Luyen am tieng Ann A PRONUNCIATION PRACTICE BOOK J. O’ Connor - Clare Fletcher Dich vd chu gidi NGUYEN THANH YEN gSn hing rdMinh 1 B2/C01990 NHA XUAT BAN THANH PHO HO CHI MINH Luyen am tiefig Anh SOUNDS ENGLISH A PRONUNCIATION PRACTICE • BOOK Dich va chu giai: NGUYEN THANH Y^N DAI HOC NGAN HANG TP. HO CHI MINH THEj VEEN M C 003 do NHA XUAT BAN THANH PHO HO CHI MINH Lcfi gitii thieu Tieng Anh thilting dituc cho Id ngon ngit” viet mpt dtiting, doc mot ned' vd Uniting khong cd qui luat rap van. Vipc phdt dm chuan tieng Anh doi hoi ngittii noi phdt ra dituc cdc dm dun chinh xdc cpng them dd'u trong dm vd ngit dipu trong mpt tit, cum tit vd can.
Sounds English la tap gido trinh giiip ngittii hoc ren luypn vipc phdt dm theo gipng Anh chuan mite. Moi bai hpc md dan bling vipc hiypn tap chuyen san vao vipc nghe vd noi cdc dm cu the, sau do tien dan den luypn dm trong cdc tinh huong thitc te kern theo cd dan trpng dm, ngit dieu vd dm thanh that. Sounds English gom mpt cuon sdeh ddnh cho ngittii hoc vd ba bang cdt-xet cd the sit dung tren Itip vtii sit hitting dan ciia gido vien hodc lam tai lipa tit hoc cho hoc vien can trait doi each phdt dm tieng Anh. > Cac dac diem chinh cua tap giao trinh Sounds English : • Moi bai hoc tap triing vao hai hodc ba dm vd them mpt so bai ddc bipt chu trong den cdc chiim phu dm (Consonant clusters), vipc noi dm giita cdc tit (linking of words) vd dang yen ciia nhitng tit khong co trpng dm (weak forms of unstressed words).
• Khung chit viet chi cho biet cdc dm d6 ditac the hipn dittii dang chit viet the nao. • Phan ngit dipu (Intonation) gidi thich cdc man ngit dipu chinh trong tieng Anh trich tit cdc man doi thoqi vita hpc. • Bien do ngon ngit ddc bipt gom 15 tint tieng niinh hoa cdc doi chieu dm tieng Anh khd cho ngittii noi tint tieng khde de giiip ngittii hoc titvqch ra each ren luypn vd cdc bai tap can tap trung sau. • Phan "Introduction for Independent Students" vd "Introductory Unit" ddnh cho ngittii tit hpc.
Day la tap tai lipu hay, bo ich thiet thitc cho ngitoi hpc tieng Anh moi trinh dp vi da ditpc tdc gid ban ngit bien soqn cong phu khi ket hptp dm vtii phan luypn can vd cdc bai do'i thoqi niang npi dung phong phu vd site tich. Xin tran trpng gidi thipu ciing dpc gid. NGUYEN THANH YEN Contents Page Introduction for independent students 5 Introduction for teachers • 8 r Sound list - showing whicb units provide practice in each sound 15 Language chart - showing relevant units and tasks for speakers of particular languages 16 Intonation list - showing the intonation patterns practised, and the units and tasks in > 19. which they appear Units 1 Introductory Unit : ZiZ if ZeZ egg • 22 • ? Consonants - ’ *• • ''.
2 ZsZ so /P shop 27 4 • • 3 ZJZ shop ZtJZ chin ’ 31 4 /tJ7 chin ZdjZ judge w ■ pleasure 35 5 ZjZ yes zay judge. 39 6 ZsZ so ’ ZzZ zoo • - • * 43 7 /h/ hand • 47 t ' ' 8 ZpZ pen /bl bad • • ■ f. tea id/ did. ’ • r • 10 ZkZ cat ZgZ get 58 1 1 11 ZIZ leg ZrZ ring 62 12 ZIZ leg • ZnZ no ZrZ ring 66 13 M voice ZfZ five ZpZ pen.
* > 70 14 ZhZ bad ZvZ voice ZwZ wet 74 15 ZnZ no, pin Zr/ •. thing ZmZ me, thumb 79 16 ZOZ thin ZsZ so zaz this hJ ZOO 83 • 17 ZOZ thin ztz tea ZdZ this id! did 87 18 ZQZ ‘ thin ZfZ fine zaz this M voice 90 19 Consonant clusters 1 - beginning of words ." 94 20 Consonant clusters 2 - end and middle of words 98 21 Linking of W’ords 102 • ' ’. Vowels ■ - - < 22 ZaZ a(gain) 106 23 i'iJ see ZiZ if 109 • 24 * ZaeZ hand ZeZ egg / - 112 25 ZaZ up ZaeZ hand 116 26 ZoZ hot Za/. - ' 119 27 ZauZ home hJ saw 122 28 Zu 7 food put • ‘ ■ ’ •: i.
