TARGETING PRONUNCIATION – QUIZZES
2011-11
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Chapter 1.1
Part 1: Syllables and Word Stress
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How many syllables do the following words have?
1. a. 1
b. 2
c. 3
d. 4
2. a. 1
b. 2
c. 3
d. 4
3. a. 1
b. 2
c. 3
d. 4
4. a. 1
b. 2
c. 3
d. 4
Listen to the pronunciation of the following words. Choose the answer which shows
which syllable is stressed
5.
a. REferee
b. reFEree
c. referEE
6.
a. SYLlable
b. sylLAble
c. syllaBLE
7.
a. PREcision
b. preCIsion
c. preciSION
8.
a. IMmediate
b. imMEdiate
c. immeDIate
d. immediATE
9.
a. PERsonify
b. perSONify
c. personIfy
d. personiFY
10.
a. BLACKboard
b. blackboard
11.
a. netWORK
b. NETwork
12.
a. COMputer screen
b. comPUTer screen
c. computer SCREEN
13.
a. basketBALL
b. BASketball
c. basKETball
Chapter 1.2
Part 2: Important Endings
For each question, you will hear sentence (a), sentence (b), or sentence (c). Choose
the sentence you hear.
1.
(a) I’ve ended my telephone call.
(b) I ended my telephone call.
(c) I’ll end my telephone call.
2.
(a) They looked at the pictures.
(b) They’ll look at the pictures.
(c) They look at the pictures.
3.
(a) That makes Sally mad.
(b) That made Sally mad.
(c) That’ll make Sally mad.
4.
(a) He said he’d order the food.
(b) He said he’d ordered the food.
(c) He said he’ll order the food.
5.
(a) She repeated the list.
(b) She’ll repeat the list.
(c) She’s repeated the list.
Chapter 1.3
Part 3: Reduced Speech and Focus Words
Exercise A
Write the sentence that you hear. You will hear each sentence twice.
1. __________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. __________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. __________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. __________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. __________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Exercise B
Listen to the dialogue. Which of the words in each line get the most emphasis?
6.
John didn’t want to study last night.
a. John
b. John, want
c. John, study
d. John, night
7.
What did he want to do?
a. What
b. Want
c. What, want
d. Did, do
8.
9.
Did you want to go to a movie?
a. Did
b. you
c. want, go
d. movie
10.
Yes, but I needed to study for an exam.
a. Yes
b. needed
c. Yes, study, exam
d. Needed, for an
11.
Did you pass your exam?
a. Did
b. pass
c. your
d. exam
12.
Go to a movie.
a. Go
b. to
c. Go, to
d. movie
Yes, but John didn’t!
a. Yes, John
b. Yes, didn’t
c. John
d. Yes
Chapter 1.4
Part 4: Vowels
Listen to the following sentences. The speaker will say one of the words in
parentheses. Write the word you hear.
1. He ____________________ (hits, heats) the sauna every morning.
2. Be careful not to ____________________ (slip, sleep) on the sidewalk.
3. Could you get me some ____________________ (paper, pepper)?
4. She had a bad ____________________ (debt, date).
5. Watch out for that old ____________________ (mitt, mat) on the steps.
6. We must ____________________ (pull, pool) it together.
7. With ____________________ (Luke, luck), he can get it done by morning.
8. He has a small ____________________ (cuff, cough).
9. Could you lend me a ____________________ (buck, book)?
10. John needs to ____________________ (send, sand) the bench.
11. Did you see the ____________________ (men, man) over there?
12. There’s an interesting ____________________ (gull, girl) on the beach.
13. I found this ____________________ (bud, bird) on the ground.
14. Is it ____________________ (far, four)?
15. I have a ____________________ (pen, pain) behind my ear.
Chapter 1.5
Part 4: Consonants
1. Describe the ____________________ (ban, van).
2. That is a heavy ____________________ (base, vase).
3. Look out for the ____________________ (curb, curve).
4. It's very ____________________ (thick, sick).
5. The cat has a small ____________________ (mouth, mouse).
6. Did you say ____________________ (bass, bath)?
7. The server spilled hot tea on his ____________________ (tie, thigh).
8. This is Johnny's favorite ____________________ (myth, mitt).
9. It's a lovely ____________________ (pear, fair).
10. He has a good ____________________ (pace, face).
11. Please drive ____________________ (past her, faster).
12. Could you buy me a ____________________ (cone, comb)?
13. Samantha wants to ____________________ (play, pray).
14. The creek ____________________ (flows, froze).
15. The child has a toy ____________________ (locket, rocket).
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Chapter 2.1
Part 1: Recognizing Focus Words
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In Chapter 2, you learned that there is one strongly stressed word in each thought
group. Because of the strong stress, the word is easier to hear than other stressed
words.
Listen to the following sentences, which are broken up into thought groups. Write
the focus word for each thought group.
Sentence 1. A large black cat crossed the road chasing a mouse into the back yard.
1. A large black cat
____________________
2. crossed the road
____________________
3. chasing a mouse
____________________
4. into the back yard.
____________________
Sentence 2. Squeaking loudly, the frightened mouse ran through the hole in the
fence while the cat jumped over it.
