
Tim is the sixth on this list.
\ Analyze the words in Exercises I and 2 and complete the statement:
The sound /:/ is usually spelled with the letter between

or in position followed by a
z x
While /i:/ can have many different spellings,
/i/ is much easier to identify. It’s usually:
C i C - consonant + j + consonant
\ ________________________/
® 3/13 Exercise 3: Pay attention to the unusual spelling of /i/ in these words:
The businessman in England was guilty.

The busy English women were in the building.
The typical system has been running pretty quickly.
® 3 / 1 4 Exercise 4: We saw that “ee” and “ea” are the typical spellings for /i:/.
But when these letters are followed by “r,” the sound is Ar/. Listen and repeat.
near /mr/ beer /bir/ pier /pir/ mere Zmir/

clear /klir/ dear / deer Zd ir/ Also: fierce /firs/ here /hir/
cheer /tfir/ sheer / shear /fir/ weird /wird/ severe /sa'vir/
fear /fir/ peer /pir/
® 3 / 1 5 Exercise 5: Repeat these sentences.
The beer on your beard looks weird.

My dear, don’t fear and dry your tear.
Don’t shear the deer near here.
171
Close up
Some people believe that it’s not important to worry about the difference
between /i:/ and /i/, as the context should solve any possible doubt. This can
be true, but read these anecdotes:
I was in Honolulu looking at the sea admiring the view.

I have no idea why a girl slapped me in the face when I said to her:
I was at the mall looking at bedspreads and linens, and

I was really surprised to get a nasty look just because I said:
Words like fit and feet, slip and sleep only differ by one sound. They’re
called minimal pairs.
172
Part C / Unit 1 / Zi:/ and Zi/
Zoom in
@ 3/16 Exercise 1: Repeat these minimal pairs.
feet -fit cheap - c h i p steal/steel - still beat/beet - bit

peak - pick eat - it heal/heel - hill least - list
Try this exercise in pairs: articulate one of the words above, but silently,
not making any sound. Your classmate will have to identify the “i” sound just
looking at your mouth and say “long” or “short.” If you articulate /i:Z and ZiZ
correctly, that is, if you move your muscles the right way, and pay attention to
duration, your classmate won’t have to actually hear the sound to identify it.
\ Exercise 2: Circle the Zi:/ and ZiZ and underline the ZiZ in the sentences
below.
Cindy and Rita are busy women, but they manage to keep fit.
Will Peter sit and listen?
Athletes wish the system weren’t tricky.
Please dear, be clear.
® 3 / 1 7 Exercise 3: Now repeat the sentences above.
Stay tuned
\ ® 3 / 1 8 Exercise 1: Listen and check the pictures according to what you

hear.
1. a 1. b
173
2. b
ED::;;;;;
MMMM
MMMM
174
6. a _______________ 6. b
7. b
Exercise 2: Listen again and write the sentences you hear.
\ Exercise 3: Now write the other possibility (the minimal pair).
Exercise 4: Work in pairs. Say a sentence and your friend points to the
corresponding picture.
Fun time
\ Work in pairs. You have five minutes to list as many parts of the body as
you can think of with /i:/ and /i/. You can use both singular and plural words.
The pair that gets the most correct words wins the game.
Clue: Think of the spelling rules when sorting the words.
/i:/ /:/
175
/fa'ncEtik far fo'netrks/
\ Now this is the big challenge! Transcribe the words corresponding to the
parts of the body correctly.
1. I / 2. I / 3. I I 4. I I
5. / I 6. / / 7. I / 8. I I
9. / / 10./ / 11./ / 12./ /
Wrap up
176
Unit 2:/e/ as in get
and /ae/ as in cat
Think about it
X Discuss these questions.
1 . Do you pronounce man and men the same way?
2. Do you think Brazilians have problems differentiating these sounds?

Why (not)?
3. How is the sound /ae/ as in cat usually spelled?
4. Pronounce /e/ as in get and /ae/ as in cat. Now pronounce e in Portuguese.

Pay attention to how much you open your mouth to pronounce these three
sounds. Now place Ze/, /ae/ and e in this scale.
a. less open
b. in between
c. more open
check your answers.
177
Part C / Unit 2 / /ae/ and /e/
Close up
Portuguese has only one e sound. English has two and they’re different
from the Portuguese e, which is between /e/ as in get and /ae/ as in cat.
So this is the scale:
less open: /e/ as in egg

in between: Portuguese e as in pe
more open: /ae/ as in cat
To produce these English sounds, follow these steps: Say e in Portuguese.

Then close your lips a little and you will pronounce /e/. Now, open your
mouth to say a in Portuguese but don’t say a, say e. That’s the /ae/ sound.
Practice.
/£/
e open your mouth
/ae/
Zoom in
Let’s practice /e/. Remember it’s not as open as e in Portuguese. Follow the
technique: Say e, close your lips a little and say, /e/, /e/, /e/.
@ 3 / 1 9 Exercise 1: Repeat these words. This is a short sound.
egg - ever - echo - end
® 3/20 Exercise 2: Repeat these phrases with /e/.
where else send ten bells

redneck dress on the bed
get the test led the men
178
Part C / Unit 2 / /$/ and /e/
\ Observe the words in Exercises 1 and 2 and complete the sentence:
The sound Ze/ can be spelled with the letter between

, or in initial position followed by a .
The letter e in initial position is also pronounced

/eZ in words with more than one syllable if
the e is stressed and followed by a consonant.
® 3/21 Exercise 3: Repeat these words:

empty energy elbow
educate engine embassy
® 3/22 Exercise 4: If e is unstressed, it’s usually pronounced ZiZ or /a/.

Listen to these words.
enable efficient example

excuse encourage emergency
® 3/23 Exercise 5: Here are some spellings of /er/. Listen.
share pair tear

care fair bear
prepare dairy pear
® 3/24 Exercise 6: In these words, the spelling of /e/ is atypical. Listen and
repeat.
any heaven again says friend jeopardize

many bread against prayer bury leopard
heavy said mayor heir Leonard
weather scarce
r >
Air and heir are homophones.
The heir conditioned his driver to keep his car air-conditioned.
179
® 3/2 5 Some verbs change from /i :/ to /e/ in the simple past. Listen and repeat.
/i:/ Ze/
breed bred
feed fed
sleep slept
keep kept
lead led
leave left
read read
Work in pairs. Ask and answer choosing from the verbs above. Remember to
stress the verb, not the pronoun.
A: Did he feed it?

B: Yes, he fed it.
Close up
Let’s practice /ae/. Remember to open your mouth to say a but say e instead.
In fact, if you look at the /ae/ symbol, you’ll see an a and an e.
Zoom in
® 3/26 Exercise 1: Repeat these phrases and short sentences with /ae/. This
is a long sound.
sad fat man Scratch my back. Batman sang.

lack of ham Pack your bag. Chat with Dad.
mad black cat The rat ran at last. Sam can’t be a bad man.
180
Part C / Unit 2 / /be/ and /e/
® 3 / 2 7 Exercise 2: Repeat these sentences with /ae/ in initial position.
The ambitious ambassador was angry with the amateur ambulance driver.
The agile anchorman had no alibi for the accident.
\ Take a look at the words with /ae/ in Exercises 1 and 2 and complete the rule:
/ae/ is usually spelled with the letter between .

or in position followed by a .
@ 3 / 2 8 Exercise 3: Repeat these sentences with /ae/.
You can’t catch salmon in flat land.

Adam can’t stand dancing rap.
Pam is glad her cattle are in the pasture.
Don’t laugh at my aunt’s plaid cap.
Note: a n t - always /sent/

a u n t - /sent/ (mainly American) or /ant/ (mainly British)
\ Exercise 4: Many irregular verbs with Zi/ make their past tense with /ae/.
ring / i / - r a n g /ae/
Can you think of any other verbs? Complete the table in pairs.
/l/ /ae/
Also: run /a/ - ran /ae/
181
Part C / Unit 2 1 /®/ and /e/
Check the Answer Key before you do the next exercise.
\ 3/29 Exercise 5: Complete the sentences using the verbs in Exercise 4.
Matt down, black rum and sadly.

Sam till his pants .
Pam to chat with Nat in January.
® Now listen, check your answers and repeat the sentences.
Conversation
® 3/30 Practice this conversation in pairs, paying attention to the /ae/ sound.
Sally: Pam, you can dance, can’t you?

Pam: I’m no professional dancer, but I can jazz and tap. Why do you ask,
Sally?
Sally: Jack asked me to a dance, and he’s a fabulous dancer. In fact, I
drag as a fat cat, and I’m so embarrassed. I can’t go unless I look
attractive. Pam, you have to give me a hand!
Pam: I’ll teach you all I can, Sal. Then we’ll buy you some eye-catching
pants. OK?
Sally: Thanks, Pam. You’re a real pal.
Close up
The most obvious way to differentiate /e/ and /ae/ is to listen for the
different sounds. Another way, though, is to look at the speaker’s mouth to
see what sound is being articulated: the speaker will open his or her mouth a
lot wider to produce the /ae/ sound!
182
Part C / Unit 2 1 /&/ and /e/
® 3 / 3 1 Exercise 1: Repeat these pairs of words.
/e/ (short) /ae/ (long)

ten tan
pen pan
men man
said sad
bed bad
send sand
Work in pairs. Articulate one of the words above silently. Your friend will
have to identify /ee/ or /e/ just looking at your mouth and say “long” or
“short.” Note that if you move your muscles correctly, and pay attention to
duration, you don’t have to actually hear the sound to identify it.
® 3/32 Exercise 2: Listen to these groups of words.
1 2 3 4
/i:/ /I/ /£/ Zse/
beat bit bet bat
bead bid bed bad
meet mitt met mat
deed did dead dad
keen kin Ken can
Now do the same activity silently, and try to guess which of the four sounds
your friend is mouthing. Identify the sound by its number.
Stay tuned
\ ® 3/33 Listen and circle the word you hear.
1 . The vet / vat is in the barn.

2. The pen / pan is on the table.
183
3. I couldn’t find bread / Brad.

4. My celery / salary is awful!
5. Where did you place the bet / bat?
6. This is what was really said / sad.
7. Try not to mix the sexes / saxes.
8. The men /man arrived.
Work in pairs. Choose one of the possibilities in each question and ask a
classmate. He/She has to listen up and give an appropriate free response that
shows he/she has identified the sound.
Example: What do you use a pedal for?

paddle
A: What do you use a pedal for?

B: To make a bike go.
A: What do you use a paddle for?
B: To play racquetball.
1. Do you know why he left?

laughed?
2. Why do you need a pen?

pan?
3. Why did the man run?

men
4. Who’s going to marry Ellen?

