CAMBRIDGE Three? Tree Te Lay py Reem Lede) Ann BakerTree or Three? An elementary pronunciation course Ann Baker tre NNN 005448CCAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, So Paulo, Delhi, Dubai, Mexico City Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org Information on this title: www.cambridge.org/9780521685269 © Cambridge University Press 2006 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1982 Second edition 2006 6th printing 2010 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library ISBN 978-0-521-68526-9 Paperback ISBN 978-0-521-68527-6 Book and Audio CDs (3) Pack Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.About this book Introduction for teachers Thanks and Acknowledgments 1 Isl sun 1 26 silentr bird 57 2 lal z00 4 27 fiol ear 59 3 fol (1) banana a 28 Jeal chair 61 4 16) three 9 29 Jol book 63 5 18/ feather u 30 ful moon 65 6 fist sheep 13 31 Wl tin 67 7 hf ship 15 32 Ia door 69 8 Hil fish 18 33 fav) house 7 9 WI van 20 34 Jou] phone 73. 10 Iwi window 22 35 linking s this skirt 76 u fol (2) banana 24 36 IS shoe 78 12 /m/ mouth 26 37 by television 80 | 13 Inf nose 28 38 Ag! chair 82 4 In/ ring 30 39 /d3/ jam 85 el pen 32 40 fil yoga 88 16 feel man 34 41 fev paper 91 7 al cup 36 42 lov boy 93 18 Jai heart 39 43 lav kite 96 19 Jal hat 41 44 Ip! pen 99 20 Jol clock 43 45 Ib book 101 21 Jot ball 45 46 Iki key 104 22 Jol (3) banana 48 47 Ig) girl 106 23 Jol girl 51 24 a letter 53 Key 108 25 icf rain 55,iv TO Retire Who can use this book? Tree or Three? is for beginner or elementary students who want to improve their English pronunciation. This book is for students working on their own, but teachers can also use many of the exercises in class. This symbol: means that an exercise is suitable for pairs. This symbol: ii means that an exercise is suitable for a group of students.. What do | need? = You need a CD player. Every time you see this symbol: yy you have to listen to the CD. You will also see a number. This tells you which track number to find on your CD player. Intonation is shown with arrows: 4 It is also useful to have a small mirror. You can use the mirror to compare the shape of your mouth with the mouth pictures in each unit. Do | need to know any special vocabulary before | start? Here is a list of some important vocabulary that will help you use the book. Check the words in a dictionary now and write a translation into your language belo consonant . tooth . lips teeth mirror . throat . nose tongue pronunciati - voice sentence vowel . sound . weak strong What do I have to do? Each unit contains different exercises. Here is a list of some things you have to do: listen to words and sentences on the CD repeat words or sentences that you hear on the CD tick words or sentences that you hear on the CD underline words or letters circle words or letters match words that have the same sound decide if information is true or false Where can I check my answers to exercises? For some exercises you will hear the answers on the CD after you speak. For other exercises you will see this symbol: °~* This means you have to check your answers in the Key at the back of the book (see page 108-129). Should | do all the units in the book? You can look through the book and do any units that you feel are important for you. If you want to check your pronunciation, it is a good idea to do all the units in the order that they appear in the book.ION FOR TEACH ed Level ‘This book is written for beginner-elementary students, but previous editions have also been used by students at other levels. Ship or Sheep? is written for intermediate level. Class/Student working alone The instructions are written for a student working alone, but can be used for classroom teaching as well. See the symbols in the section About this book, especially i and gf . Minimal pairs In this book, these are pairs of words/sentences which differ by only one sound, e.g. Have you got a pen?