5. Squeaking loudly,
____________________
6. the frightened mouse
7. ran through a hole
8. in the fence
9. while the cat
____________________
____________________
____________________
____________________
10. jumped over it.
____________________
Repeat
Play the audio again, repeating each thought group after the speaker. Keep practicing
until you feel comfortable saying the whole sentence.
Activity 2: New information-old information
In Chapter 2, you learned that the focus word emphasizes important new
information.
Predict
Look at the dialogue. Predict the focus words and write them on the lines. There is
one focus word in each thought group or short sentence.
Dialogue:
A: Have you seen my hat?
11. ____________________
B: Which hat?
12. ____________________
A: My red hat.
13. ____________________
B: You have two red hats.
14. ____________________
A: I want my red felt hat.
15. ____________________
B: Did you look in the closet?
16. ____________________
A: It's not in the bedroom closet.
17. ____________________
B: Try the hall closet.
18. ____________________
A: I found it!
19. ____________________
Listen
Now listen to the dialogue and check your predictions. Change anything that you
think is incorrect.
Part 1
Listen to the phrases. Choose the phrase or sentence that you hear.
20. a. his large fee
b. his large feet
21. a. a short play
b. a short plane
22. a. apartment A
b. apartment eight
23. a. a new foe
b. a new phone
24. a. His toe is red.
b. His tote is red.
25. a. a burr in his hand
b. a bird in his hand
26. a. buy an orange
b. bite an orange
27. a. moo loudly
b. move loudly
28. a. a white lie
b. a white line
29. a. climb over
b. climbed over
Chapter 2.2
Part 2: Recognizing Focus Words
Part 2
Listen to the following sentences. Which word do you hear?
1. Can you see their __________ on the board?
a. feet
b. fee
2. We saw a __________ near the airport.
a. play
b. plane
3. Sharon lives in Apartment __________.
a. A
b. eight
4. He has a new __________.
a. phone
b. foe
5. That is a big red __________.
a. tote
b. toe
6. Joe has a ________ in his hand.
a. bird
b. burr
7. Would you like to ________ the cookie?
a. bite
b. buy
8. I can hear the cows ________ in the grass.
a. moo
b. move
9. It's just a small white __________.
a. lie
b. line
10. We ________ over the rocks.
a. climb
b. climbed
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Chapter 3.1
Activity 1: Word Stress
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Listen to the speaker say the sentences below. Based on the word stress pattern the
speaker uses, choose the correct answer to fill in the blank.
1. Sally is part of the ____________________ (comedy, committee).
2. Peter turns ____________________ (thirteen, thirty) today!
3. Please give this note to ____________________ (Daniel, Danielle).
4. The man lost the ____________________ (apple, appeal).
5. Bob got a ____________________ (message, massage) after work.
6. ____________________ (his story, history) is fascinating.
7. That strange animal doesn't have ____________________ (any, a knee).
8. The women do their ____________________ (Arabic, aerobic) exercises every
evening.
Repeat
Listen to the sentences again. Repeat after the speaker. Keep practicing until you
feel comfortable with the word stress.
Chapter 3.2
Activity 2: Look-alikes
As you learned in Chapter 3, some two-syllable nouns and verbs are spelled alike
but pronounced differently. In such cases, the nouns are stressed on the first syllable,
while the verbs are stressed on the second syllable.
Listen
Listen to the speaker say the words listed below. Based on the word stress pattern
the speaker uses, choose the correct part of speech. This will prepare you for
Activity 4, in which you will hear the words in context.
1. a. noun b. verb
2. a. noun b. verb
3.
a. noun b. verb
4. a. noun b. verb
5. a. noun b. verb
6. a. noun b. verb
7. a. noun b. verb
8. a. noun b. verb
9. a. noun b. verb
10. a. noun b. verb
Chapter 3.3
Activity 3: More Look-alikes
Predict
Before you listen to the words and sentences, read them and predict where the stress
would be – first or second syllable. After predicting, listen. Where is the stress in the
word in bold?
1. We hope to make a lot of progress in this class.
a. The stress is on the first syllable.
b. The stress on in the second syllable.
2. The outraged fans hurled insults at the referee.
a. The stress is on the first syllable.
b. The stress on in the second syllable.
3. Many states produce rice, corn, and beans.
a. The stress is on the first syllable.
b. The stress on in the second syllable.
4. The police don't have a suspect for the crime.
a. The stress is on the first syllable.
b. The stress on in the second syllable.
5. The jury will probably convict him for arson.
a. The stress is on the first syllable.
b. The stress on in the second syllable.
6. The government will increase our taxes next year.
a. The stress is on the first syllable.
b. The stress on in the second syllable.
7. Theo wants to conduct the Boston Pops.
a. The stress is on the first syllable.
b. The stress on in the second syllable.
8. Oranges are a common export from Florida.
a. The stress is on the first syllable.
b. The stress on in the second syllable.
9. Pronunciation students often record their voices.
a. The stress is on the first syllable.
b. The stress on in the second syllable.
10. What is that strange object in the sky?
a. The stress is on the first syllable.
b. The stress on in the second syllable.
