Booklet 2018.pdf

Prof. & Lic. Stella Maris Palavecino M.A.

2018

Phonetics I

Classroom tasks and material selection by

Prof. & Lic. Stella Maris Palavecino Master in TEFL (Teaching English as a Foreign Language) Especialista en Didáctica de Nivel Medio y Superior y Fonética y Fonología Inglesa

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Prof. & Lic. Stella Maris Palavecino M.A.

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Unit 1 New Language, New Habits. Contents Problems in Pronunciation Levels of intelligibility Received Pronunciation (RP) IPA chart Spelling and Pronunciation. The Pronunciation Dictionary

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Task 1 Watch the following scenes of different films and analyze the mismatched concepts involved in communication. Have fun in class and raise awareness of how pronunciation affects listening at word level and across words.

Film 1: An Argentinian in New York. Film 2: The Pink Panther. Publicity: Claro and Quilmes

Pairwork:

1. What is the main pronunciation problem in film 1? 2. Can Guillermo Francella communicate with the waiter? 3. What techniques is the teacher in film 2 using? 4. Is she successful? Why? Why not? 5. What is the singer in ‘Claro’ publicity saying? 6. What do the people hear him say? 7. Why do you think there is misunderstanding? 8. Why do you think these pronunciation problems are highlighted in the media? 9. What type of pronunciation problems can you spot? 10. Are there perception or production problems or both?

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O´Connor J.D. (2011) . Better English Pronunciation.

Problems in Pronunciation

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Task2

This is a fun awareness-raising activity based on the Beatle's song Something in the way she moves. Most people have had the experience of hearing a song in their own or another language, and misunderstanding some of the lines of the lyric. There are two reasons for this. Firstly, we may hear wrongly, either because the singer pronounces strangely, or because the language has in-built ambiguities and homophones. Secondly, we may interpret wrongly. We think the singer is singing about X when in fact s/he is singing about something else completely. This causes us to think we heard one thing when in fact we heard another. This activity raises awareness of these kinds of misunderstanding. Some thinking the way she moos

1 Some thinking the way she 2 moos 3 Attacks me like no 4 udder lover 5 Some think it’s the way she 6 views me I don’t want 7 a lever now You know 8 I’ll be leaving. How? Somewhere in her 9 smiley nose 10 The tired old knees know of her lover 11 Some thinking hairstyle that 12 chose me I don’t want a lever now You know I’ll be leaving. How? You’re asking me will my love 13groan 14 I don’t, no. Why? Don’t know! You stick around now 15 wit may show I don’t, no. Why? Don’t know! 16 Some think in a way she knows And all I have to do 17 with ink of her 18 Some think it’s the thing she shows me I don’t want a lever now You know I’ll be leaving. How? © Hancock McDonald. This work is licensed under the Creative Commons AttributionNonCommercial

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After reading Chapter 1 from O´Connor say whether the following statements are TRUE or FALSE. Justify your answers:

1. Written and oral language are similar. 2. Oral language starts with the production of a sound at mouth level. 3. Imitation makes children great phoniticians 4. The first obstacle adults find when they learn a language is L1 5. Talking can be improved by setting new ways of articulatory and hearing habits. 6. There are 24 sounds in the L2 language. 7. Sounds we produce are the same in both languages, L1 and L2 8. A phoneme is the smallest distinctive unit of speech which can be used to make a word different from other. 9. Sounds, words and utterances are the same. 10. English and Spanish phonemes are represented similarly.

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Task 3

Pronunciation - IPA Symbol Card Game After playing the IPA symbol card game reflect on the following questions: Why is it important to get to know The IPA (International Phonetic Alphabet)? Is it easy to learn?

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Task 4

Spelling and Pronunciation 1.-Look at the word ‘main’, now pronounce it in reverse, you get name. In order to do this, you must think in terms of sounds, not letters. Main has three sounds - /m/, /ei/, /n/, and name is the same three in reverse order. Point out how the spelling is different. In one of the words, the vowel sound /ei/ is spelt –ai-, in the other it is spelt a-e. 2.- Now in teams you are going to decide what the reverse words (the “back words”) are. One secretary for each team must write the word down and then raise his/her hand. 3. If it’s correct, you are awarded a point. If not, other team will have an opportunity to tell the class the word for one point. Here is a list of “Back Words” you can use in this game: main – name tea – eat niece – seen/scene keeps – speak sign – nice leaf – feel time – might stayed – dates steam – meets lights – style fine – knife say – ace team – meat late – tail Task 5

Crossword Pronunciation : sounds and spellings Do this crossword. The clues are ‘Mirror words’. For example, the clue for 3 across is KATE’S. If you reverse all the sounds in this word, you get STEAK. So the answer for 3

across is STEAK

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3 2 4 5

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8 9 12

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13 14

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Across 3 Kate’s 4 tea 5 niece 7 keeps 9 main 13 sign 14 leaf 15 might Down 1 stayed 2 steam 3 lights 6 nine 8 fine 10 say 11 team 12 tail www.hanc

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Interesting rules to remember

1. One syllable words usually take short vowels Consonant+Vowel+Consonant. Long syllables usually take two vowels. /æ/ mat /mæt/ /e/ met /met/ /ɪ/ bit /bɪt/ /ɒ/ cot /kɒt/ /ʊ/ cut /kʌt/ /ʌ/ cup /kʌp/ 2. When <e> is added at the end of a one-syllable word that ends in a single consonant it makes the vowel in the middle say its name of the Alphabet. Glad /ɡlæd/

glade/ɡleɪd/

Hid /hɪd/

hide/haɪd/

Mat /mæt/

mate/meɪt/

Sit /sɪt/

site/saɪt/

3. When is added to the end of a monosyllable it makes the vowel in the middle say its name. Mighty /ˈmaɪ.ti/ Cosy /ˈkəʊ.zi/ 4. When ‘le’ is added to the end of a monosyllable it makes the vowel in the middle say its name. Cab /kæb/ cable /ˈkeɪ.bl̩ / 5. Consonants are doubled to avoid the formation of a diphthong or long vowels Write written Except for those words that end in ‘oll’ which take /əʊ/ as in poll /pəʊl/ 6. The original sound followed by /r/ can get longer or more open. Cat /kӕt/

cart /kaːt/

cartoon /kaːˈtuːn/

care /keə/

This does not apply when the letter is doubled as in sorry/ˈsori/ or between two vowels as in very /ˈveri/ 7. Two vowels together can follow the rule that the first one takes its name Fruit /fruːt/ die /dai/ goat /ɡəut/ 8. When <w> follows it distorts its quality

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Law /pɔː/ New /njuː/ It also affects the vowels ‘a or o’ when they are preceded by ‘ w’. War /wɔːr/ World /wɜːld/ 9. The following consonants are the same phoneme even if they are doubled. Swimming /ˈswɪm.ɪŋ/ Bubble /ˈbʌb.l̩/ 10. Silent as in weigh /weɪ/ But not in tough /tʌf/ 11. /θ/ as in bath /bɑːθ/ or /ð/ as in they /ðeɪ/ 12. /K/ as in camera /s/ as in cyber /ks/ as in success / ʃ/ as in special 13. /g/ as in game or /dʒ/ /dʒem/

14. <S> is very unstable in English it could be /s/ or /z/ 15. at the beginning of a work like young /jʌŋ/ in the middle of a word like gym /dʒɪm/ and at the end busy /ˈbɪz.i/ fly /flaɪ/ 16. Adapted from Fitzpatrick, F (1995) A Teacher´s Guide to Practical pronunciation

Task 6: Caligraphy It is very important that you know how to trace the phonetics symbols. In the following activity you will have to copy the phonemes and remember their shapes. i:____________________________________________________________________________________

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ɪ__________________________________________________________________________________ ʊ__________________________________________________________________________________ u:__________________________________________________________________________________ ɪ___________________________________________________________________________________ ə___________________________________________________________________________________ eɪ___________________________________________________________________________________ eə__________________________________________________________________________________ ɜ:___________________________________________________________________________________ ɔ:___________________________________________________________________________________ ʊə__________________________________________________________________________________ ɔɪ___________________________________________________________________________________ əʊ__________________________________________________________________________________ aʊ__________________________________________________________________________________ aɪ___________________________________________________________________________________ eə__________________________________________________________________________________ ɒ___________________________________________________________________________________ ɑ:___________________________________________________________________________________ ʌ____________________________________________________________________________________ æ___________________________________________________________________________________ p___________________________________________________________________________________ b___________________________________________________________________________________ t___________________________________________________________________________________ d___________________________________________________________________________________ ʧ____________________________________________________________________________________ ʤ___________________________________________________________________________________ g___________________________________________________________________________________

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Prof. & Lic. Stella Maris Palavecino M.A.

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ʃ____________________________________________________________________________________ z____________________________________________________________________________________ s____________________________________________________________________________________ ð___________________________________________________________________________________ θ___________________________________________________________________________________ v____________________________________________________________________________________ f____________________________________________________________________________________ m___________________________________________________________________________________ n___________________________________________________________________________________ ŋ___________________________________________________________________________________ h___________________________________________________________________________________ l____________________________________________________________________________________ r____________________________________________________________________________________ w___________________________________________________________________________________ j____________________________________________________________________________________ Now, look at the sounds in the words below. Put the words under the correct symbol for that sound: Man

why

that

ticket

start

choose jeans

sing

yellow television

tea

pencil bag

shoe

is

like

read

we

hair

good

lives

bed

five

Door

sister

vocabulary

hand

go

key

not

your

love

Greece

Girl

day

no

hot

noise

beer

tour

down

Task 7 Verbs are easy to learn Most irregular verbs are easy to learn if you group them according to the pronunciation. 1.- No change Put

put

put

Cut

cut

cut

Let

let

let

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2.- One change Send sent

sent

Lend lent

lent

Burn

burnt burnt

Build built

built

Dig

dug

dug

Stick

stuck stuck

Win

won

/ɪ/

/ʌ/

/i:/

/e/

won

Strike struck struck Hang hung hung

Meet

met

met

Read read

read

Keep kept

kept

Sleep slept

slept

Dream dreamt dreamt

Bring brought

brought

Think thought

thought

Fight fought

fought

Catch caught

caught

Teach taught

taught

/ɪ/

/ɔ:/

3.- Two changes Speak spoke spoken Steal stole

/i:/

/əʊ/

/n/

stolen

Break broke broken Wake woke woken Choose

chose chosen

Know knew known

/əʊ/

/jʊ/

/əʊn/

Throw threw thrown Grow grew

grown

Fly

flown

flew

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Prof. & Lic. Stella Maris Palavecino M.A. Wear wore

worn /eə/

Tear

tore

torn

Bear

bore

born

Write wrote written Drive

drove

driven

Ride

rode

ridden

Begin began begun Drink

drank

drunk

Ring

rang

rung

Sing

sang

sung

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/ɔ:/

/aɪ/

/ɪ/

/ɔ:n/

/əʊ/

/æ/

/ɪ-n/

/ʌ/

Shrink shrank shrunk Run ran run

Now put the following verbs under the group they belong to: Bend blow burst buy cling creep freeze hit lead leave mean rise shut sink spell sting swear swim upset weave. Pronunciation Rules The following letters stand for more than one pronunciation, and consequently tend to cause difficulty:

-ed

(past tense and past participle suffix of regular verbs). 1 /-d/ when the last sound of the infinitive form is a vowel, or /b, g, ʤ, v, ð, z, ʒ, m, n, ŋ, I/, e.g. owed, rubbed, judged, loved, bathed, cleaned, hanged. 2 /-t/ when the last sound is /p, k, ʧ, f, θ, s, ʃ /, e.g. helped, ached, matched, laughed, brushed. 3 /-id/ when the last sound is /t, d/, e.g. lasted, added.

-(e)s (plural, genitive case, third person singular, and reduced forms of is and has). 1 /-z/ when the last sound of the noun's singular, etc. is a vowel or /b,d, g, v, ð, m, n, ŋ, I/, e.g. cows, cabs, cards, halves, mouths, rooms, tongues, miles. 2 /-s/ when the last sound is /p, t, k, f, θ /, e.g. caps, seats, seeks, coughs, moths. 3 /-iz/ when the last sound is / ʧ, ʤ, s, I, z ʒ, /, e.g. reaches, changes, ashes, loses, collages.