/Have you got a pan? These sometimes help students to hear ~ and then pronounce - sounds that are difficult for them. You may want to extend students’ class practice of particular minimal pairs by inventing games or playing the following: ‘Card games’ Make cards for all the minimal pairs in units 1-6. Shuffle the cards and deal them face down all around the table. Turn over any two cards and read the words aloud. If they aren't minimal pairs turn | them face down again and the next person plays. Collect as many pairs as you can ina time limit, e.g. ten minutes. ‘Fingers’ For each pair, say words rapidly at random, e.g. tree tree three three tree three. Students show with one or two fingers if they hear sound | or sound 2. Students practise in pairs and then back to back. Website support More information and support for this book can be found at: http://www.cambridge.org/elt/treeorthreeLS Geta ae In the preparation of this new edition I would like to thank: Sally Mellersh (formerly of Hammersmith and West London College) for updating and expanding the Likely errors list to accompany the new editions of Ship or Sheep? and Tree or Three? by its inclusion on the website; David McCreath for IT assistance and contribution to my computer literacy; Sandra Turner for help with typing; My editors Noirin Burke, Frances Amrani and Roslyn Henderson. 1 would also like to thank the following teachers from all over the world who commented during development and gave me such practical advice: Michele Chartrand-Hirsch, France; lan Chitty, UK; David Deterding, Singapore; Sylvie Donna, UK; Elizabeth Downey, New Zealand; Lynda Edwards, UK; Laura Hancock, UK; David Hill, Australia; Kip Kelland, Italy; Kathy Keohane, UK; Andrea Paul, Australia; Gordon Francis Robinson, Singapore; Julietta Ann Schoenmann, UK; Roger Scott, UK. Continued thanks to J.D. O'Connor and Claude Boisson who advised me when planning order or presentation of sounds in the first edition of Tree or Three?; also Ralph Stanfield for his advice on student difficulties. Ilustrations by Johanna Boccardo, Pat Murray, Felicity House and Tony Wilkins Cover design by Pentacor Book Design Designed and typeset by Hart McLeodCoa /s/ sun 1 2 2 2 B 3 Mm EXAMPLE: UNIT 1 /s/ sun 1 Listen to /s/. Look at the mouth picture. Listen to /s/ and repeat. 4 7» You do not need your voice, just air. > - Listen to the words and repeat: oe 1 bus 2 plas 3 horse Cw kh 4 house 5 bicycle 6 sofa e b 7 pencil - & x 10 mouse 11 spoon 12 desk Ss 2 PR Listen to the questions and say the answers. What's number 1? Answer: It’s a bus. Ask a partner: ‘What's number 17, "What's number 2720 UNITI /s/sun 4 B 5 B EXAMPLE: 6 6 EXAMPLE: 7 a EXAMPLE: Look at the picture and listen to the conversation. saraH: What's this, Sam? sam: It's a bicycle. saraH: And what's this? sam: I's a house. SARAH: What's this? A bus? sam: Yes. sara: And what's this? A horse? SAM: No, Sarah. It's a mouse! Listen to the conversation again. Underline every /s/ sound. Sarah: What's this, Sam? Sam: It’s a bicycle. Now listen to Sarah again. You are Sam. Practise the conversation. Sarah: What's this, Sam? ‘Answer: It’s abicycle. Practise with a partner: You are Sarah. Your partner is Sam. Look at the pictures and listen to the sentences. Say new sentences. It’s a cup. ‘Answer: They're cups. om ship 6 & oyExample: UNIT I /s/sun 3 Listen to the words. Put a tick / if you can hear /s/ in the word. Puta cross X if you cannot hear /s/ in the word. pencil Vv picture x bicycle sofa hat answer unit listen plate conversation4 UNIT2/z/ z00 1 a9 First say /s/ (see page 1). pe Now listen to /z/. Look at the mouth picture. Aid Listen to /s/ and /z/ and repeat. Put your fingers on your throat. Say /s/. What can you feel? Say /z/. What can you feel? You do not need your voice to say/s/. _/s!is unvoiced. You need your voice to say /z/. 