Chapter 3.4
Activity 4: Dialogue Practice
Write
Complete the dialogue by writing logical, grammatical sentences. Use the word(s) in
parentheses in your sentence. Look at Person A's responses to you. What could you
say or ask that would make sense in context?
When writing, underline letters to show the stressed syllables in key words.
Example: I'd like to buy a new computer.
Person A: What class do you have next?
You: (history)
______________________________________________________
____________________________________________________________________
____________________________________________________________________
Person A: I have a history class, too - the history of geography. How many classes
do you have left until you graduate?
You: (thirteen)
______________________________________________________
____________________________________________________________________
____________________________________________________________________
Person A: I'm majoring in English. Are you taking any English classes this
semester?
You: (mathematics; biology)
__________________________________________
____________________________________________________________________
____________________________________________________________________
Person A: I'd better run! I'm almost late for geology. Want to get together this
weekend?
You: ______________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Chapter 4.1
Activity 1: Assigning Stress
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In Chapter 4, you learned that adding certain prefixes and suffixes to base words
results in predictable stress patterns. Knowing these patterns can help you pronounce
new or unfamiliar words correctly.
Predict
Look at the words in bold and choose the syllable that is stressed. Even if you don't
know the meaning of the word, use the prefixes and suffixes to help you predict the
correct stress.
1. He is a member of the graduate association.
a. association
b. association
d. association
e. association
c. association
2. That river is a tributary of the Mississippi. a. tributary
c. tributary
3. His father is an electrician.
a. electrician
c. electrician
b. electrician
d. electrician
4. The referee made a bad call.
a. referee
b. referee
b. tributary
d. tributary
c. referee
5. Susan is a volunteer at Children's Hospital.
a. volunteer
b. volunteer
c. volunteer
Listen
Now listen to the sentences. Pay close attention to the word stress of the words in
bold. Did you choose the correct syllable? Change anything that you think is
incorrect. Check your answers.
Repeat
Play the audio again. Listen and repeat until the word stress feels comfortable and
natural for you.
Chapter 4.2
Activity 2: More Words, More Stress
Predict
Look at the words in bold and choose the syllable that is stressed. Even if you don't
know the meaning of the word, use the prefixes and suffixes to help you predict the
correct stress
1. Orthography is the study of spelling.
2. The apartment has a tiny kitchenette.
a. kitchenette
b. kitchenette
a. orthography
c. orthography
b. orthography
d. orthography
c. kitchenette
3. The textbook that you want is currently unavailable.
b. unavailable
c. unavailable
d. unavailable
a. unavailable
e. unavailable
4. Colombian coffee is very popular. a. Colombian
c. Colombian
b. Colombian
d. Colombian
5. That course covers ethnicity and culture.
a. ethnicity
c. ethnicity
b. ethnicity
d. ethnicity
Listen
Now listen to the sentences. Pay close attention to the words in bold. Did you
choose the correct syllable? Change anything that you think is incorrect. Check your
answers.
Repeat
Play the audio again. Listen and repeat the sentences until the word stress feels
comfortable and natural for you.
Chapter 4.3
Activity 3: Two-word Combinations
In Chapter 4, you learned that descriptive phrases and compound nouns have
different stress patterns. Look at the bold words in each of the sentences. For each
combination, decide if the words make up a descriptive phrase or a compound noun.
Review your textbook before you begin.
1. He bought a gold watch.
a. compound noun b. descriptive phrase
2. The air conditioner isn't working.
a. compound noun b. descriptive phrase
3. The swimming pool certainly looks inviting!
a. compound noun b. descriptive phrase
4. I'm going to get a cold soda. Do you want one?
a. compound noun b. descriptive phrase
5. Sift a teaspoon of baking soda into the batter.
a. compound noun b. descriptive phrase
6. We'll eat some hot dogs at the ball game.
a. compound noun b. descriptive phrase
7. Anne is such a busy bee. She works very hard.
a. compound noun b. descriptive phrase
8. Peter won the spelling bee at school.
a. compound noun b. descriptive phrase
9. In professional baseball, they only use wooden bats.
a. compound noun b. descriptive phrase
10. The baseball bat flew into the grandstand.
a. compound noun b. descriptive phrase
Listen
Now listen to the sentences. Did you choose the correct pattern?
Additional Listening Challenge
Listen to the above sentences again. Can you find the additional compound nouns
that are NOT in bold?
Hint: There are four additional compound nouns.
1. ____________________
2. ____________________
3. ____________________
4. ____________________
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Chapter 5.1
Activity 1: Identifying Stress Levels
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In Chapter 5, you learned that there are three levels of stress in English sentences:
strong stress, normal stress, and unstress.
Predict
Before you listen, read the sentences and try to predict which words will get normal
stress and which will be the focus word. Also, predict which words will be
unstressed.
1. I went to the bookstore on Monday.
Which words get normal stress? a. went
b. bookstore
c. Monday
d. Both a and b
e. Both a and c
2. I went to the bookstore on Monday.
Which word is the focus word? a. went
b. bookstore
c. Monday
d. Both a and b
e. Both a and c
3. I went to the bookstore on Monday.
List one word that is unstressed.
a. I
d. on
4. Peter broke his watch.
Which word is the focus word?