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-x- 1 /-ks-/ when x is followed by an unaccented vowel, e.g. exercise, exit, oxygen, toxic. Main exceptions: fixation, proximity, relaxation, taxation, tuxedo, vexation, all /-ks-/. 2 /-gz-/ when x is followed by an accented vowel, e.g. exact, exam, example, exist, exotic. Possible exception: exile. 3 /-k ʃ-/ in anxious, complexión, luxury, noxious, sexual/. 4 /-gs-/ in luxuriant#, luxuriate#, luxurious#. 5 /z-/ mainlv in Xerox, xylophone. Unit 1 Assignment 1

1.-This is the practical side of the subject. You will have to download Audacity on your computer and record yourself.http://www.teachertrainingvideos.com/audacity1/index.html 2.-Record the story below and send the MP3 file to my email address [email protected] to practice many times beforehand so that you can sound natural. After that give a short personal description about yourself and answer the following questions: 1. Why do you want to be a teacher of English? 2. Why have you chosen this institution? 3. Are you working at the moment? 4. What do you expect of this subject? 5. What have you heard about this subject? 6. What do you expect of your teacher? 7. How much time are you planning to devote to the study of this subject?

Unit 1 Assignment 2 Use the Phonetic Alphabet to transcribe the words that appear on page 8 from Problems in pronunciation by O’Connod . Read them aloud and record yourself. Make an MP3 recording and send them to your teacher via email. Practice for dictation !! Good Luck!! Unit 1 Assignment 3 Work with your English Pronunciation dictionary and create a list of homophones. Write your homophones in phonetics script on a card so that you can create a Homophone Card Snap Game. Bring the game to the class.

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UNIT 2 Speech Production Contents Learning Transcription Transcription hints Vowels vs Consonants

Neutralization symbols Vowel monothonizing Plural, possessive and past tenses

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Transcription Practice 1. Give the following spelling forms for the following English words: /ki: / /tu:/ / bu:z/ / kru:z/ / sti:l/ / si:m / /wi:k/ / blu:/ / fri:z/ / hɑ:t/

2. Transcribe the following words as fully as you can . Where you don´t the appropriate phonetics symbol write V for any vowel sound or C for any consonant sound. Fumes Communicate Module Speculate Human Lunar Music Impunity Spectacular

3. Read aloud the following phrases which are given in a transcription. When you have worked out what you say, write them down in ordinary spelling. /i:v i:ts red mi:t/ / ðeɪ li:v nekst wi:k / / hi:t…. di:p blu: si: …..tu: wi:ks went su:n / / nju: bru:mz swi:p kli:n / / menju: /pi: su:p/ bi:f stju:/ red bi:nz/ sti:m li:ks/kr i:m/ ti:/

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M. L. Garcia Lecumberry & John Maidment. ‘ An English Transcription Course’

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Task 1

Find the Rule

Task: Read the following set of words and decide on the rule that they follow. Pot, kite, ten _________________________________________________ Love, bathe ,clean______________________________________________ Help, watch, laugh_____________________________________________ Owed, rubbed, judged__________________________________________ Brushed, matched, kept_________________________________________ Cows, cabs, mouths____________________________________________ Caps, seats, seeks _____________________________________________ Changes, reaches, ashes_________________________________________

Task 2 Guessing game for the whole class Procedure: 1. Students choose a rule and make a list of words that exemplify this rule. 2. Students have to make sure that all the words are from the same grammatical category. Eg. Noun and decide on a model sentence into which their examples will fit.eg. I´m going to buy a …………. 3. Here are some possible `rules´ and words that exemplify them:

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 They must end with a plosive sound: eg light, kite, pop, lock  They must begin with a voiceless sound: bomb, debt, goat, jam, van Playing the game: 1. The class sits in a circle 2. Students say their model sentence with an example word in the space. The person next to the student that begins the game should repeat the model sentence changing the word at the end, and so on around the circle. 3. After each contribution, the student conducting the game says whether or not he or she accepts the word given at the end, but does not say why because the other students have to say this. 4. When the players catch on to what rule is, they should not say the rule. Instead, they should simply supply a correct contribution. Hancock Mark.´Pronunciation Games ´ CUP. Cambridge. 1998

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UNIT 3 THE RYTHM OF ENGLISH AND SPANISH CONTENT AND FUNCTIONAL WORDS WEAK AND STRONG FORMS

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PRONUNCIATION MEANING

•We walked for miles.

•We walked four miles.

•We have to empty bins.

•We have two empty bins.

•I’m not going to fast.

•I’m not going too fast.

•We waited for hours.

•We waited four hours.

•He’s got to light candles.

•He’s got two light candles

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Maidment. An English Transcription Course.

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Rhythm If you listen to people speaking you will probably notice whether their Language is English or Spanish due to the rhythm. English is a stress timed language, whereas Spanish is a syllable timed language. What does it mean? Read the following sentences and measure the time: 1. He can come /on Sundays/ as long as he doesn’t /have to do/ any homework. 2. The beautiful/ mountain/ appeared/ transfixed/ in the distance./

These two sentences last the same time. How can it be possible? Even though one looks longer than the other, the beats tend to be the same. There are as many content words in 1 as in 2. All the unstressed syllables can be crammed together because they contain weak vowels. Strong Forms i: eɪ əʊ ɔɪ u: ɪə ʊə ɔ: ɜ: æ ʌ ɑ: ɒ eə aɪ aʊ

Weak Forms ɪ u ə

Neutral Vowels ʊ i

 Weak vowels can occur in weak unstressed syllables.  / ʊ, i/ belong to both groups. Many unstressed syllables can have them , but they may also occur in stressed syllables.  Strong vowels tend to occur in strong, stressed syllables. However, they may also occur in some un stressed syllables as in activity /æk’tɪvɪti/. 56

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Word Stress Due to rhythmical reasons, the vowels in Spanish and English words behave in a different way. Thus, it is important for Spanish speakers to focus on some strong tendencies which will better their performance. Let´s compare Hermoso

/er’mɒsɒ/ and picturesque /,pɪk.tʃərˈesk/

The English pattern is different from the Spanish one. There is a strong syllable before the primary accent which should not be disregarded. A stress, either primary or secondary, requires a strong vowel. The Teutonic Rule ( by Nilda Zenobi) The Teutonic rule asks for an obligatory stress in either the first of the second syllable. There cannot be two initial unstressed syllables in English. This is challenging for Spanish speakers whose language allows several unstressed initial syllables. To put it in Nilda’s terms: All polysyllabic words in English must have a stress, either primary or secondary, on one of the first two syllables. The Rule of Derivation When is the secondary on the first or second syllable? This has to do with suffixes and stress in derivation.When a speaker shifts the stress in derivation and the primary moves towards the end of a word by more than one syllable, then a secondary remains where the primary was first. This rule is broken when the stress doesn’t move more than one syllable. The Rule of Alternation The rule of alternation says that we need the alternation of a stressed and unstressed syllable in polysyllabic words: University Stress 1.-Put the highlighted words into the correct columns according to the stress pattern. Add up more stress patterns to your list. Then listen to the song and check if you were right.

2.-Game: In pairs, choose a work and write down the stress pattern in the boxes above. Look for all the words in the song that follow that stress pattern and write them down. Challenge the opponent group to look for the number of words that follow that pattern in a minute. How many could they find? Sing the song and clap the rhythm of the selected words in 1 and 2.

SONG: All of Me Lyrics - John Legend What would I do without your smart mouth /Drawing me in, and you kicking me out You got my head spinning, no kidding, I can't pin you down /What's going on in that beautiful mind I'm on your magical mystery ride/ And I'm so dizzy, don't know what hit me, but I'll be alright My head's underwater /But I'm breathing fine /You're crazy and I'm out of my mind 'Cause all of me/ Loves all of you /Love your curves and all your edges All your perfect imperfections /Give your all to me I'll give my all to you /You're my end and my beginning

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Even when I lose I'm winning/ Cause I give you all of me And you give me all of you, oh /How many times do I have to tell you Even when you're crying you're beautiful too /The world is beating you down, I'm around through every mood /You're my downfall, you're my muse My worst distraction, my rhythm and blues /I can't stop singing, it's ringing in my head for you My head's underwater/ But I'm breathing fine You're crazy and I'm out of my mind /'Cause all of me Loves all of you /Love your curves and all your edges All your perfect imperfections /Give your all to me I'll give my all to you /You're my end and my beginning Even when I lose I'm winning /Cause I give you all of me And you give me all of you, oh /Give me all of you, oh oh Cards on the table, we're both showing hearts /Risking it all though it's hard Cause all of me /Loves all of you /Love your curves and all your edges All your perfect imperfections /Give your all to me I'll give my all to you/ You're my end and my beginning Even when I lose I'm winning/ Cause I give you all of me And you give me all of you/ I give you all of me/ And you give me all, of you, oh oh oh .

Discussion 1. Who is singing to whom? 2. What is their relationship? 3. How would you translate ‘ all of me’?

Look for words in the song according to their stress pattern.

A Guide to Transcription and Pronunciation by Graciela Moyano Introduction I have compiled these rules with the help of my students to aid them in the writing of transcriptions. These are by no means ‘rules’ , they are just facts that you will learn through studying the theory on the pronunciation of English. 1. There are no capital letters listed as phonetic symbols, thus

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John /ʤɒn/ 2. There are no marks in phonetic script. They may be inserted between bars// or you may mar the pauses with bars: / for a comma //for the semi-colon or colon // for the full stop. I.

Vowels and syllables

Vowels: 3. /i:u:ɜ:ɔ:ɑ:/ do not occur before /ŋ/ 4. The long central vowel /ɜ:/ (number 11) always occur in stressed syllables Prefer urgent birthday /prɪfɜ: ɜ:ʤnt bɜ:θdeɪ/ 5. /eæʌɒʊ/Never occur finally in a word. 6. Neutral /u/ only occurs finally in the unaccented forms of You /jʊ/ into/ ɪntʊ/ To / tʊ/ who /hʊ / 7. /u: u/ do not occur initially except in Uruguay Oomph 8. /j/+/u/ Occur in unstressed syllables /, edjʊ´keɪʃn/ /j/+/u:/ Occur in stressed syllables /´mju:zɪk / 9. /ə/ is not normally accented 10. When /ə/occurs between two nasal consonants it cannot be elided Moment /məʊmənt/ 11. Notice /eə/ before /r/ as in / peərnts / /veərɪ/ 12. /ʊə/ɪə/ occur in stressed and unstressed syllables: Period /ˈpɪə.riəd/

individual /ˌɪn.dɪˈvɪd.juəl/

usual /ˈjuː.ʒuəl/

13. /ɪə/ and /jə/ are in are variation in unstressed syllables. /ˈɪn.di.ən//ˈmɪl.jən/ Complementary distribution and Free variation Not all sounds of a language are necessarily distinctive sounds. Compare the English and American pronunciations of "dance". Although there are different sounds in the pair, the meaning does not change. Thus, [a as in barn] and [a as in pat] are not phonemes in this case. We call this phenomenon free variation. The two sounds can be referred to as allophones. These sounds are merely variations in pronunciation of the same phoneme and do not change the meaning of the word. Free variation can be found in various dialects of the same language. In this case, the different pronunciations of words throughout a country do not change the meaning of those words. Another example of sounds which are not phonemes are those which occur in complementary distribution. This means that where one sound of the pair occurs, the other does not.