2 Ali Listen to the words and repeat: Isl Ss Sue 15h, price 3 Ai2 Lookat the pairs of sentences. EXAMPLE: a) Look at that Sue! b) Listen to that bus! ©) Can Ihave a sip, please? d) It’sagood price. iz/is voiced. lal 3 wig: z00 = buzz Listen and tick / the sentences you hear. Look at that zoo! w Listen to that buzz! Can I have a zip, please? Iv’s a good prize.UNIT2 /z/ zoo 5 4 43 Lookat the cartoon and listen to the conversation. Itisn’t a house. Ws a box! Which words have /z/? Underline them. Practise the conversation with a partner. 5 ij Look at the pictures and listen to the questions. te fo Answer: Yes, it is. or No, it isn't. It’'sa_ EXAMPLE: _ Picture 1: Is this a horse? Answer: No, it isn’t. It's a cat. 1 horse 3 star 4 book the sun book 5 cup 6 spoon 7 box S wee ag glass spoon house ‘Ask your partner about the pictures: ‘Is this a ...?”Pl REESE? EE 6 UNIT2 /z/ zoo 6 Als Look at the pictures and listen to the beginning of some sentences. Finish the sentences. e i Tip box EXAMPLE: _ Picture 1: These are flowers ... We say ‘these’ to talk about things which are near to us. We say ‘those’ to talk 2 fa bout thi hich are not ver 5 Answer: ... and those are trees. Ges ae bicycles doors ~ 7 ais Listen to the words. Put them in the correct column. isn't sun pens is buzz __—bicycle_this flowers those bus boys _ listen Ish ial sun isn'tUNIT3 /a/ banana 7 Coz /3/ banana (1) xc 1 Ai7 Listen to /a/. Look at the mouth picture. + Aly Listen to /a/ and repeat. x Tip box Sometimes people say 209 when they get up very early in the morning! 2 Ai Look at the shopping list and listen to the words. Part of each word is in bold. These parts are |-o-n-g and strong. They are stressed. Notice that /a/ is never stressed. It is short and weak. Shopping list f by Pepper butter fy ia bs! bananas chocolate. fy fy piezo. gogourt fy fl carols newspaper Tip box ‘al is the most common vowel sound in English. itis very short and weak and it helps to create the rhythm of English. 3 Aig__Nowllisten to the shopping list again and repeat. Remember /a/ is short and weak!8 UNITS /a/ banana 4 Look at the picture. Say what we need to buy. EXAMPLE: — Weneed to buy a pizza, some butter and ... Write your own shopping list. Read your list to your partner: I need to buy ..." 5 Ai9_Listen to each group of words. the word without /a/. We give the answer to Group 1. Group 1 Group2 Group3—Group4_—Group5 listen horse doctor teacher answer banana butter question hat mother flower window _pizza oe1 20 20 2 fi 3 52 EXAMPLE: 4 BB a) b) °) d) UNIT 4 /0/ three 9 / three Listen to /0/, Look at the mouth picture, Listen to /0/ and repeat. You do not need your voice, just air. _/0/ is unvoiced. Listen to the words and repeat: 7 Is/_— 10 SG niole mouth 2426 sum thumb & sick _ thick PF sink think Look at the pairs of sentences. Listen and tick V the sentences you hear. Isthatamouse? ¥ Is that a mouth? Look at this sum. Look at this thumb. It's sick. It's thick. It’s sinking. It’s thinking. Listen to the words and repeat: Ist first 6th sixth 2nd second 7th ~—_— seventh 3rd third ath eighth 4th fourth = 9th_~—ninth sth fifth 10th tenth10 UNIT 4 /6/ three 5 42) Look at the pairs of words. Tick V the words you hear. EXAMPLE: a) seven seventh ¥ b) three third ©) five fifth, d) eight eighth e) ten tenth 6 425 Look at the picture and listen to some sentences. Write 7 if the sentence is true. Write F if the sentence is false. Then check your answers. EXAMPLE: 1 F 2 1st Sunny 2nd Mouse 3 3rd Star A 4th Sammy Sth Miss Smith 5 “ th Hello 7th Flower 6 ath Sue ‘oth Buzz 7 * oth Birdie 7 Imagine you work for a TV station. You are a sports commentator. Look at the picture of the horses again and say a sentence about each horse. EXAMPLE: Sunny is frst. Mouse is Second You are a bad sports commentator. You speak too quickly and make lots of mistakes! Say sentences about the horses. Your partner corrects you.UNITS /0/ feather TT Cou /6/ feather oe) First say /0/ (see page 9). Now listen to /8/. Look at the mouth picture. Listen to /6/ and /0/ and repeat. voice Put your fingers on your throat. Say /0/. What can you feel? Say //. What can you feel? You do not need your voice to say /8/. _/6/ is unvoiced. You need your voice to say //. 