Ann Baker. I CAMBRIDGE 27 к (key). 1 i: (sheep). 3. 28 g (girl). 2 I ( ship). 7. 29 Review. 3 e (pen). 11 Gordon Francis Robinson, Singapore; Julietta Ann Schoenmann, UK; Roger Scott, UK Peter. Hobbs and. Cambridge-Ship or Sheep by Ann Baker - Download as PDF File .pdf), Text File .txt) or read online. Ship or Sheep - by Ann terney.info - Download as PDF File .pdf) or read online.
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Cambridge University Press - Ship or Sheep?: An Intermediate Pronunciation Course Ann Baker Frontmatter More information Ship or. Author Ann Baker. UNIT2 /r/ ship 9 ' b Listen to the dialogue, paying attention to lO UNIT2 /r/ .. If you hear, 'sheep ship' tick the D column. Ann Baker terney.infodge. - Ship or Sheep?: . Gordon Francis Robinson, Singapore; Julietta Ann Schoenmann, UK; Roger Scott, UK.
The sounds are separated into two different sections but you do not have to work your way through the book from left to right. You can choose the units which practise sounds you find especially difficult, or study vowels and consonants together. All exercises with this symbol S are recorded on cassette. The key symbol1r"""O tells you that the complete sentences for the tests are given at the back of the book.
Answers to the recorded listening exercises in the Review units are also given. To the teacher This book is designed to train students to recognise and produce English sounds.
The material has been developed for use in the classroom as well as for students working alone. Cassettes accompany the book and a Teacher's Book forthcoming will provide extra guidance and help for teachers Each of the forty-nine units In this book practises a different sound and provides a variety of activities for this purpose.
Stress and intonation, as well as sounds, are important for successful communication in English and aspects of these are also introduced and practised. If you don't have one of the two sounds in your language,practising the pairs of sounds can sometimes help you to hear - and then produce - the English sound.
You can backtrack on the CD to repeat them as many times asyou want. If you don't like backtracking, listen to the dialogue after you have done the dialogue tasks. TheMask There are two ways in which you can use the mask which you cut out from page I I At the beginning of the minimal pair exerclsesHere,you are instructed to use the mask in most units after Unit l.
The mask symbol at the beginning of the exerciseindicates 'usethe mask'. This will help you to focus on really listening to the sounds first. After you have listened for the first time, you can backtrack on the CD to listen again and repeat.
Here,your task with the mask is to try to produce the contrasting sounds correctly while trying to remember the words and sentences. I Mask on - listen and repeat. Otherwaysof havingextrapracticeof difficultsounds I Make playrng cardsby photocopying rhe minimal pair charts e. If working alone, play pick up pairs, Unit 7, page27 or Pick up samesounds,Unit 14, page Level Thisbookiswritten for intermediatestudents,but previous editionshavealsobeenusedbystudentsat otherlevels.
Seethe symbolsin the students'introduction,especially t DiagnosticTestsYoucanusetheseif you needto assessstudents' difftculties.
But ifyou alreadyknowthisfor your class,you canchooseto skipthetestsanddecidewhetheryouwant the studentsto work throughthebookor focusonly on someunits. Studentsworking alonecanself-administerTestA with or without your input. ToadministerTestB,studentscanbe askedto recordtheir individualperformancesfor your assessment. Oryou maypreferto do thiswith them sothatyou canimmediatelycheckpossible'reading' ratherthanpronouncingmistakes,by askingthem to listenandrepeat theitem.
Listof likely errors Thisis on thewebsitesothat it canbe addedto. It canbe found at http: It would be usefulfor eachstudentto haveaprintout of the relevant part of thislist. BilI boughta sheep. Thesesometimeshelp studentsto hear- andthenpronounce- sounds that aredifficult for them. Youmaywant to extendstudents'class practiceof particular minimal pairsby inventing gamesor playingthe following: Makemorecopiesif usingpairsfrom only oneunit. Thisbookis copl'right,but permissionis grantedto makea singlecopyof the cardsdescribedin the reviewunits, for the solepurposeof playingthe cardgamesoutlined.