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Consider the following words with respect to the plosive sounds p,t, and k. Put your hand in front of your mouth and pronounce the words. Do you feel a difference? pill spill till still kill skill Did you realize, that there is a burst or puff of air after the /p/ in pill, till, and kill, that is absent inspill, still, and skill? The feature that makes the difference between the plosive sounds in pill, till, kill and spill, still, skill is called aspiration (the period between the release of the closure of a consonant and the start of the vocal cord activity for the vowel that comes after it. This period is usually felt as a puff of air.) Aspirated and unaspirated allophones are one example of complementary distribution: where the one (e.g. the aspirated p) occurs, the other cannot occur. Aspirated [aspirated p], as you can see in this example, occurs only at the beginning of words. [aspirated p] and [p as in pit] are only allophones of the same phoneme /p/. The word “complementary” actually refers to the fact that the contexts in which the allophones of a phoneme appear can never be the same and they cover the whole range of possible environments in which the sound can occur (for an analogous situation think of complementary angles in geometry). In other words, in a given context X only a certain allophone will occur, while in another context Y, another allophone is expected to occur and X and Y are the only contexts in which the allophones can occur. It follows from this that the occurrence of allophones is always predictable since in a certain context we can only expect one and only one realization of the phoneme. In the context of the word pill for example – the voiceless plosive /p/ is followed by a stressed vowel and is in syllable-initial position – we can safely say that the aspirated allophone [ph] will come up. If, on the other hand, p is not syllable-initial and is preceded by s as in spill, we can safely predict that the unaspirated variant of p will occur. The occurrence of different phonemes is, on the contrary, totally unpredictable since it is the very fundamental characteristic of phonemes that they are contrasted in one and the same context. There is no way in which we can predict therefore that in the context -il we will have pill, nil, chill, fill, gill, Jill, sill, kill, mill, hill, dill or till (the list can continue). Any two words – such aspill and bill, mentioned above, or kill and hill, etc. – that help us discover which sounds have a contrastive value in a given language are said to form, just to remind you, a minimal pair. The following criteria must be met by the two words in order that they form a minimal pair: they should have the same number of sounds, and these sounds should be identical, with the only exception of the contrasting sound that should be distributed in the same context in both words; the words must also have different meanings. Weakening 14. In connected speech some words carry the full meaning of the message, while others serve to anticipate or link different parts of the utterance. The former are content words-nouns, adjectives, verbs and adverbs- The latter are functional words-articles, pronouns, auxiliary verbs, modals, 60

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prepositions, conjunctions. Content words are generally stressed in connected speech. If they consist of two or more syllables they exhibit a succession of strongly and weakly stressed syllables. They strongly stressed syllable carries any vowel or diphthong except /ə/. The weakly stressed syllable usually carry /ɪ/ʊ/ə/ɪə/ʊə/. If the primary occurs on the third or fourth syllable there must also be some kind of accentuation on the first or second syllable so as to keep the rhythm. These syllables must be treated, in their phonemic composition, as those which carry primary stress. Eg. Pronunciation/prəˌnʌn.siˈeɪ.ʃən/, education /ˌed.jʊˈkeɪ.ʃən/. The fifty or so form of functional words are subject to gradation .i.e when they are unaccented or non-prominent they are obscured towards a central vowel quality and /or there is elision of a vowel or a consonant. These are called weak forms and they usually carry vowel like/ɪ/ʊ/ə/ Weak forms 15. Definite article, the is pronounced: /ðə/ before consonants: the book/ðə bʊk/ /ðə/ before semivowels: the use/ ðə ju:s/ /ði/before all vowels except / i:/ɪ/ : the apple /ði æpl / /ð i:/ before / i:/ɪ/ : the example /ð i: ɪgzæmpl/ /ð i:/ for emphasis: this is the day./ ðɪs ɪz ðɪ: deɪ/ 16. Demonstrative that is always /ðæt/ That book is mine Conjunction is /ðət/ Say that you are sorry 17. Demonstratives are pronounced This/ðɪs/ That /ðæt/ These/ðiːz/ those/ðəʊz/ 18. Some /sm/ or /səm/ when it expresses indefinite number or quantity. There are some children in the park. There’s some sugar in the bowl 19. /sʌm/ for contrast. Some people like it, others don´t 20. /sʌm/ for restricted groups. I like some men. 21. /sʌm/ as a pronoun or as part of a compound. Some of the are simple: sometimes, somewhere, somewhat 22. In contracted forms of pronouns+ auxiliary verb, the pronoun takes the strong form. Remember that a long vowel is equivalent to a diphthong( in duration), therefore: He´ll /hi:l/ We’ll/wi:l/ I’m /aɪm/ 61

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They´re /ðeɪə/ 23. Introductory ‘there’ is usually /ðə/ There is a book on the shelf /ðər ɪz/ There’re some flowers in the garden/ðərə/ There’ll be no classes tomorrow/ðəl / Adverb ‘there’ is always /ðeə/. Leave it there!! 24. Preposition on is always /ɒn/ and preposition up is always /ʌp/ 25. Notice as /əz/ vs us/əs/ 26. To +consonant /tə/ to go to +vowel /tu/ to eat 27. Stranding: when a preposition is final in a sentence (leaving a gap after it), it takes the strong form even though it is not stressed: What are you looking at? /æt/ Where does it come from? /frɒm/ What´s this for? /fɔ:/ 28. Buttressing: When a preposition is followed by an objective pronoun (me, you , her , us , them) the preposition takes the strong form and the pronoun takes the weak form ( the preposition ‘supports’ the pronoun by becoming strong). If the pronoun is tressed, the proposition is weakened. He is far from us. /hɪ ɪz fɑ:r frɒm əs/ Give it to me please! / gɪv ɪt tu: mɪ pli:z/ 29. To be /bi/ or /bi:/ Been/bi:n/or /bin/ But being/bi:ɪŋ/ 30. The verb to be is generally used in the weak form, whether as an auxiliary verb or as a main verb. To be /bi/ Been/bin/ Are/ə/ Was/wəz/ Were/wə/ 31. Notice were/wə/ and where/weə/ 32. The verb to have is generally used in the weak form when it is auxiliary verb. They have /həv/stolen my money. When it is the main verb it is always /hæv/ I have/hæv/ ten left. When it is an obligation it takes also the strong form /hæv/ I have /hæv/to go. 33. Auxiliary verbs Affirmative form (weak) (strong) Is /ɪz/ Are/ ə/ Was/ wəz/ Were/ wə/ wɜ:/ Have/ həv /

Negative form isn’t/ ɪznt/ aren’t/ ɑ:nt/ wasn’t/ wɒznt/ weren’t/ wɜ:nt/ haven’t/ hævnt/ 62

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Has/ həz/ hasn’t/ hæznt/ Had/ həd/ hadn’t/ hædnt/ Can/ kən/ cant / kɑ:nt/ Could/ kʊd/ couldn’t/ kʊdnt/ Must/ məst/ mustn’t/ mʌstnt/ Shall / ʃəl/ shant / ʃɑ:nt/ Should /ʃʊd / shouldn’t /ʃʊdnt / Will/ wɪl/ wont /wəʊnt/ Would / wəd / wouldn’t/wʊdnt/ *must /mʌst/deduction is always strong. He must have seen it. 34. When a modal or an auxiliary verb is final before a pause, it takes the strong form because it is stressed. I don’t know where he was. /aɪ dəʊnt nəʊ weə hi wɒz/ Content Words 35. The genitive morpheme, the third person singular of the simple present tense morpheme and the plural morpheme are pronounced differently, depending on the quality of the preceding sound: a) If the final sound is /p,t,k,f,θ/ we add /s/ Stop-s Light-s Laugh-s Month-s If the final sound is /b,d,g,v, ð,l,m,n, ŋ/, vowel or diphthong we add /z/ Rob-s Read-s Fig-s If the final sound is /s,z,ʃ,ʧ,ʤ,ʒ/ we add //szʃʧʤʒ/iz/ Kiss-es Wash-es Church-es 1. When the verb end in //p,ʃ,k,s,ʧ,f,θ/ we add /t/ Stop-ped Like-d Wash-ed Laugh-ed When the verb ends in /b,g,z,ʒ,ʤ,v,ð,l,m,n,ŋ/ we add /d/ Rob-bed Beg-ed Massage-d Love-d When the verb ends in /t/ we add /id/ Reward-ed 63

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2. To use/ju:z/ Used/ju:zd/ Used to/ju:st/ Use (noun) /ju:s/ 36. Remember that these are the inflected forms: Playing /baɪɪŋ/ singing /sɪŋɪŋ / buying /baɪɪŋ/. Alternative pronunciations Again / əˈɡen//əˈɡeɪn/ Direct /dɪˈrekt/ /daɪ’rekt/ / Sure /ʃuə , ʃɔː/ Consonants 37. Letter b is not pronounced in words ending in –mb or bt: Comb Lamb Climb Bomb Debt Doubt Plumber 38. Letter c is pronounced s before ae,e,i,y Caesar City Cent Cypress But sceptic /ˈskep.tɪk/ cello /ˈtʃel.əʊ/ concerto /kənˈtʃɜː.təʊ/ 39. Letter C is mute in Muscle Indict Connecticut 40. Ch is usually /ʧ/ But /ʤ/ in sandwich Spinach Norwich Ch is mute in Yatch /jɒt/ fuchsia / ˈfjuː.ʃə/ but /k/ in drachma 41. D is usually mute in Handkerchief Handsome Wednesday 42. G is mute in –gm and –gn Diaphragam Assing Cologne Phegm Campaign Foreign 43. H is mute in 64

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Heir Honour Honest Jour Vehicle In rh Rhetoric Rhythm Diarrhea In proper names: Graham Durham 44. K is mute in blackguard 45. L is mute in lk Chalk Talk Yolk Walk Stolk In –lm Almond Holmes Palm Salmon Malcom In: Calf Could Would Calm Should 46. N is mute in: Autumn Condemn Hymn Aolumn Damn Solemn 47. Ng /ŋ/ Sing ring

long

But in /ŋk/ in sink tank rank /ŋ/ occurs in the inflected forms of verbs and nouns: Singing singer sings

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/ŋg/ occurs medially in the comparative and superlative forms of adjectives and in a limited number of nouns which are basic uninflected forms: Longer finger longest England anger language hunger 48. P is mute in Pneumatic Psalm Psychology Cupboard Receipt Coup Pseudonym Pneumonia Raspberry 49. Ph is /f/ in Philosophy Nephew But /v/ in Stephen 50. Ps is mute in corps /kɔ:z/ 51. R is pronounced only before vowels, even though r may occur in the spelling. The vowels which may be followed by /r/ are /ɑ:/ɔ:/ɜ:/ When a vowel begins a new word after /r/, the linking /r/ may occur Near enough Hammer and tongs English speakers use linking /r/ frequently. By analogy, many RP speakers insert /r/ at the end of words like idea, saw,etc. before a vowel at the beginning of the next word. This is called intrusive /r/ and foreign speakers are advised not to use. The idea of it Anna and I 52. –se is /s/ in some nouns and adjectives: Abuse Close Difuse House Excuse When these words function as verbs they take/z/, except: Surprise Fuse Decrease Increase Promise Release ‘s’ is often /z/ between vowels within a word: Deserve Design 66

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Desert Presence ‘s’ is /s/ before and after a voiceless consonant Ask Aspirin Bestow Grasp Whisper Mosquito Tipsy ‘s’ is /z/ before and after a voiced consonant: Cosmetic Husband Clumpsy Flimsy whisical Exceptions: parsley, consul, tinsel, compensate, ransom ‘s’ is mute in : Aisle, Chasis, Island, Louis, Apropos, Debris, Illinois, Isle, Viscount In-sten: chasten, fasten, hasten christen, glisten, moisten In French loan-words: baccarat, ballet, debut, beret, cabaret, rapport In mortgage, often, postpone 53. ‘th’ is mute in asthma 54. ‘x’ /ks/ when it is followed by an unaccented vowel: Exercise, oxygen, exit, toxic Exceptions: proximity, taxation, vexation, relaxation, tuxedo ‘x’ /gz/ exact, example, exotic, exam, exist ‘x’ /ks/ in ex- when the prefix is accented. Exercise, exit, excellent ‘x’ becomes /kʃ/ in anxious, luxury, complexion, noxious,sexual /gz/ in luxuriant, luxuriate, luxurious /z/ in Xerox, xylophone 55. ‘w’ is silent in wr: Wrap Wring Wreck Wrong In whWho, whom, whole, whore, whose In proper names wick, wich Berwick Warick Norwich Kesick Greenwich Except in: Ipswich, answer, sword III- Word beginning 67

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56. Prefixes usually retain their phonemic composition: Aftermath Overall Unhappy Understand 57. De/di/ before a stressed syllable: Declare, define

De /de/ when it receives a primary or secondary accent: Decorate Definition Declaration But de /di:/ when it means the opposite of : Demotivate 58. Pre/pri:/ before Pretext Prefix Pre /pri/ before a stressed syllable: Predict prepare Pre/pre/ when it receives a primary or secondary accent Preface preparation 59. Pro/prə/ before a stressed syllable Proceed protest Pro/prəʊ/ or /prɒ/ when it receives a primary or secondary accent: Prominent program protestation process 60. re/ri:/ repetition of action re-form re-count re-present re-sort re-/ri/ before a stressed syllable recount reform recover repay re/re/ when it receives a primary or secondary accent: rebel reservation recreation recognize represent 61. The latin prefixes that follow are pronounced with a weak vowel before an accented syllable and with a strong vowel. Ab abrupt Ac acquisition Ad admonish Com/con combustion Em/en embark Ex exact Ob oblige Sub sublime 68

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62. The prefixes bi- and tri- are pronounced /bai/ and /trai/ when they are separable prefixes: Bilingual bicycle bilateral bipartite Otherwise they are pronounced /bi/ or /tri/ Bigamy trinity biparous trilogy 63. The prefixes dis,mis, are pronounced with /s/ even before voiced consonants or before vowels: Disappear misgiving Except disaster /dɪˈzɑː.stər/ disease/dɪˈziːz/ 64. News /njuːz/ newsagent

newsboy

newsflash

newspoint

65. The prefix trans- is generally pronounced/ˈtrænz/ before vowels and voiced consonants Transit transmit transient But /ˈtræn.spɔːt/ /ˈtræn.sə.tɪv/ /trænsˈfɜːr/ 66. The following prefixes remain unchanged Hydro

/ˌhaɪ.drəˈfəʊ.bi.ə/

Hyper

/ˌhaɪ.pəˈten.ʃən/

Nitro

/ˈnaɪ.trə.dʒən/

Prime

/praɪˈmiː.vəl/

Proto

/ˈprəʊ.tə.taɪp/

Pseudo

/ˈsjuː.dəʊ.saɪəns/

Psycho

/ˈsaɪ.kə.pæθ/

V.