Alan?
5. Where’s the wonderful gem?

jam?
184
Part C / Unit 2 / /ae/and/ E /
Conversation
® 3 / 3 4 Repeat this conversation with /ae/ and
Ted: Hi, Alan. Have you met Jack, the new manager?
Alan: I have, Ted. I guess Jack hasn’t impressed you very well, has he?
Ted: Correct. He acts as if he’s better than everyone else when we’re by
ourselves, and he pretends to be fr;; ndly when the general manager
is present.
Alan: There’s more. Jack asked Cathy, his secretary, to prepare his
breakfast - eggs included - and y lied at her because she wasn’t
fast enough. Man, was Cathy mad!
Ted: Let’s just say a prayer so Jack won’t last!
/fo'metik for fo'netiks/
X Identify the words and write /e/ or /as/. Think of the spelling rules you
have studied!
1. ch/ /nee 5. w/. ,/ther 9. b/. /nk

2. / /lephant 6. r/ /cipe 10. p/ /ragr/ /ph
3. chimp/ /nzee 7. p/ /r 11. h/ /vy
4. h/ /ppen 8. d/ /nee 12. g/ ,/t tog/ /ther
185
Part C / Unit 2 / /®/ and /e/
Fun time
In groups, complete the chart with words with /e/ and /ae/. The first group
to finish is the winner!
month /e/: ___ country /e/: ___

/ae/: ___ /ae/: ___
animal /e/: ___ part of the house /£/: ___
/as/: ___ /as/: ___
food /e/: ___ color /£/: ___
/as/: ___ /as/: ___
object /e/: _ _ place around town /e/: ___
/ae/: ___ /ae/: ___
Wrap up
Go back to Think about it and go over the questions again. Then check,
186
Unit 3: /u:/ as in blue and
/ u / a s in book
/Sue's cine to do it\
is to use prunes
and fruit juice
ywhen you cool it /
I Sue
Cookbook
Think about it
t Say the word blue. Now say the word book. Are the “u” sounds different?
Answer these questions.
1. Look at the illustration. What sound do the highlighted words in the

question have in common? How about the words in the answer?
2. For which “u” sound are your lips more rounded?
3. For which “u” sound are your cheek muscles more relaxed?
4. Which “u” sound is longer?
5. Which “u” is more similar to the Portuguese “u?”
check your answers.
187
Part C / Unit 3 / /u:/ and /u/
Portuguese has only one “u” sound. English, however, has two: the long
/u:/ and the short /□/. The Portuguese “u” is similar to /u:/ in English, but
not as long. When you pronounce /u:/, your lips are rounded and your cheek
muscles are tense. When you pronounce /u/, your lips are not so rounded and
your cheek muscles are relaxed.
Zoom in
® 3/35 Exercise 1: Repeat these words with /u:/. Remember that this sound
is long and tense, and your lips are rounded.
flew / flu soup tooth

do true clue
June soon shoe
Pay attention to these words pronounced

with /u:/: tomb /tu:m/ and super
® 3/36 Exercise 2: Repeat these phrases with /u:/.
Sue’s boots a blue suit

choose the fruit chew your food
super tool Movie on T uesday?
zoo rules Who will lose?
® 3 / 3 7 Exercise 3: When /u:/ is followed by /!/, sometimes you can hear a

schwa sound /a/ after the /u:/. Listen and repeat.
fool school cool

pool stool rule
188
Part C / U n i t 3 Z Zu:/ a n d ZuZ
® 3/38 Exercise 4: As we saw in Part B. Unit 8, many times /u:/ is preceded

by /y/. Repeat the following words with /yu:/.
few argue use

music view university
\ Exercise 5: Complete these sentences with words with /u:/ or /yu:/.
1. Beth is in the living .

2. Old is the opposite of .
3. Think about the past, present and .
4. Witches fly on .
5. A lot is the opposite of a .
6. One plus one equals .
7. Strong shoes with tall tops are called .
8. My favorite color is .
9. You can swim in the .
10. Don’t lie. Tell me the .
® 3/39 Listen and check your answers. Read the sentences in pairs. Then
write two similar sentences and ask your classmates to complete them.
Lou is surprised at the different things Prue does. Substitute the verbs as in
the example.
do kung fu
Lou: Prue, is it true you do kung fu?

Prue: It’s true, Lou. I’ve been doing kung fu for over two years.
chew a few roots I use a super scooter I brew prune vermouth / group troupers
to play snooker / glue rulers on your shoes
189
Part C / Unit 3 / /u7 and /u/
Zoom in
® 3/40 Exercise 1: Repeat these words with /u/. Remember that this is a
short sound. Don’t round your lips.
Possible spellings: 00 OU (modals) CuC others

good should put woman
wood would bush wolf
cook could sugar
foot butcher
wool full
Pay attention to the pronunciation of /u/ in the words put, push,

cushion and bush, which are often mispronounced.
® 3/41 Exercise 2: Repeat these w'ords with /or/ and /yur/.
/ur/ /yur/
poor tour cure pure
sure assure curious furious
The /ur/ is the words on the left can be

pronounced /3r/ or /or/ in some dialects.
® 3/42 Exercise 3: Repeat these sentences paying attention to the /u/ sound.
Pull the hook from the pulley.
The wolf is by the bush.
The crook is putting on a hood.
The cook needs sugar to make cookies and pudding.
The past tense of these verbs is pronounced with /u/. Report these
sentences as in the example.
190
Part C / Unit 3 / Ai:/ and / u /
“I take the bus every day.”

He said he took the bus every day.
1. I shake the butcher’s hand.

2. I put on a hood to avoid the soot.
3. I stand up to greet Brooke.
4. I can go to the brook on foot.
5. I will push the poor wolf.
6. I look good.
7. I understand the cookbook.
Zoom in
® 3/43 Exercise 1 : Repeat these pairs of words.
/u:/ - /u/ /u:/ - /u/

pool - pull who ’d - hood
fool - full shoed - should
suit - soot wooed - wood/would
Luke - look stewed - stood
cooed - c o u l d
® 3/44 Exercise 2: All these words are spelled with “oo” but their
pronunciation is different. There’s no way to predict the sound. You just have
to practice. Compare.
/u:/ 7u7
broom took
spoon stood
moon wool
room look
mood wood
food foot
choose /tfu:z/ cook
goose /gu:s/ good
191
Part C / Unit 3 / /u:/ and /u/
@ 3/45 Exercise 3: Repeat these sentences with /u:/ and /u/.
Brooke was in no mood to clean the room with a broom.

Woody looked at the good food Sue cooked.
Lou stood up and pushed the stool.
The cook always chooses the wooden spoon.
The wool boots are on the footstool.
Stay tuned
\ ® 3/46 Listen, repeat and write /u:/ or /u/. Remember: if you round your
lips, it’s /u:/.
1. good ZuZ
2. lose
3. woman
4. human
5. crooked
6. furious
7. fuse
8. hook
9. student
10. tomb
11. butcher
12. wolf
In pairs, make sentences using the words above.
192
Part C / Unit 3 / / u : / a n d / u /
In context
® 3/47 Exercise 1: Practice the names of these books with /u:/ and /u/.
On Food and Cooking, by Harold McGee

Feeling Good', the New Mood Therapy, by David D. Burns
Curious George Visits the Zoo, by Alan J, Shalleck
The Trite Woman',the Beauty and Strength of a Godly Woman, by Susan Hunt
Push and Pull (Rookie Read-About Science), by Patricia J. Murphy
A Conspiracy of Fools'. A True Story, by Kurt Eichenwald
Fool Moon, by Jim Butcher
Wolf, by Becky Bloom
New York Dead, by Stuart Woods
® 3/48 Exercise 2: Listen to this conversation.
A: I’m looking for a book: Fool Moon, by Jim Butcher,

B: Sorry, but we should be receiving Fool Moon next Tuesday. Would you
like to choose another book?
A; Well, do you have JFoZ/by Becky Bloom?
B: Here it is. Would you like me to put it in a blue box?
A: Yes, thanks. It looks good!
Exercise 3: Use the names of the books above to practice this conversation
with a partner. Use some of the words in the box in the last two lines.
good - should - could - would - poor - sure - new - true — soon - super - school - cool
A: I’m looking for a book: , by .

B: Sorry, but we should be receiving next Tuesday. Would
you like to choose another book?
A: Well, do you have by ?
B: ?
A: .
193
Part C / Unit 3 / /u:/ and Aj/
/fa'naetik far fa'ngtiks/
\ Match the sentences and the transcriptions. There are two extra sentences!
1. The food the fool cooked made me full.

2. The food the fool cooked was good.
3. The fool understood the good book.
4. The full moon looked truly good.
5. The fool understood he could move the book.
6. The fool threw the food into the brook.
a. ( )/da fu:d d a fu:l kukt waz god/

b. ( )/da fu:l ndar'stud d a g o d buk/
c. ( ) /da fol mu:n lukt 'tru:li god /
d. ( ) /da fu:l Oru: da fu:d 'into da bruk/
Fun time
In pairs, answer these questions as truthfully as possible. Begin your answers

with If .
What would you do if...

• you were a good cook?
• you wanted to look good?
• you met a wolf in the woods?
• a woman pushed you?
• you needed a new suit?
• a poodle pooed on your shoe?
• you never understood anything at school?
• a fool drooled on you?
Wrap up
194
Unit 4: /a/ as in bar
and /o/ as in four
/□/! /a/!
Think about it
\ Discuss the following questions in pairs.
1. Are these statements true or false?
a. Words such as hot dog can be pronounced /'hat ,dag/ or /'hot .dog/.
b. Most Americans say /'hot .dog/.
c. Saw in English and so in Portuguese sound the same.
d. Compare the word bar in English and in Portuguese. The /a/ is longer in
English.
2. Put the words in the correct column according to the sound of the letters
in bold.
sergeant - talk - heart - call - bra - law - calm - war - author - guard
/a/ as in bar /o/ as in four
check your answers.
195
Part C / Unit 4 / lai and /o/
Close up
The sound /□/ in English is similar to d in Portuguese, but /□/ is longer

than 6, so saw and so do not sound exactly the same.
/□/ has many possible spellings:
• au or aw as in daughter and law

• a followed by I or // as in always and mall
• o followed by ng as in wrong
• o followed byff, th or 55 as in off, moth and cross
• augh or ough as in caught or thought
Important note: the words above can also be pronounced with /a/
instead of /□/. The words that are exclusively pronounced /□/ are spelled
as follows:
• o, ou or 00 followed by r as in or, four and door
C '
In some varieties of American English, words like call and
daughter are pronounced with /a/; likewise, in some places,
words like hot and cop are pronounced with /o/. Don’t worry
about having to change your pronunciation if you speak in
the range of accuracy. Use this book as a guide to what is
considered correct American English pronunciation, but be
ready to hear - and understand - many variants.
Zoom i n
® 3/49 Exercise 1: Listen to these words with /o/.
auditorium fall long floor taught coffee across war

awful bald wrong pour bought office loss warm
dawn walk strong store fought coffin cloth warn
196
Part C / Unit 4 / Zu/ and /a/
The Australian horse has fallen on the lawn,

The Austrian officer had a long talk with his daughter in August,
The bald lawyer always put his audio books in the drawer.
The audience didn’t applaud the awful author.
They thought they saw Doris yawn.
(
Compare these pairs of words:
/□/ /ou/ /□/ /ou/
bald - bold cloth — clothes
Conversation
® 3/51 Exercise 1: Listen to the conversation. Practice in pairs.
Cory: Morning, Laura, Your landlord called at four. He wanted to talk

about the faucet.
Laura: Finally! Water has been pouring all over my floor. My daughter
has fallen and hit her forehead on the corner of the drawer.
Cory: That’s appalling! You must have fought with the landlord!
Laura: I warned him I would report him to the authorities. He looked bored
and returned to his chores. I was at a loss and just bawled.
Cory: What a horrible story!
197
Part C / Unit 4 / /a/ and / /
Exercise 2: Answer these questions about the story with short answers. All
the answers contain the /□/ sound. Try not to look at the story!
1. Who called Laura?

