Lab 1 - Booklet 2024 - Michienzi - Compressed

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VOWELS: LEXICAL SETS
LEXICAL MAIN
PHONEME NUMBER EXAMPLES
SET ALLOPHONE
 1 FLEECE keep, see, receive, TV 
 2 KIT it, fill, orange, village 
 3 DRESS ten, recommend, read 
 4 TRAP camp, stand, fantastic 
 5 START class, car, laugh, example 
 6 LOT wrong, want, dog, was 
 7 FORCE board, door, sure, always 
 8 FOOT good, book, put, could 
 9 GOOSE pool, blue, do, move, two 
 10 STRUT
cut, love, does, blood,
country 
 11 NURSE bird, fur, world, learn 
 12 commA
Argentina, phonetics,
sister 
 - happY sorry, anybody, he, she 
thank
 -
YOU
you, to, do, who 
 - MOUTH
cow, mountain,
countable, Howard 
 - GOAT
home, own, road,
soul, toe, lower 
 - PRICE time, pie, cry, type, high, 
 - FACE ale, rail, day, eight, great 
 - CHOICE toy, boy, noise 
 - NEAR here, dear, idea, fear 
 - SQUARE
care, chair, bear, aerial,
parent, Mary 
 - CURE
poor, tour, plural,
sure 
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Spanish with an English touch!
Read these sentences with Spanish phonemes.
Now, read them again and try to say them applying English phonemes.
You need to put on a “funny British accent”.
If these sentences sound funny, then you are on the right track!
Be ready to lose face in front of your mates!
Vowels:
 Sí, sí, Lili. Vi mi mini biquini. Y, sí. Insistí.
 En el verde césped del edén, célebre sede de creyentes, Pepe se estremece.
 Batata macabra alabará a Adán para fajar la mala hazaña cada jaracarandá.
 Drogón como pocos: tomó todos los hongos, monologó solo como por dos otoños
Humus, cuscús… ¿rush? Tu tul, tu luz, tutú, turún. Club Lulú, Tulún.
Dipththongs:
La ley no es muy clara. Hoy hay reuniones que causan pleitos. ¿Qué hacemos?
Consonants:
Papo Pompo preparó papa para poner pausa permanente al paupérrimo preparado de pollo.
Cambiate, Vivi. Tu abu acababa de bajar del noveno, se resbaló y se abrió el bocho, la vieja.
¡Tanto tiempo tardaste! ¿Te tomaste un te antes de traer a Tomi o te tardaste en la tartulia?
 Cuando dicen de Aldana que es tarada, la verdad, da duda de su educación ciudadana. 
Quien quiera CocaCola, cualquier cosa cuente con Cuki que, curioso, cumple cualquier dictamen.
 El gran gaucho agarró algún guante con ganas y gritó de a groso ganglio: “¡Guita no trago!”
Che, chicos, chamullaron nivel chanta. La chinchilla y el chacal no son chilenos. Chau.
¡Fa! Al final fueron fieles con Florencia. Fuertemente fabricaron ficciones fieras y refinadas.
Suspender a Simón siempre significó sucesos sádicos sobre su sustracción y suplencia.
Ayer Yoly se llevó mis llaves de la joyería y yo en la lluvia esperaba que ella llegara.
Juanjo y Ángel juegan en el jardín. Juanjo se queja y gime si Ángel lo joroba.
Parece que cerealeros lanzó otro producto para garantizar mayor absorción del grano de cereal.
Raúl es re raro y burro. Se ríe y me revienta. Lo aborrezco, realmente. Me da rabia.
¿Y ese hiatus? Si te hierven las cuerdas, bien te vendría un foniatra. Agua y ajo, si no.
Bueno. Que muevan cielo y tierra. ¡Cueste lo que cueste consíganme ese huevo, huachos!
Loco, Lorena lanzó todo el locro. Limpié con lavandina y alcohol, pero no salió lo del acolchado.
Mi mejor amiga, en cambio, me hace la gamba mientras me embalentono con mis mambos.
Nunca en nuestra atenta opinión notamos semejante notoria necedad. Nulos y neutros eran.
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The speech communication process begins when a ________________ has a

message to transmit to a _________________.
In order to encode a message, there is activity in the speaker’s brain (that is to

say, at the psychological level). This is the __________________ stage since it has
to do with the selection of words and their arrangement into sentences according to
the grammatical rules of the language and the selection of sounds according to
phonological rules.
The next type of activity is ______________________. The motor nerves that

link the speaker’s brain with his speech mechanism activate the corresponding
muscles. The movements of the tongue, lips, vocal folds, etc, constitute the
_______________ stage of the chain.
The movement of the articulators produces disturbances in the air pressure

(called _____________________), which are physical manifestations. This is the
_______________________ stage of the chain.
The first kind of activity on the listener’s part is _____________________: The

sound waves activate the listener’s ear-drum, and the sensory nerves carry the
message to the brain. This is the perceptual (_____________________) stage.
Finally, the hearer’s brain decodes the message (_______________________

activity). This is again a linguistic stage.
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What does Phonetics study?
Finch and Ortiz Lira, page 3
ENGLISH RHYTHM
Sentences stress and weakening
 Have a look at the following sentences (American English Accent, p 36). Which sentences are longer?
Why? Which do you think will take longer to be pronounced?
1. The dogs eat the bones.

2. The dogs are eating the bones.
3. The dogs’d have eaten the bones.
4. The dogs that have eaten the bones.
5. The dogs should have eaten the bones.
6. The dogs shouldn’t have eaten the bones.
 Listen and check.

 Listen again and underline the words you hear more prominently in each sentence.
 In English …
Peaks of prominence tend to occur at fairly equal intervals of time.
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1. Watch the video. Then, read the text and watch the video again. Stop to have
a look at what the lips do whenever there is a highlighted section.
2. Grab a mirror or the front camera of your phone. Do the activities in the boxes.
Look at the lips in both words. Are

they separated? Are they together?
Do they look soft or tight? Compare Compare Spanish deidad with
“boring” to Spanish “Boris”. day and dúo with do. Which
How do they differ? pair sounds more “explosive”?
Say sushi in Spanish
and compare it to
the way the Orange: What a beautifully boring day! There's nothing to do!
characters say it. For
, which requires Whoa! What the heck are you guys?
more lip rounding? Say Fiyi (country) and
Sushi 1: We're Sushi!!! compare both with
 and <y> in fishy.
Orange: Sushi? That sounds kind of fishy! What does the orange
do? Does she smile in
Sushi 2: Yeah, like we haven't heard that one before. any of them? Do you?
Orange: Hey! What's that?!

Wasabi: Hey, Orange, my name's Wasabi! 1. Say Guada sabe. Compare the <a> sound
in guAda and in wAsabi. Which one is
Orange: Hehe, Wasabi! stronger?
2. Now compare the <a> sound in sAbe and
Say Spanish sabio.
Wasabi: Yeah, Wasabi. wasAbi. Which one requires a higher degree
Feel the sound of opening of the jaw? In which case does the
Everyone: Waaaaaaass-aaaaaa-biiiii! tongue move?
in the second
syllable. Did you Wasabi: Yeah, guys, it's a......it's Wasabi.
close your lips? Did
she, in wasabi? Everyone: Wasabi!
Pear: Hey, did someone say "Wasabi"?
Sushi: Wassssabi!
Everyone: Wasabi! Look at the lips
opening for /e/ in
Wasabi: What's going on?
Lemon. Is it similar to
yours in Spanish lema
Orange: Yo, Lemon!
or Lemon Pie?
Lemon: What's up?
Orange: Look who's here! Look at the lips opening for /o/ in
God. This requires jaw opening
Lemon: Oh my god! It's Wasabi! undoubtedly. Compare that to /o/
in Godofredo.
Everyone: Wassssabi!
Is it similar to yours in Spanish lema or
Lemon Pie?
The sushi and wasabi are eaten by a human.
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Does the orange smile for this
Orange: Whoa! That was crazy! Geez. sound? Say Gise (short for
Giselle). Do you smile?
Whoa! What the heck are you?
Paprika: I'm Paprika.
Orange: (PAP-RI-KAAAAAAAAAAAA!
Paprika: Oh, god...
3. Write down your hypotheses, opinions and conclusions. It is important to have a clear
account of your learning process.
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4. Practise the dialogue and imitate the characters!
1. Video available at: https://www.youtube.com/watch?v=dkHJKakHMpo
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Prof. Francisco Zabala – 2020
Spelling & Pronunciation

1. CHECKED VOWEL SOUNDS: The Basic Vowel Pattern
Checked vowel sound = (Consonant letter) + Vowel Letter + Consonant Letter
Potentially stressed monosyllabic words that are formed by one vowel letter and followed by one
or more consonant letters generally take a checked vowel sound (i.e. a short vowel sound
). This may also apply to the stressed syllable of a polysyllabic word (e.g. gents
 cf. gentlemen ).
BASIC VOWEL PATTERN: (CC)VC(C)

<a> =  <e> =  =  <o> =  =  = 
add egg it on pull up
cat met sit lot put bus
• At the edges:
o Several consonant letters may stand for just one consonant sound
Nick   chop  knit  puff 
o There may be several consonant sounds together

moths  strong  grip  clan 
• Exceptions: these are normally a small group of common every-day words that got fossilized
in the language. E.g.:
most  ghost  kind  mind 
won’t  don’t  bath   can’t 
2. MAKING THE PREVIOUS VOWEL LETTER SAY ITS OWN NAME

a. Silent <e>
When silent <e> is added at the end of a one-syllable word that ends in a single consonant, ‘the
vowel letter in the middle tends to say its own name.’
SILENT <-e>
<a> =  <e> =  =  <o> =  = 
cut → cute
hat → hate pet → Pete sit → site hop → hope
duck → duke
• Exceptions: these are normally a small group of common every-day words that got fossilized
in the language. E.g.:
<-ve> have  live  love 
<-me> some  come 
<-ne> none  gone 
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b. Magic <-y>
When <y> is added at the end of a one-syllable word ending in a single consonant letter, the vowel
in the middle tends to say its own name.
MAGIC <-y>
<a> =  <e> =  =  <o> =  = 
lad → lady Ken → key tin → tiny pot → pony duck → duty
Fat Tony

c. Two vowel letters together: “the first says its name”

Although these patterns are highly inconsistent, there is a tendency: when there are two vowel
letters together, many times “the first that came says its name.” Sometimes, it maybe the second
vowel that says its own name.
THE FIRST VOWEL LETTER SAYS ITS NAME

Spelling Examples
<ai>  complain, rain, raid
<ea>  bean, team, reason
<ee>  see, glee, feel
<ei>  ceiling, seize
<ie>  replied, die
<oa>  goat, load
<ou>  soul, shoulder
<ui>  fruit, nuisance
Common Exceptions
<oo>  fool, moon
<oo>  good, book
<oi, oy>  toy, boil
<au>  daughter, fraud
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3. CHECKED VOWEL SOUNDS: Double consonant letters

Consonant letters are normally doubled to keep a checked vowel . In other
words, the occurrence of diphthongs and long vowels tends to be blocked by these double letters.
Compare:
Basic Vowel Pattern: writ  write  Silent <-e>
 writing  Single consonant 
wrote  Silent <-e>
written  Double c onsonant 
Dobby




DOUBLE CONSONANTS
Silent <-e> Magic <-y>
Vowel s ays Checked Vowel says Checked
its name vowel its name vowel
<a> =  later latter lady daddy
<e> =  Pete getting key Benny
 =  site sitting tiny tinny
<o> =  hope hopping Toby dolly
 =  cute cutting duly dully
Note: Words ending in <-oll> in their base form tend to take . For example:
poll   polling 
roll   rolling 
stroll  strolling 
toll  tolling    But: doll 

4. Radical <r>
A post-vocalic <r> letter followed by a consonant sound or silence tends to indicate that the vowel
sound is longer or more open. This occurs in monosyllabic words and in the stressed syllable of
longer words, too. Final <-re> may also result in a centring diphthong (i.e. ).
RADICAL <r>
 Basic Vowel Pattern Monosyllable Polysyllable <-re>
<a> =  cat cart remark care
<e> =  gem germ German there
 =  fit firm confirm fire
<o> =  pot port imported pore
 =  run turn disturbing pure
Note: This rule tends not to work either when the letter is doubled (i.e. <rr>) or when it is
between two vowel sounds within the base form.
marry  sorry  very  curry 

Paris  Harry  berry  mirror 
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5. Troublesome <w>
The quality of letters <a, e, o> tends to be distorted when they are followed by <w>.
FINAL TROUBLESOME <w>

 Basic Vowel Pattern Monosyllable Polysyllable
<a> = , <aw> =  pat paw withdraw
<e> = , <ew> =  net new renewed
<ow> =  cot cow allowed
<o> = ,
<ow> =  fog flow fellow
The quality of <a> and <o> is likely to change when they are preceded by <w>.
INITIAL TROUBLESOME <w>

 Basic Vowel Pattern Monosyllable Polysyllable
<wa> =  bad war award
<a> = ,
<wa> =  match watch wallet
<o> = , <wo> =  loss worse working
6. CONSONANT LETTERS
The relationship between the spelling and pronunciation of consonant letters is much more
straightforward than the behaviour of vowel letters. Mind you, sometimes consonant letters may
be silent (Cf. notes on silent letters). The following examples illustrate the most salient tendencies.
d. The following letters always stand for the same phoneme, even if they are doubled:
• <b, bb> : Ben, lab, bobby, pebble
• <d, dd> : Dan, daddy, fuddy-duddy
• <f, ff> : Frank, cufflinks, puff
• <h> : hand, heart, hard
• <j> : jam, major, juice
• <k> : kit, bike, Nike
• <l, ll> : lot, ball, allotted, rolling
• <m, mm> : more, humble, from, immediate
• <n, nn> : nice, then, thinner, beginning
• <v, vv> : vice, Eve, savvy
• <z, zz> : zoo, zebra, buzzing, fizzy
e. <ph> : Phillips, phonetics, photograph
f. <sh> : she, show, marsh
g. <ch>
• : chin, much, arch
• : architect, character, headache
• : chef, champagne, Chicago
h. <gh>
• Silent: high, weigh, eight, night
• : enough, rough, cough
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i. <th>
• 
o Words ending in <-th>: bath, cloth, math (BUT with)
o Most content words beginning in <th->: theme, theatre, throw
• 
o Grammar words beginning with <th->: they, this, that, etc (BUT
through)
o Verbs ending in <-the(r)>: bathe, breathe, bother
j. <c>
•  <c> + consonant: act, buckle, mediocre
•  <c> + <a, o, u>: camera, cut, come
•  <c> + <e, i, y>: cinema, century, cycle
•  <cc>: accident, success
• <-cious, -cial>: delicious, precious, special, glacial
k. <g>
•  <ga, go, gu>, <gg>: gate, go, gun, bigger, leggings
•  <ge, gi, gy>: gem, engine, gym (BUT girl, get, give, begin, tiger, finger,
etc.)
l. <qu> is generally:
•  at the beginning or middle of a word: question, square, liquid
•  in “silent <-e> endings” <-que>: antique, unique
m. <s> is very unstable. See “ or ? The eternal nightmare!” in the set of notes.
n. <t>
•  generally: lot, talk, bottom
• in the ending <-ture>: picture, future, torture
•  in the endings <-tious, -tion, -tial>: ambitious, information, initial
o. <x>
•  + unstressed vowel: Mexico, maximum
•  + consonant or final: extra, excellent, sex, mix
•  + stressed vowel: exam, exist
•  when initial in the word: xenophobic, Xavier, Xerox
p. <y>
•  at the beginning of a word: yes, young, yacht
•  internally in a word: gym, myth, rhythm
• At the end of words:
o  in final unstressed position: city, busy, family
o  in monosyllables: my, sty, fly, why, try
o  under the effect of silent <-e> or radical <r>: rhyme, type, tyre
o  when stressed: July, apply, deny
o  in the ending <-fy>: justify, clarify, modify
Adapted from:
Fitzpatrick, F. (1995) A teacher’s guide to practical pronunciation. London: Prentice Hall
23
13
14
Minimal Pairs: CONSONANTS
• Listen and compare. Then, make sure you can produce a clear contrast.
        
pig big   two do could good
pat bat ten den coat goat
tripe tribe town down cave gave
cap cab bat bad ankle angle
rapid rabid set said crow grow
     

ban van cheer jeer train drain
bury very chain Jane trip drip
boat vote choke joke true drew
bowels vowels rich ridge
trunk drunk
bet vet batch badge
     

den then chin Tin rip lip
Ida either chair tear right light
breeder breather gesture jester raw law
wordy worthy match mat
read lead
dough though beach beat
wrong long
     

yet jet sin thin seal zeal
use (n) juice sick thick Sue zoo
yam jam sink think tense tens
year jeer worse worth dose does (pl. n.)
yes Jess sort thought
     