Word Ending

67. Able- /əˈbɒm.ɪ.nə.bl̩/ -ace/ˈfɜː.nɪs/ -acy/ˌær.ɪˈstɒk.rə.si/ -ade/blɒkˈeɪd/ -age/ədˈvɑːn.tɪdʒ/ -ain /ˌæs.əˈteɪn/ /in/ in nouns and adjectives: bargain / ən/ in Britain

villain

/n/ in certain curtain -ate /eit/ relate 69

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accurate

But /eit/ inmate /dj ət/ immediate -ce/s/ voice -day/dei/ or /di:/ Sunday -eon / ən/ luncheon -eous /i ə s/ courteous -est / əst/ or /ist/ in the superlative Et/it/ banquet Ful /ful/ in nouns:handful /f əl/ /fl/ in adjectives:dreaful Geous

/kəˈreɪ.dʒəs/

Gian

/ˈbel.dʒən/

Gious

/kənˈteɪ.dʒəs/

Gramme

/ˈprəʊ.ɡræm/

Graph

/ˈtel.ɪ.ɡrɑːf/ /-ɡræf/

Ible

/ˈӕksesibl/

Ice

/ˈɑː.mɪ.stɪs/

When stressed /ais/ advice Ile/ail/ domicile Ine /in/

clandestine except for divine/ain/

Ise/is/

promise

Ite

/ˈdef.ɪ.nət/

Land

/ɪŋ.ɡlənd/

Less

/ˈeɪm.ləs/

Man

/pəˈliːs.mən/

Ment

/ˈdɒk.jʊ.mənt/

Osity

/ˌkjʊə.riˈɒs.ɪ.ti/

Ough

/ˈbʌr.ə/

Se

/ˈpɜː.pəs/

Sive

/əˈbjuː.sɪv/

Sory

/kəmˈpʌl.sər.i/

Some

/ˈhæn.səm/

ˈæp.ɪ.taɪt/

exception: experiment /ment/

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/ˈkɒn.trə.vɜː.si/

Ture

/ˈneɪ.tʃər/

Wich

/ˈsæn.wɪdʒ/

2018

Buttressing In unemphatic sentences, the nucleus should go the last lexical item. Normally a noun or a verb. The speaker can choose to keep the final preposition and pronoun in their weak form. Without changing the meaning of the utterance, the speaker can also choose to buttress (i.e. strengthen) the preposition I have bought a present for you /aɪ həv bɔ:t ə preznt fə ju/ I have bought a present for you/aɪ həv bɔ:t ə preznt fɔ: ju/ In contrast, if the pronoun gets stressed, then the sentence becomes contrastive I have bought a present for you/aɪ həv bɔ:t ə preznt fə ju:/ Read out these sentences with and without buttressing: Preposition +pronoun What is the baby doing? He is looking at her He is pointing at you He is smiling at him Pronoun+ preposition+pronoun What did she do with the writing? She is re-writing it for us She is editing it for me She e-emailed it to me Conclusion: this guide must be referred to the extensive bibliography. There you will find the theoretical aspects that will ensure your good comprehension of these notes. References Abercrombie, D.1972. Elements of General Phonetics. Edinburgh University Press Avery, P and Ehrlich. 1992. Teaching American English Pronunciation. OUP Carford, J .1990.A Practical Introduction to Phonetics. OUP Clark,J and Colin. 1994. An Introduction to Phonetics and Phonology. CUP

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Finch,D& Ortiz Lira 1982. A Course in English Phonetics for Spanish Speaker. Heinneman Gimson, A 1982. An English Pronunciation Companion. OUP Gimson´s Pronunciation of English, revised by Cruttenden. 1992.London Laver,J .1992. Principles of Phonetics.CUP Mackenzie, M 1986. English Phonetics and Phonology . A Practical Course. CUP Wells, J.1990. Longman Pronunciation Dictionary. London Wells, j 1992. The Phonetics of Rapid Educated Speech. Lecture delivered in Buenos Aires. Finch, D and Oritz Lira(1982) A Course in English Phonetics for Spanish Speakers.

THE ODD ONE OUT TASK: Look at the pictures below. Find the one out.

1.

2.

3.

4.

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5.

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UNIT 4 Unit 4

A G

Contents: Elision Assimilation Glottaling

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Classroom Task Read the lyrics of the following song and complete using the following words. What allophonic variations or phonological processes occur that you can explain for each of the selected words. / ɪɡˈnaɪʧɔː/ /stri:mɪŋ//tɪəz/(3) /weɪst//traɪ/(3)/bəʧʊ//wɒʧɔː/(3) /bəʧə/ /stʌk//gaɪʤə/ When you _____your best _______ don't succeed When you get _________ want but not ______ need When you feel so tired ______ can't sleep ______ in reverse When the ____ come _______ down your face When you lose something you can't replace When you love someone but it goes to ____ Could it be worse? Lights will ________ home And ___________ bones I will ____ to fix you

Refrain

High up above or down below When you're too in love to let it go But if you never ____ you'll never know Just ________ worth Refrain _____ stream down your face When you lose something you cannot replace _____ stream down your face And I Read more: Coldplay - Fix You Lyrics | MetroLyrics The alveolar plosives /t/ and /d/ may merge with the following approximant/j/ to become post-alveolar affricates /ʧ/ and /ʤ/ respectively. This process is known as COALESCENCE, although historically found within a word, it is common is RP English when the plosive and the approximant are in different words and the approximant is a grammatical word.

Don´t you? /dəʊnt ju/

/dəʊnʧu/ 75

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Would you ? / wʊd ju/

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/wʊʤu/ Joining Words

When a word ends with a consonant sound and the next word begins with a consonant sound, the first consonant sound is often changed. For example, greet guests sounds like Greek guests because the t in greet and the k in Greek both are pronounced /g/. This is because of the influence of the /g/ in the previous word. The sounds that most frequently change when they are at the end of a word are /d/,/t/ and /n/. I've got a bad cold (bad sounds similar to bag) We had a bad year. (bad sound similar to badge) They shot bears (shot sounds similar to shop) They shot cats ( shot sounds similar to shock) What's your son called? (son sounds similar to sung) My son made this (son sounds similar to sum) Classroom task Read the following fragment. What are these people really saying? 1. I talk classes this morning 2. You torch yourself 3. The sum burnt my neck 4. The sung came over the mountains 5. I can´t beach you at this game 6. I can beak Carol at tennis 7. I can´t get this coke clean 8. Is this the coach you brought? 9. They cheak quite a lot 10.They cheap quite a lot

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Connected Speech Watch Connected Speech- Weak Forms on You Tube or on your Edmodo posts. https://www.youtube.com/watch?v=us-j7Ftrrag Now make a summary of the main points you remember:

_______________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ _____________________

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The chapter on Assimilation has been taken from An English Transcription Course by Maidment. Classroom Task Now watch this episode from the series 'Friends' and analyze the effect of connected speech without elision : on Tube 'Enunciate by Spitting'. https://www.youtube.com/watch?v=0ISJS4gSBh0

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The chapter you have just read has been taken from An English Transcription Course by Maidment

Classroom Tasks Main points that interfere with understanding listening: In speech, we modify sounds which can interfere with understanding . Read the following sentences and find the processes interfere to disrupt comprehension: 1.- Gentlement must wear boat eyes. 2.-I picture book off the floor / they join does for dinner 3.- A Merry car / I never her July before 4.-Watch or a dress? 5.-Wok this way 6.- I thing old cars are better / 7.-Salt-an-pepa.

Reflect on the possible processes that interfered in communication and work on the items listed below: 1. Linking words : Gentlemen must wear boat eyes/bəʊtaɪz/ (bow tie ) This process is known as 'juncture'. It has to do with the minimal pauses we make in the border of words. 2. liasion/lɪˈeɪzn/ : linking and intrusive /r, w, j/ 3.Weak Forms: Fish'n'chips - he mightav gone /aɪdəv θɔːt ɪt wəz fɪʃ/ and Compression: Cooperativa (Spanish speaker)Coprative(native speaker of English). It is the wrong use of weak syllables. Russia vs Rush hour/rʌʃə /vs/rʌʃɑː/ America vs a merry car. 4.Homophones 'the Plaice to be' plaice homophone for placewatch or a dress for what's your address) /wɒʧɔːrədres/ 89

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5. Minimal pairs 'wok this way' for walk minimal pair of walk. 6.Assimilation: sounds that are modified according to the place or voice of articulation- batman/bæpmæn 7.weak form

Salt and Pepper link

Elision

/sɔːltəmpepə/Assimilation

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UNIT 5 Articulatory Phonetics The Organs of Speech: The Lungs The Larynx The Pharynx The Resonating Cavities The Articulators Consonants and Vowels

GINSOMS

PRONUNCIATION OF ENGLISH FOR EDUCATIONAL PURPOSES ONLY

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UNIT 6 DIPHTHONGS

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Radio Ga Ga

Radio ga ga 1.-Read the song and find the words containing the diphthongs: /aɪ /eɪ /ɪə

/əʊ

/aʊ/

I'd sit alone and watch your _______ my only friend through teenage ______ and everything i had to ____ i heard it on my _____ radio. You gave them all those old time _____ through wars of worlds - invaded by ______ you made 'em laugh - you made 'em _____ you made us feel like we could f______ So don't become some background _____ a backdrop for the girls and ______ who just don't know or just don't ______ and just complain when you're not _____ you had your time, you had the ______ you've yet to have your finest _____ radio. All we hear is radio ga ga radio goo goo radio ga ga All we hear is Radio ga ga Radio blah blah Radio, what's new? Radio, someone still loves you! We watch the shows, we watch the _______ On videos for hours and _____ We hardly need to use our _____ How music changes through the _____. Let's hope you never leave old ______ Like all good things on you we ______ So stick around 'cause we might miss you When we grow tired of all this visual You had your time, you had the ____ You've yet to have your finest _____ Radio, Radio.

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All we hear is Radio ga ga Radio goo goo Radio ga ga All we hear is Radio ga ga Radio goo goo Radio ga ga All we hear is Radio ga ga Radio blah blah Radio, what's new? Someone still loves you! Radio ga ga [3x] You had your time, you had the power You've yet to have your finest hour Radio, Radio. 2.- Complete the spaces using these words /aʊə stɑːz kraɪ flaɪ paʊə nəʊ mɑːz nɔɪz ðeə aʊəz ɪəz reɪdɪəʊ jɪəz frend bɔɪz dɪpnd laɪt keə naɪts/ 3.-Can

you find cases of smoothing?