5. Peter broke his watch.
Which word is unstressed?
6. Peter broke his watch.
Which words get normal stress?
7. The baby is hungry.
Which word is the focus word?
b. to
c. the
e. Any of these
a. Peter
b. watch
c. broke
d. Both a and b
e. Both a and c
a. Peter
d. watch
b. broke
c. his
e. None of the above
a. Peter
b. his
c. broke
d. Both a and b
e. Both a and c
a. hungry
b. baby
c. is
d. All of the above
e. None of the above
8. The baby is hungry.
Which words get normal stress?
9. The baby is hungry.
Which words are unstressed?
a. The
b. hungry
c. baby
d. Both b and c
e. Both a and c
a. The
b. baby
c. is
d. Both a and c
e. Both b and c
10. Class ends in five minutes.
Which word is the focus word?
a. Class
d. five
b. ends
e. minutes
c. in
11. Class ends in five minutes.
Which words get normal stress? a. class
b. ends
d. All of the above
c. five
e. None of the above
12. Class ends in five minutes.
Which word is unstressed?
c. in
a. class
d. five
13. Yesterday we went shopping.
Which word is the focus word?
b. ends
e. minutes
a. yesterday
d. shopping
14. Yesterday we went shopping.
Which words get normal stress? a. yesterday
d. Both a and b
b. we
c. went
e. None of the above
b. went
c. shopping
e. Both a and c
15. Yesterday we went shopping.
Which word is unstressed? a. we
b. went
c. shopping
d. Both a and c
e. None of the above
Listen
Listen to the audio clip while looking at the answers you selected above. Correct any
mistakes you think you made.
Chapter 5.2
Listen
Select which word or words are stressed in each sentence.
1. Cats chase mice.
a. cats
b. chase
d. all of the above
2. The cats chase the mice.
c. mice
e. none of the above
a. The, cats
b. chase, mice
c. cats, chase, mice
d. all of the above
e. none of the above
3. The cats will chase the mice.
a. The, cats
b. cats, will
c. cats, will, chase
d. cats, chase, mice
e. cats, chase, the, mice
4. The cats will have chased the mice.
a. cats
b. cats, chased, mice
c. cats, will have
d. cats, have, chased
e. cats, have, mice
Repeat
Listen again, but this time, repeat after the speaker. Keep clapping your hands with
the beat.
Chapter 5.3
Activity 3: Stress Pattern Recognition
In Chapter 5, you saw elephants and mice used to represent stressed and unstressed
words. In this activity, listen to the sentence and then try to figure out which pattern
of elephants and mice fits the stress pattern of the sentences.
Predict
Before listening, try to predict the correct answers.
Listen
Listen to the sentences while looking at the answers you chose. Correct any mistakes
you think you made.
1.
a. Pattern A:
b. Pattern B:
d. Pattern D:
e. Pattern E:
c. Pattern C:
2.
a. Pattern A:
b. Pattern B:
d. Pattern D:
e. Pattern E:
c. Pattern C:
3.
a. Pattern A:
b. Pattern B:
d. Pattern D:
e. Pattern E:
c. Pattern C:
4.
a. Pattern A:
b. Pattern B:
d. Pattern D:
e. Pattern E:
c. Pattern C:
5.
a. Pattern A:
b. Pattern B:
d. Pattern D:
e. Pattern E:
c. Pattern C:
Chapter 5.4
Activity 4: Extra
Write new sentences to match each of the five stress patterns in Activity 3.
Question 1
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Question 2
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Question 3
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Question 4
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Question 5
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Chapter 6.1
Activity 1: Can and Can't
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As you learned in Chapter 6, the difference between can and can't can be confusing
even for native speakers. One key is to lengthen the vowel and raise the pitch for
can't, making it a stressed word. The other key is to lower the pitch and reduce the
vowel for can, making it an unstressed word.
Predict
Before you listen, look at the following sentences. Review the chart on p. 80 to help
you predict which words are stressed and which words are not. For each sentence
below, choose all of the words that would be stressed.
1. She can speak French.
a. She, can
b. can, speak
c. speak, French
2. Paul can't go to the store.
a. go, store
b. Paul, to, the, store
c. Paul, can't, go, store
3. The students can't open the classroom door.
a. the, students, can't, door
b. students, can't, open, classroom, door
c. open, the, classroom, door
4. The teacher can play the piano.
a. teacher, play, piano b. teacher, can, play c. play, the, piano
5. The cat can't climb trees.
a. cat, can't, climb
c. cat, can't, climb, trees
6. Anna can't take chemistry this semester.
b. Anna, can't, take, chemistry, semester
b. cat, climb, the, trees
a. can't, take, chemistry, this
c. Anna, take, chemistry, semester
7. Meet us at the mall at seven.
a. Meet, us, mall
c. Meet, mall, seven
b. us, mall, at
8. I can borrow my uncle's car.
a. I, borrow, car
c. borrow, uncle's, car
b. can, borrow, uncle's
9. Can you join us for dinner tonight?
a. you, us, dinner
b. us, for, dinner
c. join, dinner, tonight
10. Can't he come to the movies on Friday?
a. can't, he, come, movies
b. can't, come, movies, Friday
c. to, movies, on, Friday
Listen
Listen to the sentences as you look at your predictions. Change any answers that you
think are incorrect.