Studentsshowwith oneor two fingersif theyhearsoundI or sound2. Studentspractisein pairsandthenback to back. Students mingle movearoundrandomly ,not showingtheir cardsbut repeatingtheir word to find the otherswith the samesound.
They form a group,which checkscorrectmembership. Thefirst group to completetheirsetof wordswith the samesoundwins. Studentsswap cardswithin theirgroupandcheckpronunciationof newwords beforeall mingling againto find the personin the other groupwith the otherhalf of their minimal pair.
Studentschangecardswith that personandcheckeachother'spronunciation. Thenstartthemingling gamefrom the beginningsoboth soundsareused. Themask SeeIntroduction for Students. Thepurposeof the maskis twofold: TestB requires the help of a teacher,native speakeror near-native speaker of English. The tests are not to give you a mark. They may help you to find out which sounds and other aspectsof English pronunciation could be the most difficult for you.
You should also check this in the ll'sf of likely errors or'the website: In each item you will hear two words.
Sometimes the two words are the same. Sometimes they have one sound that is different. Listen once only to each item and tick the S same column or the D different column.
If you are not sure, tick the question mark? If you hear, 'sheep ship' tick the D column. If you are not sure, tick the?
Listen to Lucy talking to Lesley on the telephone. In some items her voice goesup at the end. In some items her voice goesdown. Tick the ' or column for each item. If you are not sure,tick the? Listen to the example first. In eachitem,tick the onewordthat is differentfrom the others. This test requires the help of a teachel native speaker,or near- native speakerof English. Ask the student to read each test item, and record the grading on the result sheet pagexii.
A student'sperformance can be recorded, or the student can be askedto repeat an item as many times as necessaryto record a result,The reasons for mispronunciation are many, and some may be causedby reading difficulty. To check this, say the mispronounced word correctly and ask the student to repeat it.
If the student can then say it correctly, add the symbol R to your grading on that item, indicating that tfie student can pronounce this sound but may have difficulty when reading it.
Suggestedsyrnbolsfor grading: Thefourth soundis a diphthong. All the othersare short vowels. I leullul lrl lal ltl 2 lcrl lel lrcl latl laul 3 lol li'. Closeyour mouth. Put your tongue forward. Openyour mouth alittle. Thenopenmouth a little more. Putyour tongueback. Putyour tonguedown. Putyour tongueup. Putyour tongueforward andup.
Fut your tonguedown and back. Listen and repeat: Stop it leakingl This pcel's got vitamin C in it. He'sgoing to leave. The lessimportant words are said more quietly and quidd5l Listen to the sentencesagain and this time look at the underlined syllables below. Notice that they are louder and slower. Look out for that sheep.
Mhat lovely cheeks! Throw out that bean. Peel Thispeel'sgotvitaminC in it. Peter people Edam evening Eastfield biscuit cheesecake The stressis always on the first syllable. Two-syllable words: Janine repeat The stressis always on the second syllable. Note on word stress: Word stressdoesnt usually change, except in some longer words with stressnear the end. See4c and 4d. Then read the dialogue and fill the gaps with the correct words from the box. Thecheesesandwichesare the cheapest.
Wouldvoulikea I sandwichor a cheesesandwich? Areyou allreadyto order? Er,we'llhaveonebeefsandwich,two cheesesandwichesand,mmm, 7 for me. Yes,makethatthreeg- , please. Practisereadingthe dialoguealoud,andrecordyourvoiceto compareyour productionof the targetsoundwith the recording. This movement up or dor,rmbegins on the most important word in a phrase or sentence. In questionswith'or' the intonation usually goesdor,rrnat the end. Would you like veal or bcgfi Would you like coffee or tea?