2. What time did he call?
3. What did he want to talk about?
4. Who’s Laura talking to?
5. What’s pouring all over the floor?
6. Who has fallen?
7. Where has she hit her forehead?
8. Who did Laura want to report the landlord to?
9. How did the landlord look?
10. How did Cory' describe the story?
Close up
In Portuguese when you are disappointed, you make the sound Ah...
This corresponds to /a/ in English, as /a/ is longer than the regular “a” in
Portuguese. It’s usually spelled:
• o between consonants (C o C) or in stressed initial position, as in pot and

object
• a followed by r (a + r), as in start
Many Brazilians pronounce words written C o C with the sounds /□/, which
is closer to the British standard pronunciation. You don’t have to worry about
changing your pronunciation. Just make sure you can recognize these words as
an American will most probably pronounce them - with the sound /a/.
Zoom in
® 3/52 Exercise 1: Repeat these phrases with /a/ spelled a + r.
sharp and hard a garden party guard the park
198
Part C / Unit 4 / /a/ and /□/
Pay attention to the silent letters in these words:

Silent “u”: guard /gard/
Silent “1”: calm /kam/ - balm /bam/ - palm /pam/
@ 3 / 5 3 Exercise 2: Practice these words spelled C p C with “o” pronounced

/a/, as most Americans would say them. Repeat.
lock the box on the dot hot object

shot the fox body clock got an Oscar
shopping for socks odds and possibilities pocket opera
® 3/54 Exercise 3: Here are some atypical spellings for /a/. Listen and repeat.
father sergeant entree

bra heart entrepreneur
facade ensemble
corsage
® 3 / 5 5 Exercise 4: Repeat these sentences with /a/.
The word gone can be pronounced /gun/ or /gon/, and it

doesn’t rhyme with done /dAn/.
Thomas is a popular doctor in Chicago.

Operator John disarmed the clock on the bomb in the box.
My father has gone to college in Colorado.
The cops parked their car in Harvard Yard.
Honestly, Bob is a problem toddler.
The sloppy rock star has a loft on our block.
199
Part C / Unit 4 / /a/ and /o/
Stay tuned
\ ® 3/56 Listen to this paragraph and fill in the blanks. All the words will
have the sound /a/.
Polly and Mark wanted to buy presents for their family, so they went to the
shopping mall. Polly got a of for her
father, but Mark just got . Polly got some
lotion for their mother, but Mark only got a cheap . Polly
got a Barbie for their little sister, but Mark only got
a of chocolates. Polly got a toy for
their little brother, but Mark only got him a pet . Polly
shouted at Mark, “ ! I’m ! What are you
going to get me, then? A .?” Mark replied, ‘‘Right on the
Repeat the paragraph.
In context
\ Do you know what star starred what movie? Match the columns.
1. ( ) Pierce Brosnan a. Sleepy Hollow, Charlie

and the Chocolate Factory
2. ( ) Jane Fonda b. Erin Brokovich, Notting Hill,
Conspiracy Theory
3. ( ) Tom Hanks c. Top Gun, Mission Impossible
4. ( ) Tom Cruise d. You ve Got Mail
5. ( ) Dustin Hoffman e. On Golden Pond, Monster-in-Law
6. ( ) Johnny Depp f. James Bond — Tomorrow Never Dies
7. ( ) Julia Roberts g- Confidence, Meet the Fockers
Talk about these movie stars and movies.
A: Did Pierce Brosnan star in Sleepy Hollow and Charlie and the Chocolate
Factory
200
Part C / Unit 4 / /a/ and /a/
B: I’m not sure, but I think that was Johnny Depp.

A: Have you watched any other film starring Johnny Depp?
B: Yes, in fact... / No, but...
/fb'naetik far fa'netiks/
\ Fill in the blanks with the words transcribed below.
/bot/ /war/ /mol/

/bl ok/ /'kalorz/ /n'kol/
/'pro mist/ /'dalarz/ /sogz/
/pjafh/ /rak/ /djordj/
It was prom night, and all the seniors at St. High School were very
excited. There was going to be a band, and they to play
all the most popular . Some of the girls spent thousands of
on their dresses, and boys them the most beautiful corsages at the
. All the boys white and ties and music could
be heard all around the . It was a night they would for
the rest of their lives.
Fun t i m e
Play I went on a trip. Use only words with /a/ or /o/. Follow the model.
A: I went on a trip and I took a doll with me.

All: I went on a trip and I took a doll with me.
B: I went on a trip and I took a doll and some coffee with me.
All: I went on a trip and I took a doll and some coffee with me.
C: I went on a trip and I took a doll and some coffee and with me.
All: I went on a trip and I took a doll and some coffee and with me.
Go on without repeating any words. If you fail to come up with a new word,
you’re out.
201
Part C / Unit 4 / fa! and /□/
Wrap up
202
Unit 5: /a/ as in but
and / 3r/ as in bird
(None of my sons has won?) (what? The nun's son is one??)
o H
Think about it
\ Work on the questions below in pairs.
1. Do Brazilians have problems articulating /a/ and /ar/?

2. What’s the difference between /a/ and /a/?
3. What sound do these words have in common?
won - such - come - one - blood - rough
4. Place /a/, /ar/ or /a/ above the corresponding vowels. Each symbol is
going to be used three times.
much search above occur curtain son
check your answers.
203
PartC / U n i t 5 / A / a n d / a r /
Close up
Some people refer to /a/ as the stressed /a/, and it’s also known as the
“Chinese hat” due to its shape. When this sound is followed by /r/, we use
the symbol /ar/.
There’s a lot of variation in relation to the phonetic notation of /a/, /a/ and
/3r/. In order to simplify, some textbooks don’t contrast these three sounds
and use /a/ for all three regardless of stress. However, most dictionaries do
show this distinction.
above - /a'bAv/
unstressed stressed
occur - /a'kar/
unstressed stressed + /r/
mother - /'mAdor/
stressed unstressed + /r/
Brazilians in general have no trouble articulating /a/ and /ar/. The only
problem is mispronouncing words which sometimes are very common, and
using another vowel sound instead.
/a/
Example: country - typical mistake: /au/
/ar/
firm - typical mistake: /ir/
/a/
pronunciation - typical mistake: /au/, because of the verb to
/au/
pronounce
The problem is mispronunciation due to spelling, not articulation.
204
Part C / Unit 5 / /a/ and /sr/
Also, be careful not to nasalize these sounds, especially when they are
followed by nasals, /m, n, g/. The Portuguese “a” does not exist in English.
Zoom in
® 3 / 5 7 Exercise 1: Repeat these troublesome words with /a/ and /ar/.
won love circle

trouble color work
country tongue word
culture brother firm
Mr. Won wonder if someone won the sum of one hundred bucks.
1OQ
Remember that one and won are homophones: /wad/!
Contrast the vowel sounds:

/a/ /a/
mother but father
/a/ /a/
brother but bother
® 3/58 Exercise 2: Repeat these phrases and short sentences with /a/ and /ar/.
mother tongue Come at once, jerk.

some courage My company’s in London.
the other firm Search for the cup.
one first turn There’s just enough blood.
My country won. My brother’s pronunciation stunk!
205
Part C / Unit 5 / /a/ and /ar/
Although the word colonel has no “r,” it’s

pronounced just like the word kernel, /'karnol/.
Ex: Colonel Saunders created the recipe for KFC.
I heard the hurt bird at the circus.

Does a worm have a tongue?
Colonel Bums searched for the hurt insurgent.
Bert doesn’t earn much money.
Close up
The /srl/ as in girl is hard for Brazilians because we don’t have this
/r/ + /!/ sequence in our language. Besides, some students think /r/ and
/I/ have to be pronounced at the same time, which makes the sounds
impossible to articulate!
Let’s practice. Very slowly, say the word girl, pronouncing one sound at
a time: girrrr-l. Make sure your tongue touches the alveolar region for /I/.
Try again: girrrr-l. Now link:
girj - girl.
World creates more problems because it has three consecutive consonants:

/r/+/l/+/d/. Follow the same procedure. Practice pronouncing world saying
one sound at a time: wor-l-d. Say it very slowly, until you can articulate all
the sounds more easily: wor-l-d.
Zoom in
® 3/60 Exercise 1: Practice these words with /arl/, saying one sound at a time.
pearl - curl - earl - twirl
206
Part C / Unit 5 / /a/ and /3r/
The earl’s girlfriend has swirling curls.

The world twirls and twirls.
The earl gave the girl the biggest pearl in the world.
Conversation
® 3/62 Exercise 1: Practice this conversation in pairs.
A: Mother, I love this pearl necklace.

B: Girl, don’t you ask me to purchase you one. You’re too young to wear
pearls. Where in the world did you see girls with curls wearing pearl
necklaces?
A: Earl’s girlfriend got pearls for her birthday.
B: Done then. When you turn thirty like Earl’s girlfriend, you’ll get your
pearls too.
\ Exercise 2: Organize the words in bold according to the sound:
/A/ /ar/ /3rl/
Zoom in
® 3/63 Listen to these questions.
1. WTiy on earth is it absurd to buy a fur skirt?

2. Do girls flirt with jerks and nerds?
3. What’s worse: to be dumb or tough and rough?
207
4. Was your cousin your first love?

5. Do you prefer girls with curls or with brushed hair?
Now ask and answer the questions in pairs. Write two similar questions with
/a/, /ar/ and /arl/ and ask your class.
Stay tuned
® 3/64 Exercise 1 : Compare these pairs of words. Listen and repeat.
/A/ /□/
luck look
cud could
buck book
stud stood
tuck took
\ ® 3/65 Exercise 2: Listen and check the sentence you hear.
1. a. How many bucks do you want?

b. How many books do you want?
2. a. They tuck him in.

b. They took him in.
3. a. Did you say stud?

b. Did you say stood?
4. a. My luck almost killed her.

b. My look almost killed her.
5. a. How do you spell cud?

b. How do you spell coulcT!
208
Zoom in
® 3/66 Exercise 1: Compare these pairs of words. Listen and repeat.
/a/ /o/
nut not/knot
cup cop
buddy body
color collar
duck dock
fund fond
bum bomb
A bum is a beggar who doesn't earn money by working.
\ ® 3/67 Exercise 2: Identify the sounds in these sentences. Underline the

sounds /a/ and /ar/ and circle /a/.
It’s hot in this country.