ton tongue king kink measure mesher
sin sing singer sinker delusion dilution
ban bang sting stink confusion confucian
thin thing bang bank azure asher
allusion aleutian
Sources:
Munro Mackenzie, M.D. (1967). Modern English Pronunciation Practice. London: Longman
O’Connor, J.D and Fletcher, C. (1989) Sounds English. London: Longman
15
Minimal Pairs: VOWELS
 Listen and compare. Then, make sure you can produce a clear contrast.
•
/ɪ:/ /ε:/
Sources:
Munro Mackenzie, M.D. (1967). Modern English Pronunciation Practice. London: Longman
O’Connor, J.D and Fletcher, C. (1989) Sounds English. London: Longman
16
Minimal Pairs: SPANISH
• Listen and compare. Then, make sure you can produce a clear contrast.
17
/ε: /
18
TEXTS FOR ARTICULATORY PRACTICE
A: Julia, hija, aléjate de la reja, recoge la caja y ponte a tejer. Y ojo con el género ¡que es de
Arjona! Fíjate y ejerce con ingenio.
B: Madre, es que la gente está encajada en el callejón, junto al aljibe, armando jarana y
jolgorio. Hay un enjambre de monjas, gitanos y judíos. ¡Vaya perejil! Ángel, el cejijunto y
enjuto juez, y el sargento no andarán lejos y pronto ajustarán a ese ejército.
A: ¡Deja de vigilar! Eres incorregible y desjuiciada. Te adjudico un trabajo para sujetarte a un
jornal y tú jocosamente lo ajas por estar en el ajo de los jaleos ajenos.
Olga rogó al alegre Hugo que segmentara la larga y gruesa soga asegurada a la argolla grande
que un seglar gruñón y grimoso logró ligar a la garganta del gato gris de su suegra Gloria, pues
argüía que era golfo, gandul y grosero, glotón y goloso, siempre fisgando o pegado al fogón,
aguardando algo o metiendo sus greñas en el agua de los guisos, que rasgaba su gorra y
guantes y desgaritaba a los gallos y galgos de su amigo galán.
San Felipe enfurecido con Fray Confesor por la gran farsa y conflicto del confuso panfleto del
infiel sin fe e infeliz, enfocaba con facilidad, con fruición falsa y con furiosas ínfulas su saber
infuso con frases anfractuosas y enfáticas, pero infalibles, para influir sin fracaso sobre el buen
fraile, inferir un fiable enfoque a la infracción fatal, enfilarlo, y conferirle un fin feliz y sin
falacias.
Belén bajó la gran bolsa con blusas y se situó sin vacilar en el sombrío umbral sin baldosas, con
un brazo embastado al gran ventanal y como envuelta en bruma, embrujada o en el limbo al
oír un vago sonido de samba. Bajó con brío un vecino, Blas, con sombrero y con bastón blanco,
recién venido de Gambia y, en balde -no logró convencerla-, brindóse a invitarla a un bar de la
rambla.
Querida Mari Cruz, te aclaro que he consumido mis acciones porque he comprado una casa en
el campo que tiene un kiosco. Consta exactamente de cuatro acres y procuraré, al máximo,
criar conejos, tener cabras y caballos. Salir de la cama al escuchar el cacareo y recolectar mis
cosechas. Cultivaré junto al acueducto claveles de colores mezclados. Creo que es la clave
actual para conquistar con éxito cuanto quiero. Con cariño, Cristina.
19
A las ocho de la noche, Arancha Sancho llegó al chaflán del marchito barrio Chino. Al bajar
del coche, buscó en su ancho chaleco el cheque fechado que entregaría a aquel muchacho
chato y chalado que, chasqueando los dedos, la había achica- do al achacarle unos chismes.
Desconocía si aquel chantaje era una chanza o chanchullo, pero debía evitar el linchamiento.
A: La niña ha hecho añicos los pañuelos de la muñeca. Doña Piña Baño la reñirá mañana.
No frunzas el ceño, la dueña está en la cañada con su cuñado maño hablando de viñedos,
rebaños y madroños y del otoño. La engañaremos. Diremos que la pequeña vio una araña en el
peldaño y que se ciñó sin saña a la muñe- ca, y añadiremos que se dañó los puños.
A: ¡Tú sueñas! Sería la hazaña más ñoña del año. Mejor un señuelo de antaño, con castañas o
buñuelos.
Estrella se sentó callada en una silla y fue rallando, hasta llorar, unas cebollas que se hallaban
en una malla, después apartó aquella olla llena de pollo. Llamó al chiquillo que llegó del
yesoso callejón dejando huellas en su pasillo, pues llovía afuera. Tenía que coger al chupado
caballo del yerno y llevar a un billar del llamativo muelle unas llaves, un collar chillón y un
folleto, pues allí pillaría al hierático y gallardo gallego.
El pontífice agrupó a la corporación y expuso que pretendía pedir al Papa piedad y perdón
para el paupérrimo inculpado que fue perseguido por la policía hasta el pantano de Puente
Arpa sin poder capturarlo y que ahora permanecía perdido y sin amparo. El prófugo, apodado
Pepe el Pruna, era paisano del pío padre que pretendía la compasión, y cooperó primero como
pintor y poco después como portero en el precioso palacio de unos parientes del prior, pero fue
despedido porque parecía espiar tras las puertas y pensaron culparlo de apropiarse de la plata
de los aparadores.
20
TRAINING
EXERCISES
21
22
 Long vowels:
29
 Read out the following phrases  Couple matching  Circle the correct transcription
 WORDSEARCH 1
Find at least ten people’s job related to football
23
 WORDSEARCH 2: (Hancock, 2005)
Find phonemic spellings for thirteen jobs in the wordsearch. The words are horizontal or vertical. Use
all the letters.
30
 WORDSEARCH 3: (Hancock, 2005)
Find phonemic spellings in the wordsearch for the following food. The words are horizontal or vertical.
Use all the letters.
24
 CROSSWORD
Look at the picture clues and complete the crossword with the phonetic symbols for the words. Put only one
vowel, consonant or diphthong symbol in each square. (Time Saver Pronunciation Activities, page 44).
31
 BINGO
Choose a card. Listen to the words and tick the squares that contain the sounds you hear. When your card is
all ticked shout out, ‘bingo’.
25
Silent letters
2. Transcribe the following examples.
Silent <l> Silent <k> Silent 

calf At the beginning bomb
half of a word, before dumb
calm balm 'n' climb
salmon know comb
would knew limb
could knowledge thumb
should knee doubt
walk knock debt
talk knife subtle
knight
Silent <g> Silent <t> Silent 
sign listen biscuit
design fasten build
resign castle guess
foreign reign hustle guide
whistle guitar
Silent <gh> Silent <h> Silent <h>
high/er At the beginning: Often after 'w'
right honest why
sigh hour where
taught honour when
thought what
ought Often after a c
< > < > which
bought/brought ache whisper
enough mechanic whistle
weigh(t) architect while
straight chemistry whereas
echo
stomach
Silent <d> Silent <s> Silent <n>
Wednesday island Autumn
isle column
Silent Silent <c> Silent <w>
psychiatrist scene wrist
psychology science wrong
psychosis fascinate wrap
pseudonym muscle answer
pneumonia scissors sword
receipt
26
FRIENDS
Annunciation (S07 E023)1
 Listen to the dialogue and complete the gaps.
Richard: Forget the _____________! The _____________is gone!

The _____________is dead! Face facts _____________!
Joey: So what are we gonna do?! We have no reinforcements! No-no food!
Richard: No, we still have food in the basement! I saw ___________ and some dry _______!
Director: Hang on a minute! Joey, you keep _____________your face. Is something wrong?
Joey: I thought it might be kind of a cool character thing. He’s a face _____________.
Director: I don’t think so. Let’s _____________it back to Richard’s last line. Action!
Richard: In the basement I saw _________and some dry ________, and a few _____of ______!
-----
Richard: Just the last two _____________.
I found the _____________!
Joey: _____________? What _____________?
Richard: Could you lower your script? I need to see your face so I can play off your reaction.
Joey: Okay uh, look I know you’re a great actor, okay? And you play all those Shakespeare
guys and stuff... you’re spittin’ all over me man!
Richard: Well of _____________I am!
Joey: You know you’ve been spitting on me?!
Richard: That’s what real actors do! Annunciation is the mark of a good actor! And when you
enunciate, you _____________!
Joey: Wow! Didn’t know that. Okay, check it out! _____________? What _____________?
1
https://www.youtube.com/watch?v=0ISJS4gSBh0
27
-----
Richard: I found the _____________!

Joey: What _____________?!
Richard: The _____________ of my wife! In your _____________!
Joey: You went through my _____________ _____________?
Richard: Why do have a _____________ of _____________ in your _____________?!
Joey: Because Vincent, we were lovers. For __________ years!
-----
Assistant: Here’s your call sheet for tomorrow.
Joey: Oh, I’m-I’m not working tomorrow.
You gotta get me out of it! I’ve got _________! __________ _________!
1. Answer the following questions.

a. What’s the misunderstanding in the scene? How is it solved?
b. What did the actors do in the words you wrote in the gaps?
c. What do the words in the gaps have in common from a (phonetic perspective)?
d. Have a look at the highlighted words. Is it possible to do what the actors did
with the words in the gaps but with these words?
2. Make a list of the words in the gaps and organise them according to their
accentual patterns.
28
In other words (Fly me to the moon)
Frank Sinatra (1964)
Fly me to the moon, let me play among the stars

/uː - ʊ/ /ɒ - ʌ/
Let me see what spring is like on Jupiter and Mars
/iː - ɪ/ /ɑː - æ/
In other words, hold my hand

/aʊ - əʊ/
In other words, baby, kiss me
/ɜː - e/
Fill my heart with song and let me sing forevermore

/ɜː - ɑː /
You are all I long for, all I worship and adore
/ɔː - ɒ/
In other words, please be true

/uː - ʊ/
In other words, I love you
/ə - ʌ/
Fill my heart with song and let me sing forevermore

/ɔː - ɒ/
You are all I long for, all I worship and adore
/ɔː - ɜː/mkmkkmkmk
In other words, please be true
/iː - ɪ/ .kmkmk
In other words, in other words
/ɜː - ɔː/ m.mkkm mkkmk
29
THE SCIENTIST
Coldplay
 Listen to the song and transcribe the highlighted elements.
Come up to meet you /____________ /, tell you I'm sorry

You don't know how lovely you are
I had to find you /____________ /, tell you I need you /____________ /
Tell you I set you /____________ / apart
Tell me your secrets and ask me your

questions
Oh, let's go back to the start
Running in circles, coming up tails
Heads on a science apart
HERO
Mariah Carey
 Listen to the song and transcribe the highlighted elements.
There’s a hero if you look inside your /____________ / heart

You don’t have to be afraid of what you /____________ /are
There’s an answer if you reach into your soul
And the sorrow that you /____________ / know will melt away
And then a hero comes along

With the strength to carry on
And you cast your /____________ /fears aside
And you /____________ / know you can survive
So when you feel like hope is gone
Look inside you /____________ / and be strong
And you’ll finally see the truth
That a hero lies in you
That a hero lies in you, oh, oh
30
I LAVA YOU
Kuana Torres Kahele and Nāpua Greig – From Disney’s Inside Out (2014)
 Listen to the song. Transcribe the highlighted words between the slants.
A long long time /___________/

There was a /___________/
Living all /___________/in the middle of the sea
He sat high above his /___________/
Watching all the couples /___________/
And wishing that he had someone too
And from his lava /___________/
This song of /___________/that he sang out /___________/
Every /___________/
For years and /___________/
I have a dream
I hope it will come true
That you're /___________/with me
And I am here with you
I wish that the earth, sea, and the /___________/ up above
Will send me someone to lava
Years of singing all alone
Turned his lava into /___________/
Until he was on the brink of extinction
But little did he /___________/
That living in the sea /___________/
Another volcano
Was listening to his song
Every day she heard his tune
Her lava grew and grew
Because she believed his song was meant for her
Now she was so ready to meet him above the sea
As he sang his song of hope for the last /___________/
Chorus
Rising from the sea below
Stood a lovely volcano
Looking all /___________/
But she could not see him
He /___________/to sing to let her know
31
That she was not there alone
But with no lava, his song was all gone
He filled the sea with his /___________/
Watched his dreams /___________/
As she remembered what his song meant to her
Chorus
Oh they were so happy
To /___________/ meet above the sea
All together now their lava grew and grew
No longer are /___________/all alone
With Aloha as their new /___________/
And when you /___________/and visit them this is what they sing
I have a dream I hope it will come true
That you will grow /___________/with me, and I will grow /___________/with
you
We thank the earth, sea, and the /___________/we thank too
I lava you
 Put the words you transcribed into groups.

What phonetic criterion are you applying?
32
Diphthongs
First say each sound in isolation. And again. Now say the first sound gliding towards the second sound. Can
you hear the difference? A diphthong is a LONG VOWEL SOUND.
23
Source: Time Saver Pronunciation Activities
Glide towards //

/a/  // /e/  // //  // = //
Glide towards //
/e/  // // // // //
Glide towards //
//  // /a/  //
 RADIO GAGA by Queen
33
Strong and weak forms
1- ‘To be’ and other auxiliary verbs
 Discovery activity 1: Listen to the following dialogue and circle the form of the verb to be that you
hear. (Streamline English, Departures, Unit 42).
Donald: Hello, John! Where / w / w / you last month?

John: Oh, I / wz / wz / on holiday.
Donald: Oh, really? … but you / wr / wr / on holiday in January. 49
John: Yes, I / wz / wz / in Switzerland in January.

Donald: Where / w / w / you last month?
John: I / wz / wz / in Florida.
Donald: Florida! What / wz / wz / it like?
John: Fantastic! The weather / wz / wz / beautiful … the sea / wz / wz / warm.
Donald: What / wz / wz / the hotel like?
John: Excellent! There / wz / wz / a swimming-pool and a private beach. There / w / w / three
restaurants and two bars.
Donald: What / w / w / the people like?
John: They / w / w / very friendly.
Donald: / wz / wz / your wife with you?
John: No, she / wznt / wznt /. She never comes with me on holiday.
Donald: What about the children? / w / w / they with you?
John: No, they / wnt / wnt /. They / w / w / with their grandparents.
Complete the following chart

TO BE WAS WERE CONTEXT
STRONG
FORM
WEAK
FORM
 Practice 1:
1.a- Transcribe the correct form of the verb to be in the following dialogue. (Streamline Departure, Unit 41).
(The same could be done with any other dialogue T finds suitable):
Detective: Now, Mr. Briggs… where / / you yesterday?
34
Briggs: Yesterday? What time?
Detective: At two o’clock. Where / / you at two o’clock?
Briggs: I / / at home.
Detective: You / / at home, you / / in central London.
Briggs: No, I / /! I / / at home! Ask my girlfriend! She / / with me!
Detective: Well, we’re going to speak to her later. Where is she now? 50
Briggs: Oh… I don’t know…
Detective: OK… now, where / / you on January 12th?
Briggs: January 12th?
Detective: Yes, it / / a Wednesday.
Briggs: I can’t remember.
Detective: You / / in Manchester.
Briggs: Oh, no I / /
Detective: Oh yes, you / /
Briggs: Oh no, I / /…I/ / in prison in January.
Detective: Oh!
1.b- Role-play the dialogue in pairs with a third one playing the role of director, who gives instructions and
makes comments where necessary.
 Discovery activity 2:
Now listen to the following yes/no questions and pay attention to the auxiliary verbs at the beginning of the
question and in the short answers. Do they sound the same or different? Transcribe them. (Sentences from
Ship or Sheep, page 45).
Was she thinking about South America? Yes, she was.

Were her brothers and sisters asleep? Yes, they were.
Do they like reading? Yes, they do.
Have you read about South America? Yes, I have.
Does your friend like reading? Yes, he does.
Am I talking to myself? Yes, I am.
Are we working hard? Yes, we are.
Has your friend been to South America? Yes, he has.
Can you swim? Yes, I can.
35
In this context the speaker has chosen to produce the weak form of the auxiliary verbs when initial in
questions but that the strong form is also possible.
Complete the table below:
AUXILIARY STRONG FORM WEAK FORM

was
were
51
am
are
do
does
have
has
can
 Practice 2:
a- Predict whether the speakers will use the strong or weak form of
the auxiliary verbs in the following exchanges. Then listen and
check. Write W for ‘weak’ and S for ‘strong’ form in the boxes
provided. (New Headway Pronunciation Pre-Intermediate, p 12).
b- Guess my secret personality:

Choose a famous personality. Your partners have to guess who he/she is by asking questions. Monitor the
pronunciation of the auxiliary verbs.
2- Other function words

 Presentation: Can you predict which words can fill in the gaps? Then, listen to check your choices.
I learnt Russian school. I never expected sound like Russian, I wanted get it more or less right,
especially passing oral exams - I actually loved those wonderful long complicated consonant sounds but I found
extraordinarily difficult. I hear difference, I just couldn't get my tongue round . There's also
completely different rhythm I just couldn't get. The teacher just used laugh shrug her shoulders.
http://davidbrett.uniss.it/phonology/notes%20and%20exercises/Exercise3%20weak%20forms.htm
36
- Now listen again and pay attention to the pronunciation of the function words.
- Transcribe the following words The vowels of these function words are reduced to
as you heard them schwa:
STRONG WEAK
FORM FORM
At /t/
To /tu/ 52
For /f/
A /e/
The /i/
And /nd/
But /bt/
Them /em/
Could /kd/
That /t/
http://davidbrett.uniss.it/phonology/notes%20and%20exercises/weak%20forms%20audio/introandpreps/weak_forms.htm
 Practice:
a- Betting game (examples from Vaughan-Rees, 2002):
Decide if the words in italics will be in their strong or weak form. Bet 5, 10 or 15 points according to how
sure you are of your answer.
Context STRONG WEAK BET
A: My grandma used to go out with Elvis.
B: Not the Elvis! ……….. ……… ……
A: What’s your dress made of? ……….. ……… ……
B: It’s made of silk. ……….. ……… ……
That’s her! Over there! ……….. ……… ……
I really like rock and roll. ……….. ……… ……
A: Which one did you order? Fish or meat?
B: I ordered fish and meat! I’m feeling really hungry. ……….. ……… ……
A: Why weren’t you and Jack at the party yesterday?
B: But we were. ……….. ……… ……
A: Can I borrow your screwdriver?
B: What do you want it for? ……….. ……… ……
A: Did the phone ring? ……….. ……… ……
B: Yes, it was for David. ……….. ……… ……
You must be joking! ……….. ……… ……
He can’t be more than 30. ……….. ……… ……
A: Is this card for John? ……….. ……… ……
B: No, it’s from John. ……….. ……… ……
37
PRACTICE:
Read out the following sentences using the appropriate strong or weak forms. Justify your choices.
1- Give me that book
2- Give it to me, please.
3- Give the book to him, not to her.
4- The man says that he’s sorry.
5- The old man was feeling bad.
6- The Indians were all killed.
54
7- The example wasn’t clear, was it?
8- There’s a problem here.
9- There are two people there.
10- There’ll be more drinks on the table soon.
11- There’s been a kind of reduction in our salary.
12- Then we’ll have some beer.
13- OK, I’ll get some.
14- I must be off now.
15- Where’s John? He must be at home.
16- Could I have a glass of water, please?
17- She can do, can’t she? Yes, she can.
18- They were happy, weren’t they? Yes, they were.
19- What do they do? They’re actors.
20- You’re reading your new book, aren’t you? Yes, I am.
21- What are the kids doing? They’re sleeping.
22- Are you listening to me? Yes, I am.
23- She hasn’t been here before, has she?
24- Yes, she has. She’s been here three times already.
25- We’ve been able to buy fewer things than last year.
26- He’d arrived earlier than usual, hadn’t he?
27- What are you looking at?
28- What I’m looking at is none of your business.
29- I wonder who you’re looking for now.
30- What does she do? She’s a shop assistant
31- A: Why don’t you open on Fridays? B: We are open on Fridays. We are open from ten to eight.
32- A: Why aren’t you going to stand for election? B: I am. I am going to announce it formally tomorrow.
33- A: I didn’t know that he was coming. B: Is he? I didn’t know that, either.
34- What’s the world coming to?
35- There you are! There’s a lot of work to do and I need you.
36- A: Have you seen Sue? B: Yes, I have just seen her. She was having some coffee with some friends.
37- A: She can speak Portuguese. B: Can she? Well, I can’t.
38- A. What did you do? B: What do you think I did?
39- Thank you! That’s the book what I was looking for, you know! I can lose anything but that!
40- You must be joking! He can’t be older than me!
38
SOUND MAZE 1
Move horizontally or vertically through the maze from start to finish. You may only pass over a square if the
word contains the sound /i:/
SOUND MAZE 2
Move horizontally or vertically through the maze from start to finish. You may only pass over a square if the
word contains a clipped sound
seat jeans spot sport bear class

court rude look tea bean garden
tooth night cheese truth leaf bought
cool place root peace read juice
clean bird pool cream please hurt
sauce feed cheek note caught late
Alliteration
COLLOCATIONS
39
SPACE BATTLE
Instructions:
Place your spaceships horizontally or vertically. There must be at least one space between spaceships.
1 point 2 points 3 points 4 points.