Would you like coffee,tea or milk? You are in a restaurant. Taketurns to be the waiter. Ask each other questions, e. Wouldyou like Then one persongivesthe order to the waiter, who repeatsthe order to check it.
If possible,also practise using other menus. If it is an expensiverestaurant, the waiter or waitresscan be more formal, sa],'lngGood euening before asking for the order. Iapan Nepalese Nepal Lebanese Vietnam Portuguese rrr d Movingstress Thestressof these'ese'nationalitieschangesif the nextword is strongly stressed. Sowe say,Thisbcefislapanesebut, It'slqanese bqf. Listenand respond,like the example. Yes,it's Lebanese. Can I eat it? Eat it. It's six weeks out of date. Listen and repeat.
Al2cc Listenandrepeatboth soundstogether. Pill Thispill'sgotvitaminC init. Look at these examplesfrom the minimal pair sentences. In the bracketson the right, the big circles are the strongly stressedsyllablesand the small circles are the weakly stressedsyllables. Pair l: OoOo Pair 3: Read the words aloud or visit the website to practise. Ist syllable history festival cinema interesting prize-winning Africa 2nd syllable gymnastics olympic excited beginning terrific gorilla 3rd syllable chimpanzee Then read the dialogue and fill the gaps with the correct three-syllable words from the list in 3a.
BILL;Herehe is! Hi,Kiml KIM: Kim,we'vegotthesethreefreeticketsto seethreez filmsfor children! Isit i? Nowlisten,youkids BILL: Andit beginsin fiftyminutes.
Practisereading the dialogue aloud, and record your voice to compare your production of the target sound with the recording. In your group, first practise speaking with feeling. Mrs Lee is getting more and more angry. The others are getting more and more excited.
In English, if you get more angry,you usually speakmore loudly. Tim lives at number fifteen. Tim Iives at number fifteen Green Street. Ar8 Practisegiving As reply in the conversationsyou hear,like the example. Example A: The dentist is at seventeenMill Street. No, not seventy- seventeen. One person calls out the numbers from 4a but in a random order. Taketurns to call the numbers. The others each choose one of the boxesA, B, C or D below.
Listen to the numbers and if a number is in your box, cover it with a small piece of paper. Thenlistenandplayasmanyboxesas you cansimultaneously. DcBA It lel pen - Is this milk fresh? Alecc Listen and repeat both sounds together: I needa pen. Peg Where'sthepeg? Prg pig? Shewantsa cheque. If the minimal pair sentenceswere spoken with only one strong stress,which word would it be?
Readthe sentencesand guesswhich word it might be. Then listen to the minimal pair sentencesagain and underline the strongly stressedword in each sentence on page Read - the words aloud or visit the website to practise.
In words with two or more syllables,bold is used to show which syllable is strongly stressed. In the brackets,write the number of syllablesin each word before you practise. Then read the dialogue and fill the gaps l-7 with the correct questions a-g below.
Hi, everybody! Niceto seeyouagain,Adele. Adele, thisis Kevin. Adele nodsher head t-? Emmasaidshehada friendcalledAdele. Helpyourselfto Mexicanfood,Adele.
Andthere'sFrenchbreadon the shelf. Somelemonadewith a bit of icein it. I wentto SouthAmericawith my bestfriendKerrie. ButI spenteverything. I haven'tanymoney left. Thenpractise readingthe dialoguealoud. Recordyour voiceto compareyour production of the targetsoundwith the recording. Intonation statementsusuallygoesdovflrat the end. Intonation in WH questions rMho? Hown usuallygoesdomrnat the end. How did you spend your holiday? I went to America. Was it expensive? Not very. In many place names the strong stressis on the first syllable.
Howdid youspendyourholiday? Wasit expensive? Cambridge Aduanced Lectrner's Dictionary. The pronunciation of the word is shown in the International Phonetic Alphabet IPA ,with the symbo in front of the main strong stress of the word, e.