Diphthongs A diphthong /ˈdɪfθɒŋ/ is a single vowel phoneme made up of two elements, where one moves towards another. They form a glide within one syllable. They have a distinct first element (the starting point), and a second element, which is the point of direction of which the glide is made. The second element is never fully reached. ( Cruttenden. 2008). All diphthongs, whose length is similar to that of relatively long pure vowels, can also be clipped especially when followed by a fortis sound (Pre-fortis clipping). Diphthongs can be: 1. Wide or Narrow, depending on how far away the first element is from the second one in the vowel chart. 2. Centring (when the second element glides towards the central vowel /ə/, or closing (when the second element glides towards the close vowel /ɪ/ or /ʊ/. 3. Falling (when length and strength are concentrating on the first element) or rising (when the second element is more prominent than the first one) /eɪ/ Closing-Falling-narrow The tongue glide begins at the point between the open mid-and open back position and moves in the direction of ɪ . Spread lips

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Spellings: Late, make, rain, fail, day, play, eight, rein, great, break. Advice: Give sufficient length to the 1st element, the 2nd element should be lightly touched /ɔɪ/ Closing-Falling-wide The glide begins slightly behind the central open position and moves in the direction of ɪ . Lips are rounded for the first element and neutral for the 2nd. Spellings: Voice, boy,boil Advice: the first element sound more similar to /ɒ/ /aɪ/ Closing-Falling-wide The glide begins slightly behind the central open position and moves in the direction of ɪ . Lips Spellings: Late, make, rain, fail, day, play, eight, rein, great, break. Advice: : avoid over-retraction and rounded lips /əʊ/ Closing-Falling-narrow It begins at the central position and moves towards the direction of ʊ Spelling: go,oak,boat,glow,show,thought,dough /aʊ/ Closing-Falling-wide It begins at the point between the back and the front open position, more fronted than /ɑ:/, and moves towards the direction of /ʊ/. Lips change from a neutrally open position to a weakly rounded position Spelling: house,out, brown,cow /ɪə/ Centring-falling-narrow It begins with a tongue position similar to I and moves in the direction of the more open variety of ə. Lips are neutral. Spelling: hero,sincere, dear, year, cheer,idea,real, fierce. Advice: Avoid using a 1st element that resembles vowel number 1. /r/ shoudnt be pronounced unless a vowel follows /ɪə/ /eə/

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Centring-Falling-narrow The glide begins in the open-mid front position and moves in the direction of the more open variety of /ə/. Iips are neutral. Spelling: fare,care, chair,hair, bear, wear, aerial, aeroplane Advice: Avoid using a 1st element that resembles vowel number 1. /r/ shoudnt be pronounced unless a vowel follows / eə / /ʊə/ Centring-falling-narrow The glide begins in a tongue position similar to /ʊ/ towards the more open type of /ə/. Lips are rounded at the beginning. A monophthongal variant /ɔ:/ is commonly used after/j/ Spelling: poor,tour,cure,cruel, fluent

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Task 2

A. In groups answer the following questions 130

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1. How can you use L1 to help L2 pronunciation? 2. Who are the best models teachers can expose their students to? 3. Should students choose a native speaker as a model to follow? 4. How do you go about the famous phrase ‘ habla con una papa en la boca! No entiendo nada’? 5. Is the target of native speaker realistic?

Listen to the tape and compare your answers:

B. Going back to the question of a positive frame and fostering new habits, we are going to study more in depth the difficulties River Plate students undergo when acquiring L2 sounds. C. What would you do if you had a ss like him? Where would you start? What should we do then? Study the differences between L2 and L1 sounds and find a reference. A positive start. Where do River Plate speakers find this sound?

Task 3 Team work What problems can Spanish speakers have when dealing with the English consonant sounds?Place? Manner?

Voice? Try to answer these questions

taking into account the English Consonant sounds. The chart below will help you. Do a Spanish Consonant chart for your classroom use. The English Consonant Chart bilabial Nasal Plosive Affricate Fricative (Median) Approxima Lateral nt (Approxim

labiodental denta alveola postal palato- palata velar glottal l

m P

b

rn

veo.

t d tr dr f

V

θ ð

ŋ

r.

kg

/ʧʤ/ ʃʒ

S z

w

alveola l

r

h J

(w)

l

ant) 131

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The River Plate Consonant Chart

bilabial

labiodental denta gingiva l

Nasal

l

Dorso- palata velar glottal prepal l atal

Oclusiva Affricada Fricativa Semivocal Lateral Vibrante Vibrante Multiple simple D. Nota: E. Gingival: adj. De las encías o relativo a ellas

F. Apico: sonido de la "x" en los dialectos donde la "s" suena ápico-alveolar

Task3

Students will watch part of a scene of a crowd waiting for the Argentine team to go by coach in India. After that, Sabella, the Argentine team coach will deliver a conference in English. There is a lot of narrative in the images that will help students discover the context of situation without listening to the conversation. 1. Who are these people? (football fans) 2. Where are they? (in India) 3. How do you know? ( Because of the buses, signs in the street, people clothing,etc) 4. What are they waiting for? ( to see the football team go by the street by bus)

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5. What happened? (Riquelme got sick and Sabella , the coach, will delivere a press conference in English ) Task4 Watch the scene and check your predictions. What would you change? Task 5: Pronunciation Focus: Task 1: Now listen to the press conference again and decide whether you agree or disagreed to the following statements: 1.- Saballa sounded English 2.-- the lips of the Saballa are brought together and we can easily notice a puff of air when he pronounces the following words: 3.- If Saballa knew the following characteristics of consonants his sounds will improve b.-Task 2.-Help Saballa improve his English sounds.Visit the following website and complete the following chart using the words in the box: http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html

pressure

release

obstruction

bilabial

no vibration

vibration

Manner : /p/ and /b/ are stop consonants characterized by: Complete _______________of the outgoing airstream by the articulations A build up of intraoral _______________ And a ________________ Place: /p/ and /b/ are _________________ consonants because their sound is produced when the upper and lower lips come together in contact. Voice: There is ___________when /p/ is produced There is ____________when / b/ is produced. Task 3: Now go back to the website , compare the characteristics mentioned above with the following sounds: /t/ /d/ /k/ /g/ and complete the following chart: Place of Articulation bilabial

alveolar

Velar

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Voiceless

p

t

k

Voiced

b

d

g

Task6: Raising Awareness on your own sounds:-Look at yourself in front of a mirror and produce the following words: Peter Patter bought a pot of paint. 1.-Does the mirror get tarnished? Why? Why not? Now say the tongue twister again. How many times could you say it quickly. 2.- Laboratory Practice: Read the dialogue on plosives in Sounds in English , record yourself and compare your sounds to Sabella and the native speaker on the tape. Are there any differences? Task 7: Storytelling Choose a number of words from the dialogue you have read and write a story for children. Now practice telling the story in front of an audience. Now create your own storytelling on http://storybird.com/ Send it to your classmates, teachers or students.

Task 8 Read `Classification of Consonants´ by ……….. and then do the following task: Play this guessing game: A man is pronouncing the following sounds. What are these sounds? 1. Velar sounds

pronounced

tongue near or touching the

with the velum, or

“soft-palate”:

2. Velar sounds

pronounced

tongue near or touching the

with the velum, or

“soft-palate”:

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3. Bilabial sounds

pronounced

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with the

lips together.

4. To make this sound the speaker his velum to allow the column of

lowers air to

pass through his nose .

5. Alveolar sounds pronounced with the tongue near or touching the alveolar ridge, just behind the

top teeth.

Read Gimson Chapter 9: The English Consonants- Available on your Edmodo platform

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UNIT 7 THE ENGLISH CONSONANTS

Contents The distinctive Consonants Mind Map Class A Obstruants Acquisition for Native Speakers Class B Sonorants Acquisition for Native Speakers Allophones Allophonic Transcriptions

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Gimson's Pronunciation of English -chapter 9-

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Allophones Practice Fill in the blanks with information from the box Full aspiration -labiodentalized -devoicing - dark-- voiced Nasal release Devoicing - lateral Release - lack of aspiratoin -clear - non-audible releasedevoicingweak aspiration - non audible release - nasal release - dentalization - nasal release non audible release- neutralization /p,t,k/ Initial stressed position plus vowel _______________ Initial unstressed position plus vowel _____________ precede by /s/________________________________ followed by silence, a plosive or an affricate________ /b,d,g/ In final position, followed by a fortis sound, followed by silence_______________ followed by a fortis sound, followed by silence_______________ /t,d/ followed by /n/_______ followed by /l/_______ 156

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/k/ followed by /ŋ/________ /l/ is _______________when followed by a consonant, /w/ or silence /l/ is ______________when followed by a vowel or a velar /t,d,l,n/ followed by dental sounds /ð,θ/ _________________ /ʤ ,v,ʒ, z,ð,b,d,g/preceded by silence, followed by a fortis sound or by silence_____ /l,r,w,j/ are _____ when followed by stressed /p,k,t/ /n,m/ followed by /f,v/ are_______ /h/ between vowels is :______________

NARROW TRANSCRIPTION PRACTICE Narrow Transcription 1: 1. Focus on the plosive sound in the following text: Nasal release in the sequences [ tᵑ n], [d ᵑn] [ t ᵑŋ] [b ᵑn] [g ᵑ ŋ] 2. Lateral release [ˡ] in the sequences [tˡl],[dˡl] 3. No audible release [˺ ] [t˺p, t˺b] 4. No release [ ̮ ] [t ̮t]

´Can we visit Britain?', inquired Nick Button. ' I always wanted to see big castles, old churches, agent bridges, historical monuments and the Lake district. Imagine hoping on those red double decker buses!'. 'I´d love to.' answered Mark, his father. ' My great grandfather, Rob Mint, was born in a little seaside town there. Aunt Penny and Uncle Gordon used to write to our English relatives. Do you think Mum would be interested too?. 'I do. She´s prefer a trip to Paris, but both are fine. she could go shopping, I could visit Disney there... You could drink good wine and eat great food. We might take the Eurostar to get to London' said nick. 'But buckle up, because it sont be cheap, Dad'.

Narrow Transcription 2: Clear and dark /l/ł/ Rachel Willians is married to Phillip Mills. They live in a little flat in Melbourne, Australia. Rachel is 32 years old and works as a lawyer in a building company. She was born in Wales, in the UK, but she left for Australia when she was a young girl. Phil is a bit older than his wife. He will be 40 in April. Phil and his family were from Florida in the USA. Now he works as a civil servant in the city council. Their daughter´s called Bella and she is still a toddler. they are all lovely !! 157

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Narrow Transcription 3: Pre-fortis Clipping Use [· ] instead of [:] to show pre-fortis clipping eg: /mi:t/, [mi·] Joyce Price is a busy woman. She wakes up at 5.30 a.m. every day. she gets up five minutes later, goes to the loo, has a shower and cleans her teeth. She has breakfast while she listens to Fleet´s phone in show. Then, she leaves for work. Joyce is a maths teacher at school. She starts her first class at 8 sharp. She gets back home at half past seven in the evening. She marks her students´papers, and cooks supper. Grace and Mike, her best friend, usually come round at about 8. They love talking and laughing. After the guys leave, she goes to bed and watched Ellen´s show. She´s fast asleep by midnight.

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APPENDIX

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Poems, limericks and rhymes Practice : Vowels :/iː/,/ɪ/

Task: Read the poem aloud. Choose one of the words in brackets to complete each line A Poem: Get up on your feet You won`t get (fit/feet) Just sitting on a (seat/sit) If you wanna get (fit/feet) Gotta get up on your (feet/fit) Don`t feel that (seat/sit) Gotta move a little (beat/bit) Kick your feet to the (beat/bit) (fill/feel) the beat . That's (eat/it)

Practice: /ə/ limerics

TASK: Underline the schwa in the limericks below. After that read aloud Limerick 1 I met an accountant from Spain whose customer never complains She now can afford To travel abroad And fill up her bath with champagne Limerick 2 I know an old waiter called Trevor whose customer waits forever He lets you grow thinner 160

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while waiting for dinner And said: 'Better Late than Never' Limerick 3 I met a young man from Mauritius whose mother was superstitious she said that a ghost had eaten her toast And the ghost said the toast was delicious

DRILLING PRACTICE

Vowels/ i:/ and / ɪ / Sort the following words out according to whether they belong to /i:/or / ɪ / Eat inn each ill zip chill tip sieve difficult heap seat tea keep feed weed free tree chief eve knead key quay Peter Eden secret Caesar police employee receive relief people Vowe Part l of the tongu e /i:/

Height tensio of the n tongu e

lengt h

Lip positio n

Jaw separatio n

Spanish Example s

English Example s

Liso fina

/ɪ/

Seen, scene Feel Steal,steel Meal

sin fill still mill

Reading / i:/ and / ɪ / in contrast heal,heel neat peach feet

hill knit pitch fit

Transcribe and Read aloud 1.-The leaves of these trees are green at this season but if the wind is keen and the leaves freeze, they cease to be green and seem to lose their sheen. These trees need heat to keep them green. 2.- Some teachers´ teaching pleases some people but other people feel the same teaching isn´t pleasing. It isn´t easy to please each person but teasing the teacher won´t please the teacher and each teacher needs to be free to teach as he pleases. 161

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3.- in this pretty city live three simple, silly sisters: Kitty, Cissie and Billie. Sister Kitty sits and knits and knits and knits. The things she knits never fit, but still she knits and knits with a will.’Silly Kitty’ ,says Cissie,’She´s pretty, isn´t she?.It´s a pity she´s so silly.’ ‘Itps Cissie,’says sister Kitty,’ that´s a little silly for Cissie’s chilly, yet Cissie sits and thinks and thinks and never knits. If Cissie weren´t silly she’d knit. Even Cissie could think and knit or knit and thinkg. And thinking of knitting, Cissie could knit winter woolies to keep her from feeling chilly It’s silly to be chilly, isn´t it? 4.-This little inn is the best inn in the village. Let’s put up in it. 5.- Tim’s as thin as a pin, but it isn´t a sin to be thin! Vowels/æ/ʌ/ɑ:/ Sort the following words out according to whether they belong to /æ/ʌ/ɑ:/ Add ant ass axe apt hat hand ham hag back black band cap catch fan fact dam gap patch tank up uncle ugly much such rum run jump sudden blunt duck just cluck shunt sunk grunt snuff rub arms art arch charm starve hard star car heart palm ask last ask pass glass laugh pap Vowe l

Part of the tongu e

Heigh t of the tongu e

tensio n

length

Lip Jaw positi separatio on n

Spanish Example s

English Example s

æ ʌ ɑ: sergeant far

Derby draught

draft

clerk grass clasp bar

dark

Reading /æ/ʌ/ɑ:/ in contrast Match much march Cat cut cart Ham hum harm Dan done darn Transcribe and Read aloud

1. A man sat on a black cat and the black cat was squashed flat, for the man was a fat man. ’Oh, that fat man is a bad man,’ said the black cat, ’he’s squashed me flat and that makes me sad.’ The black cat had only a thin little voice, of course, for he was a flat cat and you should know that a flat cat’s voice is a thin flat voice.