Read the coordinates to learn where your partner’s spaceships are located. For example: ‘ship / coat’.
Your partner will say ‘space, hit or destroyed’ according to their spaceship position. The aim of the game is
to try and destroy as many of the opponent’s spaceships as possible, taking into account that the bigger
spaceships award more points.
40
CONSONANT CLUSTERS
(Sounds English, units 19 and 20)
1- At the beginning of words
41
42
43
LINKING (Sound English Unit 21)
44
45
Prof. Francisco Zabala - 2020
The <-ed> form of verbs

The morpheme used to indicate the past tense of regular verbs is pronounced in three ways:
RULE: There is voice agreement – no extra syllable

1. The voiceless alveolar plosive  is added to words ending in a voiceless sound (other than ).
wash ⚫ ➔ washed ⚫
[-v] + 
 stopped  clapped 
 kicked  looked 
 watched launched 
  betrothed  bequeathed 
1
 coughed  puffed 

 dressed  missed 
 crushed  fished 
2. The voiced alveolar plosive  is added to words ending in a voiced sound (other than ).
carry ⚫ ➔ carried ⚫
[+v] + 
 dubbed  stabbed 
 logged dragged 
 managed  arranged 
 teethed  clothed 
 lived arrived 
 organized  cruised 
 camouflaged 
 called  sailed 
 bombed  climbed 
 cleaned  phoned 
 longed wronged 
Vowels skied  remembered 
Diphthongs enjoyed  towed 
EXCEPTION: Final /-t/ & /-d/ add an extra syllable

The endings <-ted, -ded> (which correspond to the final alveolar plosives  and in the base form of the
word) add an extra syllable . In turn,  and  agree in voice, too.
decide ⚫ ➔ decided ⚫
Alveolar plosive + 

 potted  started 
 decided  loaded 
1
Verbs ending in <th> normally take . However, some may vary between  and , such as these ones.
Betrothed (to promise in marriage) , bequeathed (to leave personal belongings by will)
.
118
46
The Tale of the Three Brothers
https://www.youtube.com/watch?v=aJSh1zkPEvc
There were once three brothers, who were

travelling along a lonely winding road at
twilight.
In time, the brothers reached a river too
1.
/ /
treacherous to pass. Being learned in the
2.
/ /
Magical Arts, the three brothers simply
waved their wands and made a bridge.
3.
/ /
Before they could cross, however,
they found their path blocked by a hooded

figure. It was Death, and he felt cheated – cheated 4.
/ / 5.
/ /
6.
/ /
because travellers would normally drown in the river. But Death was cunning. He pretended to
7.
/ /
congratulate the three brothers on their magic, and said that each had earned a prize for having
8.
/ /
been clever enough to evade him.
The oldest asked for a wand more powerful than any in existence, so Death fashioned him one
9.
/ / 10.
/ /
from an elder tree that stood nearby. The second brother decided he wanted to humiliate Death
11.
/ / 12./ /
even further and asked for the power to recall loved ones from the grave. So Death plucked a stone
13.
/ / 14.
/ / 15.
/ /
from the river and offered it to him. Finally, Death turned to the third brother. A humble man, he
16.
/ / 17.
/ /
asked for something that would allow him to go forth from that place without being followed by
18.
/ / 19.
/ /
death. And so it was that death reluctantly handed over his own cloak of invisibility.
20.
/ /
The first brother travelled to a distant village where, with the elder wand in hand, he killed a wizard
21.
/ / 22.
/ /
with whom he had once quarrelled. Drunk with the power that the elder wand had given him, he
23.
/ /
bragged of his invincibility. But that night another wizard stole the wand and slit the brother’s
24.
/ /
throat for good measure. And so Death took the first brother for his own.
The second brother journeyed to his home, where he took the stone and turned it thrice in hand.
25.
/ / 26.
/ /
To his delight, the girl he’d once hoped to marry before her untimely death appeared before him.
27.
/ / 28.
/ /
47
Yet soon she turned sad and cold, for she did not belong in the mortal world. Driven mad with
29.
/ /
hopeless longing the second brother killed himself so as to join her. Death took the second brother.
30.
/ /
As for the third brother, Death searched for many years but was never able to find him. Only when
31.
/ /
he attained a great age did the youngest
32.
/ /
brother shed the cloak and gave it to his son.
He then greeted Death as an old friend and

33.
/ /
went with him gladly, departing this life as
equals.
Activities
1. Watch the video: https://www.youtube.com/watch?v=aJSh1zkPEvc
2. Answer these questions:
a. What is the story about?
b. Is there a moral? Which one?
3. Find verbs that mean the following:
a. to travel
b. to give
c. to say hello
d. to pick or remove from somewhere
e. to act “as if”, to fake an attitude
4. Write –d, -t or -ɪd between the slanted bars (/ /) in numbers 1 – 33.
Adjectives and Adverbs

There’s a small group of adjectival words whose <-ed> ending is generally pronounced namely. The shaded
words may have an alternative pronunciation that doesn’t add a syllable:
aged /eɪdʒɪd//eɪdʒɪd/ cursed /kɜːsɪd//kɜːst/ naked /ˈneɪkɪd/

beloved/bɪˈlʌvd/ /bɪˈlʌvɪd/ dogged /ˈdɒɡɪd/ ragged /ˈræɡɪd/
blessed /ˈblesɪd/ jagged /ˈdʒæɡɪd/ sacred /ˈseɪkrɪd/
crabbed /ˈkræbɪd//ˈkræbd/ learned “well-informed”/ ˈlɜːnɪd/ wicked /ˈwɪkɪd/
crooked/ˈkrʊkɪd/ -legged (e.g. four-legged) /legɪd, legd/ wretched /ˈretʃɪd/
The adverbial ending <-edly> is pronounced /ɪdli, ədli/:
48
FURTHER PRACTICE: –ED ENDINGS
1. Read the text and complete the gaps (1-26) with the correct sounds
Steven: So, you visited the marital counselor I recommended?

1. 2.
/ / / /
Jasper: Yes, we visited him and wasted fifteen minutes of our valuable time.
3. 4.
/ / / /
Steg: Not to mention the fact that he charged us an arm and a leg!
5.
/ /
Jasper: For once, I agree with you. We were ripped off!
6.
/ /
Steg: Well, I warned you it was a waste of time, but you insisted!
7. 8.
/ / / /
Jasper: I insisted? You dragged me there!
9. 10.
/ / / /
Steven: Steg, Jasper, control yourselves! You should be ashamed, fighting like a pack of four-legged animals.
11. 12.
/ / / /
Steg: Well, guess what! We are! And, still, they started it.
13.
/ /
Jasper: No, they did. They claimed it was my fault.
14.
/ /
Steven: Let’s stick to the naked facts. Tell me exactly what Dr.
15.
/ /
Otter talked to you about.
16.
/ /
Jasper: Not a blessed thing! We waited for an hour in the
17. 18.
/ / / /
hall and his secretary ushered us into the office.
19.
/ /
Steg: Then after five minutes, he glanced at his watch and
20.
stated that he had another appointment. / /
21.
/ /
Jasper: What wretched treatment! I’ve never been so offended!
22. 23.
/ / / /
Steg: I warned you it would be a waste of time, didn’t I?
24.
/ /
Jasper: You warned me? Who called and made the appointment?
25. 26.
/ / / /
2. Listen to I can hear the Bells (Hairspray 2007)1

2.1. Place the verbs in the box into the correct gap according to what you hear.
2.2. Add the proper suffix to the verbs in order to form the inflection for the regular past tense.
/lʊk/ - /nɒk/ - /nʌdʒ/ - /bʌmp/ - /tæp/ - /steə, stε: / - /tʌtʃ/
I can hear the bells, well, don't you hear 'em chime? When he ___________ me and ___________ me off
Can't you feel my heartbeat keeping perfect time? my feet
One little touch, now my life's complete
And all because he ______________ me, he
______________ at me and ______________ 'Cause when he _________ me, love put me in a fix
Yes, he ______________ me, my heart was Yes, it hit me just like a ton of bricks
unprepared Yes, my heart burst, now I know what life's about
One little touch and love's ______________ me out
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2.3. Transcribe the verbs in exercises 2.1. and 2.2 into their spellings and match them with their
definitions.
a. to hit (esp. doors) or to hit something by accident __________________

b. to push somebody gently (esp. with your elbow) in order to get their attention __________________
c. to look at somebody/something for a long time __________________
d. to hit something, especially a part of your body, against or on something __________________
e. to hit somebody/something quickly and lightly (usually on the shoulders) __________________
2.4. Now create your own imaginative examples using the verbs from exercise 2.3.
2.5. Prepare these questions to discuss orally.
a. What’s the story behind the song?

b. Find adjectives to describe the singer’s feelings.
c. Describe the setting in time and place.
d. Do you like musicals? Why (not)?
e. Why does the singer say that she can hear bells?
1
Song available at: https://www.youtube.com/watch?v=-NArVOnjXo0&list=RD-NArVOnjXo0&start_radio=1
50
Prof. Francisco Zabala - 2020
<-s, -es>:
Plural Countable Nouns, Nouns in the Genitive, and Verbs in the 3rd Person Singular – Simple
Present Tense
RULE: There is voice agreement – no extra syllable
1. The voiceless alveolar fricative  is added to words ending in a voiceless sound (other than
sibilants – see exception).
[-v] + 
 mops  raps  bishop’s 
 Brits  nets  Pat’s 
 bricks  lurks  Patrick’s 
1 maths  Smith’s 
2 handkerchiefs  Ralph’s 
2. The voiced alveolar fricative  is added to words ending in a voiced sound (other than sibilants –
see exception).
[+v] + 
 ribs  clubs  Bob’s 
 deeds reads David’s 
 mugs  logs Greg’s 
 booths  breathes  Blythe’s 
 lives  lives  Eve’s 
 dolls  feels  Bell’s 
 combs  climbs  Malcolm’s 
 tins  runs  Helen’s 
 songs  rings King’s 
Vowels peas  drawers Sue’s 
Diphthongs fairs  tries  Joe’s 
EXCEPTION: Sibilants add an extra syllable

After the sibilants  and  an extra syllable  is added. In turn,  and  agree in voice,
too.
Sibilants + 
 boxes increases Bruce’s 
 bruises buzzes Jones’s 
 brushes bushes Marsh’s 
 garages camouflages 
 churches belches Finch’s 
 bridges sandwiches Marge’s 
1
Most words ending in  normally take an irregular plural . For example, the words paths and baths look
regular in the spelling but are irregular in their pronunciation .
2
Most singular words ending in <f> have irregular plurals: loaf – loaves; half – halves; life – lives; etc. The
genitive, in contrast, does not become voiced: wife – wives – wife’s – wive’s .
113
51
MY FAVOURITE THINGS (FROM THE SOUND OF MUSIC)1
Julie Andrews
 Watch the video and listen to the song. Focus on the pronunciation of plural countable nouns
and verbs in the simple present, 3rd person singular. Transcribe the endings between the bars.
Raindrops on roses and whiskers on kittens

1.
/ / 2. / /
Bright copper kettles and warm woollen mittens
3. 4.
/ / / /
Brown paper packages tied up with strings
5. 6.
/ / / /
These are a few of my favourite things
7.
/ /
Cream-colored ponies and crisp apple strudels

8. 9.
/ / / /
Doorbells and sleigh bells and schnitzel with noodles
10. 11. 12.
/ / / / / /
Wild geese that fly with the moon on their wings
13.
/ /
14.
/ /
Girls in white dresses with blue satin sashes

15. 16. 17.
/ / / / / /
Snowflakes that stay on my nose and eyelashes
18. 19.
/ / / /
Silver-white winters that melt into springs
20. 21.
/ / / /
22.
/ /
When the dog bites

23.
/ /
When the bee stings
24.
/ /
When I'm feeling sad
I simply remember my favourite things
25.
/ /
And then I don't feel so bad
 Now, watch The Gospel Truth 2and listen to the song. Focus on the pronunciation of plural
countable nouns and make a list of those you hear. Place them into columns depending on their
endings /-s, -z, Iz/.
1 Available at: https://www.youtube.com/watch?v=2G6dd7ikrXs

2 Available at: https://www.youtube.com/watch?v=RRq7lLawQB4
52
HOMOPHONES
 Solve the ambiguity in the following sentences
1. She washed her hare in the bathroom
2. The scientist spilt coffe all over her genes
3. They needed boots so they bought a new pear
4. The man put wooden steaks in his garden
5. She used flower and water to make bread
6. If you go to the gym, you’ll have bigger mussels
7. I don’t want to meat your parents today
8. They wanted chocolate moose for dessert
9. You sould never stare too much at the son
10. There was a leek in the boat and it sank
11. The guerrilla was fed bananas at the zoo
12. He wore a Thai to the job interview
13. You need to put your waist in the bin
14. They walked into the mail toilet
53
HOMOPHONES 2.0
 Solve the ambiguity in the following sentences
1 – It’s comfortable walking in bear feet on the beach.
2 – The rich man had ate gold watches.
3 – They said buy-buy at the train station.
4 – She wore a jacket because it was chilli.
5 – He rode a big fairy on his holiday in Spain.
6 – The student likes to sleep on sundaes.
7 – All of the prophets were kept in a Swiss bank.
8 – The doctor got angry and lost his patients at work.
9 – She wanted a drink but there was nun in the fridge.
10- My mother spent a long time rapping

the presents.
11- The nurse said to put medicine on the

saws.
12- He wanted to say the words “I love ewe”.
13- You need to press paws to stop the movie.
14- Have a look at the fresh pees in the garden.
15- The policeman worked on the beet all afternoon.
54
IMITATION
PRACTICE
55
56
The materials collected and the layouts designed in the following
section are property of Prof. Francisco Zabala.
57
58
INTRODUCING VOWELS, CONSONANTS AND PROCESSES
MEET THE CREEPS
Mr. Creep is far from sweet

He's got three legs and smelly feet.
Mrs. Creep is the creepy queen

Her knees are blue and her hair is green.
Teeny Creep likes to peep

So he always wins at hide and seek.
The creepiest three you'll ever meet,

The creepy Creeps from Creepy Street.
DAISY THE SNAIL
Daisy is a brainy snail,
She can drive a train
And bring the mail,
She can sail a ship or follow a trail
Yes, Daisy is a brainy snail.
59
60
4 Prof. Francisco Zabala – Lab 1 - 2024
.h9. ZHh\ FLEECE – Vowel N° 1

1. OContrast English with Spanish
English .h9. Spanish .h. English .h9. Spanish .h.
Scene sin d di
Me mi tea ti
Knee ni meal mil
Bee vi heal gil
2. Tips & tricks!
Baker (2006, p. 3)
FLEECE
• This vowel sounds quite “acute” or “thin”.
• This sound is tense. You should feel the tension below your chin.
• For some people, it’s similar to Spanish .h. in: “cañito”, “tia”,
“compañía”.
• You should look cheerful and smile to produce the sound. (Spread
your lips! Say “Cheese!”)
61
Dialogue: Weeding’s not for me!
3. OListen
• Pre-listening: Look at the picture below. What predictions can you make? How does making
predictions help when it comes to a listening activity?
• Listening (don’t read the text, just close your eyes and listen J):
o What’s the text about?
o Who are the participants?
o What do you think they are like?
o What’s the conflict like?
• Post-listening: Identify the sections of the text that you find difficult to understand. Are there any
words or expressions that may be new to you? Underline them as you read the transcription while
you listen to the dialogue again.
• For homework, provide a transcription of this text into ordinary spelling.
.!vh9cHMy !mPs e? !lh9 {{
!oh9s? {{ !CHr Hy C? !rh9ym e? !vh9cy {{ vhk !h9sR !vh9c { !Sqh9 !lh9s?y { aH!eN9 !sh9 { !h9y?kh {{
!rh9kh? {{ !ct9 vh !mh9k {{ l`H !mh9y { ? !vh9j {{ cit !lh9m { !N9k !Ch9y {{
!oh9s? {{ !rh9kh? { l`H !rvh9s {{ !C?Ty !@9ms !vh9cy {{ !C?Ty ? !rh9ckHMy {{ !ah9my { !oh9y {
?m !kh9jr {{ !j@9msRt !rh9 {{
!rh9kh? {{ !?T He Cd? !fqh9m { Cd? !vh9cy s? !lh9 {{ a?s `H ?!fqh9 !oh9s? {
!vh9cHMy !mPs { e? !lh9 {{
!oh9s? {{ !vdk { !kds lh !rh9 {{ !ldHah vhk !kh9u C? !vh9cy { it !rh9 Ch9y !kh9uy {{
He !it9 !rvh9o Cl { !Hmst ? !gh9o { !Umc? Czs !sqh9 { !`Hk !rh9 s? C? !sh9 {{
!rh9kh? {{ ?T !oh9s {{ !l`H !eh9s { ? !eqh9yHM {{ !it9 !rvh9o C? !kh9uy { !`Hk { !rh9 s? C? !sh9 {{.
(Ponsonby, 1987, p. 73)
4. OExploded version
Listen to each chunk of the dialogue until you have formed a clear image of it in your auditory
memory. Then, imitate each chunk. For homework, watch the tutorial on how to work with Audacity.
62
Aspiration: When /p, t, k/

are at the beginning of a
stressed syllable, they
require an extra puff of air.
Coalescence:
/t, d/ may fuse with a following /j/ sound
.s. * .i. Æ .sR.
.c. * .i. Æ .cY.
5. First sight reading - FLEECE

Read the text. Identify the words that take FLEECE. Practice them in isolation. Then, read the whole
new text.
TIPS:
• Focus on where you would chunk the text (on average, this happens every seven syllables or three
content words).
• Try to “act it out” – try to keep your audience in mind
• Apply the contents seen so far
a. FLEECE
b. Aspiration
Eating out
DEENA: What are you getting to eat, Lee?
LEE: The meat pizza and Greek salad. And a cup of coffee.
DEENA: Me too. Are you getting the meat pizza, too, Steve?
STEVE: No, the cheese pizza. I don’t eat meat.
LEE: Really?
WAITRESS: Good evening. Are you ready to order?
DEENA: Let’s see… We’d like two meat pizzas and one cheese pizza.
WAITRESS: Bean soup or Greek salad to start?
ALL THREE: Greek salad.
WAITRESS: And would you like coffee or tea?
DEENA: Three coffees, please.
STEVE: Make that two coffees. Tea for me, please.
WAITRESS: Three Greek salads… two meat pizzas… one cheese pizza… two
coffees… one tea.
(Baker & Goldstein, 2008, p. 5)
63
.H. KIT – Vowel N° 2

English .H. Spanish .h. English .H. Spanish .h.
sin sin fin fin
miss mis mix mix
mill mil bill vil
hill gil tick tic
2. OTips & tricks!
Baker (2006, p. 7)
KIT
• Go “grave”.
• This sound is quite lax. Feel the root of your
tongue.
• For some people, similar to Spanish .h. in:
“Birra!”, “Sixto!” “Seeeh”
• You should look “serious” when you
produce the sound.
• Don’t smile, keep a poker face!
3. OContrast FLEECE .h9. with KIT .H.

English .h9. English .H. English .h9. English .H.
green .!fqh9m. grin .!fqHm. feet .!eh9s. fit .!eHs.
bead .!ah9c. bid .!aHc. cheek .!sRh9j. chick .!sRHj.
reason .!qh9ym. risen .!qHym. deep .!ch9o. dip .!cHo.
meal .!lh9k. mill .!lHk. each .!h9sR. itch .!HsR.
(O’Connor & Fletcher, 1989, p. 91)
4. OFLEECE .h9. or KIT .H.?