Your dictionary will also show the secondary stress usually in longer words with the symbol ,, e. In Ship or Sheep? Look up some of these words in a dictionary and mark which syllable has the main strong stress. But it's Listenand repeat. Pen Canlbonowapen? Sound2 lnl axe Putthe axehere. Pan Canlbonowapan?
Brad WehadBradforlunch. A2Bae Sentencestress Listen to the first two minimal pair sentencesagain and look at the circles on the left. The big circles are the strongly stressedsyllables,and the small circles are the weakly stressedsyllables.
OoOO Put the'x' here. OooO Look at the men. I Allen salad habit travel Ianet absent sandwich contracts cancelled 2 animals Africa antelope Annabelle Anthony passengers anchovy 3 alligator advertising tVhichof the list of words 1,2, 3 above have the word stresspatterns below? The big circles are the strongly stressedsyllablesand the small circles are the weakly stressedsyllables.
Match the sentences below with the sentencestresspatterns a-c. The big circles are the strongly stressedwords and the small circles are the weakly stressedwords.
I He hasn't done the backup. Now listen again and complete the sentencesbelow. Number I has been done as an example. I Aaron works atlhe AjoxTrovelAgency. Recordyour voice to compare your production of the target sound with the recording. How do you shorten Annabelle and Ianet? Ann and lan. Listen to sevenpossible answersto the next question seepage AtJ3 Notice that when we add more weakly stressedwords or syllables to these sentences,we still say them in about the same length of time.
Mho works with Aaron? I OO Ann,Ian. Note that although sometimes native speakersof English do speaklike this with a lot of weakly stressedwords, at other times they may use more strongly stressedwords, e. Both have the same rhythm of strong and weak stress.
Try a few times. First practise putting your energy into the strongly stressedwords. Next practise saying the weakly stressed words with lessenergy,so that you saythem more quietly. Then practise sayingthe weakly stressedwords more and more quickly. Recordyour voice and compare this with the recording. In the brackets,the big circles are the strongly stressedsyllablesand the small circles are the weakly stressed svllables.
I fhat kind of animals did Aaron book on the SanSalvadorflight? Try to say the pairs of answersin the same length of time. Howmuch money'sin the hat? J - rhing. I'm hungry too. Sound2 cuP Where'smycup? There'sa bunonit. She'sgota bug. The big circles are the strong syllablesand the small circles are the weak syllables.
Practisethe sentencesbelow. OOO lVhere's my cup? Then read the dialogue and fill the gaps l with the correct words from the box. They are all words llke louespelledwith o but pronounced l,rl. Honey,whyareyouso sad?
I don'tunderstand. ButDuncan,I loveyouverymuch! Youlovemy cousin. Dud ey? Youthinkhe'ss and I'm unattractive. Then practise reading the dialogue aloud. In the dialogue in 3b, you may have noticed that Iasmine'sstressand intonation changed at the end when she got angrywith Duncan. Emotions N neutral A angry I No, he doesn't.
I Complete this statement. He bought a cup and some nuts. He bought a cup, some nuts and some honey. He bought a cup, some nuts, some honey and a brush. Choose any words from the list below. My uncle went to London and he spent a lot of money. He bought a bus comoanv. He bought a bus company and a toy duck. Each player remembers what the others have said and then adds something to the list. Practisesaying thesephrasesbefore you start. Make a list of all the words in this unit that are pronounced lttlbttt spelt with the letter o,hke loue.
Add other words to this list when you seethem. For eachword write l forlal soundI or 2 forlstl sound2. Whata lovelycarpl hat Hetouchedhishat.
There'sa barnonit. Listento theminimal pair sentencesagainandunderlinethe sentence stress onpage Minimalpairwords rlr,ea Listenandrepeatthewords.
He coveredhiscart. Read b the names aloud or visit the website to practise. Remember that when we sayboth the first and last names, the last name has the strongest stress.