Lock the hut or trust your luck.
My puppy ate ah the poppies in the garden.
My heart hurts.
There’s one buck in the box.
I heard about the hard work.
Don’t bother my brother, my father or my mother.
Now practice in pairs.
209
Stay tuned
\ ® 3/68 Listen to these sentences and choose the correct pictures.
l.a( ) I.b( )
u u
a
pnpn
2.a( )
3.a( ) 3.b( )
I J?
iijH
4-a( ) 4. b ( )
210
Part C / Unit 5 / / . V a n d / a r /
6. a ( ) 6.b( )
7.a( )
/fo'naetik forfo'netiks/
\ Write the transcribed minimal pairs:
/fan/ fan /hat/

/fin/ fin /hat/
/fAn/ fan /hAt/
/hart/
/lak/ /hart/
71uk7
/lak/ /baks/
7Uk7 /buks/
/li:k/ /bAks/
/farm/ /bard/
/farm/ /bard/
/form/ /bird/
211
Part C / Unit S / /a/ and /ar/
Fun time
Play Battleship with a friend. Draw in your ships vertically and horizontally
according to the list below.
one ship that is 3 squares long

three ships that are 2 squares long
two ships that are 1 square long
You have to find all of your opponent’s ships. If the opponent hits a ship of
yours, you have to say, “Hit!” If there are no ships on the square, you say,
“Miss!” Once a whole ship has been hit, the person losing it must say, “Sunk!”
At the end of the game compare your sheets to see if there were any mistakes.
The trick here is that instead of the traditional letters and numbers you have
words with different vowel sounds. Pronouncing the words incorrectly or not
understanding them might cost you a battle!
Follow the example:
A: Stock - n e a t
B: Miss! Body -stir
A: Hit!
US
buddy
stick
store
neat
knit
oO
to
star
not
nut
stock
stuck
cut
body
212
Part C / Unit 5 / /a/ and /sr/
THEM
buddy
store
stick
neat
knit
■4-J
o
O
star
not
nut
stock
stuck
cut
body
Wrap up
your answers in the Answer Key
213
Unit 6: /ei/ as in pay
and /ou/ as in go
■i
Think about it
\ Discuss these questions.
1, Why do English speakers say things like “beibei” instead of “bebe” and
“coucou” instead of “coco” when they are learning Portuguese?
2. Can a final silent letter “e” (such as in make or note) help you guess the
pronunciation of a word?
215
Part C / Unit 6 / /ei/ and /ou/
3. Pronounce these words. Separate the words in two groups according to

the sound of the underlined vowel.
though toe sew

danger Joan main
bowl steak freight
sole valet obey
bracelet
/ei/ /ou/
check your answers.
216
Close up
In Portuguese, /e/ and /o/ are pure sounds. In English, however, these
sounds never occur by themselves: they always come as /ei/ and /ou/. These
double sounds are called glides. Compare:
Portuguese English
Roma Rome /ou/
omite omit /ou/
file filet /er/
bale ballet /ei/
Zoom in
® 3/69 Exercise 1: Repeat these phrases with /er/.
same domain play the game wait at the gate

bake a cake stay away made in Spain
® 3/70 Exercise 2: Repeat these words with /ein/. Make sure your tongue
touches the alveolar ridge for /n/.
rain - explain - change - danger - main - saint - faint
Remember My Fair Lady?

The rain in Spain stays mainly in the plain!
x _________________________. ______, ___________________j
\ Look at the words in Exercises 1 and 2 and complete the spelling rule.
The sound /er/ is usually spelled:
a. or
b. C C + silent
217
® 3/71 Exercise 3: These words are pronounced with /ei/. Notice the
unusual spelling.
break - steak - great

eight - freight
ballet - valet - gourmet*
Z ------------------------------------------------------------------------------------------------
Contrast:
/ei/ Ze/
break breakfast
® 3/72 Exercise 4: Repeat these sentences with /ei/:
I’m afraid the steak is not great.

Lace Gray escaped from the state jail.
This sacred place is the cradle of an ancient civilization.
Make the maid change the bracelets.
The freight train from Spain was delayed eight days.
® 3/73 Exercise 5: Let’s practice /ou/. Repeat these sentences.
Joe stole the floating boat out in the open.

The cold snow froze our bones.
Joan rode the notable colt in October.
My folks don’t like yolk.
The “1” is silent in folk andyo/A’!
® 3/74 Exercise 6: Pay special attention to the words with /ou/ followed
by /I/. Make sure you pronounce the /!/! Your tongue touches the alveolar
ridge.
toll - bowl - coal - fold - gold - bold
* French words
218
® 3/75 Exercise 7: The spelling of/ou/ is unusual in the following words:
toe - foe - Joe

though - although - doughnut
sew - comb
In context
Do you believe in these old wives’ tales and superstitions? Discuss them in
pairs.
1. You’ll catch a cold if you stroll around in the rain.

2. If your nose itches, you’ll have to host a guest.
3. There’s gold at the end of the rainbow.
4. It’s bad luck to open an umbrella and hold it over your head inside the
house.
5. Mango and milk are a fatal combination.
6. All windows should be opened at the moment of death so that the soul
can go away.
Zoom in
® 3/76 Exercise 1: When “a” is between consonants followed by a silent

“e,” the “a” is pronounced /ei/. Compare:
C a C = /<£/ C a C + silent e = /ei/

fat fate
snack snake
mad made
nap nape
cat Kate
cap cape
219
® 3/77 Exercise 2: When “o” is between consonants followed by a silent

“e,” the “o” is pronounced /ou/. Compare:
C 0 C = /a/ C o C + silent e = /ou/

rod rode
cod code
not note
con cone
pop Pope
Notice the pronunciation of these words:

/ou/ /a/or/o/
know - knowledge
< ______________________________________________________________ J
Close up
The silent e rule is very useful to help you predict the pronunciation of
many words. According to this rule, the silent e indicates that the previous
vowel is pronounced as the name of the letter.
For example: date h silent e
this letter is pronounced /ei/ so we say /deit/
name of the letters

a - /ei/ make /meik/
e -/it/ scene /si:n/
i - /ai/ like /lark/
o - /ou/ bone /boon/
u - /yu:/ use /yu:z/
There are exceptions, of course:
/i/: live - give - since /a/: come - done - some - love /a/ or /o/: gone
220
Also, notice what happens when the consonant doubles:
/at/ ZiZ
ride ridden
write written
bite bitten
hide hidden
diner dinner
Even though we don’t double the consonant in driven, it’s also

pronounced with /i/!
< ______________________ ____________________________________y
A final “y” affects the previous vowel the same way as the silent e.
However, it is pronounced /i/ and counts as a syllable.
Zei/ - lazy, navy, baby, lady, crazy

ZouZ - nosy, cozy, pony, Tony, rosy
Stay tuned
® 3/78 Exercise 1: Compare these pairs of words.
ZenZ Zein/ ZaemZ ZeimZ

sent/cent/scent saint am aim
men main clam claim
trend trained Sam same
plan plane/plain lamb lame
221
@ 3 / 7 9 Exercise 2: Now compare these words with and without /!/.
/ou/ /oul/
tow/toe toll
boat bolt
towed/toad told
sow/so/sew soul /sole
bow bowl
code cold
\ @ 3/80 Exercise 3: This is a dictation. Listen and write the words you hear.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
® 3/81 Repeat these sentences. Make sure you pronounce the /l/’s, /n/’s
and /m/’s!
They stole the golden grain from the old train.

The foam went down the dangerous drain.
The cold rain made them change planes in Stockholm.
The aim of the game is to hit the hole by the pole.
In context
Exercise 1 : Read these questions.
1 . What makes you go ape?

2. Do you think the man should always be the one to bring home the bacon?
3. Do you sometimes go against your grain to get something you want?
222
4. What do you think about people who lie to save face?

5. Are you the kind of person who makes a decision and always has a
change of heart?
6. What job do you consider a gravy train?
7. Are you salting away to buy something important?
8. What is something you want to get that you wouldn’t mind paying
through the nose for?
\ Exercise 2: Match the idioms with /ei/ and /ou/ and their meanings.
A: What does go ape mean?

B: It means behave in a crazy way.
1. ( ) go ape / go bananas a. pay a high price

2. ( ) bring home the bacon b. work that pays more than it’s worth
3. ( ) go against the grain c. save your reputation
4. ( ) save face d. behave in a crazy way
5. ( ) have a change of heart e. save money
6. ( ) gravy train f. support the family
7. ( ) salt away g. change your mind
8. ( ) pay through the nose h. go against your natural behavior
Now discuss the questions in pairs.
Conversation
@ 3/82 Practice this conversation in pairs, paying attention to /ei/ and /ou/.
Moe: Jane, the plane is late, so why don’t we take the train to Maine?
Jane: No, Moe, don’t go over this. I won’t go on the railroad.
Moe: Let’s change trains on the way and we’ll get to Maine at eight.
Jane: Are you afraid of planes or still stuck in the old travel modes? Go!
The line is in motion!
Moe: Too late to run away! Let’s just pray we’ll be safe!
223
/fo'naetik far fa'netiks/
\ Work in small groups. Look at the pictures and find words that rhyme.
They are all one-syllable words. Then write the pairs of words under the
corresponding vowel sound. The first group to finish correctly wins the
game!
ZaZ ZarZ ZaZ /o/
Ze/ ZeeZ Zi:Z ZiZ
ZeiZ ZouZ Zu:Z ZuZ

note
boat
224
Fun time
\ Work in pairs. Match the rhyming words. There are three matches for
each item. The first pair to do it correctly wins.
Set 1
1. ( ) ( ) ( ) done a. won
2. ( ) ( ) ( ) gone b. own
3. ( ) ( ) ( ) cone c. Sean
d. ton
e. loan
f. prawn
g. sun
h. Bonn
i. sewn
Set 2
1. ( ) ( ) ( ) comb a. balm
2. ( ) ( ) ( ) bomb b. foam
3. ( ) ( ) ( ) tomb c. broom
d. Tom
e. doom
f. Rome
g. palm
h. gnome
i. consume
Wrap up
225
Unit 7: / a i / a s inmy,/au/
as in cow and /oi/ as in boy
and
Think about it
\ Do these activities in pairs.
1. Match the sounds with their usual spellings.
1. /ai/ a. ( ) o y _____________
2. /au/ b. ( ) ou _____________
3. /oi/ c. ( ) i e --------------------
d. ( ) C i C + silent e ____________
e. (
) o i -------------------
f- ( ) i g h _____________
g- ( ) ow _____________
h. ( ) y _____________
2. Write a word as an example next to each spelling above.
3. /ei/ and /ou/ are called glides, while /at/, /au/ and /oi/ are called
diphthongs. What’s the difference between a glide and a diphthong if
both are compound of two sounds?
check your answers.
227
Part C / Unit 7 / /ai/, /au/ and
Close up
The difference between glides and diphthongs can be explained in two ways:
• A glide is a vowel accompanied by an adjacent sound. A diphthong is

a vowel accompanied by a non-adjacent sound. Look at the chart to see
how it goes:
glides: ZeiZ - /ou/ diphthongs: /ai/ - /auZ - /oi/
Zi:Z Zu:Z /i:Z /wJ

Zi/ ZpZ
ZbiZ ZaZ ZouZ ZeiZ A? \/a/ / ZOUZ
Ze/ Ze/ ZeZ
ZaeZ ZaZ /□/ ZaeZ \ZoZ
• Other phoneticians call the attention to the fact that the sounds involved
in the diphthongs occur by themselves: /a/, ZiZ, Zo/ and /uZ. Differently, the
sounds involved in the glides are never pure vowels. The sounds Ze/ and
ZoZ don’t occur by themselves in English, appearing only in the glides Zei/
or /ou/.
Zoom in
® 3/83 Exercise 1: Repeat these words with ZauZ.
OU ow
cloud clown
out town
mouse COW
found renowned
228
Part C / Unit 7 / /ai/, /au/ and /oi/
® 3/84 Exercise 2 : Repeat these words with ZoiZ.
oi °y
choice oyster
boil annoy
coin toy
® 3 / 8 5 Exercise 3: Repeat these words with /ai/.
ie igh y
pie night my
die 1 dye might cry
tie high terrify
lie sigh deny
These -ing forms are also pronounced /at/.