1) He wants a sheep/ship for his birthday.
2) That’s a very small bean/bin.
3) Look at these cheeks/chicks.
4) That’s a cheap/chip machine.
5) What a high heel/hill.
6) Don’t eat that peel/pill.
(Baker, 2006, p. 8)
64
Dialogue: Busy in the kitchen

5. OListen
• Pre-listening: Look at the picture below. What predictions can you make?
• Post-listening:
o Identify the sections of the text that you find difficult to understand. Are there any words
or expressions that may be new to you? Underline them as you read the transcription
while you listen to the dialogue again.
o What’s the intonation of the yes/no checking questions like? What about Riverplate
Spanish?
.!aHyh Hm C? !jHsRm {{
!aHkh {{ !lUlh { it !aHyh {{
!lUC? {{ !idr {{ `Hl !Hm C? !jHsRm {{
!aHkh {{ j?m !`H !f?T !rvHlHM Hm !sRHsRHrs? { vHC !cYHl CHr !lN9mHM {{
!lUC? {{ !cYHl {{
!aHkh {{ !cYHl !HMfkHR {{ ghy !kHuHM vHC !lHrs?q ?m !lHrHy !vHkHr { Hm C? !uHkHcY {
!roqHM !jPsHcY {{
!lUC? {{ !Hyms Hs ? !aHs !sRHkh { s? !f?T !rvHlHM {{
!aHkh {{ !vPsr !CHr {{ j?m `H !oHmsR ? !aHs ?u Hs {{
!lUC? {{ !?T !aHkh { it !kHsk !oHf {{ Hsr !eHfh !oTcHM {{ !fdsRN9 !eHMf?y !`Ts ?u Hs {{
!aHkh {{ `H !?Tmkh !cHos ? !kHsk !eHMf?q Hm {{
!lUC? {{ !vdk Hsr ? !eHkSh !kHsk !eHMf? {{ !gH? { !sHo !CHr !sRHjHm !rjHm { !Hms? C? !aHm {
?m `Hk !fHu it ? !aHrjHs {{.
(Ponsonby, 1987, p. 71)
INFO MANAGEMENT: In English, information and stressing go hand

in hand. The “strongest” (loudest, highest or longest) word in each
“chunk” (or IP: Information Phrase) is known as the NUCLEUS,
which generally occurs on the last new content word.
65
6. First sight reading - KIT

Read the text. Identify the words that take FLEECE & KIT. Practice them in isolation. Then, read the
whole new text.
An interesting film
MRS. KIM: Hello, Cindy.
CINDY: Hi, Mrs. Kim. Is William in? Is he coming with me to the film? I
picked up a ticket for him.
MRS. KIM: Oh, William’s sick.
CINDY: Here he is! Hi, William! Are you sick?
WILLIAM: What film is it? Anything interesting?
CINDY: It’s King Kong. And it begins in fifteen minutes.
WILLIAM: Fifty minutes? Come in and sit down.
CINDY: Not fifty minutes, fifteen!
MRS. KIM: Listen, William, if you’re sick, I don’t think…
WILLIAM: Quick! Or we’ll miss the beginning of the film!
KIT - FLEECE: First Sight Reading Practice

Text 1
JILL: Jim’s a brilliant teacher.
PHILIP: Jim’s isn’t brilliant. He’s really silly…
JILL: Criticism! Nothing but criticism! If it isn’t Jim, it’s Billy and if it isn’t Billy,
it’s…
PHILIP: Billy’s ridiculous!
JILL: Philip, it’s silly to criticise everybody!
PHILIP: Yes, Jill, it is. Now, why are you criticizing me?
Text 2
DOCTOR: These feet are in a terrible condition! They need treatment.
PATIENT: I agree, Doctor. My feet do need treatment.
DOCTOR: The treatment for these feet is to eat lots of green vegetables. But don’t eat
meat for at least a week.
PATIENT: No meat, Doctor?
DOCTOR: I repeat – you can’t eat meat for at least a week.
PATIENT: But I do eat green vegetables, Doctor. And I don’t eat meat at all.
DOCTOR: Then you don’t seem to need the treatment.
PATIENT: But Doctor – my feet!
DOCTOR: Next patient, please.
(Adapted from Mortimer, 1975).
66
KIT-FLEECE Role Play Practice

You are now kindly invited to start using your KIT and FLEECE in more spontaneous conversation. Prof.
Lucía Baigorrí and Prof. Lucía Fraiese have designed a set of role-plays for you to try your best FLEECE and
KIT sounds in interaction!
Are you ready to order? .h9 + H.

Number of Speakers: 3 (2 customers, 1 waiter)
Instructions:
Customers: decide on what to order at “Feast
of Eden Eatery.” Since you’ve heard great
things about this restaurant, you are willing
to pay for a three-course meal.
Waiter: jot down customers’ orders. Apologise

for having run out of a given dish and suggest
an alternative.
Duration: Up to 10 minutes.
Feast of Eden - Eatery

Starters
Fish & Chips £ 20
Spinach Dips £ 15
Onion Rings £ 15
Spring rolls £ 22
Cream cheese sticks £ 20
Cheese & Lettuce sandwich £ 20
Chicken wings £ 25
Main Courses
Chinese Chicken £ 55
Mince pie £ 46
Chilli Pizza £ 50
Desserts
Sinful Figs £ 30
Peach Pie with whipped cream £ 28
Chocolate Ice Cream £ 25
Treacle tart £ 23
Drinks
Still water £ 15
Fizzy drinks £ 18
Tea £ 12
Coffee £ 13
Re-fill £ 8
67
.d. ZD\ DRESS – Vowel N° 3

English .d. Spanish .d. English .d. Spanish .d.
Mess Mes Bess ves
N En S es
Ben Ven L Él
Less Les hell gel
2. OTips & tricks!
Adapted from Baker (2006, p. 11)
DRESS
• Produce a very wide smile, spreading your lips to the sides
(A Ronald McDonald smile!)
• At times, similar to the Spanish variant in
“Eh, ameo!”
• Place your thumb below your chin and your forefinger on the bridge of your nose. Now
say “pero, pero, perro; pero, pero, perro; pero, pero, perro”. Which [e] sound is more
open, the one in pero or the one in perro? The English DRESS vowel is as open as that.
3. OContrast KIT .H. with DRESS .d.

English .H. English .d. English .H. English .d.
pig .!oHf. peg .!odf. miss .!lHr. mess .!ldr.
hid .!gHc. head .!gdc. pit .!oHs. pet .!ods.
fill .!eHk. fell .!edk. lift .!kHes. left .!kdes.
middle .!lHck. medal .!ldck. sit .!rHs. set .!rds.
chick .!sRHj. check .!sRdj. lid .!kHc. led .!kdc.
4. OKIT .H. or DRESS .d.?

1) I’m waiting for the bill/bell.
2) Whose pin/pen is that?
3) He had tin/ten boxes.
4) She gave me a chick/cheque.
5) The lid/lead has been stolen.
6) The hidden will/well was discovered.
(O’connor & Fletcher, 1989, p. 22)
68
Dialogue: The end of the adventure!

5. OListen
Final .s+ c+ m+ k. sounds
• For homework, provide a transcription of this text into ordinary spelling. followed by .C. need to be
dentalised. In order to do
this, produce your
.Ch !dmc ?u Ch ?c!udmsR? {{ .s+ c+ m+ k. with the tip
of your tongue out
!jdm {{ !sdc {{ !SzMj !gdum {{ !`H v?y !fdsHM !cdroq?s {{
between your teeth and
stop for a second (in other
!sdc {{ !gdk?T !Cd? !jdm {{ !vd?q? !cYde { ?m C? !qdrs { ?u C? !ldm {{ words, bite your tongue
for ZsŒ+ cŒ+ mŒ+ 4Œ\!)
!jdm {{ CdH !kdes lh { Hm C? !sdms {{ vHC rl !dfy { ?m rl !aqdc { ?m !Pe CdH !vdms {{
!sdc {{ !vd? v? CdH !gdcHM {{
!jdm {{ !vdrs {{ Hm !Czs c?!qdjRm {{ CdH !rdc CdHc !adqh C? !sqdY?q {

!Umc? C? !cdc !dkl { it q?!ldla? { a`H C? !admc Hm C? !edmr {
?m !fds !azj { a`H !rUmrds {{
!sdc {{ !N9k !sdm ?u C?l !vdms {{
!jdm {{ CdH !rdc { C? !sRdrs { v?y !gduh {{
!sdc {{ CdH !kdes {{ !vdm {{
!jdm {{ !idrs?cdH {{ a?!svh9m !sdm { ?m H!kdum {{
!sdc {{ ?mc !it9 { !kds Cl {{
!jdm {{ C? v? !sdm { ?u !Cdl {{
!sdc {{ !vdk l`H !eqdmc {{ `H !qdjm Czsr Ch !dmc { ?u Ch ?c!udmsR? {{

!vh9k !mdu? !rh9 C? !sqdY? !sRdrs { N9q !dmh ?u !C?Ty { !sdm !ldm ?!fdm{{.
(Ponsonby, 1987, p. 75)
69
7. First sight reading - DRESS
Read the text. Identify the words that take FLEECE, KIT & DRESS. Practice them in isolation. Then, read
the whole new text.
The best vacation ever

JENNY: Hello, Ben!
BEN: Hi, Jenny. Welcome back.
JENNY: Thanks!
BEN: Where did you spend your vacation?
JENNY: I went to Venice with a friend.
BEN: Venice? I’m jealous! Tell me everything! When did you get back?
JENNY: Yesterday.
BEN: How was the weather?
JENNY: Wet!
BEN: Was it expensive?
JENNY: Yes. Very. Especially the hotel.
BEN: How were the restaurants?
JENNY: They were excellent. But expensive. I spent every cent I had.
BEN: So… the weather was wet, everything was very expensive, and you
don’t have any money left. It sounds terrible!
JENNY: No. It was the best vacation ever!
(Baker & Golstein, 2008, p. 13)
70
.29. NURSE – Vowel N° 11

English .29. Spanish .d. English .29. Spanish .d.
fur fe sir se
myrrh me urn en
burn ven purse pez
earl el turn ten
2. OTips & tricks!
(Adapted from Baker, 2006, p. 43)
NURSE
• Keep a neutral expression (avoid lip spreading)
with the mouth slightly open. Pull a “disgusted
face”, a long “not again!” or “Dumb and Dumber”
type of sound
• At times, similar to a Spanish hesitation sound

“ehhmmm”
3. OContrast DRESS .d. with NURSE .29.

English .d. English .29.
ten .!sdm. turn .!s29m.
Ben .!adm. burn .!a29m.
bed .!adc. bird .!a29c.
west .!vdrs. worst .!v29rs.
(Baker, 2006, p. 44)
4. ODRESS .d. or NURSE .29.?

1) The sign says ten/turn.
2) It’s a colourful bed/bird.
3) It’s the west/worst wind?
4) Look at it Ben/burn.
(Baker, 2006, p. 44)
71
Dialogue: An Emergency Stop

5. OListen
.?m H!l29cY?mrh !rsPo {{
Hm!rsqUjs? {{ !sdHj C? !S29c !s29mHM Pm C? !q`Hs { !Cdm { !rsPo a`H C? !sR29sR {{

`Hc !k`Hj it s? qH!u29r {!q`Tmc Czs !jN9m? {{
!k29m? {{ !idr {{ `H !r29smkh !mh9c s? !oqzjsHr q?!u29rHM {{
Hm!rsqUjs? {{ !mPs !azc {{ a?sRt !v29ms { !jk?Tr H!mUe s? C? !j29a {{
!s29m C? !rsH?qHM !vh9k { !e29C? s? C? !kdes {{
!k29m? {{ !?T!jdH {{ !k@9rs !kdrm { `H !s29mc Hs !st9 !lUsR {{
?m `H v?y !st9 !jk?Tr s? C? !j29a {{ !?T !cH? {{ !Czs v?y !v29r {{
Hm!rsqUjs? {{ !vh9k { q?!s29m { s? q?!u29rHM !kdHs? {{ !m`T !cq`Hu !Pm {{
!s29m !q`Hs { a`H C? !aHf !e29 !sqh9 {{
!k29m? {{ `H !mh9c s? !k29m { g`T s? !ct9 { ?m H!l29cYmrh !rsPo {{
Hm!rsqUjs? {{ !idr {{ !vdm vhu !fPm ? !aHs !e29C? {{ !sdHj C? !e29rs !s29mHM {{
!l`Hmc !Czs !kHsk !f29k {{ !vdk !cUm {{ !Czs v?y ? !o29e?js {
H!l29cY?mrh !rsPo{{.
72
DRESS-NURSE First sight reading practice

Text 1
BERTHA: Shhh! There’s a burglar behind the curtain!
SHIRLEY: Are you certain, Bertha?
BERTHA: Don’t disturb him! He might hurt us – or worse, he might even
murder us!
SHIRLEY: But are you perfectly certain it’s a burglar?
BERTHA: Perfectly. Only a burglar would hide behind a curtain in that way.
SHIRLEY: Oh, Bertha – do you remember Percy Turner?
BERTHA: Shh! Shirley! We’re not the girls we were thirty years ago, you know.
Text 2
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, Fred, a
lieutenant, went behind Ted, and held a red pennant. The next men, Geoff,
Leonard 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 Reading, who’d never met any of the men. It
was sent as a jest, but the ten men put the jest to the test and kept it as a
pet.
Role Play Practice (Profs. Fraiese and Baigorrí)
It’s my chest, it hurts! .d+ 29.

Number of Speakers: 2 (1 doctor & 1 patient)
Instructions:
One of the participants goes to the
doctor for a routine checkup. He/she
is asked to describe his/her symptoms
to the novice doctor.
Suggested words & phrases: get better
feel better
perfect feel ill
stress breath
tests chest
under the weather nurse
death head
bed hurts
desperate temperature
worse medicine
get some rest
73
.@9. START – Vowel N° 5

English .@9. Spanish .`. English .@9. Spanish .`.
barn van marl mal
la la farce faz
far fa bar va
arse has shah ya
2. OTips & tricks!
Baker (2006, p. 23)
START
• This sound is a “lazy” “aww” sound.
• This is a back sound, as if you had a potato in your mouth. It sounds like a
posh Spanish .`.: “A paquetaaa.”
• You may get a similar Spanish version in Tino & Gargamuza’s “Y daaaaale”
• This sound may be used by lazy teenagers “Andá, Ma”
3. OContrast START .@9. with TRAP .z. & STRUT .U.

English .z. English .@9. English .U. English .@9.
cap .!jzo. carp .!j@9o. cup .!jUo. carp .!j@9o.
hat .!gzs. heart .!g@9s. hut .!gUs. heart .!g@9s.
cat .!jzs. cart .!j@9s. cut .!jUs. cart .!j@9s.
ban .!azm. barn .!a@9m. bun .!aUm. barn .!a@9m.
pack .!ozj. park .!o@9j. come .!jUl. calm .!j@9l.
(Baker, 2006, p.23-24)
74
4. OSTART .@9., STRUT .U. or TRAP .z.?

1) He’s broken my heart/hut/hat.
2) That’s a bard/bud/bad cart/cut/cat.
3) I gave him a carp/cup/cap.
4) There’s a mouse in this barn/bun/ban.
5) Why don’t you calm/come/cam down.
6) I don’t like parties/putty’s/Patty’s/patties.
Dialogue: Making a pass at Martha

5. OListen
o What’s the setting like? What would happen nowadays?
.!ldHjHM ? !o@9r { ?s !l@9S? {{

!sR@9kh {{ C? !c@9mr { !cUyms !rs@9s { sHk !g@9e !o@9rs !l@9S? {{ !kdsr !o@9j C? !j@9q {
!Umc? Ch !@9sR { a`H !e@9l? !o@9l?y !a@9m {{ Hsr !mPs !e@9 {{ !@9 { !gH? vh !@9 {{
!Cd?y C? !e@9l !j@9s {{
!l@9S? {{ !t9 !sR@9kh {{ Hsr !c@9j {{
!sR@9kh {{ C? !rs@9y ? !ro@9jkHM {{ l`H !g@9s Hy Hm!sR@9msHc {{ !l@9S? { it !@9 { !l@9uk?r {{
!l@9S? {{ iN9 !e@9C?y !j@9y !cq@9esh { !sR@9kh {{ !o@9r lh l`H !rj@9e {{
!sR@9kh {{ !q@9C? kds lh !jk@9ro it Hm l`H !@9ly !l@9S? l`H !c@9kHM {{
!l@9S? {{ !@9 {{ !sR@9kh {{ iN9 l?!rs@9R { Hy !N9k !m@9rsh ?m !R@9o {{ `H !j@9ms !gdko !k@9eHM {{
!@9msRt !rs@9uc {{ !gH? {{ !gzu !g@9e ? !l@9y $a@9 {{ !R9 { C?y ? !j@9 !o@9rHM {{
!sR@9kh {{ !jh9o !j@9l { !j@9msRt {{ Hsr !?Tmkh { !r@9cY?ms !a@9j? {{ !gh9 !okdHy !c@9sr {
Hm C? !a@9q { ?u C? !rs@9q ?m !f@9s? {{ !l@9S? {{ !c@9kHM {{
!l@9S? {{ !c?Tms ah !c@9es { !sR@9kh {{ it !j@9ms !rs@9s !ldHjHM ? !o@9r { sHk !@9es? C? !c@9mr {{.
(Ponsonby, 1987, p. 85)
75
.z. Z`\ TRAP – Vowel N° 4

English .z. Spanish .`. English .z. Spanish .`.
Ban van flan flan
Mass más Ann han
Ass has lass las
Mall mal fan fan
2. OTips & tricks!
TRAP
• This is a “cheerful” and “happy” sound.
• Lower your jaw and spread your lips to the
sides. There may be a side effect: “puffy
cheeks.”
• In Spanish, a similar sound may be used for
stressed .`. before .sR. in “cacha”, “hacha.”
3. OContrast DRESS .d. with TRAP .z.

English .d. English .z.
x .!djr. axe .!zjr.
pen .!odm. pan .!ozm.
men .!ldm. man .!lzm.
send .!rdmc. sand .!rzmc.
gem .!cYdl. jam .!cYzl.
bread .!aqdc. Brad .!aqzc.
(Baker, 2006, 15)
4. OTRAP .z. or DRESS .d.?

1) I’ve bought a new pan/pen.
2) Did you see the man/men.
3) Did you say “and”/“end”?
4) I like the fatter/feta cheese.
5) Don’t pat/pet the dog.
6) These are bad/bed clothes.
(Baker, 2006, p. 16)
76
Dialogue: Aaron’s Recorded Messages

5. OListen
.!zq?my qH!jN9cHc !ldrHcYHy {{

!zq?m {{ !g`H {{ !CHr Hy !zq?m {{ !kh9u ? !ldrHcY { ?m !`Hk fds !azj s? it {
?y !rt9m ?y `H !jzm {{
!zm?adk {{ !g`H !zq?m {{ !CHr Hy !zm?adk {{ !@9 { `H !fdr iN9 !gzuHM ? !ezai?k?r !gPk?cdH {
Hm $zlrs?!czl {{ !vdk { `H !gzu s? !sdk it { C?s !@9es? it !kdes !idrs?cdH {
C? v?y !CHr { !29 { !rldkh !zmsR?uh ?m !rzk?c !rzlvHcY {
it !kdes Pm iN9 !cdrj !zq?m {{ !zy it j?m H!lzcYHm { !lHrHy !zk?m {
!vPyms !udqh !gzoh ?!a`Ts !Czs {{ Rh rdy !it9 jqh!dHs { ? !azc !zsl?reH?q {
Hm Ch !dHcYzjr!sqzuk !dHcYmrh {{ ?l !vdm it !jUl !azj {
it !gzu s? !jh9o iN9 !cdrj { !roHj ?m !rozm {{ !Czsr vPs Rh !rdc !zq?m {{
!roHj { ?m !rozm {{ !rdl lh ? !sdjrs !ldrHcY {{ !a`H {{
!zms?mh {{ fTc !lN9mHM !zq?m { !CHr Hy { !zms?mh {{ !rPqh { `H !gzu s? !jPmszjs it {

?!a`Ts C? !lzor {{ !lHrHy !zk?m { !j@9ms !e`Hmc { C? !lzo ?u !zeqHj? {{
Rh !rdc { !it9 !gzc Hs { Pm !rzs?cdH {{ !jN9k lh !azj {{.
77
6. First sight reading - TRAP

Read the text. Identify the words that take TRAP. Practice them in isolation. Then, read the whole new
text.
The bank robber

DETECTIVE: Excuse me, ma’am, do you recognize any of the men in this
photograph?
ALICE: Yes, that one. That’s him! That’s the man who robbed the bank!
DETECTIVE: The man with the black pants?
ALICE: Yes, but he had a mustache.
DETECTIVE: A mustache? This man? Last Saturday?
ALICE: Yes. And he was wearing a jacket.
DETECTIVE: A black jacket?
ALICE: No. A plaid jacket. Red plaid.
DETECTIVE: Can you tell me exactly what happened?
ALICE: Well, I was working at the bank on Saturday afternoon. Suddenly,
this man ran past me, grabbed a handful of cash, and stuffed it
in a bag.
DETECTIVE: What kind of bag?
ALICE: A plastic bag.
DETECTIVE: And what happened after that?
ALICE: He ran back out again. It all happened so fast.
DETECTIVE: And you’re absolutely sure the man in this photograph is the
same man?
ALICE: Yes. Absolutely. That’s him.
DETECTIVE: Thank you for your help.
ALICE: I hope you catch him.
(Baker & Golstein, 2008, p. 22)
78
.U. STRUT – Vowel N° 10

English .U. Spanish .`. English .U. Spanish .`.
fun fan sun san
muss más bun van
us has bus vas
fuss faz mull mal
2. OTips & tricks!
Baker (2006, p. 19)
STRUT
• This sound is a “miserable”, “dull” sound.
• No lip spreading or smiling for this sound. Minimum jaw

lowering. Respect the “railings” of the mouth.
• You may find it in some Spanish words before .w.: “caja”,

“laja”
3. OContrast TRAP .z. with STRUT .U.