101 is voiced. Listen to the words and repeat: mother grandmother father grandfather brother Look at the photograph of Sue's Family. Listen to Sue talking about her family. ‘This is my family. 'm in the middle, between my mother and my father. My big brother, James, is next to my ‘Match the words with the people in fae A tae Gade pees the photograph. to my mother. And my grandmother and grandfather are here, behind us. Sue Sue's mother Sue's father Sue’s big brother, James Sue’ little brother, Peter Sue's grandmother Sue's grandfatheree ee 12_ UNIT 5 /0/ feather 4 EXAMPLE: EXAMPLE: EXAMPLE: Read what Sue says again. Underline every /0/ sound. This is a picture of my family Now read the text aloud. Remember /0/! Look at Sue's family tree. Listen to some questions and answer, then listen to the answer given on the recording. Lily }}_-{ Michael Draw your family tree. Then talk about your family. ‘My mother's Anna {Alan name is ...' etc. James| [Sue] [Peter Who is Sue’s mother? Answer: Anna is Sue’s mother. Listen to the words. Put them in the correct column. mouth fourth these father thumb feather those think this the 101 Jo! mouth these128 Key Unit 44 Exercise 1 When you say /p/you cannot feel movement in your throat: /p/ is unvoiced. Exercise 6 picture “ photo X pepper “ sheep ¥ elephant X cup ¥ Christopher X plate ¥ headphones X phone X potato 7 Unit 45 Exercise 1 When you say /p/ you cannot feel any movement in your throat: /p/ is unvoiced. When you say /b/ you can feel movement (vibrations) in your throat: /b/ is voiced. Exercise 3 a) Have you gota pin? b) There's a pear in the tree. ©) Idon'tlike bees. d) [want to get a cab. Exercise 7 bread plumber thumb banana table lamb comb bed climb KERR RRS BIDEN Gere Unit 46 Exercise 1 When you say /k/ you cannot feel movement in your throat: /k/ is unvoiced, Exercise 3 DR CLARK: Mr. Collins, how can I help you? MR. COLLINS: Good morning, Doctor Clark. Can you cure my headache? DR CLARK: Oh yes, | can cure it with acupuncture. Come back to the clinic at six o'clock. mr. coutins: Thank you, Doctor Clark. DR CLARK: Take care, Mr. Collins!UNIT6 /i:/ sheep 13 Cog /ix/ sheep \_.g m 2 rc 2 8 3 4 534 EXAMPLE: Listen to /is/. Look at the mouth picture, Listen to /is/ and repeat. Jis/ ig. a -o-n-g sound Listen to the things on the menu and repeat: When you see : after a sound, it means it is a -o-n-g sound T cheese, 1 beef... 3 teas 1nd 1 ce cream, I (eentes to ‘ x me, please, 7 Practise the conversation with other students. Listen to the conversation again. Jnderline every /is/ sound. A cheese sandwich, please, and a cup of green tea.Track listings CDA ‘Track Al - A98 Duration: 47’ 56” cDB ‘Track B1 - B93 Duration: 39’ 54” cpc ‘Track C1 -C99 Duration: 46’ 12”14 UNIT6 fix/ sheep 435 Numbers and letters Listen to the numbers and repeat: Sse aes dit aid, Bis pemnir5' 7 he OH 9 435 Listen to the letters and repeat: bieiarcinier dist agive'g On dp: Now spell these words: cup thirteen cheese seventeen Ax? Listen to the spellings and check. Tip box To spell a word with two of the same letters together, we can say ‘double’. Eg, book ~ 'B, double 0, k’ coffee - ‘C, 0, double F, double E. 6 19 v sheep tea eighteen coffee You spell the words. Your partner writes them down and says them. You decide if the spelling and pronunciation are correct,UNIT 7 /1/ ship 15 1 First say /iz/ (see page 13). Ase Now listen to /i/, Look at the mouth picture, A—~~ iS 439 Listen to /ix/ and /1/ and repeat. oe Say /it/. Is ita l-o-n-g sound or a ee short sound? Say /1/. Is ita Lo-n-g sound or a short sound? Tip box When you see : after a sound, it means it is a I-o-n-g sound. 