It's Tara. It's Tara Darling. Then read the dialogue and fill the gaps with the correct adjectives from the box. Peopleore loughingin the gorden. Comeintothe garden. TaraDarlingandMarkus Marsharedancingon thegrass. Lookat Markus.
Whatans coupletheyarelLet'stakea photographof them Thenpractisereadingthe dialoguealoud. Recordyourvoiceto compareyour productionof the targetsoundwith therecording. Intonationin exclamations Weoften showthe feelingof surprisein an exclamationwherethe intonation goesa longwayup and then down. What afunny dancer! Whata marvellousphetograph! What a fantasticguital! Pickup pairs t Photocopyandcut out cardsfrom all minimal pairsin units Shufflethe cardsand dealthem facedown all overthe table.
ST Turn over any two cards and read their sentences aloud. If they are minimal pairs, you keep them and you continue playtng. If these two cards aren't minimal pairs, turn them face down again and the next person plays.
Collect asmany pairs asyou can in a time limit, e. You can use a dictionary if you wish, but you dont need to understand everyword to do this test.
Then circlethe one word that is said twice. Note that meaning is not important in this exercise. The purpose is to review the sounds by hearing them in contrast. Number I has been done. I 'I'm goingto makesomejelly. Scorehalf a mark per item. I Listen again to the dialogue in that unit, listening for the target sound. You can also use this review task as a quick self-test,by doing steps2 and 4 only.
SoundI lal hat It'shatweather. Putit ina sock. Sound2 lol hot It'shot weather. I canseetheirbox. Pair I: A54ae sentencestress Themostimportantwordsfor themeaningof a sentencearespoken with a strongstress. Listento the minimal pair sentencesagainand matchthemwith the sentencestresspatternsbelow. Thebig circlesare the strongsyllablesandthesmallcirclesaretheweaksyllables. Read v thewordsaloudor visitthewebsiteto practise.
Thenread the dialogueandfill the gaps l-6 with thecorrectadjectivesfrom the box. UNIT8 lol clock If; -. downloada bottleof 'OnwashiMrsBloggs! Youwon'tbe sorrywhenyou'vegot'Onwash'. Record your voice to compare your production of the target sound with the recording. Sometimes this shows whether the speaker is more polite and friendly or less friendly. Intonation goesup in a Intonation goesdorninin a suggestion,and this sounds command, and this sounds less polite and friendly: Have a holiday, Mrs Bloggs.
Have afu4iday, Mrs Bloggs. Stop wdshing, MrWong. Stop washing, MrWong. Don't dfop that pol! Dont drep that pe! Put it on the box, Miss Iohnson. Put it on the box, Miss ohnson. Decideif they are suggestions which arepolite and friendly asthe intonation is goingufl or commands which arelessfriendly asthe intonation is goingtfotryn.
Draw an ilrowup or dorrmin the spacebeforethe stronglystressed word. Number I hasbeendone. I Put thesesocksin the top- dfalger,Iohn.
AFBc Listenagainand then practisethe sentences. Recordyourvoice to compareyour production of the intonation with the recording. In the morning? His daughter-in-law, Dawn. She'svery sporty. Port It'sa smallport. A6rae sentence stress Listen to the minimal pair sentencesagain and underline the sentence stress on page The weakly stressedwords are quieter and quidcu.
Readthe wordsaloud or visit the websiteto practise. Thismorningthe Roarersfootballteamarrivedbackfromyorr. LauraShortis our sportsreporter,andshewasat the airport. Thisis Laurashort. Allthefootballersare walkingtowardsme. Here'sCeorgeBall,the goalkeeper. Cood morning,Ceorge. Areyou a reporter?
Well,it wasawful. We lost Andthe scorewasforty-four,four. But it wasn'tmv fault. Theywerealwaysfallingoveror losingthe ball! We can show a feeling of surprise with an intonation that goesa long way up.
Mr Shortalwaysplaysfootballinthe morning.