English .z. English .U.
cap .!jzo. cup .!jUo.
hat .!gzs. hut .!gUs.
track .!sqzj. truck .!sqUj.
ban .!azm. bun .!aUm.
bag .!azf. bug .!aUf.
ankle .!zMjk. uncle .!UMjk.
(Baker, 2006, 19)
79
4. OTRAP .z. or STRUT .U.?

1) What a dirty cap/cup.
2) This hat/hut is too small.
3) There’s a black bag/bug on the table.
4) They live in a mad/mud house.
5) I hang/hung my coat on the door.
6) The children ran/run quickly.
(Baker, 2006, p. 20)
Dialogue: The bungalow’s flooded!

5. OListen
. C? !aUMf?k?Ty { !ekUcHc {{
!cUMj?m {{ !cYUlo !Uo !jUSa?s {{ C? !aUMf?k?Ty { !ekUcHc {{
!jUSa?s {{ C? !aUMf?k?T {{ !ekUcHc {{
!cUMj?m {{ !jUl !Pm {{ !gUqh !Uo {{
!jUSa?s {{ !cYUrs !@9 !kUj {{ vH? !jUles?akh Hm !kUmc?m e?q ? !lUmS {
!jUl !c`Tm s? C? !jUmsqh { Pm !rUmcdH { ?m Pm !lUmcdH { vH? !ekUcHc {{
!sqUrs !Ur {{
!cUMj?m {{ !RUs !Uo {{ !jUl !Pm {{ !cUak Uo C? !qUfy { ?m !rsUe C?l ?!aUu C? !jUa?c {{
!sRUj lh !Czs !RUuk {{ C?y ? !sUm ?u !qUak { C?s `H !cUf !`Ts {
?u C? !qUaHR $cUlo {{ `Hk !RUu Hs { !Umc? C? !eqUms !cN9 {{
Hs !rh9ly s? ah !jUlHM eq?l C? !eqUms {{
!jUSa?s {{ !cUMj?m { `Hl !rsUj {{
!cUMj?m {{ !?T !aqUC? {{ iN9q ?y !lUsR !it9r { ?y ? !akUch !cUj {{
!jUSa?s {{ He !`Hc ah9m ? !cUj { `H jTc ?u !rvUl {{ !?T !jqUly {{ C? !lUcy !jUlHM !Hm {
!Umc? Ch !UC? vUm {{ vH? !cUm eN9 {{ !vh9k ah !rUjs { !Hms? C? cH!rfUrsHM !rsUe {{
!cUMj?m {{ !gUR {{ !g`T !vUmc?ek {{ C? !jUq?msr { !rUcmkh !rvUM {{
Hsr !mPs !f?THM s? !sUsR ?r {{ Um!kdr {`H !vUmc? {{.
(Ponsonby, 1987, p. 79)
80
6. First sight reading – STRUT .U.

Read the text. Identify the words that take STRUT .U. and TRAP .z.. Practice them in isolation. Then,
read the whole new text.
Who does she love?
JASMINE: Why are you so unhappy?
RUSSELL: (says nothing)
JASMINE: Honey, why are you so sad?
RUSSELL: You don’t love me, Jasmine.
JASMINE: But Russell, I don’t understand. I love you very much!
RUSSELL: No, you don’t. You’re in love with my cousin.
JASMINE: Justin?
RUSSELL: No, my other cousin.
JASMINE: Duncan?
RUSSELL: Don’t be funny. He’s much too young. I’m talking about his brother.
JASMINE: You mean Hunter? That’s nuts!
RUSSELL: And Hunter loves you, too.
JASMINE: No, he doesn’t.
RUSSELL: Yes, he does.
JASMINE: Russell, just once last month I had lunch with Hunter. There’s
nothing for you to be jealous about.
RUSSELL: You think he’s funny to be with and I’m just… dull.
JASMINE: But honey, I like your company much better than Hunter’s. I think
you’re wonderful.
RUSSELL: You do?
81
TRAP-STRUT-START First sight reading practice

Text 1
DAD: But darling… Anne manages a bank...
JACK: It doesn’t matter! I’m going to marry Sam, Dad.
DAD: Sally has a jam factory, Jack. That’s fantastic!
JACK: Too bad! I want to marry Sam, Dad.
DAD: Marry Alice, Jack. Or marry Carrie.
JACK: Sam, Dad! I’m going to marry Sam Allen!
DAD: Jack, you’re mad!
JACK: I’ve had a word with Grandfather.
DAD: Your grandfather’s mad, too! He married Granny!
Text 2
HULL: I love onion buns, Russel. Let’s have some!
RUSSEL: That’s disgusting… And buns make crumbs.
HULL: Can we have an apple crumble? I’d love that!
RUSSEL: An apple crumble costs a lot of money. We don’t have any money…
HULL: But I am hungry. What can we have?
RUSSEL: Nothing, as far as I can see…
Text 3
ARTHUR: Aren’t Carl and Barbara ghastly people?

BARNEY: Ghastly, aren’t they?
ARTHUR: But aren’t their parties marvellous?
BARNEY: Oh, they have marvellous parties, yes.
ARTHUR: Charles and Martha have ghastly parties.
BARNEY: Mm. But they’re marvellous people, aren’t they?
ARTHUR: They’re marvelous people, yes.
BARNEY: What time does their ghastly party start, by the way?
Text 4
MARGE: I can’t pass the maths exam, Martin.

MARTIN: You know what? I can’t pass in art, Marge.
MARGE: Maths is too hard. I can’t understand it.
MARTIN: You’re right. But I’m very bad at art.
MARGE: Perhaps you’ll pass, Martin.
MARTIN: I’m rather skeptical.... Perhaps you’ll pass.
MARGE: I wish I had a chance to pass. But I doubt it!
82
Role Play Practice

(Role Play designed by Prof. Lucía Fraiese and Prof. Lucía Baigorrí)
Blast from the Past .z+ U+ @9.
Number of Speakers: 2. Teacher intervention.
Instructions: Two old friends meet over coffee to catch up. Once a prompt is
chosen, speaker 1 provides an answer by improvising a speech
that incorporates words that are shown to him / her by the
teacher*. The same procedure is repeated for speaker 2.
*The teacher might decide to “fuel” speaker 1’s retelling by briefly
interrupting him /her (this can with done with a clap or a tap
on the board) and signaling that speaker 2 is allowed to ask a
question. Speaker 1 resumes his / her speech and answers the
question posed. It may be useful to discuss the “yes, and...”
principle of improvisation.
Suggested prompts: How was your weekend?

How was your trip to (France)?
What’s your happiest / saddest childhood memory?
Suggested words:
.z. .U. .@9.

Sunday, bun, fun,
apple, cabbage, basket, car, tomato,
lunch, flood, run,
carrots, salad, past, fast,
enough, butter, luck,
rabbits, rats, fat, BATH/START,
swum, dumb,
piano, gang, cash, dance, chance,
London, tongue,
crash, fantastic, plant, father, class,
stomach, glove,
sandwich, Spanish, banana, autograph,
brother, nothing,
travel, pancake, bizarre, calm, half,
month, couple,
jazz, swam, rang. giraffe, aunt.
country, young.
83
.N9. Zn9\ FORCE – Vowel N° 7

English .N9. Spanish .n. English .N9. Spanish .n.
nor no sauce sos
shore yo Norse nos
saw so Saul sol
sawn son corn con
2. OTips & tricks!
Baker (2006, p. 33)
FORCE
• This is a truly rounded sound. Begin from an /u/ sound and
lower your jaw very slightly. You can also start from NURSE,
round it and turn it towards “the back of your head”.
• It may sound like a Spanish “/o/ paqueta” de “gooordooo”,
or like the one Graciela Borges produces in phrases like “La
señooora de Ochooooa” or “Boooorges.” For some
speakers, it sounds like Riverito’s “oooochooooo”
3. OContrast LOT .P. with FORCE .N9.

English .P. English .N9. English .P. English .N9.
not .!mPs. nought .!mN9s. spot .!roPs. sport .!roN9s.
stock .!rsPj. stalk .!rsN9j. cod .!jPc. cord .!jN9c.
pot .!oPs. port .!oN9s. cock .!jPj. cork .!jN9j.
cot .!jPs. court .!jN9s. fox .!ePjr. forks .!eN9jr.
4. OFORCE .N9. or LOT .P.?

1) My doctor doesn’t like these sports/spots.
2) These ports/pots are very dirty.
3) Look at that white cord/cod in the water.
4) Mr. Smith was short/shot.
5) The lion walked towards Tom and roared/Rod.
6) I said water/what a dog!
(Baker, 2006, p. 34)
84
Dialogue: Sports report from Radio Station Four

1. OListen
o What’s weird about this game?
o What attitude does each of the questions show?
• Post-listening: Identify the sections of the text that you find difficult to understand. Underline them
as you read the transcription while you listen to the dialogue again.
.!roN9sr qH$oN9s { eq?l !qdHch?T !rsdHRm !eN9 {{

?!m`Tmr? {{ CHr !lN9mHM { C? !qN9q?y !eTsaN9k !sh9l { ?!q`Huc !azj { eq?l !iN9j {{
!kN9q? !RN9s { Hy `T? !roN9sr qH$oN9s? { zm !Rh9 v?y ?s Ch !d?oN9s {{
!kN9q? !RN9s {{ !fTc !lN9mHM !kHrm?y {{ !CHr { Hy !kN9q? !RN9s {{ !N9k C? !eTsaN9k?y {
? !vN9jHM s?!vN9cy lh {{ !gH?y !cYN9cY !aN9k { C? !f?Tkjh9o? {{
!fTc !lN9mHM !cYN9cY {{
!cYN9cY !aN9k {{ fTc !lN9mHM {{ !@9 it ? qH!oN9s? {{
!kN9q? !RN9s {{ !idr !cYN9cY {{ !`Hl !kN9q? !RN9s {{ eq?l !qdHch?T !rsdHRm !eN9 {{
!sdk ?r ?!a`Ts { C? !eTsaN9k !lzsR { vHC !iN9j {{
!cYN9cY !aN9k {{ !vdk { !Hs v?y !N9ek {{ vh !kPrs {{ ?m C? !rjN9 v?y { !eN9sh !eN9 { !eN9 {{
a?s Hs !vPyms !l`H !eN9ks !kN9q? {{
!kN9q? !RN9s {{ !gt9y !eN9ks !vPy Hs !cYN9cY {{
!cYN9cY !aN9k {{ C? !eN9v?cy {{
!kN9q? !RN9s {{ C? !eN9v?cy {{
!cYN9cY !aN9k {{ !idr { C? !eN9v?cy {{ CdH v?q !N9kvdHy !eN9kHM !?Tu?q {
N9 !kt9yHM C? !aN9k {{.
When followed by a fortis sound (a voiceless sound
produced with strong energy and breath force), the
long vowel is shortened, “clipped”. The same holds
(Baker, 2006, p. 34)
true for the first element in a diphthong. Don’t clip
NURSE and START in first year! BUT vs BURT,
CAN’T vs CUNT!
85
.P. LOT – Vowel N° 6

English .P. Spanish .n. English .P. Spanish .n.
loss los sol sol
boss vos toss tos
wok wok con con
fox Fox rock rock
2. OTips & tricks!
Baker (2006, p. 29)
LOT
• Your lips should be rounded and there should be more jaw lowering than in
Spanish.
• Surprised face!
• It may, for some Spanish speakers, sound like the “hola, hola, (1,2,3 probando)”
mic test.
3. OContrast START .@9. with LOT .P.

English .@9. English .P. START .@9. vs. LOT .P.
A darn .? !c@9m. A don .? !cPm.
This cross country runner is last.
A tart .? !s@9s. A tot .? !sPs.
.!CHr !jqPr !jUmsqh !qUm?q Hy !k@9rs.
A shark .? !R@9j. A shock .? !RPj. This cross country runner | is lost.
A rajah .!CHr !jqPr !jUmsqh !qUm?q { Hy !kPrs.
Roger .!qPcY?.
.? !q@9cY?.
(Trim, 1995, p. 26)
86
Dialogue: The Northern Record

4. OListen
o What’s the setting like? Look at the picture: Why is it harder to find places in Europe?
.C? !mN9Cm !qdjN9c {{

!cPm? {{ !rPqh s? !aPC? it ƒ a?s !`Hl !kPrs {ƒ `Hl !kTjHM e? Ch !PeHr {
?u C? !k?Tjk !mit9rodHo? ƒ C? !mN9Cm !qdjN9c ƒƒ
!PkHu? {{ Hsr !Po?yHs C? !s`Tm !gN9k ƒ{ !f?T ?!kPM CHr !q?Tc ƒ ?s C? !jqPrq?Tcy ƒ
!s29m !kdes ƒƒ !Cdm C?y ? cH!o@9sl?ms $rsN9 { !jN9kc !oPs?y {ƒ !Po?yHs !oPs?y ƒ
C?y ? !rlN9k !rsqh9s ƒ{ !vN9j !Uo !Cd? ƒ ?m itk !rh9 C? !s`Tm !gN9k { Pm C? !q`Hs {ƒ
C? !mN9Cm !qdjN9c $PeHr ƒ Hy !Po?yHs ƒƒ
!cPm? {{ !Hy Hs ? !kPM !vdH ƒƒ
!PkHu? {{ !m?T ƒ Hsr !mPs !e@9 s? !vN9j ƒƒ
!cPm? {{ !SzMj it { !udqh !lUsR {{
!PkHu? {{ !mPs ?s !N9k {{.
5. First sight reading - LOT

A TV commercial
MOLLY: What’s the problem, John?
JOHN: It’s this holiday shopping – I’m ready to drop
MOLLY: Don’t shop till you drop.
TOM: Park your car in your garage, turn on the nonstop shopping
channel, and start shopping the modern way.
MOLLY: Whether you’re looking for a watch for your father,
TOM: a laptop for your mother,
MOLLY: a guitar for your brother,
TOM: or a box of chocolates for your sweetheart,
MOLLY: we’ve got what you want! The best products at bargain prices!
TOM: Or shop online at our popular Website. Just log on to
www.nonstopshopping.com
(Adapted from Baker & Goldstein, 2008, p. 40)
87
LOT-FORCE First sight reading practice

(Collected from Mortimer, C. (1975) Sound Right! Selected Sounds in Conversation. Longman )
Text 1
ROBERT: Johnny, what’s in that long box that you’ve just dropped on the floor?
JOHNNY: That’s a strong box. I’ve got a lot of odd documents in it.
ROBERT: Look, Johnny! A frog! A frog’s just jumped on top of your strong box!
JOHNNY: It’s hopped off. Got it, Robert. It’s skin is so soft…
ROBERT: No, Johnny, stop it! Let it hop to the pond.
JOHNNY: Come on then… Froggy! Hop! Hop! Hop to the pond! Hop! … Plop!
Text 2
LAURA: So, is this your small daughter, Nora?
PAULA: Nice to meet you! I’m called Paula. And my mum says that I’m not small, I’m tall.
LAURA: Nice to mee you too, Paula. My name’s Laura. Tell me, do you like sports?
PAULA: Of course – I can walk and walk. And I’m always naughty, Laura!
LAURA: Well, look, Paula – I’ve brought you a small present. It’s a lovely ball.
PAULA: And I’ve got four balls already. I’ll bring them all to show you my collection.’
Text 3
PAUL: I’ve bought a dog, Polly.
POLLY: What sort of dog, Paul?
PAUL: It’s a gorgeous French bulldog, Polly. Here’s a picture of her.
POLLY: What’s she called?
PAUL: Oh, she’s got just an ordinary name.
POLLY: Is it called Spotty? She’s got lovely spots all over her body!
PAUL: No – she’s called… Polly
Role Play Practice

Shop ‘til you drop! .P+ N9.

Number of Speakers: 2
Instructions: There are a few birthdays coming up and many

presents to buy. Two friends discuss over coffee
what to get them. Want to get a fantastic gift? Then
take into account their different personalities and
professions when making up your mind!
Duration: Up to 7 minutes
Suggested words and expressions: Friends:

Tom, Paul, John, Georgina, Laura, Donna
Presents: Adjectives:
Bottle of scotch, crocks, socks, (four) pop records, lovely, obnoxious, problematic, popular, sporty,
a holiday in Scotland /Australia/ New York, naughty, tall,
tortoise, surfboard, flip-flops, ipod, sword Professions:
doctor, model, lawyer, reporter, porter,
88
.T. Z6+ T\ FOOT – Vowel N° 8

English .T. Spanish .t. English .T. Spanish .t.
oops ups Took her tuca
look look pull pool
poof puf football fútbol
6. OTips & tricks!
Baker (2006, p. 36)
FOOT
“Vintage” version of the sound:
Make a Spanish /o/ sound, and keep that position to produce an “u-like”
sound. Try the transition from Spanish to English in: “loco-loco-look”,
“boca-boca-book”.
It could resemble a “Botox” or “colagen” face, “fish” face or even a “duck”
face.
Newer version of the sound:

Make a “schwa” mouth, and produce an “u” sound.
NOTICE: This is a lax vowel
7. OContrast LOT .P. with FOOT .T.

English .P. English .T.
pot .!oPs. put .!oTs.
cod .!jPc. could .!jTc.
lock .!kPj. look .!kTj.
rock .!qPj. rook .!qTj.
box.!aPjr. books.!aTjr.
(Baker 2006, p.36)
89
Dialogue: Looking for books

2. OListen
o What’s the text about? Who do you side with?
o Listen for the present of perfect modals.
Z!lHr !vTce4 { ?4 ah !eiN9qh?r {{

!qdHsR4 {{ !g`T lUsR !vTc { vTc ? !vTcodj? !odj { He ? !vTcodj? {
!jTc !odj !vTc {{ !fTcm?r {{ !Czsr !cHe?j4s {{
!ldHa4 {{ !kTjr ? !fTc !aTj {{ !kds !lh9 !gzu ? !kTj {{
!qdHsR4 {{ Hsr !eTk ?u !oUy4y { ?m !qHc4y { ?mc {
!ldHa4 {{ !kds !lh9 !kTj !qdHsR4 {{
!qdHsR4 {{ !ldHa4 {{ !it9 ? !>N9e4 {{ it !cYUr !sTj Hs {{
!ldHa4 {{ !`H !@9rs He `H jTc !gzu ? !kTj {{ !m`T !oTR !Pe {{
!`Hl !kTjHM ?s C? !aTj {{
!qdHsR4 {{ iN9q ? !gPq?a4 !aTkh {{
!ldHa4 {{ ?m !iN9 { cY?rs ? !lHyq?a4 !oTcHM {{
!qdHsR4 {{ `H RTc ?u !jdos Hs { Hm l`H !qTl {{
!ldHa4 {{ !?T !RTR {{ e? !fTcm?r !rdHj {{ !dmhvdH { `H !RTcms ?u !SN9s {
it jTc ?u $Umc?!rsTc C? !aTj {{ iN9 !r?T !azjv?c {{
!qdHsR4 {{ !iN9 !gdHse4 {{ !fHu lh l`H !aTj {{ ?T !jd?e4 !ldHa4 {{
Hsr lHr !vTce4y !aTj {{ `H4 !fds Hms? !sdq?a4 !sqUak He it {{ !?T { !kTj {{ !it9
? !>N9e4 {{ !Rh94 ah !eiN9qh?r {{
!ldHa4 {{ vd4 it !RTcms ?u !oT4c {{ !RTcYt {{\
Ponsonby (1987: 93)
DARK /l/:
Round your lips & produce a Spanish /u/ sound. Then, suck some air and feel the coolness
of the air coming in. Feel the back of the tongue being raised. While you do this, put the
tip of the tongue against the alveolar ridge forming a /l/ - Alternatively, produce an /u/-
like sound without the tongue-tip contact.
90
.t9. Z|9+ T|\ GOOSE – Vowel N° 9

English .t9. Spanish .t. English .t9. Spanish .t.
Sue su two tu
loose luz pool pool
poof puf Ooh! ¡Uh!
2. OTips & tricks!
Baker (2006, p. 39)
GOOSE
“Vintage” version of the sound:
Your lips should be closely rounded, as in a kiss. Also, you can think
of a magician pulling a ribbon out of their mouth. You can
associate it with the “uhhh” you hear when a footballer misses a
goal.
Newer version of the sound:

Blow air out and “in style”, as if trying to soothe an injury or trying to
put out a candle. Keep the crevices of the lips firmly together while you
relax the central part of your lips. Think of an /i/ and say an /u/ sound.
NOTICE: This is a tense vowel
3. OContrast FOOT .T. with GOOSE .t9.