Repeat
Chapter 6.2
Activity 2: Syllables and Schwa
Listen
Listen to the sentences. Circle the sentence that you hear.
1. a. Their sport is very important to him.
b. Their support is very important to him.
2. a. It's cute.
b. It's acute.
3. a. He just appeared in the window.
b. He just peered in the window.
4. a. Sam was rested.
b. Sam was arrested.
5. a. Peter watches every cent.
b. Peter watches every ascent.
6. a. Do you have an idea? 7.
b. Do you have an I.D.?
a. That's Pete's. 8. a. The bag belongs to Lee.
b. That's pizza.
b. The bag belongs to Leah.
Repeat
Listen to the sentences again, repeating after the speaker. Keep practicing until you
feel comfortable pronouncing the schwa syllables.
Chapter 6.3
Activity 3: Clear Vowels
Review the fifteen clear vowels on page 108. Listen and track the vowel sounds as
the speaker says the words.
Listen
Listen to the speaker pronounce the following phrases. Review the vowel chart
above to see the numbers for each clear vowel sound. Write the number of the clear
vowel sound used in the underlined words. Be sure to write the number, not the
word. For example, write 7, instead of seven.
1. the cat's hat
2. three trees in the breeze
3. his thin pins
4. the boy's toy
5. the cook's books
6. a purple turtle
7. the cost of the loss
8. a great day
9. try my rice
10. Bette's wet pet
11. the rusty and dusty bus
12. my father's job
13. Joe's toe glows
14. glue Sue's shoes
15. how now brown cow
Repeat
Listen again, repeating each phrase after the speaker.
Chapter 6.4
Activity 4: Mouth Matching
Look at the mouth positions.
Position 1:
Position 2:
Position 3:
Listen to the phrases. (The words are not written for you.) Which mouth position
matches the vowel sound that you hear?
1. a. 1
2. a. 1
3. a. 1
b. 2
b. 2
b. 2
c. 3
c. 3
c. 3
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Chapter 7.1
Activity 1: Melody and Meaning
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Listen
In Chapter 7, you learned that intonation can carry a lot of meaning, even in
nonverbal responses. Listen to the dialogue. If you like, you may make notes about
the intonation patterns that you hear. Try to repeat the intonation the speakers use.
Practice
Now listen to Person A's part of the dialogue. Respond as Person B, trying to use
melody to convey the same meaning as in the dialogue you heard above. Keep
practicing until the melody feels comfortable and natural for you.
Chapter 7.2
Activity 2: Meaningful Pauses
In Chapter 7, you learned that pauses are important for conveying meaning. Listen
to the speaker say the sentences. The focus words and the pauses change the
meaning of the sentences.
Choose the sentence that you hear.
1. a. My friend is Mike Stevenson.
b. My friend is Mike, Steven's son.
2. a. I'd like a sandwich, potato salad, and some pie.
b. I'd like a sandwich, potato, salad, and some pie.
3. a. He bought fifty five-dollar tickets.
b. He bought fifty-five-dollar tickets.
4. a. "That policeman," said the reporter, "saved the child.
b. That policeman said, "The reporter saved the child."
5. a. The carpenter used thirty two-foot boards.
b. The carpenter used thirty-two-foot boards.
6. a. We had chicken, soup, and crackers for dinner.
b. We had chicken soup and crackers for dinner.
7. a. "Julie," said her mother, "has the flu."
b. Julie said her mother has the flu.
8. a. Blend the ice, cream, and peaches together.
b. Blend the ice cream and peaches together.
Repeat
Listen to the speaker say both sentences. Repeat. Keep practicing until the sentences
feel comfortable and natural to you.
Chapter 7.3
Activity 3: Rising and Falling Pitch
Rising and falling pitch are used in a variety of contexts.
Listen to the following sentences. They are not written out for you. Use the pitch
changes to help you choose the logical answer.
1. A logical response is:
a. Yes, I asked what time it was. (Echo question)
b. It's 7 p.m. (Regular question)
2. This is a(n):
a. Unfinished sentence
b. Finished sentence
3. How many things did Peter eat?
a. two things
b. three things
4. The speaker sounds:
a. hesitant
b. confident
5. The speaker:
a. echoes what was heard
b. makes a regular statement
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Chapter 8.3
Activity 3: Sounds Confusing!
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As you know, there are a number of consonant pairs that are difficult for learners to
distinguish. You can review several of these in Chapter 8. Listen to the following
sentences, and then write the word that you hear. You will find the words in the box
below. Each word will only be used once, but not all words will be used.
pace
thanks
mouse
face
tanks
mouth
fair
cloud
lap
pear
crowd
laugh
sum
berry
put
1. I hope you enjoyed the ____________________.
2. The government sent ____________________.
3. The ____________________ is quite low.
4. That is a very large ____________________.
5. Do you see the ____________________?
6. Did you catch the ____________________?
7. Melanie has a small ____________________.
8. How do you spell ____________________?
9. Could you ____________________ the book over here?
10. He has a very relaxed ____________________.
sun
ferry
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Chapter 9.1
Activity 1: Past Tense Endings
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=====
In Chapter 9, you learned that some words gain an extra syllable when an ending is
added, and some do not.