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2. When you work’s done, come out in the sun and have some fun. We can tuck into bread-and-butter with nuts and honey, or stuff ourselves with currant buns dunked in rum. Rum’s a stuff that’s not to be drunk by the young but no harm’s done by a touch of rum on a bun. 3. Aunt Martha lives near Marble Arch, which isn´t far, though it’s farther than where we went by car with Father at half past ten last night, after the party. I asked Father to pass by Marble Arch and we started to argue and at last it was far too late to go. Aunt Martha’s lived near Marble Arch since last March. Black Bird Lyrics: Find the following song //æ/ sound. After that, discuss what the meaning of Blackbird is Blackbird singing in the dead of night Take these broken wings and learn to fly All your life You were only waiting for this moment to arise. Blackbird singing in the dead of night Take these sunken eyes and learn to see All your life You were only waiting for this moment to be free. Blackbird fly, blackbird fly Into the light of the dark black night. Blackbird fly, blackbird fly Into the light of the dark black night. Blackbird singing… Vowels /ə/ and / ɜ:/ Sort the following words out according to whether they belong to /ə/ or / ɜ:/ early burn worst skirt sir thirsty world weren´t

Shirt nurse Uh better driver doctor sofa Emma farmer Drama hurt word work world were away between police the pear the peach the pineapple the apple arrest alive wilder tailor tenor colour jealous Whisky and soda bread and butter a bag of sugar a packet of cigarettes I have to go Vowe l

Part of the tongu e

Heigh t of the tongu e

tensio n

lengt h

Lip positio n

Jaw separatio n

Spanish Example s

English Example s

ɜ: ə

out

I have to eat all these apples

to be or not to be

A present for

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a present for Tessa I had a call from Bill where were you at 5?

I am from Argentina

Transcribe and Read aloud 1.- Have you seen my pen anywhere, Ernest? It may have rolled under the bed. Look there Bertha. No, I’ve searched everywhere. Where on earth can it have got to? When will you learn to be a tidy girl? Here it is, under your fur coat. 2.-The picture of William was a failure. The clever painter was not the right man to do the job. The nose was good and so was the mouth, but William´s handsome figure was made to look smaller and shorter. The painter was a man that made excellent pictures of children and girls, but not of men. Vowels /ɔ: /and / ɒ / Sort the following words out according to whether they belong to/ ɔ: /ɒ/ On odd ox hot top chop clock novel rot mock grovel soft moss got god wash wasp want what squash squabble cough awe awful law saw water warm wall awl all warn worm hall fall also squall ball tall or storm organ short cork nought sought thought bought Vowe l

Part of the tongu e

Heigh t of the tongu e

tensio n

lengt h

Lip positio n

Jaw separatio n

Spanish Example s

English Example s

/ɔ: / / ɒ/ door floor straw claw raw war wart almost although walk talk chalk Pau form tore caught daughter taught

Cot/caught shot/short

cock/cork tot/taught

Reading / ɔ: / and / ɒ / in contrast cod/cord fox/fork knot/nought knotty/naughty stock/stork odd/awed pot/port rot/wrought

Transcribe and Read aloud 1.-Tom’s got a lot of dots on his shirt. I wonder if those dots are spots that’ll wash off. What? You can wash off the lot?. With what will you wash the lot off? With a pot of hot water and los of soap?. Tom will want to thank you for that. Tom’s got a fondness for that spotty shirt though it’s not his best and he’s had it a long, long time. 2.-Portly Paul Corder snores. Paul Corder’s snores are awful. They’re hoarse snores. He snores worse than a horse. We close the doors when Paul snores. Paul snores more and more as the night draws on. Just before dawn Paul’s snores make more noise than a

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storm. Paul also walks and talks in his sleep. But it’s his raucous snores, his snoring and snorting, that cause us in-laws to close the doors.

Vowels/ u/ and /uː/ Sort the following words out according to whether they belong to or Ooze Shoot Hoop Loop June Flute Brute Blew Juice

put book good wool pool bullet Truth True Fruit

brook hood look could fool butcher Grew Shoe Soup

push full took shook could

cook bull room should fulfil cuckoo

Screw Move Wound

pull wood foot rook manhood woolen

Shred Lose Tomb

Threw Loose Womb

Transcribe and Read aloud 1.-Ruth sat on a stool in the cool of the June evening and admired the beauty of the new moon. She soon grew cold and had some hot soup, made of bamboo-shoots, and then some gruit-juice and soon Ruth was laid in her tomb. 2.- how much wood would a woodchuck chuck if a woodchuck could chuck wood? Reading matter, with and A cuckoo said: You fools who live in rooms would do better to live in the woods. There’s good food to be had, beautiful juicy nuts and fruit. Fruit´s good for cuckoos. There are roots too, for those of you who like roots as food. The woodland pools are cool in summer, and full of beautiful fish, which are also useful as food. We have woodcock and coots too, though only a few. In spring the new bluebells are truly blue at Kew to see our truly rural bluebells.You don´t need to queue at Kew to see our truly rural bluebells.

Practice: Weak Forms

Vowe l

Part of the tongu e

Heigh t of the tongu e

Vicky and Ricky tensio lengt Lip Jaw n h positio separatio n n

Spanish Example s

English Example s

u uː

Puma luna

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He liked her style She liked him She gave him a smile He asked her name She said it was Vicky She asked him his name He said it was Ricky That´s the story of Vicky and Ricky He played the guitar She said she could sing She gave him her number He gave him a ring He took his guitar and went to her flat She gave him a drink She showed him her cat That´s the story of Vicky and Ricky She showed him her music He played her a song They sang it together They got all wrong That was the start of their music careers It made them both famous And lasted four years That´s the story of Vicky and Ricky

Practice: Short Vowels

Task: Read aloud and record your poems once you are ready In the Woods Big Jack and little Zack Lived up in the woods Jack was good at hunting and Zack, at chopping wood Jack got up and had a cup And went off with his gun Had some luck A shot a duck And cooked it for his son That son of Jack Took an axe And went off up to the track Cut some wood 166

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Said that was good And put it on his back As Zack packed A wolf attacked it jumped on the lad's head That´s when Jack Ran up the track and shot that big dog dead. Practice: Past Forms

Task: Read aloud and record your poems once you are ready A Nightmare Hotel I walked up the hill To the Nightmare Hotel I stopped at the door But I couldn’t see the bell I knocked and I waited In the cold and windy night I looked in the window But there wasn’t any light That’s when I noticed The door was open wide Then it started raining So I walked inside The door closed behind me I asked ‘Who’s there?’ That’s when I noticed The rats on the stairs I turned round to leave But I couldn’t see the door That’s when I noticed The body on the floor Then the body moved The woman wasn’t dead She told me her story This is what she said: I also walked up To the Nightmare Hotel…

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© Hancock McDonald.

Practice: Plural Forms

Bananas A banana´s full of vitamins That´s true, that´s very true But bananas aren´t the only fruit There are pears and peaches too You always eat bananas It´s time for something new There are oranges, dates and apricots and grates and apples too And don´t forget the vegetables It´s good to eat a few like lettuces, and leeks and cabbages and peas and carrots too They say that green are good for you It´s true , that´s what they say So eat your fruit and vegetables At least five times a day! 168

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Practice: Connected Speech

Task: Read aloud and record your poems once you are ready LOST I walked in the park in the middle of the night I hurried in the dark ‘cause there wasn’t any light I stopped and I listened and I looked all around I couldn’t see a thing and I couldn’t hear a sound

I switched on my phone and I used it for a light I looked to the left and I looked to the right I started feeling worried and decided to go back I looked all around but I couldn’t see the track

You’re lost, you’re lost You’ll never find the track You’re lost, you’re lost You’re never coming back! Weak and Strong Forms

GRACE AND PAUL He saw her, he liked her face He asked her her name, she said it was Grace She liked him, his name was Paul She gave him her number, he gave her a call He bought her a gift, he went to her flat She gave him a drink, she showed him her cat He liked her, but hated her cat He never returned, and that was that. Practice: Consonants /ʧ /ʤ/

Task: Read aloud and record your poems once you are ready 169

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A footballer Story Georgie sees a footbal match And thinks that job's for me. Those guys must earn a fortune And hard can it be? Imagine how much they charge For jogging round a pitch They only play one match a week But man, those guys are rich So Georgie joins a bunch of kids Out playing with a ball They´ve made a pitch and drawn a goal with chalk lines on a wall And Georgie learns to kick the ball And catch it with his feet Before too long our Georgie becomes the best kid on the street

More consonant limericks

Practice/z/ : Limerick 1 Flatmate Louise One morning my flatmate Louise Woke up and started to sneeze By the time she rose she was blowing her nose. And her face was colour of cheese Practice /v/ Limerick 2 Flatmate Eve One morning my flatmate Eve Needed to hurry to leave She ran into Dave who was trying to shave And got blood all over her sleeve Practice /b/ Limerick 2 Flatmate Bob One morning my flatmate Bob burnt his hand on the hob Got a nasty stab from an old Kebab And made himself late for his job. Practice /d/ Limerick 2 Flatmate Jude One morning my flatmate Jude Woke in a terrible mood She hit her head On the end of the bed 170

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and what she said then was rude

Practice the glottal stop /ʔ/ Kittens I know a little bit about kittens I got bitten by a kitten last year A certain little kitten in Britain I´ve not forgotten that it bit me on the ear

Buttons I know a little bit about buttons I had buttons down the front of my shirt They fell off when the button got rotten And the buttons got forgotten in the dirt

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FIRST SIGHT READING TEXTS

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First Sight Reading Practice: Texts adapted from: Munro Mackenzie, M (1968). Modern English Pronunciation Practice. Longmans. Mortimer, C. (1975) Sound Right! Selected Sounds in Conversation. Longman.

/iː, ɪ/ 1.- The leaves of these trees are green at this season but if the wind is keen and the leaves freeze, they cease to be green and seem to lose their sheen. These trees need heat to keep them green. 2.- Aren’t these seats free? Ah, they are free, thank you. We’ll have three teas, please. Three teas with cheese and beans on toast. Steaming hot tea’s most agreeable, it leaves a feeling of being free to eat as one pleases. Some people drink weak green tea, but that’s not the tea for me. I feel I need a cup of tea. But don’t eat too many beans, only greedy people feel the need to eat heaps of beans.

3.- In this pretty city live three simple, silly sisters: Kitty, Cissie and Billy. Sister kitt sits and knits. The things she knits never fit, but still she knits with a will. “Silly Kitty”, says Cissie, “she’s pretty, isn’t she?. It’s a pity she’s so silly”. Sister Kitty says “Cissie could knit winter woolies to keep her from feeling chilly”.

4.- Jim’s a brilliant physicist. - Jim’s a silly nitwit. - Criticism! Nothing but criticism! If it isn’t Jim, it’s Billy and if it isn’t Billy, it’s… - Billy’s ridiculous! - Philip, it’s silly to criticise everybody! - Yes, Jill, it is. Now, why are you criticizing me?

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5.- These feet are in the terrible condition! They need treatment. - I agree, Doctor. My feet do need treatment. - The treatment for these feet is to eat lots of green vegetables. But don’t eat meat for at least a week. - No meat, Doctor? - I repeat – you must not eat meat for at least a week. - But I do eat green vegetables, Doctor. And I don’t eat meat at all. - Then you don’t seem to need the treatment. - But Doctor – my feet! - Next patient, please.