English .T. English .t9.
look .!kTj. Luke .!kt9j.
pull .!oTk. pool .!ot9k.
full .!eTk. fool .!et9k.
could .!jTc. cooed .!jt9c.
would-wood .!vTc. wooed- .!vt9c.
(Baker 2006, p.39)
4. OFOOT .T. or GOOSE .t9.?
1) Look/Luke, I want you to come here.
2) That’s full/fool.
3) Did you say “pull/pool”?
4) That is a fullish/foolish skirt.
5) He would/wooed Mary.
(Baker, 2006, p. 40)
91
Dialogue: Where are you, Hugh?

1. OListen
o What’s the text about? Who are the participants? Where are they? What’s the conflict?
o Spot all the cases where the speakers show contrast. How do they express this idea?
!vd?q !@9 it !git9 {{

!kt9rh {{ !git9 {{ !it9 !gt9 {{ !git9 {{ !vd?q !@9 it {{
!git9 {{ `Hl !Hm C? !kt9 {{ !vd?q ? !it9 {{
!kt9rh {{ q?!lt9uHM l`H !at9sr {{ `Hu !fPs !mit9y e? it {{
!git9 {{ !mit9y {{ ?!lit9yHM !mit9y {{
!kt9rh {{ !vdk { !`H !rN9 !cYt9m { Hm !jit9 {{ it !m?T g`T !lt9ch ?m !qt9c {
Rh !Hy ?y ? !qt9k {{ !git9 {{ !@9 it !rsHk Hm C? !kt9 {{ !vPs ? it !ct9HM {{
!git9 {{ !vdk it !rh9 !kt9rh {{ `H v?y !it9yHM C? !mit9 !eTkoqt9e !rjqt9cq`Hu?q {
Pm C? !gt9u? { ?m Hs !akt9 ? !eit9y {{
!kt9rh {{ !it9 !et9k {{ `H !mit9 C?s He `H !kdes Hs s? !it9 { itc !ct9 !rUlSHM !rsit9oHc {{
it !it9Yt?kh !ct9 {{
!git9 {{ ?m !Cdm `H !cqPos C? !rjqt9cq`Hu? { !c`Tm C? !kt9 {{
!kt9rh {{ !git9 {{ !kTj ?sRN9 !Rt9y {{ zmcYN9 !mit9 !akt9 !rt9s {{ Hsr !qt9Hmc {{ ?mc !it9 {{
iN9 !vds !Sqt9 {{
!git9 {{ s? !sdk it C? !sqt9S !kt9rh { !`H !edk { Hms? C? !kt9 !st9 {{
Ponsonby (1987: 91)
92
FOOT-GOOSE First sight reading practice
Text 1
JUDE: Who would he choose, Brook?
BROOK: He’d choose you, Jude.
JUDE: He wouldn’t choose me. I’m much too young. He doesn’t think I could
do it.
BROOK: Well, if he couldn’t choose you, who would he choose?
JUDE: He’d choose Julian Wood. Wood’s very good.
BROOK: Mm. Much too good to be true.
Text 2
HUGH: We should be there by two, Ruth.
RUTH: Yes, it’s a full moon and the route’s good.
HUGH: I’d put the things in the boot.
RUTH: The boot’s full, Hugh.
HUGH: What’s that fool put in the boot?
RUTH: I wouldn’t look if I were you.
HUGH: Or should I say – who’s he put in the boot?
Text 3
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
woods, where he took a dip in the brook and sat in a nook at the foot of a tree
to curse the cook.
Text 4
Ruth Kew sat on a stool in the cool of a June evening and admired the beauty
of the new moon. She soon grew cold because of the dew, so she went back
to her room. Ruth had some hot soup, made of bamboo shoots, and then
some stew. She also drank some fruit-juice.
93
Role Play Practice

Cuckoo cooks .T+ t9.

Number of Speakers: 2
Instructions: You and your partner are the hosts of

“Cuckoo cooks”, a cooking show that
specialises in preparing unusual
meals. Today’s programme will focus
on finger food. Take the audience
through the different preparation
stages of a snack of your choice. Use
at least 8 of the items below as
ingredients.
Ingredients: Blue juice, burrito, chewing gum,
cookies, cucumber, fondue, goose,
mushrooms, noodles, Nutella,
Peruvian fruit, pudding, shoe, soup,
sugar, sushi, tiramisu, tofu, tooth,
wood, bull’s foot
Measurements: spoonful, teaspoonful, cupful, bowlful
Useful words / expressions: butcher’s, cook, cooker, wooden

spoon, good / super!
94
Diphthongs PRIZE .`H. Z@H\, FACE .dH., MOUTH

.`T., GOAT .?T. & CHOICE .NH.
English .`H. Spanish .`h. English .T?. Spanish .t`.
I eye hay poor púa
English .NH. Spanish .nh. English .dH. Spanish .dh.
soy soy lay ley
boy- buoy voy bass - base veis
2. OHotel Brochures (O’Connor & Fletcher, 1989: 119)
.!r`TS !ah9sR g?T!sdk ƒ Hy !q`Hs Pm C? !rh9eqUms ƒ !jk?Tr s? C? !k`Hsg`Tr {{

Hs !gzy Hsr !?Tm !ozckHM $ot9k ƒ ?m !sRHkcq?my !okdHfq`Tmc {{ C?q Hy ? !cHrj`Tms {
e? !sRHkcq?m !Rd?qHM Cd? !od?q?msr !qTl {{
!cYUrs `Ts!r`Hc C? !s`Tm ƒ s? C? !r`TS ƒ Hy !k`TcvN9s? !g`Tr {{

CHr !ait9sHek !?Tkc !g`Tr ƒ g?y !aHm C? !g?Tl { ?u C? !s`Tmydmc !ezlkh ƒ
e? !eN9 !gUmcqHc !iH?y {{ !m`T { !cYPm ?m !ld?qh !s`Tmydmc { g?u !s29mc Hs {
Hmst ?m `Ts!rszmcHM { !jUmsqh !g`Tr { g?T!sdk {{
!e`TmsHmy g?T!sdk { Hy !Po?yHs C? !s`Tm !gN9k ƒƒ Hs !sdHjr Hsr !mdHl { eql C? !e`TmsHmy ƒ
Hm !eqUms ?u C? !s`Tm !gN9k {{ Hs !gzy ? !ait9sHek !ek`T?$f@9cm ƒ
?m ?m !Umc?fq`Tmc !j@9$o@9j {{ C?q Hy ? !sdkHe?Tm Hm !duqh !qTl {
vHC c`H!qdjs !c`H?kHM e?$rHkHshy {{.
3. OContrast NURSE .29. with GOAT .?T.

.29. .?T.
.a29m. burn .a?Tm. bone
.e29m. fern .e?Tm. phone
.a29s. Bert .a?Ts. boat
.v29j. work .v?Tj. woke
.ek29s. flirt .ek?Ts. float
(Baker, 2006: 66)
4. OCaptain Oates (O’Connor & Fletcher, 1989: 103)
.g?!k?T { CHr Hy !jzosHm !?Tsr $roh9jHM {{ aH!k?T ?r { Hy C? !j?Trs ?u !Hs?kh {{

vH? !udqh !jk?Tr { s? !q?Tl {{ C? !q?Tc aH!k?T ?r { !f?Ty { !eqPl !q?Tl {
s? C? !j?Trs {{ vh Rk !ek`H !?Tu? C? !rHsh { aH!eN9 !kzmcHM {{
!okh9y ?!adH { C? !m?T !rl?TjHM $m?TsHrHy {{.
95
Diphthongs .H?+ d?.

English .H?. Spanish .h`. English .d?. Spanish .d`.
Lear leer Lía lair layer lea
mere mía mare mayor mea O1.
fear fía fare fair fea
tier tear tía rare rea
2. OContrast NEAR .H?. with SQUARE .d?.

.H?. .d?.
.H?. ear .d?. air heir
.aH?. beer .ad?. bare bear
.oH?. peer pier .od?. pair pear
.gH?. hear here .gd?. hair hare
.sH?. tier tear .sd?. tear
.sRH?y. cheers .sRd?y. chairs
(Baker, 2006: 73)
3. OThe radio aerial (O’Connor & Fletcher, 1989: 117)
C? !qdHch?T $d?qh?k {{
!ld?qh {{ `Hu !aqN9s l`H !j@9q Hm { e? qH!od? {{
!oH?r {{ !?T !jdH {{ !kh9u Hs !gH? { ?m vhk !sdHj !jd?q ?u Hs {{ !vPsr C? !sqUak {{
!ld?qh {{ C?q ? !ud?qh?r !SHMy {{ !rUl ? !rH?qh?r { !rUl !mPs r?T !rH?qh?r {{
C? !fH? $aPjr { Hy !qH?kh !azc {{ Hs !v?Tms !f?T Hms? !sPo !fH? {{
!oH?r {{ !idr {{ Czs !cUy !r`Tmc !rH?qh?r {{
!ld?qh {{ C? !rsH?qHM $vh9k { Hy !rsHe {{ ?m C? !qdHch?T $d?qh?k { !cUyms !v29j {{
!oH?r {{ it !ldH !mh9c ? !mit9 !d?qh?k {{ CdH !vd?q !`Ts !jvHjkh {{
!ld?qh {{ a?s Hsr !?Tmkh !Sqh9 !iH?y !?Tkc {{

!oH?r {{ it !j@9ms !fds { !rod? !o@9sr {{ r?T He !vUm !o@9s !vd?y !`Ts {
it !gzu s? !gzu ? !mit9 !d?qh?k {{
!ld?qh {{ `H !rh9 { ?m !vTc it qH!od? C? !rod? !vh9k {{ Ch !d? jUly !`Ts {{
96
Alveolar plosives .s+ c.

English .s. Spanish .s. English .c. Spanish .c.
two too tu den ZcŒ\ den
toss tos dear deer ZcŒ\ día
matter mata said ZC”\ sed
tan tan adder ZC”\ hada
2. OContrast .s. with .c.

.s. .c. .s. .c.
.st9. two too .ct9. do .r`Hs. sight .r`Hc. side
.sdm. ten .cdm. den .g@9s. heart .g@9c. hard
.sUm. ton .cUm. done .okdHs. plate .okdHc. played
.s`Tm. town .c`Tm. down .azs. bat .azc. bad
.sqdHm. train .cqdHm. drain .rds. set .rdc. said
(O’Connor & Fletcher, 1989: 49)
3. OIn the library (O’Connor & Fletcher, 1989: 50)
!cdHuHc {{ !fTc $@9es?!mt9m {{ `Hu !cYUrs !cYNHmc C? !k`Haq?qh {{

!g`T !ldmh !aTjr j?m `H !sdHj !`Ts {{
!cH?cqh {{ it j?m !sdHj !st9 !aTjr { ?m !jh9o Cl e? !sdm !cdHy {{ !@9es? !Czs {
He it g?u !eHmHRs Cl { it qH!s29m Cl {{ He it !gzums !eHmHRs {
it j?m qH!mit9 C?l {{
!cdHuHc {{ !g`T ct `H !ct9 !Czs {{ !lUrs `H !uHyHs C? !k`Haq?qh {{
!cH?cqh {{ !m?T { it j?m !sdk?e?Tm {{ !sdk ?r C? !s`Hsky ?u C? !aTjr { ?m C? !cdHs {
Cd? !cit9 e? qH!s29m {{
!cdHuHc {{ !rokdmcHc {{ !jzm it !sdk lh !vd? s? !e`Hmc { !sPl?r !g@9chy !aTjr {{
`Hl !rsUchHM { uHj!sN9qh?m !q`Hs?y {{ !`Hu !qdc !st9 ?u !sPl?r !g@9chy !aTjr {{
!sdr ?u C? !c29a?uHky { ?m !e@9 eq?l C? !lzcHM !jq`Tc {{ s?!cdH {
`H !vPms ? !sdHk ?u !st9 !rHshy { N9 !cdHuHc !jPo?eh9kc {{
!cH?cqh {{ !zjsRt?kh { ? !sdHk ?u !st9 !rHshy { ?m !cdHuHc !jPo?eh9kc {
!@9 a`H !sR@9ky !cHjHmy {{
97
Alveolar plosive .c. vs. dental fricative .C.

English .C. Spanish ZC”\ English .c. Spanish ZcŒ\
bother boda under anda
either ida Wanda Wanda
seethe Cid dandy dandy
soother suda Dee di
2. OContrast .c. with .C.

.c. .C.
.czm. Dan .Czm. than
.cdH. day .CdH. they
.cd?. dare .Cd?. there
.c?Ty. doze .C?Ty. those
.!`Hc?. Ida .!`HC?. either
(Baker, 2006: 155)
3. OThe hat in the window (Baker, 2006: 157)
. C? !gzs { Hm C? !vHmc?T {{
!lHr !aqUC?y {{ `H !vPms s? !a`H C? !gzs Hm C? !vHmc?T {{
?!rHrs?ms {{ C?q ? !Sqh9 !gzsr s?!fdC?q Hm C? !vHmc?T !lzc?l {{
c? !it9 vPms C? !vUm vHC C? !edC?y {{
!lHr !aqUC?y {{ !m?T { Ch !UC? vUm {{
?!rHrs?ms {{ C? !rlN9k vUm { e? !Sqh9 !gUmcq?c ?m !Sqh9 !iT?q?Ty {{
!lHr !aqUC?y {{ !m?T { !mPs !Czs vUm { !`HC? {{ C? !vUm { !?Tu? !Cd? {{ C? !kdC? vUm {{
?!rHrs?ms {{ !@9 {{ C? !kdC? vUm {{ !m`T { !CHr { Hy ?!mUC? !kdC? !gzs !lzc?l {{
Hsr !ads? C?m C? !vUm Hm C? !vHmc?T {{ Hsr ? !rlt9C? !kdC? {{
!lHr !aqUC?y {{ a?s `Hc !q@9C? gzu C? !vUm Hm C? !vHmc?T {{
Hs !f?Ty vHC l`H !jk?TCy {{
?!rHrs?ms {{ !r29smkh !lzc?l {{ !aUs { vh !c?Tms sdHj !dmhSHM !`Ts ?u C? !vHmc?T {
?msHk !Sqh9 ?!jkPj { Pm !S29ycdH {{.
98
Dental fricative .S. vs. alveolar fricative .r.
1. OContrast .S. with .r.

.S. .r. .S. .r.
.SHj. thick .rHj. sick .o@9S. path .o@9r. pass
.SHMj. think .rHMj. sink .l`TS. mouth .l`Tr. mouse
.Sh9l. theme .rh9l. seem .lPS. moth .lPr. moss
.SUl. thumb .rUl. sum some .v29S. worth .v29r. worse
.SHM. thing .rHM. sing .sdmS. tenth .sdmr. tense
2. OGossips (Baker, 2006: 153)
. !fPrHor {{
!jzSqHm {{ r?!lzmS? !qPS { Hy !?Tmkh !S29sh {{

!qt9S {{ !HY Rh {{ `H !SN9s Rh v?y !S29sh !Sqh9 {{
!jzSqHm {{ r?!lzmS?y !a29ScdH { v?y !k@9rs !S29ycdH {{
!qt9S {{ !vPy Hs {{ `H !SN9s Hs v?y !k@9rs !lUmS {{
!jzSqHm {{ C? !qPSr !g`Tr { Hy !v29S !rHjr !gUmcq?c !S`Ty?mc {{
!qt9S {{ !Hy Hs {{ `H !SN9s Hs v?y !v29S !Sqh9 !gUmcq?c !S`Ty?mc {{
!jzSqHm {{ !qPr !qPS { Hy Ch !N9S?q ?u ? !aTj ?!a`Ts !lPSr {{
!qt9S {{ !Hy gh {{ `H !SN9s gh v?y ? $lzS?l?!sHRm {{
!jzSqHm {{ `Hl !r?T !S29rsh {{
!qt9S {{ !@9 it {{ `H !SN9s it !cqzMj !rUlSHM ?s C? !qPSr {{
!jzSqHm {{ !m?T {{ r?!lzmS? !fdHu lh !mUSHM s? !cqHMj {{
!qt9S {{ R?k !`H !a`H it ? !cqHMj {{
!jzSqHm {{ !SzMj it .
99
Voiceless alveolar fricative .r. vs.

voiced alveolar fricative .y.

English .y. Spanish .g. English .r. Spanish Zg\
.!okzyl?. plasma plasma .gH!rsdqHj. hysteric histérico
English .y. Spanish .r. .!zrj?s. Ascot asco
.yHMj. zinc zinc cinc .!jzro?. Casper caspa
.!fh9y?. geyser guisa .!lHrsHj. mystic místico
2. OContrast .r. with .y.

.r. .y. .r. .y.
.rt9. sue .yt9. zoo .q`Hr. rice .q`Hy. rise
.rdc. said .ydc. zed .kt9r. loose .kt9y. lose
.rh9k. seal .yh9k. zeal .qdHr. race .qdHy. rays
.!kdHrh. lacy Lacey .!kdHyh. lazy .?c!u`Hr. advice .?c!u`Hy. advise
.!eUrh. fussy .!eUyh. fuzzy .vUmr. once .vUmy. ones
.rHo. sip .yHo. zip .k`Hr. lice .k`Hy. lies
3. OThe zoology exam’s on Thursday (Ponsonby, 1987: 35)
.C? yt!Pk?cYh H$fyzly { Pm !S29ycdH {{

!dyq? {{ !g`Ty !SHMy !Ch9y !cdHy !kHyh {{
!kHyh {{ !`Hl H!fyN9rsHc {{ qH!u`HyHM { e? C? yt!Pk?cYh H$fyzl {{
!dyq? {{ !it9u fPs !azfy !Umc? iN9q !`Hy !kHyh {{ !sdHj Hs !h9yh {{
!kHyh {{ Hsr !N9k !udqh !vdk e? !it9 st ?c!u`Hy !dyq? {{ a?s !`Hl !f?THM !jqdHyh {{
!vUm ?u !C?Ty !lHyq?ak !yh9m?T $aNHy { !st9 !g`TyHy !c`Tm {
!okdHy Hy sqzm!yHrs?q { ?y He h v?y { ?y !e@9q ?!vdH ?y !l@9y {{
!dyq? {{ !aNHy vHk ah !aNHy {{ !Ch9y !cdHy { !duqhvUm !okdHy sqzm!yHrs?y {{
!kHyh {{ a?s h q?!eit9yHy { s? !jk?Ty C? !vHmc?Ty {{
!dyq? {{ !Cdm { !jk?Ty iN9 !>H?y s? C? !mNHy !kHyh {{ !vUm !k29my { st Hf!mN9 !Ch9y !SHMy {{
?y He CdH !cHcms Hf!yHrs {{
!kHyh {{ !okh9y { !dyq? {{ Ch Hf!yzly Pm !S29ycdH {{
!dyq? {{ ?m s?!cdHy !sit9ycdH {{ !Czs !?Tmkh !kh9uy !st9 !cdHy {{

itc !ads? !fds !aHyh !kHyh {{.
100
4. First sight reading

Text 1
LIZZIE: It looks so easy, doesn’t it?
ZACK: It does indeed. But it isn’t.
LIZZIE: Look at those eyes, Zack. They’re like ice.
ZACK: He always draws bodies incredibly well, doesn’t he? Look at the arms and the legs
and those hands.
LIZZIE: He’s such an amazing artist.
ZACK: One of these days, I’m going to buy one of his paintings.
Adapted from Mortimer, C (1975). Sound Right. UK: Longman
Text 2
MRS SMITHSON: He has lots of hobbies.
MR SWALES: And he’s always busy with his roses and his bees.
MRS SMITHSON: He’s won a dozen prizes for his roses and his bees.
MR SWALES: But as for his business in the city…
MRS SMITHSON: He lets his cousins look after his business.
MR SWALES: Yes, they all look after his business in the city.
MRS SMITHSON: So you see, if I want to discuss this, Mr Swales…
MR SWALES: You must discuss it, er… With them...
MRS SMITHSON: Please, Mr Swales.