Notice that -ing makes another syllable.
die - dying /'dat-iij/

lie - lying /'lai-irj/
tie - tying /'tai-irj/
® 3/86 Exercise 4: Repeat these contrasting words. All the words in the
second column have a silent e.
C i C = /!/ C i C + silent e = /ai/

C y C + silent e = /ai/
bit bite / byte
fin fine
sit site
dim dime
win wine
tip type
still style
rim rhyme
229
® 3/87 Exercise 5: Repeat these words with atypical spelling of /ai/.
align - sign - climb

bind - mind - mild - wild
eye - dye - rye
guy - buy
height
Pay attention to the different vowel sounds:

/at/ A/ A/
sign - signature - signal
/ai/ /[/
wild - wilderness
® 3/88 Exercise 6: Pay attention to the changes in these words related to

measurements:
adjective noun
high /ai/ height /ai/
wide /at/ width Zi/
deep Zi:/ depth Ze/
long /o/ length /e/
Also: strong /o/ strength/e/
® 3/89 Exercise 7: Repeat these sentences with:
/au/: The brown mouse and the cow were not allowed in the town house.
/oy/: The joyful boys spoiled their voices at the noisy joint.
/ai/: Guy the Knight might fight for his life with his ivory knife.
Zoom in
Exercise 1: Pay attention to these homographs.
230
/ai/
live (v.) live (adj.)
wind (n.) wind (v.)
/u:/ /au/
wound (n. or v.) wound (past form)
/ou/ /au/
bow (n.) bow (v.)
\ Exercise 2: Match the definitions or pictures to the transcriptions.
1. /liv/
2. /laiv/
3. /wind/
4. ___ /waind/
5. /wu:nd/
6. /waund/
7. /bou/
8. /bau/
a. the natural movement of air b. P)
c. past of wind
e. broadcast at the time of the performance f.
g. to reside
231
\ Exercise 3: Look at the table on page 231 and write the correct symbol.
1./ / 2./ I 3./ I

The show “Live and Let Live” is going on live tonight.
4./ / 5./ /
Rewind Gone with the Wind, please.
6./ / 7./ I
The child got a wound as she wound the toy.
8./ ./9.Z /
He might die on the windy winding road.
10./ / 11./ /
He bowed after he undid the bow.
® 3/90 Read the sentences in pairs to check your answers. Then listen to
the model.
® 3 / 9 1 Exercise 1: Listen to these nouns and adjectives. Change them

into verbs by adding the suffix -ize /aiz/. The stress remains in the same
syllable as in the base word. Follow the model.
Model: terror
You: terrorize
Model: terrorize
You: terrorize (repetition)
% ® 3/92 Exercise 2: Change the nouns and adjectives you hear into verbs
adding the suffix —ify /ifai/.
232
Part C / Unit 7 / /aiA /au/ and /oi/
Model: pure
You: purify
Model: purify
You: purify (repetition)
\ ® 3/93 Exercise 3: Now change the nouns ending in the suffix -ation
into verbs by changing the suffix to —ify. Notice the change in stress.
Model: identification
You: identify
Model: identify
You: identify (repetition)
Conversation
® 3/94 Listen to this conversation,
Joyce: Roy’s so joyful about his birthday, but I don’t want to toil around a
party with noisy boys.
Clyde: Instead, you can buy him a nice white Thai kite, or hire a guide to
take him on a night bike ride. That’s wild!
Howie: No doubt he’ll prefer to go around with his crowd on his brown
mountain bike.
Read the conversation in groups of three.
Stay tuned
® 3/95 Exercise 1: Listen and fill in the blanks with one of the words in
parentheses. The spelling rules should help you do it correctly.
1. The hairdresser my hair, (did I dyed)

2. At what time is our arriving? (dinner / diner)
3. The secretary the form, (filled I filed)
4. Those look awful! (strips / stripes)
233
Part C / Unit 7 / /ar/, /au/ and /or/
5. Susan is a lady, (prim / prime)

6. This is not working, (kit I kite)
7. I like the beautiful . (rim / rhyme)
Exercise 2: Now work in pairs. Read the sentences choosing one of the
alternatives. Your partner has to make a free comment to show he understood
what you said.
Example:
A: I like the beautiful rhyme.

B: Yeah, it sounds really great.
A: I like the beautiful rim.

B: You mean the rim of the hat?
Fun time
\ Read the cue and think of the one-syllable word that would best complete
it. All the answers contain a diphthong.
/at/ - /au/ - /oi/

1 2 3
Write the number corresponding to the diphthong. The first group to finish
numbering the sentences correctly is the winner.
Example:
Milk is produced by ( 2 ). (The word cows has the sound /au/.)
a. ( ) is a dark color.
b. That’s not a girl, that’s a ( ).
c. I f l sell, you ( ).
d. Children play with ( ).
e. I bought it, so now it’s ( ).
234
Part C / Unit 7 / /ax/ t /au/ and /r>i/
f. A small city is called a ( ).

g. Sing! I want to hear your ( ).
h. Stay here by my ( ).
i. Quiet! Don’t make ( ).
j. A lot of people is a ( ).
k. It’s not wrong, it’s ( ).
l. It’s not day, it’s ( ).
m. ( ) plus ( ) equals fourteen.
n. Speak softly; don’t ( ).
o. At this moment is the same as ( ).
p. I chose it. It was my ( ).
q. At 100° water will ( ).
r. A small rat is a ( ).
s. A sofa is also called a ( ).
235
Part C / Unit 7 / /aiA /au/ and /oi/
/fa'naetik for fo'netiks/
\ This is the big challenge! Complete the crossword puzzle using phonetic
symbols.
2 3
8
0
16
b
22
25 26
28
236
Part C / Unit 7 / / a i / r /au/ and / o i /
Across Down
1. You use it to cut wood. 1. preposition

2. get 2. separate (v.)
5. red vegetable 3. I ; you are
6. not going 4. under your mouth
7. should = to 5. shower or
8. thinking, caring 6. Give me a !
12. cut into pieces 9. The planets around the sun.
14. advertise on the . 10. up the tank.
17. although 11. You sleep on it.
18. an alcoholic drink 12. American for lorry
19. cocoa 13. Friends is a TV .
21. cold and good 15. You hear with your ,
23. a car 16. They sell meat.
25. sick 17. not this
26. Please be at . 20. address pronounced as a verb
27. a place for animals (pl.) 21. passages
28. opportunity 22. You need these to open doors.
24. a kind of bean
Wrap up
237
Glossary of
Technical Terms
Glossary of Technical Terms
accent
The particular way a person speaks, which tells you something about their
background, like where they are from or their social level.
affricate
The sounds /tj7 and /dj/, which begin with a stop and continue with a
fricative.
alveolar
Sounds produced with the tip of the tongue touching or approximating the
tooth ridge, the area right behind the upper front teeth (/s/, /z/, /n/, /t/, /d/
and /I/).
articulation
The movements involved in the production of speech sounds in the vocal tract.
aspiration
Puff of air which accompanies the production of sounds like /p/, /t/, and
/kA
assimilation
A new sound that results from or facilitates the transition from the sound at
the end of a word to the sound beginning another.
bilabial
Sound produced by the lips brought together: /p/, /b/, /m/ and /w/.
consonant sound
Sound produced by the partial or complete approximation (also known as
obstruction) of articulators (tongue, palate, tooth, etc).
dental
Sound produced with the tongue tip on or near the inner surface of the upper
teeth (/6/, /©/).
241
diagonal bars / I
Used to distinguish sounds from letters. For example, the letter “p” from the
sound /p/.
dialect
A linguistic variety of a language which shows some difference from
the variety considered “the standard.” This variation could be in terms of
vocabulary, pronunciation, or grammar.
diphthong
One sound made up of two vowels (/at/, /ot/, /au/).
flap
“t” or “d” in unstressed intervocalic position or preceded by /r/ and followed
by a vowel sound (butter, party, lady).
fricative
Sound in which the air stream is forced through a narrow opening with
resulting friction (/s/, /z/, /f/, /v/, etc).
glide
Sound produced when the mouth “glides” (moves) from one position to
another (/et/, /ou/).
glottal
Sound made in the larynx, through the narrowing of the glottis.
glottis
Space between the vocal folds (cords).
homographs
Two words that are spelled the same but sound different, like tear /tir/ and
tear /ter/.
homophones
Two words that sound the same, but are spelled differently, like meet and
meat.
242
intonation
The “musicality” or melody of a language.
IPA
International Phonetic Alphabet. A convention created by linguists to try
to represent the sounds of any language in the world by means of the same
graphic system.
labiodental
Sound produced when the upper teeth touch the lower lip (ZfZ and ZvZ).
larynx
The Adam’s apple; part of the respiratory tract where the vocal folds are
located. It’s between the pharynx and the trachea.
lateral
Sound produced with the tip of the tongue touching the alveolar ridge and
the air escaping around the sides of the mouth (Z1Z).
linking
The connecting of the final sound of a word or syllable to the initial sound
of the next, usually C+V
liquid
The sounds Z1Z and ZrZ.
minimalpair
Two words that sound the same except for one sound, like get I bet and heard
I hurt.
morphology
The part of linguistics that studies the morphemes (smallest distinctive units
of grammar) and how they combine to form words.
nasal
Sound produced with air escaping through the nose (ZmZ, ZnZ, ZgZ).
243
native speaker
A person whose first language is the language in question. For example, a
person who is born in Brazil is a native speaker of Portuguese.
organs of speech
The parts of the body that are used in the speech act: lungs, trachea, larynx
and mouth.
palatal
Sound produced with the tongue approximating the palate (/[/, 73/).
palate
The roof of the mouth.
pharynx
The tube that goes from the back of the mouth to the separate passages for
food (esophagus) and air (larynx).
phonetic alphabet
A set of phonetic symbols chosen to represent the sounds of a language.
phonetic symbol
The representation of the sound of a language.
phonetic transcription
The writing of the sound of a word in phonetic symbols.
phonology
The study of the sounds of a language.
plosive
Sound produced with complete obstruction of the air stream followed by a
sudden release of air (7p/, 7t/» /k7, 7b7, 7d7 and /q/).
retroflex
Sound made with the tip of the tongue curled back in the direction of the
hard palate (7r7).
244
segmental
Segmental units are vowel and consonant sounds.
semivowels
Consonants that lack the articulatory features of consonants like closure or
approximation of articulators; instead, they have the features common to
vowels, like free passage of air. (/w/ and /y/)
sibilants
The s-like sounds, like /s/, /z/, /[/, /j/, /tj7 and I&5I.
silent "e"
The unpronounced letter “e” at the end of words, (late, like, cute)
silent "e” rule