6.- - Is this seat free, please? - No, it isn’t – I’m keeping it for Miss Grimm. - Well, can I sit in this seat? - I’m afraid not – but that seat by the window/s free. - Then I’ll sit in it. - But if you sit in that seat, you will not see a thing.

7.- Is there any meat? - There’s only tinned meat. - Is it beef? - It’s chicken. - Is it ready to eat? - Well, you have to heat it before you eat it

/e, ɜː/ 8.-Ten men set out to get to the top of Ben Nevis. The eldest, Ted, carried a tent, in which they meant to spend the night. The second of the men, Frend, a lieutenant, went behind Ted, and held a red pennant. The next men, Jeff, Len and Kenneth, carried the bedding. These five fellows went ahead, and then came Dennis, with the bread. The seventh led a leopard, sent as a present from a well-wisher in Kend, who’d never met any of the men. It was sent as a jest, but the ten men puth the jest to the test and kept it as a pet.

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9.-Three surly birds perched on a fir-tree in the early, pearly dawn. The first early bird said: “A worm! I heard it stir in the earth! It’s squirming!”.

10.- - Sh! There's a burglar behind the curtain! - Are you certain, Bertha? - Don’t disturb him! He might hurt us – or worse, he might even murder us! - But are you perfectly certain it’s a burglar? - Perfectly. Only a burglar would hide behind a curtain in that way. - Oh, Bertha – do you remember Percy Turner? - Sh! Gertrude! We’re not the girls we were thirty years ago, you know. /æ, ʌ, ɑː/ 11.- A man sat on a black cat and it was squashed flat, for the man was a fat man. “That man is bad, and that makes me sad”, said the cat. “ Oh, flat black cat I am sad, I thought you were a mat that’s why I sat where I sat. I am not glad. Come and sit on my lap” the man sang. And that was that. 12.-When your work’s done, come out in the sun and have some fun. We can tuck into bread and butter with nuts and honey or stuff ourselves with currant buns dunked in rum. Rum’s a stuff that’s not to be drunk by the young but no harm’s done by a touch of rum on a bun. 13.-Aunt Martha lives near Marble Arch, which isn’t far, though it’s farther than where we went by car with father at half-past ten last night, after the party. I asked father to pass by and we started to argue. 14.- Alfred owns a bank, Ann. - I’m going to marry Frank, Dad. - Harry owns a jam factory, Ann. - I want to marry Frank, Dad. - Marry Alfred, Ann. Or marry Harry. - Frank, Dad! I’m going to marry Frank! - Ann, you’re mad!

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- I’ve had a word with Grandfather. - Your grandfather’s mad too! - Dad… - Yes? - I’m glad you didn’t marry Miss Parry

15.- I love buns. - Buns make crumbs. - I love guns. - Guns cost money. - I love Ms Hunt. - Ms Hunt‘s a honey 16.- Aren’t Carl and Marcia ghastly people? - Ghastly, aren’t they? - But aren’t their parties marvellous? - Oh, they have marvellous parties, yes. - Charles and Martha have ghastly parties. - Mm. But they’re marvelous people, aren’t they? - They’re marvelous people, yes. - What time does their ghastly party start, by the way?

17.- I shan’t pass the maths exam. - I shan’t pass in art. - Maths is too hard. I can’t understand it. - I’m very bad at art. - Perhaps you’ll pass. - I shan’t. Perhaps you’ll pass. - No, no! I can’t pass.

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18.-- We’ve passed! - I haven’t passed in art, have I? - You have! And I’ve passed in maths - by one mark! - Isn’t that fabulous! - We must have a party! - We’ll have a fabulous party! - Just imagine - we’ve passed! - We’ve passed! We’ve passed!

19.-Sally’s come. - Oh, I’m glad Sally’s come. Has her brother come too? - No her brother hasn’t come actually. That doesn’t matter much, Ann. - No, it doesn’t matter, Daddy. - And Sally’s such fun. - Oh, Sally’s lovely… But Daddy… - Mm? - Oh, Daddy, why hasn’t he come?

20.- What a lovely sun-tan you’ve got! I’m beginning to burn. - Cover your back. Cover your head, too. - My hat’s in the hut. - Oh, where’s my handbag? - Perhaps in the hut. - Luckily it hasn’t got much money in it. - Or perhaps under the sandcastle.

/ɒ, ɔː/ 21.Paul Corder snores worse than a horse. We close the doors and he snores more and more as the night draws on. Just before dawn his noise is worse than a storm. He walks and

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talks in his sleep too. He crawls out of bed and stalks out of doors as well. There ought to be laws to prevent his snores. 22.Tom’s got a lot of dots on his shirt. I wonder if those spots will wash off. What will you wash the lot off with? With a pot of hot water and lots of soap? 23.-What’s that long box on top of those books? That’s a strong-box where I’ve got a lot of odd documents. - A frog! Look! A frog on a log! - It’s hopped off. Got it. - No, John, stop it! Let it hop to the pond. - Come on then… Froggy! Hop! Hop! Hop to the pond! Hop! … Plop! 24.- So, this is your small daughter. - I’m called Paula. And I’m not small, I’m tall. - Can you walk? - Of course – I can walk and walk. And I’m never naughty! - Well, look, Paula – I’ve brought you a small present. It’s a lovely ball. - Well, look, Paula – I’ve brought you a small present. It’s a lovely ball. - And I’ve got four balls already. - I've bought a dog, Polly. - What sort of dog, Paul? - Oh, just an ordinary dog, Polly. - What’s it called? - Oh, it’s got just an ordinary name. - Is it called Spot? - No – it’s called… Polly.

25.- It's a sort of hog, isn't it? But it’s got four horns! - I caught it not far from the cottage, actually. - Well, you ought to tell me what it is

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- It’s a… wart-hog. - A wart-hog! Oh! Mm… er… And what will you call your wart-hog? - I shall call it – Horace.

/ʊ,uː/ 26.- Ruth sat on a stool in the cool of the June evening and admired the beauty of the new moon. She soon grew cold and had some hot soup, made of bamboo shoots, and then some fruit-juice.

27.-The wolf pushed the door open and looked into the room. When the cook saw the wolf, the cook shook with fear and tried to push the door too. The wolf couldn’t put up with it and took to his heels and ran hot-foot back to the words, where he took a dip in the brook and sat in a nook at the foot of a tree to curse the cook.

28.- -Who would he choose? - He’d choose you. - He wouldn’t choose me. I’m much too young. He doesn’t think I could do it. - Well, if he wouldn’t choose you, who would he choose? - He’d choose Wood. Wood’s very good. - Mm. Much too good to be true

29.- We should be there by two. - Yes, it’s a full moon and the route’s good. - I’d put the things in the boot. - The boot’s full. - What is that fool put in the boot? - I wouldn’t look if I were you. - Or should I say – who’s he put in the boot?

Dialogues 179

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Conversation 1 Interviewer: What's your name? Tony: It's Tony Cooke. Interviewer: How do you spell Cooke? Has it got an E? Tony Yes. C-double 0-K-E. Interviewer Thanks. Now, can you drive, Tony? Tony: Yes, I can. Interviewer: Can you play a musical instrument? Tony: Yes, I can play the saxophone. Interviewer: Can you speak any foreign languages? Tony: Yes, German and Spanish. Interviewer: Can you cook? Tony: No, I never cook! Interviewer: Can you play any sports? Tony: Yes, I can play football, tennis, golf, and rugby. Interviewer: Can you swim? Tony: No, I can't. Interviewer: Thank you, Tony.

Conversation 2 Jenny: Hello. Jenny Mills. Secretary: Hello, Jenny. I've got the manager for you. Jenny: Oh, OK. Manager: Jenny. We've got a bit of a problem. Can you go to the BAG conference on Tuesday? Jenny: The BAG conference? Can't Stephen go? Manager: No, I'm afraid he can't. He has to go to Spain on Monday night. Jenny: Oh, well. Just a minute. Tuesday? Yes, that's OK. Manager: Good. Thanks very much, Jenny.

Conversation 3 Receptionist: Good morning. Can I help you? Mr Smith: Yes, can I make an appointment with Doctor Wall, please? Receptionist: Yes. Can you come at ten to three on Wednesday afternoon? Mr Smith: No, I'm sorry. I can't. What about the evening? Receptionist: Doctor Wall isn't here in the evening on Wednesday, I'm afraid. I can put you in at half past six on Thursday evening. Mr Smith: Yes, that's fine. Receptionist: What name is it, please? Mr Smith: It's Tom Smith. Receptionist: Thank you, Mr Smith. Goodbye, Mr Smith: Goodbye.

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Conversation 4 William: Hi, Julia. Did you have a good holiday? Julia: Yes, thanks. It was very nice. William: Where did you go? Julia: We went to Scotland. William: Oh yes? Whereabouts were you? Julia: We were in Edinburgh. William: Very nice. How long were you there for? Julia: Just a week, but we wanted to stay longer! William: What was the weather like? Julia: Well, it rained for the first couple of days, but after that it was OK. It was cloudy, but it was dry. William: That's not too bad. Did you drive? Julia: No, we didn't. We don't like driving long distances, so we went by train. William: How long did the journey take? Julia: Oh, about five hours, I think. We got to Edinburgh at about 7.00 in the evening. William: Did you stay in a hotel? Julia: No, we didn't. We stayed with some friends. They've got a new flat in the city centre. William: Oh, right. What things did you do? Julia: We did quite a lot. We visited the castle and places like that. And we did a lot of shopping, too! William: Great. So when did you get back? Julia: Two days ago. William: Well, nice to see you again. See you around. Julia: OK. See you.

Conversation 5 Ben: Hi, Karen. Karen: Hello, Ben. How are you? Ben: I'm fine, thanks. And you? Karen: Fine. Ben: Were you and Josh away at the weekend? Karen: Yes, we were at WOMAD. Ben: WOMAD? What's that? Karen: Oh, it's a music festival: World of Music, Arts, and Dance. Ben: Oh, I see. Where was that? Karen: It was in Reading. Ben: Oh, right. Was it good? Karen: Yes, it was fantastic. There were bands and singers from, all over the world. My favourite band was from Uganda. They were so good. And there was lots of wonderful food - Indian, North African, Mexican, Japanese. Ben: Were there many people there? Karen: Yes, thousands. Ben: It sounds great Karen: Yes, it was - apart from the weather! Ben: Why? What was the weather like? 181

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Karen: Wet. Ben: Oh, really? It wasn't too bad here. It was a bit cloudy, but it was dry. Karen: Well, it was OK on Saturday morning in Reading, too. It wasn't very sunny, but it was quite warm. But then the rest of the time it was very wet, and cold, too. Ben: Oh, that's a pity. Karen: Yes, but at least we were in a, caravan, so we were all right, but a lot of people were in tents, so it wasn't very nice for them. Ben: No, I bet it wasn't. Were you there all weekend? Karen: Yes, from Friday evening till Sunday evening. And how was your weekend? Ben: Oh, it was OK. I was at...

FIRST SIGHT READING TEXTS FOR PROSE Text 1: Sanjit Ray works for a computer company in Los Angeles, California. He writes computer programs. But he doesn’t go to Los Angeles every day. In fact, he doesn’t live in the USA. He lives in India. Sanjit: ’Every day I take the bus into Bombay and I go to an office there. The computer company sends information to me by e-mail. I work on the information on the computer and then I send the program back to California.’ The computer company doesn’t do the work in the USA because it costs less to do it in India. Salaries there are lower. Also, India is twelve hours ahead of California. So the computer company sends information at the end of the day and Sanjit works on it when it’s night time in the USA. When he sends the programs back, they arrive in California before the computer company starts in the morning.

Text 2: 182

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Martin and Julia We live in a small old house in Oxford. Our house is quite near the centre. We’ve got a living room, a dining room, a small kitchen, two bedrooms and a bathroom. And there’s a small hall. We’ve got a big garden. We prefer to be near the city centre – it’s near the shops and it’s very convenient for the theatre and cinema. We’ve got a car but we haven’t got a garage – we have to park it in the street. Margaret I live on my own in a small modern house in a village near Southampton. I’ve got one big living room downstairs and a small kitchen with a washing machine. There isn’t a hall. There’s a bedroom and a bathroom upstairs. I haven’t got a very big garden, but it’s very nice. I really like the house. It’s very near to the shops, and the neighbours are very friendly. Now I’m old that’s very important

Text 3: Dave Jones saw a house on fire. Someone was shouting for help. ‘I broke down the door and went in. It was extremely hot and there was smoke everywhere. But I got the old man out. Two minutes later the whole house was in flames. Yes, I’d do the same thing again.’ Pauline Castle intervened to help her neighbour. ‘Two girls were throwing stones at my eighbour’s house. I shouted at them. But then they came over and threatened me. I wouldn’t get involved again. I’d just ignore it. It’s not worth it.’ When Daniel Davies tried to help a young woman outside a pub one night, he became a victim. he woman’s attackers killed him. Peter Morris was driving along a lonely road when he saw a car stopped. There was a woman looking at the engine. He got out to help her. A man appeared from the car and pointed a gun at Peter. He stole Peter’s wallet, took Peter’s car and drove away. ‘I wouldn’t stop to help again. It’s too dangerous.’ James Mannering saved a life when he arrived at his friend’s house and there was no answer. He broke down the door and found his friend in a coma.