Adapted from Mortimer, C (1975). Sound Right. UK: Longman
101
Bilabial plosive .a. vs. labio-dental fricative .u.
English .a. Spanish ZA”\

.!qUa?. rubber raba
.!gzaHs. habit hábito
.!gPah. hobby hobby
.!kPah. lobby lobby
.!g@9a?. harbour Java
English .u. Spanish ZA”\

.!rzuh. savvy sabe
.H!kdum. eleven eleven
.!qHu?. river River
.!h9um. even iban
.qH!uPku?. revolver revólver
English .u. Spanish Za\

.u@9y. vase vas
.!dmuh. envy envía
.!uHjs?. Victor Víctor
.uh9k. veal vil
.uzm. van van
2. OContrast .a. with .u.

.a. .u.
.ads. bet .uds. vet
.adrs. best .udrs. vest
.azm. ban .uzm. van
.a?Tks. bolt .u?Tks. volt
.a?Ts. boat .u?Ts. vote
.adqh. bury berry .udqh. very
(Baker, 2006: 136)
102
3. OA visit to Vladivostok (Ponsonby, 1987: 19)

.? !uHyHs { s? $ukzcH!uPrsPj {{
!PkHu? {{ !uHjs? {{ !gzu it !du? !uHyHsHc $ukzcH!uPrsPj {{
!uHjs? {{ !mdu? {{ Hm !ezjs { `H !gzums !sqzukc { !e29C? Cm !kHu?ot9k {{
!PkHu? {{ !`Hu !gzc ?m $HmuH!sdHRm { eq?l C? $it9mH!u29r?sh ?u $ukzcH!uPrsPj {
s? !fHu ? !r29udH { ?u l`H !?Tm jqh!dHsHu !u29r {{
!uHjs? {{ !g`T !l@9uk?r {{
!PkHu? {{ !vHk l`H !mdHuh !?Tu?j?Ts { ah !gduh H!mUe `H !vUmc? {{ Hsr !kPM !rkh9uc {
?m q?!u29r?ak {{ !zmc `Hu !fPs ? !od?q ?u !udkuHs !kh9u`Hy {{
!q@9C?q ? !uHuHc !u`H?k?s {{ cYt !SHMj CdHk ?!oqt9u {{
!uHjs? {{ !`H R?c !SHMj C? oq?!edr?y { vHk !uit9 !u`H?k?s !kh9u`Hy {
vHC !u`H?k?ms $cHr?!oqt9uk {{ !vdm cit !kh9u {{
!PkHu? {{ Pm C? !rdumS ?u m?!udla? {{
!uHjs? {{ `H !c?Tms ?c!u`HYt s? !sqzuk Pm C? !rdumS { Hsr Ch $zmH!u29rqh {
?u C? !uzk?ms`Hm Hm!udHYm {{ ?m e? !gdumy !rdHj !PkHu? {{
!c?Tms $?Tu?!ct9 C? !jzuh@9 { !N9 C? !uPcj? {{
!PkHu? {{ !uHjs?q { `H !ct9 a?!kh9u { iN9q !dmuh?r {{.
4. OMy brother’s birthday present (O’Connor & Fletcher, 1989: 66)

.l`H !aqUC?y !a29ScdH $oqdyms {{
!a@9ah {{ !vPs j?m `H !fHu l`H !aqUC? { e? gHy !a29ScdH {{
!s?Tah {{ !vPs c?y h !ct9 e?q ? !kHuHM {{
!a@9ah {{ ghy ? !uzm $cq`Hu? {{
!s?Tah {{ !fHu Hl rl !cq`HuHM $fkUuy {{
!a@9ah {{ gh !cUyms !vd? !fkUuy vdm gh !cq`Huy { mPs !h9um Hm !vHms? {{
!s?Tah {{ !vPs c?y h !ct9 ?y ? !gPah {{
!a@9ah {{ Hm !vN9l !vdC? { gh !f?Ty !rvHlHM {{ !zm gh !okdHy !fPke {{
!s?Tah {{ !fHu Hl r?l !fPke $jkUay {{
!a@9ah {{ ghy !N9kqdch !fPs ? !azf { !eTk ?u !fPke $jkUay {{
gHy !fPke !azf { Hy !r?T !gduh { gh j?m !g@9ckh !lt9u Hs {{
!s?Tah {{ !vPs c?y h !ct9 Hm C? !vHms? {{
!a@9ah {{ gh aH!kPMy st ? !eTsaN9k $jkUa {{ a?s gh !rodmcy !lN9 !s`Hl {
!cqHMjHM !aH?q Hm C? !a@9 { C?m !okdHHM !eTsaN9k {{
!s?Tah {{ !Czs !rPkuy iN9 !oqPak?l {{ !fHu Hl ? !aHf !aPsk ?u !aH? {{.
103
5. First Sight Reading Practice

Text 1
IVY: Have you ever been to Venice, Valery?
VALERY: No, never. But I’ve heard you’ve just come back from Venice, haven’t you?
IVY: Best holiday I’ve ever had. The food was fabulous.
VALERY: Did you buy anything in Venice?
IVY: Yes – this velvet vest.
VALERY: Ah… yes… a berry-coloured Venetian vest! Very fashionable, Ivy!
Text 2
BEAVER: I love you, Miss Bravington.
BRAVINGTON: But how can I believe you, Mr Beaver?
BEAVER: I’ll vault over the balcony, Miss Bravington.
BRAVINGTON: Vault over the balcony, Mr Beaver?
BEAVER: It’ll prove my everlasting love, Miss Bravington.
BRAVINGTON: It’ll break your back, Mr Beaver.
Text 3
RUBY: This is Bobby Dover. He’s seven days old. He’s a lovely baby boy!
DEBBIE: He’s a very beautiful baby boy.
RUBY: And he’s a clever baby, Debbie.
DEBBIE: He’s a very clever baby.
RUBY: And his voice – his voice is so… so vibrant!
DEBBIE: He’s got a very vibrant voice!
RUBY: However, his vocabulary isn’t big.
DEBBIE: It isn’t very big, Ruby.
RUBY: Not very big, to be honest.
DEBBIE: But it’s considerably big for a baby of his age.
Text 4
“Vice shall not vanquish virtue,” vowed the valiant Sir Oliver. “I’ll discover the villain’s cave,
and he’ll not live to vaunt his villainy.” So Sir Oliver vaulted on to his horse, and down the
valley they went, full of bravery. By a very evil chance for him, the villainous Vivian was
availing himself of the lovely sunshine to visit the verdant valley, and even the village.
104
Affricates .sR. & .cY.
1. OContrast .sR. with .cY.

.sR. .cY.
.sRh9o. cheap .cYh9o. jeep
.sR?Tj. choke .cY?Tj. joke
.!qHsRHy. riches .!qHcYHy. ridges
.!sRdqhy. cherries .!cYdqhy. Gerry's
.k@9sR. larch .k@9cY. large
.dHsR. aitch .dHcY. age
(Baker, 2006: 124)
2. OContrast .s. with .sR. and .c. with .cY.

.s. .sR. .c. .cY.
.sHm. tin .sRHm. chin .cHm. din .cYHl. gym
.sdrs. test .sRdrs. chest .cUrs. dust .cYUrs. just
.azs. bat .azsR. batch .azc. bad .azcY. badge
.!lzs?. matter .!lzsR?. matcher .!dHcHc. aided .!dHcYHc. aged
3. OA dangerous bridge (Baker, 2006: 126)
.? !cdHmcY?q?r !aqHcY {{
!cYdqh {{ !cYUrs `Ts!r`Hc CHr !uHkHcY { C?y ? !udqh !cdHmcY?q?r { !aqHcY {{
!cYPm {{ !idr {{ !sR@9ky !s?Tkc lh { !st9 !cYh9or { !jqzRs Pm Hs { Hm !cYzmit?qh {{
!vPs !gzomc {{
!cYdqh {{ !vdk {{ !cYN9cY !sR29sRHk { v?y C? !cq`Hu?q ?u C? !k@9cY? !cYh9o {{
?m gh v?y !cq`HuHM { !udqh !cdHmcY?q?rkh {{
!cYPm {{ !cYN9cY !sR29sRHk {{ !ct9 `H !m?T { !cYN9cY !sR29sRHk {{
!cYdqh {{ !idr {{ !Czs !cYHmcY? !gd?c !sRzo {{
ghy C? !lzmHcY?q ?u C? !sqzuk $dHcY?mrh { Hm !sRdrs? {{
!cYPm {{ !?T !idr {{ !`H qH!ldla? !cYN9cY {{ ghy !N9kvdHy !sdkHM !cY?Tjr {{
!vdk { v?y !dmhaPch !HmcY?c {{
!cYdqh {{ !?T !idr {{ Ch !UC? !cYh9o { !vdms !?Tu? Ch !dcY ?u C? !aqHcY {
?m !st9 !sRHkcq?m {?m ?!mUC? !ozrHmcY? { v? !azckh { !HmcY?c {{
!cYPm {{ !?T { !cH? {{ v? !a?TS C? !cYh9or !czlHcYc {{
!cYdqh {{ !?T !idr {{
!cYPm {{ ?m !vPs !gzomc s? !cYN9cY {{
!cYdqh {{ !cYN9cY {{ !gU> {{ ghy !sdkHM !cY?Tjr Hm !cYdHk !m`T { `H r?!o?Ty {{.
105
Palato-alveolar voiced fricative .Y.

1. OListen to .Y.
.Y.
.!jzYt?k. casual
.!lzr@9Y. massage
.?!jdHYm?kh. occasionally
.j?!kHYm. collision
.!ldY?. measure
.!jzYt?ksh. casualty
(Baker, 2006: 117)
2. OContrast .cY. with .Y. and .R. with .Y.

.cY. .Y. .R. .Y.
.!kdcY?. ledger .!kdY?. leisure .!ldR?. mesher .!ldY?. measure
.!kh9cYm. legion .!kh9Ym . lesion .cH!kt9Rm. dilution . cH!kt9Ym . delusion

ZR ~ Y ~ cY\
yo llave ayer bella
cónyuge inyección creyó callar
beige rouge Yapeyú
4. OThe great decision (Ponsonby, 1987: 39)
.C? !fqdHs cH!rHYm {{

!Yzj {{ `H g?u !ldHc ? !fqdHs cH!rHYm !YP} {{ `H g?u !aN9s ? $sdk?!uHYm {{
!YP} {{ !it9 {{ !Yzj {{ Pm !g`T !ldmh ?!jdHYmy { g?u it !s?Tkc lh { C?s !sdk?uHYm {
v?y ?m Hm!sqt9Ym { Hms? C? !oq`Hu?rh { ?u C? !g`Tr {{ C?s Hs cH!rsqNHc {
C? !okdY?y { ?u $jPmu?!rdHRm {{ C?s !oh9ok { !m?T !kPMf? !m?T !g`T s? !ldHj
!it9r ?u Cd? !kdY? {{
!Yzj {{ !`H !m?T { `H !m?T {{ zm Hsr $Um!it9Yt?k e? lh { s? !rUe?q ? qH!uHYm ?u !SN9s {
a?s Pm !CHr ?!jdHYm {{
!YP} {{ !vd?q !Hy { CHr !sqdY? {{
!Yzj {{ !gHcm { Hm C? !fzq@9Y {{ !okh9y !ldHj !m?T ?!kt9Ym st Hs {{
`H Rk !sdk C? !ezlkh { !jzYt?kh { ?y !He C? !v29 {
!mUSHM Um!it9Yt?k Hm l`H !a`HHM ? !sdk?uHYm {{
!YP} {{ !@9es? !iH?y ?u cH!qHYm{ `H !g?To it vHk !mPs ah $cHr?!kt9Ymc { a`H iN9 !sdk?uHYm {{
106
5. First Sight Reading Practice
Text 1
JEREMY: That judge had a grudge against George.
GEOFF: Judges aren’t allowed to have grudges.
JEREMY: Well, that judge had a grudge, Geoffrey.
GEOFF: So he sent George to jail, Jeremy.
JEREMY: Poor George…
GEOFF: And poor Jill.
JEREMY: Jill?
GEOFF: His wife’s called Jackie.
JEREMY: Mm… Poor Jackie.
Text 2
JOAN: This is a job for you to do.
JASPER: What time, Joan?
JOAN: The usual time.
JASPER: Where?
JOAN: The usual place, Jasper.
JASPER: Is it dangerous?
JOAN: I imagine so – these jobs usually are. Do you think you’ll manage?
JASPER: Yes, I’m sure. I love challenges!
JOAN: Enjoy yourself.
JASPER: Thank you very much, Joan.
JOAN: Always a pleasure. And now, if you don’t mind, I have another engagement, so,
er… see you later… perhaps!
107
Velar nasal .M.

1. OContrast .m. with .M.
.m. .M.
.vHm. win .vHM. wing
.SHm. thin .SHM. thing
.azm. ban .azM. bang
.qzm. ran .qzM. rang
.qUm. run .qUM. rung
.qPm. Ron .qPM. wrong
(Baker, 2006: 168)
2. OContrast .mj. with .M.

.mj. .M.
.vHMj. wink .vHM. wing
.rHMj. sink .rHM. sing
.qHMj. rink .qHM. ring
.rsHMj. stink .rsHM. sting
.azMj. bank .azM. bang
(Baker, 2006: 168)
3. OA king and a song (Ponsonby, 1987: 53)

? !jHM ?m ? !rPM {{
!HMfqHc {{ C? !vUmr v?y ? !jHM {{
!29uHM {{ !jHM ?u !HMfk?mc {{
!HMfqHc {{ !m?T {{ !CHr !jHMy !jHMc?l { v?y !e@9 !ekUM {{ !rsqdsRHM ?!kPM C? !azMjr {
?u !duqh !v`HmcHM !qHu? { !roqdcHM Hmst !N9k { Ch !zMfky ?u C? !v29kc {{
!29uHM {{ gh !lUrs ?u aHm ? !udqh !rsqPM !jHM {{ C? !rsqPMf?rs {{
cHc !duqhSHM aH!kPM s? !gHl {{
!HMfqHc {{ !N9kl?Trs !duqhSHM {{ !vUm !h9umHM { gh v?y !rHsHM Pm C? !azMj {
?u gHy !kPMf?rs !qHu? { !vPsRHM C? !rUm !rHMj {
a?!g`Hmc C? !vh9oHM !vHk?Ty {{
!29uHM {{ ?m C? !m`HsHMfdHky { !jN9kHM eq?l C? !c@9jmHM !aq@9msRHy {{
!HMfqHc {{ !?Tmkh CdH !v29ms !m`HsHMfdHky {{ CdH v? !st9 !lUMjr {

!qHMHM ? !sHMjkHM !adk {
!rHMHM? !rzc { !kHMf?qHM !rPM { Hm ? !rsqdHmcY !sUM { !m?T !kPMf? !m?Tm {
?!lUM C? !iUMf? !rUacYHjsr { ?u gHy !e@9 !ekUM !jHMc?l {{
!29uHM {{ Hsr aH!fHmHM s? ah !Hmsq?rsHM {{ a?s !`Hl !fdsHM !gUMfqh {{
jm it !aqHM lh !rUlSHM st!h9s ?m !cqHMj cit !SHMj !HMfqHc {{
108
Glottal voiceless fricative .g.

English .g. Spanish Zw\
.!gv@9m. Juan Juan
.!gHk. hill gil
.!gzq?T. Harrow jarro
.!gPah. hobby hobby
.!gHs. hit hit
.!g`Tk?. howler jaula
2. OA postcard (O’Connor & Fletcher, 1989: 43)
lHy !gzqh?s !g@9k?T {{ !eN9 { !gzla29f !g`Tr {{ !svdmsh !dHs { !gzq?T !q?Tc {{
!gzq?T Pm C? !gHk { !lHckrdjr { !HMfk?mc {{
!cH? !gzqh?s {{
!`Hl !gzuHM ? !gPq?ak { !gPk?cdH !gH? {{ C? !g?Tsdk Hy !git9cY { ?m !g`H !Uo { Pm ? !gHk {{
`H !g29s l`H !gh9k {{ ?m !gzc s? !f?T s? !gProHsk {{
C? !vdC?y $st9 $gPs { ?m !`Hl !gUMfqh {{ !gzqhy !jv`Hs !gzoh g`T!du? {{
!mdjrs !rUl? { !`H Rk !rsdH ?s !g?Tl {{ !gzqh j?m !f?T Pm !gPk?cdH { !a`H gHl!rdke {{
!gHk?qh {{
Clear Zk\ & dark Z4\

English Z4\ Spanish Zk\
Zst94\ tool tul
ZgH4\ hill gil
ZlH4\ mill mil
Zuh94\ veal vil
ZeP4r eN94r\ false falso
Z!z4e?\ alfa alfa
2. OContrast dark Z4\ with clear Zk\

Dark Z4\ Clear Zk\
ZaT4\ bull Z!aTkh\ bully
ZgH4\ hill Z!gHkh\ hilly
Zjt94\ cool Z!jt9k?\ cooler
Zsd4\ tell Z!sdkHM\ telling
ZRz4\ shall Z!Rzk?T\ shallow
ZcP4\ doll Z!cPk?\ dollar
109
1. OComfort, culture or adventure? (Ponsonby, 1987: 27)
!jUle?s { !jUksR? { N9q ?c!udmsR? {{