Predict
Review the rule for “ed” in Chapter 9. Then look at the following underlined verbs.
Does adding the past tense ending also add an extra syllable or is the “e” silent?
1. Rain all night
a. extra syllable
b. silent “e”
2. Stay eleven days
a. extra syllable
b. silent “e”
3. Paint another picture
a. extra syllable
b. silent “e”
4. Paste all the coupons
a. extra syllable
b. silent “e”
5. Dream about a trip
a. extra syllable
b. silent “e”
6. Exercise at the gym
a. extra syllable
b. silent “e”
7. Look at the web site
a. extra syllable
b. silent “e”
8. End after a long silence
a. extra syllable
b. silent “e”
9. Wash his car
a. extra syllable
b. silent “e”
10. Watch a lot of TV
a. extra syllable
b. silent “e”
11. Show her the way
a. extra syllable
b. silent “e”
12. Blend all the ingredients
a. extra syllable
b. silent “e”
13. Blame him for the mix-up
a. extra syllable
b. silent “e”
14. Rent an apartment
a. extra syllable
b. silent “e”
15. Bag all the groceries
a. extra syllable
b. silent “e”
Chapter 9.2
Activity 2: More Past Tense Practice
Improve Your Monitoring
Listen to the sentences. Sometimes the speaker says the missing verb incorrectly or
omits the "ed". Choose the missing word that the speaker uses in the sentence.
1. It ____ all night long.
a. rain
b. rained
2. Amy ______ at home while her brothers went to the ball game.
a. stay
b. stayed
3. We _______ the kitchen yellow.
a. paint
b. painted
4. He ______ a picture in the album.
a. paste
b. pasted
5. We ______ about going to Paris.
a. dream
b. dreamed
6. I ________ at the gym.
a. exercise
b. exercised
7. Sam and _____ I at sculptures at the museum. a. look
b. looked
8. The book ____ after ten chapters
a. end
b. ended
9. We all ______ the dishes after supper.
a. wash
b. washed
10. I ______ a movie after doing my homework.
a. watch
b. watched
11. We ______ our friends how to do a new dance step.
a. show
b. showed
12. I ______ a can of red and yellow paint.
a. blend
b. blended
13. Peter ______ everything on Bob.
a. blame
b. blamed
14. We _____ our apartment from my aunt.
a. rent
b. rented
15. The clerk ______ our groceries.
a. bag
b. bagged
Practice "ed."
Say each sentence correctly using the past tense. Monitor for "ed" endings linked to
the next word. Keep practicing until you feel comfortable.
Chapter 9.4
Activity 4: -S Endings
In Chapter 9, you learned that sometimes an -s ending is pronounced /s/, sometimes
it is pronounced /z/, and sometimes it is pronounced
Predict
Look at the underlined words in the sentence. How do you think the –s ending is
pronounced?
1. The Petersons have five cats.
a. /s/
2. My grandmother cultivates roses.
a. /s/
3. Watch out for those bees!
a. /s/
4. That machine buzzes loudly.
a. /s/
5. Can you hear the cries of the baby bird? a. /s/
6. Taxes are due on April 15.
a. /s/
7. Beware--that dog bites!
a. /s/
8. Why do you want four televisions?
a. /s/
9. The kangaroo jumps around the enclosure.
10. He watches the sports channel every evening.
b. /z/
b. /z/
b. /z/
b. /z/
b. /z/
b. /z/
b. /z/
b. /z/
a. /s/
a. /s/
c. /Iz/
c. /Iz/
c. /Iz/
c. /Iz/
c. /Iz/
c. /Iz/
c. /Iz/
c. /Iz/
b. /z/ c. /Iz/
b. /z/ c. /Iz/
Listen
Now listen to the sentences and check your predictions. Change anything you think
is incorrect.
Repeat
Listen again, repeating after the speaker. Keep practicing until the sentences and
word endings feel comfortable and natural to you.
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Chapter 10.1
Activity 1: Voicing and Vowel Length
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In Chapter 10, you learned about the importance of vowel length before voiced and
voiceless consonants. Review the chapter before you begin.
Predict
Look at words below. Do you think that the vowel sounds should be long or short?
(Hint: Look at the final consonant in each pair. Remember, vowel sounds are longer
before voiced consonants and shorter before voiceless consonants.)
1. rude
a. short sound
b. long sound
2. bad
a. short sound
b. long sound
3. ring
a. short sound b. long sound
4. bag a. short sound
b. long sound
5. ice
a. short sound
b. long sound
6. cart
a. short sound
b. long sound
7. bead
a. short sound b. long sound
8. leave
a. short sound b. long sound
9. knees
a. short sound b. long sound
10. wade
a. short sound b. long sound
Listen
Listen to the words in sentences. Is the underlined vowel long or short?