When we have the combination consonant + vowel + consonant + silent
e, the vowel is usually pronounced according to its alphabetical value. For
example:
gate - a = /ei/ coke - o - /ou/
dime - i = /at/ tune - u = /yu:/
silent letters
Letters that are spelled but not pronounced in a word, like the h in hour or
the w in write.
soft palate
See velum.
stop
See plosive.
stressed syllable
The syllable in a word that stands out and is more clearly pronounced.
suprasegmental features
Stress, rhythm and intonation.
245
syllabification
The separation of syllables.
trachea
Part of the respiratory tract between the larynx and the lungs, also called
windpipe.
variety of English
The politically correct term for dialect.
VD
Voiced.
velar
A sound made with the back of the tongue against the soft palate or velum.
velum
The back of the roof of the mouth; the soft palate.
VL
Voiceless.
vocal folds/cords
The vibrating bands of tissue within the larynx.
voiced
Sound produced with the vibration of the vocal folds. Most consonants and
all the vowels are voiced.
voiceless
Sound produced without the vibration of the vocal folds. They are: ZpZ, ZtZ,
ZkZ, ZsZ, ZfZ, Z0/, ZfZ and ZtfZ.
vowel sound
Sound produced when the air comes out through the mouth freely, without
approximation of the articulators.
246
Answer Key
and Audio Scripts
Part A
Unitl
Zoom in p.26
Exercise 1:
(3 ) go ZouZ
(6 ) cup ZApZ
(2 ) true Zu:/
(1 ) cow /au/
(7 ) cuff /Af/
(5 ) off /of/
(4 ) caught ZoZ
What’s your conclusion? The same letters ough can have seven different
pronunciations. We don’t have anything like that in Portuguese, do we?
Exercise 2:
Portuguese English
word letters sounds word letters sounds
bola 4 4 ball 4 3
imagine 7 7 imagine 7 6
chocolate 9 8 chocolate 9 6Z72
diferente 9 9 different 9 7Z83
ai 2 1 eye 3 1
fixa 4 5 ax 2 3
Livia 5 5 leave 5 3
arrastar 8 7/6* thought 7 3
249
Answer Key and Audio Scripts
1. 6 if you omit the final /r/_

2. chocolate - /'tfakalat/ or /'tfaklot/
3. different -/'difarant/ or /'difrant/
What’s your conclusion? In Portuguese the number of letters and sounds

coincides more than in English.
Exercise 3:
(These are some examples. There are lots more. )
ea tea ie believe i ski

ee meet ei receive eo people
ey key e me oe phoenix
Unit 2
Zoom in p.30
Exercise 1:
stress ( 1 ) smile ( 1 ) rhythm ( 2 )

airplanes ( 2 ) through ( 1 ) separate (adj.) (2/3*)
like ( 1 ) missed ( 1 ) separate (verb.) ( 3 )
Portuguese ( 3 ) police ( 2 ) advertisement ( 4 )
* separate = /'separat/ or /'s sprat/
Exercise 5:
progress (n.) politics catholic

progress (v.) political contribute
democracy politician creative
independence ignorance develop
250
Unit 3
Zoom in p.36
(5)-(10)-(ll)-(7)-(3)-(l)-(6)-(9)-(8)-(2)-(4)-
( 3 ) - ( 8 ) - ( 4 ) - ( 11 ) - ( 2 ) - ( 7 ) - ( 6 ) - ( 1 ) - ( 10 ) - ( 5 ) - ( 9 )
Zoom in p.39
Exercise 1:
/it/ hi /ei/ /e/ /ae/ /a/ /A/ /a/

zero six eight seven one seven
three ten
/ar/ /□/ /ou/ /u/ /u:/ /ai/ /au/ /or/

four zero two five
nine
Exercise 2:
gr / i:/ n wh Zai/ te r/g/ d

bl /as/ ck y /e/ 11 /ou/ p /ar/ p /a/ 1
bl /u:/ br /au/ n g /ou/ Id
p 111 nk b /ei/ ge gr /ei/
s h! Iv /a/ r
251
/fa'naetik far fo'netiks/ p.39
1. tiger 7. chicken 13. sheep

2. cow 8. elephant 14. rabbit
3. cat 9. zebra 15. lion
4. bird 10. camel 16. crocodile
5. turkey 11 . monkey 17. alligator
6. fish 12. chimpanzee 18. giraffe
Fun time p.40
a.l 1; b.8; c.5; d.16; e. 12; f.9; g.3; h.13; 1.15; j.6; k.1; 1.10; m.4; n.2; o.7; p.14
Unit 4
Think about it p.41
1. All the pronunciations are correct.

2. a. flower /flour
b. write / right
c. sail / sale
d. where / wear
Zoom in p.42
Exercise 1:
HOMOGRAPHS: (possible answers)
English: lives /livz/ lead (v.) / l i : d / - ( n . ) /led/'

lives /laivz/
wind (n.) /wind/ - (v.) /waind/ Polish / ' p o u l r f / - polish /palij/
tear (v.) /ter/ - (n.) - /tir/ close (v.) /klouz/ (adj) /klous/
252
Portuguese: colher (pick up) torre

colher (spoon) soco
bolo tomo
some topo
HOMOPHONES (possible answers)
English: stair flower

stare flour
meat wear
meet where
Portuguese: concerto - conserto russo - rugo

coser - cozer tacha - taxa
sessao - se?ao acento - assento
passo - pa?o sela - cela
Why do youthink that happens? It’s harder to find examples in Portuguese

because it is a phonetic language.
/fo'nsetik for fo'netiks/ p.43

/si:/: see / sea /metl/: mail / male
/flauor/: flower / flour /far/: fare / fair
1
/rood/: rode / road /merd/.' maid / made
/wud/: wood / would /nou/: no / know
/bord/: bored / board /der/: there 1 their / they’re
/'haior/: hire / higher /mi:t/: meet / meat
/paest/: past 1 passed /salt/: site / s i g h t / cite
/'wedor/: weather/ whether /war/: where / wear
/ber/: bare 1 bear /bai/: bye / b u y / b y
/wei/: way 1 weigh /pi:s/: piece / peace _________
/hi:l/: heel / heal /dai/: die 1 dye
/breik/: brake / break /kru:z/: cruise 1 crews
/sei/: sell / cell /hu:z/: whose / who’s
253
Fun time p.43
BIC SAIL HEAR AT MEYER'S & SUN

Big sale here at Meyer’s & Son
SHOES: BY SUM NICE PEARS FOUR JUST ATE DOLLARS

Shoes; buy some nice pairs for just eight dollars
CLOSE: THE HOLE STOCK O N SAIL WITH SPECIAL PRICES. SEA T H E VARIETY O F
COLORS WE OFFER: YELLOW, READ, PINK A N D BLEW
Clothes: the whole stock on sale with special prices. See the variety of
colors we offer: yellow, red, pink and blue
DON’T WEIGHT! TOO WEAKS ONLY! BEE OUR SPECIAL GUESSED.

Don’t wait! Two weeks only! Be our special guest.
OPENING OURS: FROM ATE TWO FOR ( O N SATURDAY WE CLOTHES AT W O N . )

Opening hours: from eight to four (On Saturday we close at one.)
KNEW ADDRESS: 3 6 K I N G RODE

New address: 36 King Road
254
PartB
Intro
Think about it p.47
1. egressive
2. lungs, trachea, larynx, mouth, nose
3. completely open
1. T
2. F
3. F
Zoom in p.48
/f/ VL /f/ VL
/v/ VD VD
Zoom in p.50
1. lips
2. teeth / lip
3. teeth
4. tongue
5. tongue
6. palate
7. air / folds
255
Unitl
Think about it p.51
1. /d/ 4. /d/
2. /e/ 5. 70/
3. /d/ 6. /e/
Zoom in p.52
Exercise 2:
1. Thursday; 2. thin; 3. math; 4. teeth; 5. north; 6. thirty; 7. athlete; 8. thought;
9. mouth; 10. author
Stay tuned p.55
1. Is your sister three? (a)

2. Paul is sinking, (b)
3. Sheila has a beautiful mouth, (b)
4. Put the telephone in the booth, (a)
5. Bill and Gina fought for a while, (b)
6. Julia loves math, (a)
Staytuned p.58
1. dare 7d7; 2. they /d/; 3. dough 7d7; 4. then 7d7; 5. there 7d7; 6. doze 7d/; 7.
day 7d/; 8. though 767; 9. den 7d/; 10. those 7d7
/fa'naetik for fo'netiks/ p.59
a.6; b.4; c.10; d.3; e.9; f.5; g.8; h.l; i.7; j.2
256
Fun time p.60
(some possible answers)

an ordinal number: third, tenth a preposition: through
a quality trustworthy, truthful a family member: brother, father
a demonstrative pronoun: this, that a name: Ruth, Faith (w/ Thomas)
a part of the house: bathroom a part of the body: mouth, thigh
a material: leather a profession: author, athlete
a noise from nature: thunder a public building: theater
Unit 2
the team - coming - good - rhyme
Conversation p.64
Jim: Tom, we have a problem: we have to bomb the column or we won’t

be able to get into the tomb.
Tom: Jim! We have to comb the field before we bomb it, or the walls will
go to crumbs and we might destroy something important.
Jim: OK, Tom.
Get your tongue around it p.66
Exercise 2:
employees - insects - offices - umbrellas
257
/fo'naetik for fo'netiks/ p.71
1 d. The angel was combing seven lambs on the mountain.

2 b. One cute lamb dreamed of an angel calmly singing in the rain.
3 a. The lamb climbed the mountain and found something strange.
4 c. A charming lamb was eating ice cream on the dangerous rim of the
mountain.
Unit3
a.3; b.8; c.l; d.6; e.9 f.5; g.10; h.2; i.7; j.4
Stay tuned p,79
1. rat
2. Hide
3. you’re right
4. rose
5. hound
6. habit
7. Rome
8. red
9. rare
10. hated
258
Unit 4
Exercise 2:
they - understand - she - observe - we - explain - 1 - eat
Stay tuned p.87
Exercise 3:
1. sold
2. bow
3. Go
4. colt
5. role
6. code
/fo ! naetik for fa'netiks/ p.88
1. f - school; 2. e - jewel; 3. g - child; 4. h - loyal; 5. d - small; 6. c - needle;

7. a - hospital; 8. b - whole
Fun time p.89
“You can fool all the people some of the time, and some of the people all the
time, but you cannot fool all the people all of the time.”
259
Unit 5
Think about it p.91
1. F - Although the sounds are the same, the Portuguese /p/ is not
aspirated.
2. F — /t/ is aspirated, /d/ is not.
3. T -They’re aspirated.
4. F - /k/ is aspirated in initial and stressed position.
Conversation p.95
Kate: Hi, Ted. Tom just called asking if you could lend him your video
camera.
Ted: Thanks for telling me, Kate. It’s about time Tom bought his own
eguipment, don’t you think? It’s the tenth time he’s asked to borrow
mine!
Kate: Be patient, Ted. After all, Tom just wants to shoot his cousin’s
birthday party.
Ted: OK. When’s the occasion?
Kate: October fourteenth.
Ted: So Tom’s going to be the cinematographer at my get-together? So
what are we waiting for? Tom needs that camcorder right away!
Stay tuned p.97
2. b - beet/beach; 3. a - tin/chin; 4. a - cat/catch; 5. b - eat/each; 6. a - two/

chew; 7. b - tip/chip
Stay tuned p.99
1. Dean; 2. G; 3. aid; 4. jig; 5. beach; 6. cat
260
Answer Key a n d Audio Scripts
In context p.101
Exercise 2:
Jack and Bob are brothers. They would like a new car, so they got a job
at a supermarket. Jack is a cashier at the check-out counter, and Bob is an
attendant at Customer Service. One day, Jack found a bag of groceries under
the counter. Jack opened it, and found a lot of money inside. Bob almost
couldn't believe his eyes, and wanted to spend it all right away. Jack insisted
that they return the bag to the police. Bob agreed and they did it. They were
very happy to hear there was a reward. The reward allowed them to get their
car and quit the job at the supermarket.
/ fo'naetik for fo'netrks/ p. 1 02
The angry king proclaimed that the princess couldn’t buy a pet porcupine.
Unit 6
Think about it p.103
l.g; 2.d
Stay tuned p.105
Exercise 2:
1 . Jack fell down and hurt his shin, (a)