Text 4: Jake woke up in his hotel in Paris and looked at his alarm clock. It was 8.30. It was late! He had a flight to Milan at 10.30, and an important meeting with Signor Rossini. He

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didn’t have time to have a shower. He got dressed quickly, didn’t eat any breakfast, packed his bag and hurried downstairs. As he checked out of the hotel, the receptionist gave him a message but he didn’t look at it. He put it in his pocket, ran out of the hotel and got into a taxi. The traffic on the way to the airport was terrible and the taxi cost a lot of money. He didn’t arrive at the airport until ten past ten. He checked in, showed his boarding pass and ticket and rushed to the plane. He got on the plane just in time. He found his seat and sat down. Five minutes later the plane took off. He remembered the message in his pocket. he took it out and read it. It was from his secretary and the message was: ‘Don’t go to Milan today’!

Text 5: Duncan needed a holiday and he decided to rent an old cottage out in the country. It belonged to an old farmer called Mr Trent. When Duncan arrived, it was dark but he noticed that there was a light on in the house. There was a sign next to the door: Black Bob Cottage. The door was open. It was very cold inside the cottage. There was a man in one of the armchairs. He was a very fat man with long black hair and a huge black beard. ‘Come in,’ he said, when he saw Duncan. ‘Have a drink.’ Duncan noticed that the man only had three fingers on his hand. He took the glass and drank some of the beer. Then he sat down in the sofa. He suddenly felt very tired and he fell asleep. When he woke up, it was morning. He was still on the sofa. Someone knocked at the door and Duncan went to open it. ‘Good morning, Mr Peters,’ said the man at the door. ‘I’m sorry I wasn’t here when you arrived last night. Did you find the key all right?’ ‘The door was open,’ said Duncan. ‘There was another man in here.’ The farmer looked surprised. ‘What was he like?’ he said. ‘He was very fat,’ said Duncan. ‘And he had a big black beard.’ ‘That sounds just like Black Bob,’ said the farmer and he laughed. ‘Black Bob?’ said Duncan. ‘Is this his cottage?’ ‘Well, it was his cottage,’ said the farmer. ‘He lived here a long time ago.’ ‘Has he got only three fingers on one hand?’ ‘Yes, but how did you know that?’ ‘Well, he was here last night,’ said Duncan. ‘Oh, I can’t believe that,’ said the farmer. ‘Black Bob died thirty years ago.’

Text 6: 184

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At 21, Tiger Woods was the youngest ever champion of the US Masters golf tournament, and he won with the best ever score. He was also the first black golfer to win a major tournament. Everybody wanted to know him. He appeared on several TV shows. The President of the United States, Bill Clinton, called him up and the sports company Nike offered him a contract of $40 million. Mr. Woods was born on 30 December 1975 in Cypress, California. His mother was from Thailand. His father, Earl, was an American army officer and a keen golfer. As a baby, Tiger watched his father and he started playing golf as soon as he was old enough. When he was three years old he was already a very good player and he soon started to win tournaments. In 1991 he became the youngest ever Junior champion. In November 1996 he became a professional, and less than six monthslater he beat the best players in the world to win the US Masters. Some people think that Tiger is going to be even better in the future. ‘He’s going to win more tournaments, of course,’ says golf commentator, Jeff Binns. ‘But Tiger Woods is more important than that. He hits the ball harder and further than anyone else. He’s young and good-looking, too, so millions of kids are going to take up golf now, and they’re all going to want to play like Tiger.’

Text 7: Linda and James are Travellers. They have three children called Sunrise, Peace, and Leaf. They travel with two other families. During the day they sit and talk together. Sometimes they decide to move and they take their vans to another place. They live on social security benefits. If they need more money, Linda makes jewellery and James does some building work. They go to all the markets and music festivals. They spend their evenings around a big fire, telling stories, playing the guitar, singing or listening to a CD player. When autumn comes, they move to the city and find an empty house for the winter. The children go to school for a few months, and then in the spring they start travelling again. Both Linda and James come from normal families. James’s father is an office worker, and Linda’s family have a shop. James doesn’t like their way of living. He explains, ‘My father works very hard all week. He comes home at 6 o’clock and then he watches TV. At the weekend he does more work. He decorates the house, he digs the garden, and he washes the car. He’s a slave!’ James’s father thinks that James should get a job. But his mother sometimes comes to visit them to see the grandchildren. As she says, ‘I like the life they lead, but I think they should send the children to school regularly.’

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Text 8 : Of course there's no doubt about it - it is a risky business, but I try not to think about the risks -1 mean they're always there at the back of my mind, but you've just got to get on with it, haven't you? Most of the work is pretty routine - not specially exciting or dangerous. When you are faced with a life-and-death situation, you haven't got time to think - you just get in there. If there are people inside the building, your job is to get them out safely - the smoke and flames are obstacles to overcome. Afterwards it hits you when you get home and relax when everything's peaceful - that's when I think about what might have happened

Text 9 : Last year I was in Venice for October. I did some work in a hotel for three weeks, then I began slowly to move South. I got a cheap ticket for the slow train to Sofia, in Bulgaria. It takes a day and a half. The train left Italy at nine o’clock in the morning. There weren’t many people on it at first, but on the border, more people got on. Two girls went along the corridor, past my compartment. They looked through the door but they didn’t come in. The train left the station, and I looked out of the window for about ten minutes and then I went to sleep. When I opened my eyes again, the two girls were in the compartment. ‘Hi!’ they said. ‘You’re American,’ I said. ‘Or Canadian. Right?’ ‘American,’ the taller girl said. ‘And you’re twenty-three, your name’s Tom Walsh, you’ve got blue eyes, and your mum lives in St. Albans, UK. Right?’ ‘How did you know all that?’ I asked. The second girl laughed. ‘She looked at your passport. It’s in your coat pocket.’ ‘Oh. Right.’ My coat was on the seat next to me. ‘Who are you, then?’ I asked. They told me. Melanie and Carol from Los Angeles, USA. They liked Europe they said. They knew a lot of places – Britain, Germany, France, Spain, Italy, Hungary, Bulgaria, Greece … They knew Sofia well, they said. ‘Hey, Carol,’ Melanie said. ‘Let’s go over to Sofia this weekend and meet Tom there. We can meet him on Saturday night at his hotel.’

Text 10:

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We spent our first day in the capital of Nepal, and took a sightseeing tour around this fascinating city. By seven o’clock the next morning we were already travelling to the River. Here we began a dramatic journey by boat through the rapids. It was heart-stopping – the most exciting experience of my whole life. For mile after mile the white water threw our small boat from side to side. Then suddenly we arrived in the calm water of a beautiful lake. Then a minibus took us for our three-day trek into the mountains. Each day of the trek began at six o’clock. Our guides carried all the equipment and luggage, prepared all the meals and put up the tents every night. We walked for about four to six hours each day through the most spectacular scenery in the world. On day 6 we arrived back in the city for the return flight to the capital, and we spent our final day in there buying our souvenirs. Our seven days in Nepal were wonderful but don’t expect luxuries. In the capital we stayed in the 3-star Asian Sky Hotel. The food was good, but simple.

Text 11 : Dear Sir or Madam, I have just read the ‘Where are they now?’ page of this year’s college magazine. I am writing with some news as you ask. The last few years have been very interesting for me. When I left college I started work with ICI, but I only stayed there for a year. I had several temporary jobs and then I got a job with a record company in London. I have been here for a year now and I really enjoy it. I have now bought a flat in Chelsea which is not very big, but has a magnificent view. I have been in the flat since September. Jane Setter has gone back to Mexico. She was working in Birmingham for a couple of years and I met her at a party. We have went out together for a while, but now she has gone back home. She has a good job out there, but I cannot remember what it is. I hope you can use some of this information in the next magazine. Thank you for your attention. Yours faithfully John Marsh

Text 12: Dear Jack,

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Hi. It’s Fiona. So you are still in Reading, eh? Well, I hope you’re enjoying life. I’ve just got married. Yes, it’s true. And who’s the lucky man? Well, his name’s Michael Kent and I’m madly in love with him. He’s an actor, but you probably haven’t heard of him. He works mostly in the theatre. We got married in June. But unfortunately it rained all day. And my father got drunk as a skunk. It has was so embarrassing. Then we had a honeymoon in Greece, which was wonderful, simply wonderful. So, we’ve been married for eight weeks now – what a long time. Now some other news. Zelda and Colin Jackson have just had their third baby. They have called him Alexander. The twins Charlotte and Eric have just started school. Unfortunately, Colin’s firm has closed down, so he’s been out of work since June. But you’ll never guess what’s happened to Jason Smart? He’s in prison for fraud. He’s been there for nearly a year now. I met his ex-girlfriend a couple of weeks ago and she told me. The funny thing is he studied law at Reading University. Well, I must close now. Bye for now. Love from Fiona

Text13: Juan and Pedro are brothers. They grew up together on a farm in Argentina. When they left school, they both started work on the family farm. But Pedro soon became bored. And so at the age of 18 he left the village. He’s only been back three times since then. Juan stayed in Argentina. When their father died he took over the farm and he has stayed on the farm all his life. He married his childhood sweetheart Maria from the next village and they have been happily married ever since. They had six children and have got fifteen grandchildren. After leaving the farm, Pedro went to Buenos Aires and got a job on a ship that was sailing to the USA. On the ship he met a rich American businessman. He liked Pedro and offered him a job. Pedro learned quickly and in the next ten years he made a lot of money on Wall Street. He became a millionaire when he was only 25. Since then he has been part of the international jet set. He’s had three wives. When he was 30 he married a beautiful model but she died two years later in a car crash. His second and third marriages both ended in divorce. For the last ten years he has lived alone in his luxury villa in the Bahamas. His family life has not been

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happy. Two years ago his son went to prison. One of his two daughters has become a drug addict. He’s been on television several times and the newspapers have followed his life carefully. For the whole of his life he has loved to travel. He’s visited almost every country in the world. Juan and Maria have never been abroad. Until he was sixty Juan went to Buenos Aires once a year, but since his sixtieth birthday he hasn’t left the village.

Text14: For as long as I can remember I've been obsessed with kicking a ball about - it's all I ever really wanted to do. When I signed up at sixteen, I thought the worst that could happen would be that I'd waste a couple of years of my life. No one ever tells you about the risks you run - mental and physical —when you play the game at international level, though I don't suppose it would have made any difference if I had known. This is the third time I've been into hospital for operations on my legs - and it probably won't be the last.

Text15: I started off in Cambodia and I've recently finished a spell in the Middle East. Of course it's dangerous work and we're all well aware of the physical risks involved. I've been arrested more times than I can remember. Usually they ask you a few questions, chuck you in a cell overnight, then the next morning you get your camera back with the lens missing - without the film of course - and then they let you go. If you take on a job like this, you've just got to accept that certain risks are involved, but they're calculated risks. As far as I'm concerned, what I do is worth taking risks for. The world needs to know, what's going on in these places.

Text 16: The most important thing is to keep a cool head - I'd say the risks are fairly low of course it can be nerve-racking and you worry about the car, but the vast majority of learners are ultra cautious and they hardly ever go over the speed limit. I've had a few minor accidents over the years, but that's all. And of course 189

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these days you've got dual control cars - so that means there's even less to worry about.

Text17 : I've done over twenty walks now and have never been hurt. The reason for this has nothing to do with the old idea of 'mind over matter'. It can all be explained by the laws of physics. A normal fire-walk is made of red-hot wood or charcoal and it's a well-known fact that wood does not conduct heat well. Because of this, your feet are safe. More and more people are taking it up as a regular activity. It's exciting and it makes them feel good. It's certainly made me more confident.

Text18 : Whenever you're near the creatures, it's extremely important to watch their body language carefully for danger signs. For example, at the moment he's coming slowly towards me. He's staring at me and his tongue is going in and out. He may be hungry and looking for food, so I have to watch out. Sometimes he moves backwards, his neck becomes s-shaped and he breathes heavily, or hisses. In this case, he's probably frightened and so may attack in self-defence

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