11. A potato is a root vegetable.
a. long b. short
12. Is that a bat flying around?
a. long
b. short
13. Sam gave June a diamond ring.
a. long b. short
14. The book is in the back.
a. long
b. short
15. She has blue eyes.
a. long b. short
16. John sent Pam a card on her birthday.
a. long
b. short
17. I like the bead on your necklace.
a. long
b. short
18. I found a lovely red leaf on the ground.
a. long
b. short
19. Esther bruised her knees when she fell.
a. long
b. short
20. You can wait here.
a. long
b. short
Repeat
Practice saying the sentences after the speaker.
Chapter 10.2
Activity 2: Numbers
1. On his birthday Peter will turn ____________________.
2. Sara lives in apartment ____________________.
3. Is your address ____________________ North Bond?
4. There should be ____________________ chairs in the classroom.
5. Please send this to ____________________ Peterson Avenue.
6. My grandfather was born in ____________________.
7. The population of my city is ____________________.
8. Meet me in room ____________________ after lunch.
9. You owe me $____________________.
10. The building has ____________________ floors.
11. Can you think of anything important that happened in ____________________.
12. The down payment on the house was $____________________.
Repeat
Play the audio again, repeating the sentences after the speaker. Keep practicing until
you feel comfortable.
Chapter 10.3
Activity 3: Final Sounds and Grammar
You will hear one of the sentences in each pair. Listen for the linked final sounds.
Choose the sentence that you hear.
1.
a. They'll repair the windows.
b. They repaired the windows.
2.
a. She'll clear away the dishes.
b. She cleared away the dishes.
3.
a. He'll order all the pizzas.
b. He ordered all the pizzas.
4.
a. I'll compare the prices.
b. I compared the prices.
5.
a. She'll pour the batter in the pan.
b. She poured the batter in the pan.
6.
a. They'll share their lunch with us. b. They shared their lunch with us.
7.
a. He'll care about the children.
b. He cared about the children.
8.
a. They'll rehearse all evening.
b. They rehearsed all evening.
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Chapter 11.1
Activity 1: Common Reductions
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In Chapter 11, you learned more about how common function words are reduced.
Being able to hear and understand these reductions is important for your listening
comprehension. Review the chapter before you begin.
Predict
Before listening to the sentences, predict what word or words you might hear.
Listen
Listen to the sentences, and type the missing answer in the box.
1. Please give ____________________ the envelope.
2. Should we do this now ____________________ later?
3. Is ____________________ coming to the movies?
4. What ____________________ think about this poster?
5. Peter ____________________ speak four languages.
6. Would you like some bacon ____________________ eggs?
7. Suzy ____________________ left earlier.
8. I told ____________________ that we would be late.
9. She ____________________ going with us.
10. The child wanted milk ____________________ cookies.
Repeat
Practice saying the sentences after the speaker. Keep practicing until the sentences
and reductions feel comfortable and natural for you.
Chapter 11.2
Activity 2: More Listening
Listen
Listen to the sentences. Write what you hear. Remember the following when typing
your answer: 1) Do not use contractions; 2) Use a capital letter at the beginning of
the sentence; and 3) Use the proper punctuation mark at the end of the sentence.
1. __________________________________________________________________
____________________________________________________________________
2. __________________________________________________________________
____________________________________________________________________
3. __________________________________________________________________
____________________________________________________________________
4. __________________________________________________________________
____________________________________________________________________
5. __________________________________________________________________
____________________________________________________________________
6. __________________________________________________________________
____________________________________________________________________
7. __________________________________________________________________
____________________________________________________________________
8. __________________________________________________________________
____________________________________________________________________
9. __________________________________________________________________
____________________________________________________________________
10. _________________________________________________________________
____________________________________________________________________
Repeat
Practice saying the sentences after the speaker. Keep practicing until the sentences
and reductions feel comfortable and natural for you.
Chapter 11.3
Activity 3: Dialogue
Dialogue 1
You and the speaker, Emily, will have a "conversation." Listen to what the Emily
says and write it. Then write a logical response.
1.
Emily: ______________________________________________________________
____________________________________________________________________
You: _______________________________________________________________
____________________________________________________________________
2.
Emily: ______________________________________________________________
____________________________________________________________________
You: _______________________________________________________________
____________________________________________________________________
3.
Emily: ______________________________________________________________
____________________________________________________________________
You: _______________________________________________________________
____________________________________________________________________
4.
Emily: ______________________________________________________________
____________________________________________________________________
You: _______________________________________________________________
____________________________________________________________________
5.
Emily: ______________________________________________________________
____________________________________________________________________
You: _______________________________________________________________
____________________________________________________________________
6.
Emily: ______________________________________________________________
____________________________________________________________________
You: _______________________________________________________________
____________________________________________________________________
7.
Emily: ______________________________________________________________
____________________________________________________________________
You: _______________________________________________________________
____________________________________________________________________
8.
Emily: ______________________________________________________________
____________________________________________________________________
You: _______________________________________________________________
____________________________________________________________________
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Chapter 12.1
In Chapter 12, you worked with PSAs--public service announcements--to practice
your listening and pronunciation skills.