2. This is a chocolate ship, (b)
3. Would you like to try this cherry? (b)
4. Mr. Bush just called, (a)
5. 1 don’t like this chore, (b)
261
6. Will you watch the car for me? (b)

7. Cash that check! (a)
8. She has a wish, (a)
In context p.108
Mitch and Sean share a cheap shack by the shore. Mitch usually catches
a coach to the beach to go fishing on weekends. Sean, on the other hand,
much prefers to drive his Chevy down to the shore in March, when there
aren’t kids shouting all around, so he can sit on a bench and watch the sea in
peace. Mitch and Sean never go to the shack together, and they think their
arrangement is perfect!
l.F; 2.F; 3.T; 4.T; 5.T
Conversation p.11'1
Exercise 2:
1. /J7 - Sheila, Sean, wished, special, sure, punishment, should, posh

2. /tfZ - picture, purchase, chance, search, natural, exchange, watch
3. /3/ - usually, treasure, Parisian
4. /dj/ - just, courage, Gina, Japanese
1. (possible answers)
f: leaf, if, chief, wolf, loaf
ff: cliff, cuff, stuff, off
fe: wife, safe, life, knife
262
ph: elephant, pharmacy, autograph

gh: enough, cough, laugh, rough
2. a./v/; b./f/
3. d
4. T
/ fo'naetik for fo'netiks/ p.1 1 6
which judge situation

/dg/ ZdgZ Ztf/ ISL
changing education physician

Ztf/ ZdgZ ZdgZ ZfZ ZfZ ZfZ
tough Indonesian childish

ZfZ Z3Z ZtfZ /SL
Unit?
1. F - There’s just one syllable.

2. T
3. F - This ends in ZsZ and these ends in ZzZ.
4. T
5. F-ZyesitizZ.
6. F - The first is pronounced ZzZ and the second is pronounced ZsZ.
263
Get your tongue around it p. 1 2 0
Exercise 1:
class - smart - mouse - mouse - scary - sleepy - nurse

dishonest - niece - famous
Exercise 2:
Can you speak English?

Do you watch TV every day?
Will you help me?
Have you been practicing pronunciation?
Did you talk on the phone yesterday?
Zoom in p.122
Exercise 2:
a.2/3; b . l ; c.2/3; d.2 e . l ; f.3
Zoom in p.124
Exercise 3:
What’s the use of buying it if you don’t use it?

Close one of these windows and sit cl(@! to me.
Excuse us, but th(s)isn’t a good excuse.
You shouldn’t house a pct in your hoi@.
If you let it loose, you might lose it.
264
Stay tuned p.124
1. prize 4. eyes
2. face 5. once
3. raise
A E R T H I 0 L L S T R A 1 G H T
K I J N L o 0 s E V c F T II 0 u H
S E z O R E s N I 0 p L Z s V B 0
E N D I V 0 L p A I s o N s z A Q
Q W E R T Y D I 0 p p A S c D F G
K L Z X C V E N M M E T E I R N I
c R 0 s D E s s E R T A I s N 0 s
E c R A F M E 0 T B 0 N G s T I N
S Q u E G L R I z I B A S 0 A I L
u T E A H c T E R s T u D R E N T
B K L 0 1 N G E V I G R X s T Y N
T D A I D E T P P!: H A N M D s 1 M
u N I V N R T Y c R 0 L A S A Y s
0 E E T A u I 0 P L ' K J H G F
A s F c L A Q X s w T R F V B N
B R A N s N H A p E D R M 0 M Y L
Q A z X 1 w E E D C V s R I E H T
D U E R G H T E R L u A G H B Y c
S K E I T B 0 R D G E N E R 0 u s
265
Unit8
Exercise 1:
1.F; 2.F; 3.T; 4.T
Exercise 2:
Europe uniform quite language

cure year equal one
million university liquid persuade
/y/ and /w/ are semi-vowels, so your tongue glides (moves) for the production
of these sounds, and /it/ and /u:/ are vowels.
Exercise 2:
1. ears
2. year
3. ears
4. ear
5. years
6. years
7. ears
8. year
266
The silent corner p.132
Exercise 2:
wrap - rap
write - right
whole - hole
/ fa'naetik far fa'netiks/ p. 1 3 3
Once you persuade European women to wear something, the rest of the
world will follow.
Fun time p.133
Exercise 1:
a.7; b.5; c.2; d.4; e.3; f.6; g.l
Exercise 2:
1 . We are born naked, wet and hungry. Then things get worse.
2. Where there’s a will, I want to be in it.
3. Always remember you’re unique, just like everyone else.
4. When everything’s coming your way, you’re in the wrong lane.
5. By the time we realize our parents were right, we have children who
think we’re wrong.
6. We have enough youth, how about a fountain of smart?
7. When you don’t know what you are doing, do it neatly.
267
Unit 9
1. In the plural, possessives, third person singular and contractions.

2. No. It can be pronounced /s/, /z/ or /iz/.
3. cats - /s/; apples - /z/, watches - /iz/.
Get your tongue around it p. 1 40
1. James’s umbrella
2. Charles’s arm
3. Chris’s eraser
4. Alice’s orange
5. the judge’s armchair
6. the fox’s eye
Staytuned p.141
Exercise 1:
1 . passes /iz/ - 2, pencils /z/ - 3. parks /s/ - 4. shirts/s/ - 5. watches /iz/

6. cars /z/ - 7. cups /s/ - 8. bananas /z/ - 9. bridges /iz/ - 10. homes /z/
268
Exercise 2:
add a sound add a syllable

passes X
hopes X
kisses X
snake’s X
goes X
massages X
Kate’s X
catches X
caves X
judge’s X
noses X
studies X
In context p.142
Bill wakes up at seven, that is, his alarm clock goes off at seven, but he never
gets up right away. He enjoys staying in bed for five or ten minutes longer.
He rarely takes a shower in the morning, as he is usually late. He only washes
his face, brushes his teeth and shaves. Then he changes clothes, drinks a
cup of coffee and eats some bread. He leaves for work at seven-forty. Work
begins at eight.
/s/ /z/ /iz/

wakes goes washes
gets enjoys brushes
takes shaves changes
drinks leaves
eats begins
269
/ fa'naetik for fa'netrks/ p.1 43
passes /'paesiz/ massages /ma’sajiz/

hopes /houps/ Kate’s /keits/
studies /'stAdiz/ catches /'ksetfiz/
kisses /'kisiz/ caves /keivz/
snake’s /sneiks/ judge’s /'dgAdsiz/
goes /gouz/ noses /'nouziz/
Fun time p.143
/s/ z /iz/
carrots strawberries peaches
nuts melons oranges
coconuts bananas radishes
grapes cucumbers
beets (beetroots) mushrooms
Unit 10
Exercise 1:
/t/, /d/, /id/
Exercise 2:
1. a. (1) 2. a. (2) 3. a. (1)

b.(l) b. (2) b. (2)
4. a. (1) 5. a. (1) 6. a. (1)

b.(l) b. (2) b.(D
270
Exercise 2:
a.6; b.8; c.9; d . l ; e.3; f.2; g.4; h.7; i.5
Zoom in p.149
Exercise 2:
aloud
band
build
find
side
tide
In context p.150
Exercise 1:
1 syllable 2 syllables 3 syllables

warned prepared disobeyed
strolled preferred
loved opened
lived hurried
feared devoured
hummed arrived
worried
Exercise 2:
1. hummed; 2. strolled; 3. loved; 4. preferred; 5. warned; 6. lived; 7. worried;

8. disobeyed; 9. feared; 10. hurried; 11. arrived; 1 2 . opened; 13. devoured;
14. prepared
271
Zoom in p.151
Exercise 1:
1. (2) 3.(2) 5.(1) 7. (4)

2. (3) 4.(3) 6.(2) 8. (5)
Stay tuned p.153
l.c; 2.a; 3.b; 4.b; 5.a; 6.b; 7.c; 8.a
/fg'nEetik far fg’natiks/ p.1 55
plan /plaen/ relax /n'laeks/ need Zni:d/

/plsend/ /n'laekst/ /‘ni:did/
wash /way/ arrive /g’raiv/ hate /heit/
/waft/ /a'raivd/ /'heitid/
thank /0aegk/ record /n'kord/ measure /'mesor/
/6 as pkt/ /n'kordid/ /'mesard/
climbed /klaim/ protest /pra'test/ breathe /bri:d/
/klaimd/ /prg'testid/ /bri:dd
272
PartC
Intro
Zoom in p.163
kitche d@npu@ c@ifus@i fam@s

ston@:h ex<£e)@it necklace prix@e
Zoom in p.165
hypothesis /hai'puOasis/
technology /tEk'naloc i/
justify /'jAstofai/
operator /'op reitor/
female
organize /'organaiz/
television /'tel vijan/
guarantee geran'ti/
teenager /'tim rdsar/
acrobat /'aekra aet/
273
Unit 1
1. No. Heat /hi: t/ and hit /hit/.

2. c
3. a. /i:/
b. possible answers: ee (meet) - ea (sea) - e (be) - ey (key) - ei (receive)
- ie (believe) i (ski)
Zoom in p.169
Exercise 2:
ee or ea
Zoom in p.17'1
Exercise 2:
The sound /i/ is usually spelled with the letter i between consonants or in
initial position followed by a consonant.
Zoom in p.173
Exercise 2:
Cin< )and Rita are busVjwomen, but they manage to k@p fit.
Will J@er sit and listen?
Athletes wish the system weren’t trickj)
Pl@se dear, Ijejclear.
274
Stay tuned p.173
Exercise 1 & 2:
1. Was Tom bitten? (b)

2. Martha bought a big sheep, (a)
3. Harry had a huge feast, (a)
4. Is he going to live? (b)
5. That was an awful scene, (a)
6. If you don’t pay attention, you might slip, (b)
7. I can’t fill the pan. (b)
Exercise 3:
1. beaten; 2. ship; 3 . fist; 4. leave; 5. sin; 6. sleep; 7. feel
Fun time p.175
(possible answers)
/i:/
feet teeth fist / wrist
cheek knee shin I HP
heel spleen finger chin
ear beard
hip liver
/fa'naetik far fa'netiks/ p.176
1. /ir/; 2. /lip/; 3. /ti:0/; 4. /tji:k/; 5. /tjrn/; 6. /rist/; 7. /'ftggar/; 8. /hip/;

9. /ni:/; 10. /Jin/; 11. /fi:t/; 12. /hi:l/
275
Unit 2
1. No, man /maen/ and men /men/.

2. Yes, because we don’t have these sounds in Portuguese and they are very
similar to our e.
3. Interconsonantal a and a in stressed initial position followed by a
consonant.
4. a. /s/; b. e; c. /ae/
Zoom in p.179
Exercise 2:
The sound /e/ can be spelled with the letter e between consonants, or in
initial position followed by a consonant.
Zoom in p.18'1
Exercise 2:
/ae/ is usually spelled with the letter a between consonants, or in initial

position followed by a consonant.
276
Exercise 4:
/!/ /ae/
sing sang
swim swam
drink drank
begin began
sit sat
shrink shrank
Exercise 5:
Matt sat down, drank black rum and sang sadly.