!jqHrs?e? {{ !f?THM !dmhvd? !cHeq?ms { e? iN9 u?!jdHRm s?!qh9y? {{
s?!qh9y? {{ !@9 {{ !Czsr ? !lHki?m !cPk? !jvdrsRm !jqHrs?e? {{
o?!gzor !it9 j?m oq?!u`Hc ?r { vHC C? cH!rHYm {{ !dcv?c cH!l@9mcy {
gHy !jqh9sR? !jUle?sr {{ !oqPo? !gh9sHM { !jPmrs?ms !gPs !vN9s? {
!jUles?ak !adcy { !jUk? !sdk?uHYm {{
!jqHrs?e? {{ !vPs ?!a`Ts !it9 s?!qh9y? {{ N9q !@9msRt !st9 o?!sHji?k? {{
s?!qh9y? {{ !mN9l?kh { !idr {{ ?m !it9Yt?kh { vh j?l!a`Hm Ch !?To?m !d?q { ?m !djr?r`Hy {
vHC ? !aHs ?u !jUksR? {{ !k@9rsRH? e?q $Hmrs?mr {
vh !jUu?c C? !sRdksm?l !edrsHuk {{ C? !iH? aH!eN9q { Hs v?y !dcHlaq? {{
!dcv?c ?!cN9y !rjPsk?mc {{
!jqHrs?e? {{ !it9 !eN9sRm?s !jzq?js?y {{ !it9 j?l!okdHmHM {{
s?!qh9y? {{ !m?T a?s `H !kPM { s? !f?T !e29C?q ?!eh9kc {{ !rUlSHM !lN9 { !cdHmcY?q?r {{
?m !vd? C? !sdloq?sR?y !gPs? {{
!jqHrs?e? {{ `H !vUmc?q He !CHr vTc !Hmsq?rs it {{ Hs ?!q`Huc s?!cdH {{ ? !rodRk`Hyc !sN9q {
?u !rUCm ?!ldq?j? { e? e?!sPfq?e?y {{ j?!mt9HM !Uo Ch !zl?ym {{
!zk?fdHs?y {{ ?m !UC? { !gzy?c?r ?c!udmsR?y {{
s?!qh9y? {{ !jqHrs?e? {{ !g`T !l@9uk?r {{ Hs !r`Tmcy !vUmc?ek {{
!jqHrs?e? {{ !m?T !jqh9sR? !jUle?sr e?q !dcv?c {{
s?!qh9y? {{ !rdoq?s !gPk?cdHy { ?q ?m !djr?k?ms `H!cH? {{ ?!jdHYmkh {{ !dcv?c {
j?m !f?T s? !rjPsk?mc { ?!k?Tm {{
110
Final part
INTEGRATION
111
112
WHILE WATCHING
o Watch and listen to the following scene. Fill in the gaps with the words you hear.
Farquaad: Run, run, run, as fast as you can. You can't catch me. I'm the _____________ man!
Gingy: You're a _____________!
L.F.: I'm not the monster here, you are. You and the rest of that fairy tale trash,
_____________ my perfect world. Now, tell me! Where are the others?!
Gingy: Eat me!
L.F.: I've tried to be fair to you ___________. Now my patience has __________ its end!
Tell me or I'll...
Gingy: No, no, not the buttons. Not my _____________ buttons!
L.F.: All right then. Who's hiding them?
Gingy: Okay, I'll tell you. Do you know the _____________ man?
L.F.: The muffin man?
Gingy: The muffin man.
L.F.: Yes, I know the muffin man. Who lives on Drury _____________?
Gingy: Well, she's _____________ to the muffin man.
L.F.: The muffin man?
Gingy: The muffin man!
L.F.: She's married to the muffin man.
Captain: My lord! We've found it.
L.F.: Then what are you _____________ for? Bring it in!
Gingy: Ohhhh...
L.F.: Magic mirror...
Gingy: Don't tell him anything!
113
L.F.: Evening. Mirror, mirror on the wall.
Is this not the most perfect _____________ of them all?
Mirror: Well, _____________ you're not a king.
L.F.: Uh, Thelonius. You were saying?
Mirror: What I mean, is you're not a king yet. But you can _____________ one.
All you have to do is marry a _____________.
L.F.: Go on.
Mirror: So, just sit back and relax, my lord, because it's time for you to meet today's
_____________ bachelorettes. And here they are! Bachelorette number one is a
mentally abused _____________ from a kingdom far, far away. She likes sushi and
hot _____________ anytime. Her hobbies include cooking and cleaning for her
two _____________ sisters. Please welcome _____________. Bachelorette number
two is a cape-wearing girl from the land of _____________. Although she lives
with seven other men, she's not easy. Just kiss her dead, _____________ lips and
find out what a live wire she is. Come on. Give it up for _____________
_____________! And last, but certainly not last, bachelorette number three is a
fiery _____________ from a dragon-guarded castle surrounded by hot
_____________ lava! But don't let that cool you off. She's a loaded _____________
who likes piña coladas and getting caught in the rain. Yours for the rescuing,
Princess _____________!
AFTER WATCHING
o What’s the scene about?

o What is Gingy’s intention?
o Identify cases of symbolism in the scene.
114
ˌlɔːd ˈfɑːkwɑːd|| rʌn rʌn rʌn | əz fɑːst əz ju kæn| ju kɑːnt kæʧ mi|
aɪm ðə ˈʤɪnʤəbred mæn||
ˈʤɪnʤi|| jɔːr ə ˈmɒnstə||
ˈfɑːkwɑːd|| aɪm nɒt ðə ˈmɒnstə hɪə ju: ɑː| ju: | ənd ðə rest əv ðæt |ˈfeərɪ teɪl træʃ |
ˈpɔɪznɪŋ maɪ ˈpɜːfɪkt wɜːld || naʊ tel mi | weər ɑː ði ˈʌðəz||
ˈʤɪnʤi|| iːt mi||
ˈfɑːkwɑːd|| aɪv traɪd tə biː feə tə ju | ˈkriːʧəz||naʊ maɪ ˈpeɪʃəns | həz riːʧt ɪts end|
|tel mi ɔːr aɪl |
ˈʤɪnʤi| nəʊ | nɒt ðə ˈbʌtnz| nɒt maɪ ˈgʌmdrɒp ˈbʌtnz||
lɔːd |’fɑːkwɑːd| ɔːl raɪt ðen||huːz ˈhaɪdɪŋ ðəm||
ˈʤɪnʤi| ˌəʊˈkeɪ | aɪl tel ju||du ju nəʊ| ðə ˈmʌfɪn mæn||
ˈfɑːkwɑːd|| ðə ˈmʌfɪn mæn||
ˈʤɪnʤi|| ðə ˈmʌfɪn mæn||
ˈfɑːkwɑːd|| jes | aɪ nəʊ ðə ˈmʌfɪn mæn| hu li:vz ɒnˌdrɔːri ˈleɪn||
ˈʤɪnʤi|| wel | ʃiz ˈmærɪd tu: | ðə ˈmʌfɪn mæn||
ˈfɑːkwɑːd|| ðə ˈmʌfɪn mæn||
ˈʤɪnʤi|| ðə ˈmʌfɪn mæn||
ˈfɑːkwɑːd|| ʃiz ˈmærɪd | tə ðə ˈmʌfɪn mæn||
ðə ˈkæptɪn maɪ lɔːd| wiv faʊnd ɪt||
ˈfɑːkwɑːd|| ðen wɒt ə ju ˈweɪtɪŋ fɔː|brɪŋ ɪt ɪn|| ˈmæʤɪk ˈmɪrə||
ˈʤɪnʤi|| dəʊnt tel hɪm ˈenɪθɪŋ||
ˈfɑːkwɑːd|| ˈiːvnɪŋ||ˈmɪrə ˈmɪrə ɒn ðə wɔːl |ɪz ðɪs nɒt |

ðə məʊst ˈpɜːfɪkt ˈkɪŋdəm |əv ðəm ɔːl||
ˈmæʤɪk ˈmɪrə|| wel | ˈteknɪkəlli | jɔː nɒt ə kɪŋ||
115
ˈfɑːkwɑːd|| ɑ: | θəˌləʊniəs || ju wə ˈseɪɪŋ||
ˈmæʤɪk ˈmɪrə|| wɒt aɪ mi:n ɪz | jɔː nɒt kɪŋ jet| |bət ju kæn bɪˈkʌm wʌn|
|ɔːl ju həv tə duː | ɪz ˈmæri ə ˈprɪnses||
ˈfɑːkwɑːd|| gəʊ ɒn||
ˈmæʤɪk ˈmɪrə|| səʊ | ʤʌst sɪt bæk | ənd rɪˈlæks maɪ lɔːd | bɪˈkəz ɪts taɪm | fə ju: | tə mi:t
təˈdeɪz ˈelɪʤəbl ˌbætʃələˈret|| ænd | hɪə ðeɪ ɑː||
ˌbætʃələˈret ˈnʌmbə wʌn | ɪz ə ˈmentəlɪ əˈbjuːst ˈʃʌtˈɪn | frəm ə ˈkɪŋdəm
fɑː fɑː əˈweɪ||ʃi laɪks ˈsuːʃi ənd hɒt ˈtʌbɪŋ | ˈeni taɪm||hə ˈhɒbɪz ɪnˈkluːd
| ˈkʊkɪŋ | ənd ˈkliːnɪŋ | fə hə tuː ˈiːvl ˈsɪstəz| pliːz ˈwelkəm | ˌsɪndəˈrelə||
ˌbætʃələˈret ˈnʌmbə tuː | ɪz ə ˈkeɪp weərɪŋ gɜːl | frəm ðə lænd əv
ˈfænsɪ||ɔːlˈðəʊ ʃi lɪvz wɪð ˈsevn ˈʌðə men | ʃiz nɒt ˈiːzi||ʤʌst kɪs hə ded
ˈfrəʊzn lɪps | ənd faɪnd aʊt wɒt ə laɪv ˈwaɪə ʃi ɪz||kʌm ɒn | gɪv ɪt ʌp fɔː|
snəʊ waɪt|
|ənd lɑːst | bət ˈsɜːtnlɪ nɒt li:st |ˌbætʃələˈret ˈnʌmbə θriː | ɪz ə ˈfaɪəri
ˈredhed| frəm ə ˈdrægən gɑːdɪd ˈkɑːsl | səˈraʊndɪd baɪ hɒt ˈbɔɪlɪŋ ˈlɑːvə||
bət dəʊnt let ðæt kuːl ju ɒf||ʃi:z ə ˈləʊdɪd ˈpɪstl | hu laɪks ˌpiːnə kəˈlɑːdəz
|ənd ˈgetɪŋ kɔːt ɪn ðə reɪn | jɔːz fə ðə ˈreskjuːɪŋ | ˈprɪnses fiˈəʊnə||
116
LISTENING COMPREHENSION
BEFORE WATCHING
o What is Steven Universe? What is the story about?
o Do you usually watch cartoons? Did you use to when you were a kid?
WHILE WATCHING
o Watch and listen to the following extract. Complete the gaps with the words you hear.
The Earth, ___________ years ago; it was a ___________ site of a new Gem
colony, but progress was being ___________ by a small, persistent group of
rebels. A team of ____________ Gems were sent from Homeworld to
investigate. Among those Gems was Sapphire, a rare ______________
Homeworld Gem, with the power to see into the ____________. Assigned to
her were three Rubies, common ____________, with a mission to protect her.
Sapphire had been called to Earth by Blue ____________, specifically to share
her vision of the future.
Blue Diamond spoke: "Sapphire, tell me what will happen here.”
"Thank you, Sapphire." Blue Diamond said, ____________. "That's all I needed to know."
Sapphire knew she would be a ____________, but it did not faze her. She saw her whole life ____________
out before her, and she had already accepted all of it.
The attack was right on ____________.
Ruby suddenly realized what Sapphire meant. She’d known that Ruby would fail. Sapphire had
____________ it. But Ruby... Ruby could not. The ____________ crowd closed in around Ruby and Sapphire.
They'd never seen fusion of two different types of gems: "Unbelievable!" "Disgusting!" "This is ____________ of!"
Blue Diamond's voice cut ____________ the crowd: "The rebels have ____________. Sapphire, this was not the
____________ you described!" "How dare you fuse with a member of my court?" "You will be broken for this!"
Sapphire had known every moment of her life. How it would happen, and when. But because of Ruby's
impulsive ____________, she suddenly jumped the track of ____________, and everything from that instant
on was wrong, and new. She couldn't see, she couldn't move. She was... ____________.
AFTER WATCHING
o What’s the story about?
o What was the crowd’s reaction to Ruby and Sapphire’s fusion?
o What’s the meaning of faze?
o Why is fusion revolutionary in this universe?
117
REPETITION PRACTICE
STEVEN UNIVERSE – THE ANSWER
| ði ɜːθ | faɪv ˈθaʊzn̩d | sevn ˈhʌndrəd ənd ˈfɪfti ˈjiəz əˈɡəʊ | ɪt wəz ə ˈprɒmɪsɪŋ saɪt | əv ə
ˈnju: dʒem ˈkɒləni | bət ˈprəʊɡres wəz ˈbiːɪŋ ˈθwɔːtɪd | ˈbaɪ ə smɔːl pəˈsɪstənt ɡruːp əv reˈbəlz
| ə tiːm əv ˌdɪpləˈmætɪk dʒemz | wə sent frəm həʊmwɜːld|tu ɪnˈvestɪɡeɪt |
əˈmʌŋ ðəʊz dʒemz | wəz ˈsæfaɪə| ə reər ˌærɪstəˈkrætɪk həʊmwɜːld dʒem |

wɪð ðə paə tə ˈsi: ˈɪntə ðə ˈfjuːtʃə | əˈsaɪnd tu hɜ: | wə θri: ˈruːbiz |ˈkɒmən ˈsəʊldʒəz |
wɪð ə ˈmɪʃn̩ tə prəˈtekt hə |
ˈsæfaɪə| həd biːn kɔːld tu ˈɜ:θ | baɪ blu: ˈdaəmənd | spəˈsɪfɪkl̩i tə ˈʃeər| hə ˈvɪʒn̩ əv ðə ˈfjuːtʃə
|blu: ˈdaəmənd spəʊk |ˈsæfaɪə | tel mi wɒt wl̩ ˈhæpən hɪə |θæŋk ju ˈsæfaɪə |blu: ˈdaəmənd
ˈsed rɪˈliːvd |ðæts ɔ:l ˈaɪ ˈniːdɪd tə ˈnəʊ
|ˈsæfaɪə njuː ʃi wəd bi ə ˈkæʒuəlti |bət ˈɪt dɪd nɒt ˈfeɪz hə | ʃi sɔ: hə həʊl laɪf leɪd aʊt bɪˈfɔː hə
|ənd ʃi həd ɔːlˈredi əkˈseptɪd ɔ:l əv ɪt |
| ði əˈtæk | wəz raɪt ɒn ˈskedʒuːl |ˈruːbi sʌdn̩li ˈrɪəlaɪzd wɒt ˈsæfaɪə ment | ʃi həd nəʊn ˈruːbi
wəd feɪl |ˈsæfaɪə həd əkˈseptɪd ˈɪt | bət ˈruːbi | ˈruːbi kəd nɒt |
ðə ˈfjɔ:rɪəs kraʊd | kləʊzd ɪn əˈraʊnd ˈruːbi ənd ˈsæfaɪə | ðeɪd ˈnevə ˈsiːn ˈfjuːʒn̩ | əv tu:
ˈdɪfrənt taɪps əv dʒemz | | ˌʌnbɪˈliːvəbl̩ |dɪsˈɡʌstɪŋ | ðɪs ɪz ʌnˈhɜ:d ɒv |
ˈblu: ˈdaɪməndz vɔɪs kʌt θruː ðə kraʊd | ðə ˈrebəlz həv fled |ˈsæfaɪə | ðɪs wəz nɒt | ðə
sɪˈnɑːrɪəʊ ju dɪˈskraɪbd | ˌhaʊ deə ju fjuːz wɪð ə ˈmembər əv maɪ kɔːt | ju wi:l bi ˈbrəʊkən fə
ðɪs |
ˈsæfaɪə | həd nəʊn ˈevri ˈməʊmənt əv hə laɪf |haʊ ɪt wəd ˈhæpən |ənd wen |
bət bɪˈkɒz əv ˈruːbiz ɪmˈpʌlsɪv ˈdʒestʃə |ʃi sʌdn̩li ˈdʒʌmpt ðə træk əv feɪt | ənd ˈevrɪθɪŋ| frəm
ðæt ˈɪnstənt ˈɒn wəz rɒŋ | ənd njuː | ʃi ˈkʊdnt ˈsiː | ʃi ˈkʊdnt muːv | ʃi wɒz | ˈfrəʊzən |
118
TEXTS FOR FIRST SIGHT READING PRACTICE
119
TEXTS FOR FIRST SIGHT READING PRACTICE
120
THAT’S ENOUGH
SIT HERE, PLEASE
THREE INTERESTING FILMS
THAT MUCH FLOUR
I DON’T WANT IT
THESE KINGS
I DON’T WANT TO
HOT WATER BOTHER YOU
I GET OFF OF WORK
ON AND OFF AT 6 O’CLOCK
WHAT A GOSSIPY B
DON’T WORRY LOKE!
I’LL COME BACK LA
HURRY UP! TER
I LOST MY WALLET
CROSSROADS
I MEAN IT HOT N’ COLD
I’LL PICK YOU UP
LEAVE IT HERE
HAPPILY MARRIED
THAN THAT
THERE’S MORE MY BED IS MESSY
E?
ANYTHING ELS I WANT A SNACK
O
OF COURSE I D
VERY GOOD JOB
RIGHT THERE
LITTLE WOMEN
THER YOU
SORRY TO BO
KLY JUST A MOMENT
TELL ME QUIC
ISS LET ME CHECK
THANK YOU, M
IR
THANK YOU, S
NOT TOO BAD
T WORK
THAT DOESN’
CK CAR
A SMART BLA COME AGAIN
G
YOU’RE WRON YOU MUSTN’T WOR
RY
LONG TIME NO SEE
WHAT BRINGS YOU
HERE?
THAT’S AMAZING!
THAT’S BAD
WHAT’S WRONG W
ITH THE DOOR?
THE DAY THEY DID
THAT
121
WORD BANK
Write down the words that you find frequent, difficult or just worth
reminding. It’s yours and only yours to consult so make the most of
it!
WORD TRANSCRIPTION WORD TRANSCRIPTION
hello əˈə English ˈ
122

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I

Suspender a Simón siempre significó sucesos sádicos sobre su sustracción y suplencia.

Juanjo y Ángel juegan en el jardín. Juanjo se queja y gime si Ángel lo joroba.

Raúl es re raro y burro. Se ríe y me revienta. Lo aborrezco, realmente. Me da rabia.

The speech communication process begins when a ________________ has a

In order to encode a message, there is activity in the speaker’s brain (that is to

The next type of activity is ______________________. The motor nerves that

The movement of the articulators produces disturbances in the air pressure

The first kind of activity on the listener’s part is _____________________: The

Finally, the hearer’s brain decodes the message (_______________________

Finch and Ortiz Lira, page 3

1. The dogs eat the bones.

 Listen and check.

Peaks of prominence tend to occur at fairly equal intervals of time.

Look at the lips in both words. Are

Orange: Hey! What's that?!

4. Practise the dialogue and imitate the characters!

1. Video available at: https://www.youtube.com/watch?v=dkHJKakHMpo

Spelling & Pronunciation

BASIC VOWEL PATTERN: (CC)VC(C)

o There may be several consonant sounds together

2. MAKING THE PREVIOUS VOWEL LETTER SAY ITS OWN NAME

c. Two vowel letters together: “the first says its name”

THE FIRST VOWEL LETTER SAYS ITS NAME

3. CHECKED VOWEL SOUNDS: Double consonant letters

marry  sorry  very  curry 

FINAL TROUBLESOME <w>

INITIAL TROUBLESOME <w>

     

     

     

     

 WORDSEARCH 3: (Hancock, 2005)

2. Transcribe the following examples.

Silent <l> Silent <k> Silent <b>

Richard: Forget the _____________! The _____________is gone!

Richard: I found the _____________!

1. Answer the following questions.

Fly me to the moon, let me play among the stars

In other words, hold my hand

Fill my heart with song and let me sing forevermore

In other words, please be true

Fill my heart with song and let me sing forevermore

Come up to meet you /____________ /, tell you I'm sorry

Tell me your secrets and ask me your

There’s a hero if you look inside your /____________ / heart

And then a hero comes along

A long long time /___________/

 Put the words you transcribed into groups.

Source: Time Saver Pronunciation Activities

Glide towards //

 RADIO GAGA by Queen

Donald: Hello, John! Where / w / w / you last month?

John: Yes, I / wz / wz / in Switzerland in January.

Complete the following chart

Detective: Now, Mr. Briggs… where / / you yesterday?

Detective: At two o’clock. Where / / you at two o’clock?

Detective: You / / at home, you / / in central London.

Briggs: No, I / /! I / / at home! Ask my girlfriend! She / / with me!

Richard: Forget the _! The _is gone!