‘ 125 - • * 128 29 ZaZ bird hrJ car • • ■ • 30 ZeiZ page ZeZ egg 132 31 ZeaZ there ZiaZ near 136 32 ZaiZ five ZaiZ boy ZauZ now 140 Key to listening and other exercises • ‘143 4 - Sounds English Introduction for independent students -'i -!i : • » ’’ ‘ If you are working on your own to improve your English pronunciation, this introduction and the Introductory Unit on pages 22-27 are especially for you. Study these first, to help you make the best use of this book and cassette. IMPROVING YOUR ENGLISH PRONUNCIATION This book provides practice in hearing and saying the sounds of English. If you want to have a good pronunciation of English, you need to be able to make all the sound constrasts used in English.
You must be able to distinguish 'light' from 'right', 'fit' from 'feet', 'right' from •. 'ride', etc, both in listening and speaking. The number of contrasts is different in different languages; some English sounds will be similar to those in your language, but some will be different. - • • - - The first thing you must do is to decide which of the English contrasts are difficult for you and which are easy.
If you already know this, use the Sound list on page 15. This has a list of all the English sounds, each one with a phonetic symbol and a key word. (Don't be afraid of the phonetic symbols; they are used because some different sounds have the same spelling, e. 'thin' and 'this' begin with different sounds but have the same 'th' spelling, so we use the phonetic symbols 70/ and /d/ to show that there is a difference.
sound you will find the number of all the units in which it is practised. If you know, for example, that the ZGZ sound in 'thin' is difficult for you, you can easily find the pages which will help you. • If you are not sure which English contrasts you need to practise, look at the’ Language chart on pages 16-18. This will tell you, for various languages, which contrasts are difficult,.
And the units and tasks in the book which will help with these contrasts. By using the Sound list and Language chart, plan a pronunciation programme for yourself. You should study the Introductory Unit first because it shows you how the other units are organised. After that, begin with any of the units you have chosen for your programme.
OUTLINE OF THE UNITS ■ ■/ Units based on a sound contrast Units 1-18, 23-31 Each unit takes two, three or four English sounds. It begins with listening practice. This is most important, because if you cannot hear the difference between the sounds, you will never be able to make the difference. When we learn our own language as babies, we learn to recognise certain sounds as important, and to say those sounds.
It is as if we develop a box in our brain for each sound. When we hear a sound, we put it in the correct box, and understand it. When we speak, we take the right sounds out of their boxes. different languages have different sets of sounds : they need different boxes.
And you need to listen carefully and repeatedly to English sounds to develop the right sound 'boxes' for English. Sounds English - 5 After listenings you must practise saying the words containing the sounds. The unit then provides practice of each sound in context, in a short passage, conversation or reading text, followed by similar practice containing two (or sometimes three or four) sounds. The conversations and texts are all recorded, so you can listen to English speakers before you practise yourself.
Many of the texts are followed by exercises. Learners of English often find that they can say a difficult sound correctly when they are thinking about how to say it, but when they have to think about grammar and vocabulary and the meaning of what they want to say, they go back to the old incorrect way. The exercises help to overcome this problem. You have to answer questions, or make your own conversations, thinking about what to say, as well as how to say it.
Other units Units 19, 20, 22 and 32 These units are slightly different; in them you do not begin by listening to pairs of words containing the sounds. Instead, you meet the sounds in context straight away. Unit 21 This unit practises linking words together smoothly. : Units 1-6 and 23-32 contain a Spelling box.
English spelling is not always a good guide to pronunciation. There are often different ways to write a sound. The Spelling box shows you the common and less common ways of spelling each sound SPELLING in that unit and looks like this : /ea/ there Common : Common ways of spelling the sound /ea/. : ALL air chair ALL means that all words with this spelling are MANY are care pronounced with this sound.
ary Mary Less common : MANY means that many words with this spelling are ear pear pronounced with this sound, but some are not. (Other Exceptions : headings are MOST and SOME.) The headings help you ere where work out the likely pronunciation of a new word. there ' ' • '■ * ' • ■ eir their Exceptions - useful words with unusual spellings. 6 - Sounds English Stress and intonation As well as the sounds of English, the stress and intonation are important.
Some words and syllables are pronounced more strongly than others : they are stressed. The voice rises and falls as we speak, and the tune of the voice helps to show what we mean: this is 'intonation'. Each unit contains some stress or intonation practice : in that part of the unit, stressed syllables are shown in bold type. On pages 19-21 there is a list of the intonation patterns practised in the book.
This gives a brief explanation of each one, and a list of the units and tasks in the book in which they are to be found. So if you want, for example, to practise question tags, you can easily find all the tasks in which they occur. Timing of pronunciation work The best way to work on pronunciation is 'little and often'. It is better to spend fifteen minutes every day than two hours once a week.
It is not necessary to practise one whole unit at a time. Each unit is made up of several tasks and you can do one or two tasks at a time. A whole unit will take about one hour. How to make the sounds of English This is a practice book, and does not tell you how the sounds are made.
If you want to find out more about how to pronounce English, read Better English Pronunciation by J. f < Sounds English - 7 Introduction for teachers This book aims to help students to improve their pronunciation of English. It is based on four principles. The importance of contrasts ' Every language is composed of a limited number of sounds which a native speaker can distinguish without difficulty.