2 40 Listen to the words and repeat: Al ship bin mill hil (AP. S Atl Look at the pairs of sentences. Listen and tick / the sentences you hear. EXAMPLE: a) Lookat the sheep. / Look at the ship. b) These are beans. ‘These are bins. ©) Is this a meal? Is this a mill? d) She likes high heels. She likes high hills.16 UNIT7 /1/ ship 4 — 48 Look at the pictures and listen to the beginning of the sentences. Finish the sentences. Itsa little... . sheep EXAMPLE: _ Picture Answer: 4it'sa little ... 1 It's a little ... 21's a big... = th © G6 It’s a little ... 3it's a big... 7It's a little ... 8it's a big... nox 5 Look at the pictures of the babies. Match the pictures with the adjectives. big heavy hungry happy litle thirsty sleepy dirty3 EXAMPLE: 6 a 7 MS EXAMPLE: 1 2 3 4 5) 6 a UNIT 7 /1/ ship 17 Listen to the adjectives and repeat. ‘Two adjectives have the sound /1/. Which ones? Now say a sentence about each picture. You point at a picture. Your partner says a sentence about it. Talk about all the pictures, Picture 1: It’s a little baby. Listen to the words and repeat: horses boxes sandwiches faces _—_sixes glasses noses buses. houses Do the all the words above end with /i:s/ or /1z/? Look at the pictures and listen to the sentences. Say new sentences. This is a box. Answer: These are boxes. pr horse glass bus face nose house sandwich18 UNITS /f/ fish 1 Ase AiG 2 Ma Aaa /f/ fish <> Listen to /f/. Look at the mouth picture. Listen to /f/ and repeat. You do not need your voice, just air. /f/ is unvoiced. Listen to the words and repeat: some flowers There's a... anda on the floor. There's a ... next to the flowers. There's some .. ... on the table. ‘There's a... on Fred's head. The four ... are in front of the fire. Now listen and check your answers. Listen to the sentences again and repeat. Look at the picture again for 30 seconds. Now cover the picture, What can you remember? You describe the picture from memory. Your partner looks at the picture and corrects you.UNIT /f/ fish 19) 6 Match the words to the pictures: EXAMPLE: 1 elephant 2 wife 3 office 4 phone fire a 6 laugh 7 photograph Now listen to the words. Underline every /f/ sound. elephant Look at the words again. How many ways can you spell /t/? You spell the words. Your partner writes them down and says them. You decide if the pronunciation is correct.(20 UNITS /v/ van Co /v/ van 1 First say /f/ (see page 18). 45 Now listen to /v/. ‘Look at the mouth picture. 43i_ Listen to /f/ and /v/ and repeat. Put your fingers on your throat. Say /{/. What can you feel? Say /v/. What can you feel? You do not need your voice to say /f/. _/f/ is unvoiced. You need your voice to say /v/. Iv] is voiced. 2 As2 Listen to the words and repeat: Vincent. Vicky <> vy) | A ae “4 At seven & Look at the sentences, Underline words with /t/ and Girele) words with /v/. The first sentence is done for you: Fred and Hlora are (sitor3) ‘They are visiting Vincent and Vicky. eS twelve What have Vincent and Vicky got? ‘They've got a phone... .. and they've got some flowers.UNIT9 /v/ van 21 Vincent Vicky 488 Now listen to the sentences and repeat. 4 Look at the picture again. What else have Vincent and Vicky got? Say six sentences. EXAMPLE: They've got some fruit They've got... 5 454 Look at the picture again and listen to the questions. Answer: Yes, they have. or No, they haven't. EXAMPLES:1 Have they got a bow! of fruit? Answer: Yes, they have. Ask your partner questions about Vincent and Vicky. 