Sam swam till his pants shrank.
Pam began to chat with Nat in January.
Stay tuned p.183
1. vat; 2. pan; 3. Brad; 4. celery; 5. bat; 6. sad; 7. sexes; 8. men
/fo'naetfk for fo'netiks/ p.185
I ./ae/; 2./e/; 3./ae/; 4./ae/; 5./e/; 6./e/; 7./e/; 8./ae/; 9./as/; 10./ae/-/ae/;
I I . /e/j 12./e/-/e/
277
Fun time p.186
(possible answers)
month ZeZ: February country ZeZ: Belgium

/se/: January /ae/: France
animal ZeZ: elephant part of the house ZeZ: bedroom
/ae/: cat /ae/: bathroom
food /e/: pear, lemon color ZeZ: red, yellow
/ae/: apple, banana /ae/: black
object /e/: pen place around town Ze/: hotel
/ae/: pan /ae/: bank
Unit3
1. The words in the question contain the Zu/ sound and the words in the
answer contain the Zu:/ sound.
2. Zu:/
3. /u/
4. Zu:/
5. Zu:/
Zoom in p.189
Exercise 5:
1 . room
2. new
3. future
4. brooms
278
5. few
6. two
7. boots
8. blue
9. pool
10. truth
1. He said he shook the butcher’s hand.

2. He said he put on a hood to avoid the soot.
3. He said he stood up to greet Brooke.
4. He said he could go to the brook on foot.
5. He said he would push the poor wolf.
6. He said he looked good.
7. He said he understood the cookbook.
Staytuned p.192
2./u:/; 3./u/; 4./u:/; 5Ju/; 6./u/; 7./u:/; 8./u/; 9./u:/; 10./u:/, ll./u/, 12./u/
a.2; b.3; c.4; d.6
279
Unit 4
1.
a.T; b.F; c.F; d.T
2.
/a/ as in bar /□/ as in four

sergeant talk
heart call
bra law
guard war
calm author
Stay tuned p.200
Polly and Mark wanted to buy presents for their family, so they went to the
shopping mall. Polly got a bottle of scotch for her father, but Mark just got
socks. Polly got some body lotion for their mother, but Mark only got a
cheap clock. Polly got a Barbie doll for their little sister, but Mark only got a
box of chocolates. Polly got a toy rocket for their little brother, but Mark only
got him a pet rock. Polly shouted at Mark. “Stop! I’m shocked! What are you
going to get me, then? A washcloth?” Mark replied, “Right on the dot!”
In context p.200
l.f; 2.e; 3.d; 4.c; 5.g; 6.a; 7.b
280
/fo'nastik far fa'nEtiks/ p.201
It was prom night, and all the seniors at St. George High School were very
excited. There was going to be a rock band, and they promised to play all
the most popular songs. Some of the girls spent thousands of dollars on her
dresses, and boys bought them the most beautiful corsages at the mall. All
the boys wore white collars and ties and music could be heard all around the
block. It was a night they would recall for the rest of their lives.
Unit5
1. No, but sometimes they mispronounce words with these sounds,

producing other vowel sounds due to spelling.
2. /a/ is stressed and /a/ is unstressed.
3. The vowel sound in these words is /a/.
4. /a/ /ar/ /a/ /a/ /a/ /ar/ /ar/ /a/ /a/

much search above occur curtain son
Conversation p.207
/a/ /ar/ /art/

mother purchase pearl (s)
young birthday world
love turn curls
done thirty girlfriend
one Earl
girl (s)
281
Stay tuned p.208
1 . a, 2. b, 3. b, 4. a; 5. a
Zoom in p.209
Exercise 2:
It’s hot in this country.

I@ck the hut or trust your luck.
My puppy ate all the poppies in the garden.
My htehrt hurts.
There’s one buck in the poX.
I heard about the hard work.
Don’t bother my brother, my father or my mother.
Stay tuned p.2 10
1. There was a bomb on the street, (a)

2. Did you leave the cup in the kitchen? (b)
3. This is my buddy, (b)
4. That’s a big knot, (a)
5. There’s a duck in my backyard, (b)
6. “Fond of money” is hard to define, (b)
7. What color do you prefer? (b)
282
/faen/ fan /hat/ hot

/fin/ fin /hast/ hat
/fAn/ fun /hAt/ hut
/hart/ hurt
/luk/ lock /hart/ heart
/luk/ look
/laek/ lack /baks/ box
1 \k luck /buks/ books
/li:k/ leak / leek /bvks/ bucks
/farm/ firm /bsrd/ bird

/farm/ farm /bard/ bored / board
/farm/ form /bird/ beard
Unit 6
Think about it p.2 15
1. Because /o/ and /e/ don’t exist as pure vowels in English, speakers tend
to follow the patterns of their own language.
2. Yes, as the preceding vowel is pronounced as its alphabetical value.
3.
/ei/ /ou/
danger though
bracelet bowl
steak sole
valet toe
main sew
freight Joan
obey obey
283
Zoom in p.2 1 7
Exercise 2:
a. ai or ay
b. C a C + silent e
Stay tuned p.222
Exercise 3:
1. men
2. cold
3. claim
4. toll
5. trend
6. bow
7. sole / soul
8. main
9. trained
10. bowl
In context p.223
Exercise 2:
l.d; 2.f; 3.h; 4.c; 5.g; 6.b; 7.e; 8.a
284
/fo'naetik far fa'netiks/ p.224

/a/ /3t/ /a/ /o/
buck third sock saw
truck bird lock straw
/e/ /ae/ /i:/ /l/
net cat feet kill
pet hat eat hill
/ei/ /ou/ /u:/ Zu/
train note flute book
plane boat boot cook
Fun time p.225
Set 1
1- a , d , g
2. c , f , h
3. b, e, i
Set 2
1. b , f , h
2. a, d, g
3. c, e, i
Unit 7
1. a.3; b.2; c . l ; d . l ; e.3; f . l ; g.2; h.l
2. Possible answers: boy, about, pie, kite, oil, night, clown, my
3. Read Close Up to check your answer.
285
Zoom in p.231
Exercise 2:
l.g; 2.e; 3.a; 4.b; 5.h; 6.c; 7.d; 8.f
Exercise 3:
2./i/; 3./ai/; 4./ai/; 5./i/; 6./u:/; 7./au/; 8./1/; 9./ai/; 10./au/; ll./ou/
Exercise 1:
human - modern - formal - legal - sympathy - central - energy
Exercise 2:
simple - note - beauty - class - glory - false
Exercise 3:
satisfaction - certification - qualification - modification -

magnification - justification
Stay tuned p.233
Exercise 1:
1. dyed; 2. dinner; 3. filed; 4. stripes; 5. prim; 6. kit; 7. rhyme
Fun time p.234
a. 2 - brown; b. 3 - boy; c. 1 - buy; d. 3 - toys; e. 1 - mine; f. 2 - town;
286
g. 3 - voice; h. 1 - side; i. 3 - noise; j. 2 - crowd; k. 1 - right; 1. 1 - night;

m. 1 - 1 - five - nine; n. 2 - shout; o. 2 - now; p. 3 - choice; q. 3 - boil;
r. 2 - mouse; s. 2 - couch
1 2 3 4
SB k s k a* tf
5 6
b i: t k A m I g
7
ae 0 t n
CO
9 10 11
0 t f u b
*
12 13
r I t E r f
14 15 16 17
b I 1 b 0 r d d OU
18
b 1 r u A a&
19 20
t a k 1 S t
0 d
21 22 22 22
ai s k r i: tn r er S
25 26
I l i: z E 01
27 28
Z u: z ae n S
287
English Pronunciation for Brazilians
The Sounds of American English
• was especially v?signed for speakers of Brazilian Portuguese

• contrasts American English and Brazilian Portuguese phonological traits
• includes numerous practical exercises, games and fun activities
• exposes learners to phonetic symbols in a light, fun way
• focuses on high-frequency vocabulary appropriate for intermediate to
advanced students
• helps you improve your listening comprehension skills
• comes with complete audio program on CD
• includes Answer Key and Glossary
“...{T]he material is student-centered and student-friendly. It forces students to

take responsibility for their own learning, with appropriate pair and group work
activity - all of which is supported by an audio component that gives students
an opportunity to hear models.The authors encourage students to self-monitor,
which is a key strategic approach to the acquisition of phonological accuracy.
And I like the student-friendly, humorous approach that enlivens what might
otherwise be tedious practice."
H . DOUGLAS BROWN
ISBN 978-85-89533-70-6
' 7 8 f i 5 8 9 f 5 3 31 0 6

English Ponunciation For Brazilians

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Sonia M.

The Sounds of American English

Ingles - Estudo c cnsino - Biasilciros

1. Pronuncia :; Ingles para brasileiros :; Linguistica

Foreword by H. Douglas Brown 5

Part A - Pronouncing a Foreign Language

Part C - Vowels (Vowel Chart)

Glossary of Technical Terms 239

Welcome to English Pronunciation for Brazilians - The Sounds of

pronunciation habits. Phonetic

Sonia, Cris and Marcello

This textbook can be used used with a variety of of learning

If you are a student

We believe that textbooks should be a safe haven for students to to learn,

Section Audio Objective Usual Procedure

In Context Yes • To provide practice • Listen to the whole

Conversation Yes • To provide practice • Listen to the whole

Stay Tuned Yes • To work on sound • Listen to the recording

Wrap Up No • To check your • Go back to Think About It

Tip Boxes Sometimes •- To call attention to • Read the tip and

Glossary No • To define the technical • Use it when you

Audio Scripts No • To help students • Check the Answer Key

In this book, you are going to

Historical Facts: Three Views on Pronunciation Teaching

It is a fact that adults learning a second language almost always have

The Role of the Native Language

After a certain age, a person’s soundsound references

The Brazilian Student Learning

Brazilians, in general, are considered to have good pronunciation in

Have you ever asked yourself the following questions?

As the questions above suggest, there are a number of of things to

1. This was a Russian trying to say “solo” in Portuguese,

socially. Remember that personality

We have listed some of the

I want to improve my pronunciation because...

• 1I give academic some other

WHAT I want my pronunciation to be

This book provides enough practice toto help

Any more benefits?

Studying pronunciation significantly influences the way you understand

While it is obvious that everybody

LA VIE EN ROSE - Adao Iturrusgarai

small groups, discuss these questions:

When you look at the English words

\ Exercise 1: Match the

Again, this poor relationship between

Due to this characteristic of the English language, it’s important for

Being able to check pronunciation in the dictionary means becoming

Discuss these questions:

While some knowledge of morphology is required in order order to divide

Exercise 1: Write the

stress ( ) smile (( ) rhythm

classmate and use a

® Listen to the recording, repeat

Many long words in American

Different dictionaries show stress in different

Look up the word adolescent in your dictionary and

@ 1 / 0 4 In British English, words ending

In both cases, however, the primary stress falls on the

I /do fo'netik 'aelfobEt

Brazilian Portuguese American English

As said before, English

Brazilian Portuguese American English