2 Have they got five fish? ‘Have they got...” Answer: No. they haven't. 6 453 Look at the pairs of words. Listen and tick / the words that you hear. EXAMPLE: a) ferry very Vv b) van fan ©) leaf leave @) fine vine e) view few22. UNIT 10 ‘w/ window UNIT 10 RRC 1 458 Listen to /w/. Look at the mouth picture. : ea 456 Listen to /w/ and repeat. Vt) voice Put your fingers on your throat. Say /w/. What can you feel? ? You need your voice to say /w/, v1 is voiced, Tip box People sometimes say ‘Wow!’ when they are surprised 2 As? Listen to the words and repeat: wh wet 3 58 Look at the pairs of sentences. Listen and tick / the sentences you hear. EXAMPLE: a) He'sa vet student. He's a wet student. v b) There's a little vine here. There's a little wine here, c) That's a veil. ‘That's a whale.4 as 5 Ae EXAMPLE: 6 Aa 7 EXAMPLE: 8 EXAMPLE: UNIT 10 /w/ window 23 Look at the picture, listen and repeat: What's the weather like today? les warm in the north . Its windy in the east It's wet in the west. \S\ N } And it's snowy in the south! Look at the picture again. Listen to some questions and answer: ‘It's wet’ or ‘T's warm’ or ‘It’s windy’ or ‘It's snowy’ 1: What's the weather like in the north today? Answer: It’s warm. Ask other students about the weather in their countries or home towns: ‘What's the weather like in ...?” Look at the cartoon and listen to the conversation: Listen to the conversation again. Underline every /w/ sound. What's the time? It’s quarter past twelve. You are the man selling newspapers. Act out the conversation with other students. Look at the clocks. What's the time? 1. It's twelve o'clock OOSSBOOS24 UNIT 11 /o/ banana EXAMPLE: EXAMPLE: Te /o/ banana (2) AC Say /a/ (see page 7) Tip box Remember: /a/ is the most common vowel sound in English. It is never Lo-neg or strong. It is always short and weak. Listen to the words. Puta tick ¥ if you can hear /a/ in the word. Put a cross x if you cannot hear /a/ in the word. flower / coffee X newspaper fruit the chocolate answer glass a vase Look at the pictures, listen to the sentences and repeat. Notice that /a/ is never stressed, it is always weak. fy Its a glass of water. tbl Its a cup of coffee. al fa ? It’s a bowl of fruit. fh taht It’s a vase of flowers. bl al It’s a newspaper. tw a It’s a piece of chocolate. Look at the pictures again. Cover the sentences with a piece of paper. Say a sentence about each picture. Remember /a/ is weak! Ask your partner: ‘What's picture 12, What's picture 2?UNIT 11 /a/ banana | 25. 4 46 Lookat the cartoon and listen to the conversation. Oh and Peter, Thanks, Have you got have you got a ruler? a calculator too? Yes, | have. ‘No, | haven't Annal Here you are, Anna. Ask Emma. 5 461 Listen to the conversation again. Every time you hear /a/ write /a/. You are Anna. Your partner is Peter. Practise the conversation. Remember /a/ is weak! oy sat EXAMPLE: — Anna: What's the time, Peter? 6 Ass Lookat the pictures and listen to some questions. Answer: Yes, Ihave.’ or ‘No. I haven't. EXAMPLE: 1 Have you got a mobile phone? ‘Answer: Yes, I have. / No, I haven't. iL ‘Ask the questions to other students: ‘Have you got a ...? Tip box In the question ‘have' is weak but in the answer ‘have' is strong. This is because is it at the end of the sentence.26 UNIT 12/m/ mouth Coa) /m/ mouth 1 68, A65 2; Ae? 3 68 EXAMPLE: 1 Listen to /m/. Look at the mouth picture. Listen to /m/ and repeat. Put your fingers on your throat. You need your voice to say /m/. Listen to the words and repeat. supermarket farm museum ie a y ~ wt Say /m/. What can you feel? im/ is voiced. Tip box People sometimes say ‘Mmm’ when they eat tasty food. swimming pool home cinema Look at the pictures and listen to the sentences. Write Tif the sentence is true, Write F if the sentence is false. Then check your answers. There are three men in the supermarket. F There are two families in the cinema. ‘There is one woman at the farm.