General Directions for all PSAs:
• Listen, chunk, hum, and then track.
• Listen several times for content.
• Chunk the thought groups. Add slashes where you hear pauses. (Note: You may
wish to print out the transcript.)
• Hum the speech melody.
• Track the speech. Repeat each word along with the speaker. If you miss words at
first, just hum along. Tracking becomes easier with each repetition
In addition to the following activities, your teacher may ask you to print out the
transcript for each PSA, add the slashes for pauses, and underline the focus words.
Activity 1: Listen to the following PSA about sleep deprivation.
Pay close attention to the thought-group signals and pauses used by the narrator,
Calvin Jackson, in the first part of the PSA.
• Add slashes where you hear pauses.
• Put parenthesis around the focus words in each thought group.
Track the speakers until you can speak along with them.
Sleep deprivation and its link to accidents now appears to be a problem of
far-greater magnitude than previously believed. Dr. James Tyler of the National
Heart, Lung, and Blood Institute's National Center on Sleep Disorders Research
says: We know that about 25-percent of the population has reported falling asleep at
the wheel of a car, so this is a significant problem. The Department of Transportation
estimates that about 100,000 accidents per year and 1,500 fatalities per year are
related to falling asleep while driving. And, we know that patients that have sleep
apnea* are about seven times greater at risk of having multiple accidents than those
that do not have sleep apnea. Opening the car window or turning the radio up won't
keep the driver alert behind the wheel. A sleep-deprived driver should either let
someone else drive, or pull off to the side of the road. This is Calvin Jackson, the
National Institute of Health, Bethesda, Maryland.
*Sleep Apnea: a sleep
disorder related to snoring that causes a person to stop breathing momentarily.
Activity 2
Part 1: Focus on the numbers and answer the following questions.
1. When does National Tire Safety Week begin?
a. April 7th
b. April 27th c. May 3rd
2. What is the percept of people that wash their cars each month?
a. 17%
b. 7%
c. 14%
3. What is the percentage of people that check their tire pressure each month?
a. 40%
b. 4%
c. 14%
Part 2: Identifying Thought Groups and Focus Words
The narrator, Joe Bolenthy, uses clear focus stress.
• Listen to the PSA again. Add slashes where you hear pauses.
• Put parenthesis around the focus words in each thought group.
America's drivers believe that tires are an important factor in vehicle safety, second
only to brakes, according to a new survey by the Rubber Manufacturers Association.
Yet many drivers either are performing only little to no maintenance or are making
critical mistakes when caring for their tires. The survey is just one way RMA is
celebrating National Tire Safety Week, April 27th to May 3rd. Kim Webber is director
of government affairs for RMA. Our survey says that more than 70% of people wash
their cars every month, but only 14% of drivers properly check their tire pressure.
The tire industry believes that safe car is more important than a clean car. That's why
we're reminding drivers to take 5 minutes each month to check the air pressure in the
tires. And don't forget the spare. Tire manufacturers are educating motorists to be
tire smart and learn simple care and maintenance that will help maximize their safety.
For more information and additional tips on how to take care of your tires, visit the
RMA website at rma.org. This is Joe Bolenthy reporting.
Activity 3: Additional PSAs for Pronunciation and Listening Practice
Here are three more public service announcements that you can use for practice.
Follow the general directions, given in Section 12.1.
1.
Hey there this is Shelly Wright. Kids have a lot on their plates these days. It can be
hard to stop as parents to stop and think about how something like learning music
now can help them in the future. Music helps kids because it's a performing art and
children need to learn how to perform well to succeed in society. Getting an 85 on a
math test—well that's pretty good, but hitting 85 percent of the right notes during a
concert isn't good enough for most music students or their teachers. A special kind of
practice and preparation goes into the discipline of performing music, and it helps
kids perform better in all areas of their lives. A PSA brought to you by MENC, the
National Association for Music Education, Gibson Guitar, Baldwin piano and this
station. March is music education month. Music--part of a sound education.
2.
Summertime means more outdoor activities, and that means more exposure to
ultraviolet rays that can damage your eyes. Everyone's at risk, including children.
Your skin becomes sunburned when it's exposed too long to sun. But did you know
that your eyes can get sunburned too? Dr. Wayne Biser of the American Academy of
Opthalmology, the Eye MD Association, explains:
It's called photokeratitis, and
the signs are red eye, excessive tearing and irritation. The condition is temporary and
rarely causes permanent damage, but repeated sun exposure over the years can result
in retina damage and cataracts. So what's the best eye protection in the sun?
Sunglasses and a wide-brimmed hat are the best for protecting eyes while soaking
up sunshine. The American Academy of Ophthalmology recommends sunglasses
that block 99 to 100 percent of both UVA and UVB rays. And don't forget sunglasses
for the children. To learn more, visit http://www.aao.org. I'm Bob Tibo for the
Consumer Radio Network.
3.
A landmark report released Thursday calls for fundamental changes to how
decisions are made and who makes them concerning the world's natural resources.
The report, World Resources 2002-2004 Decisions for the Earth: Balance, Voice,
and Power, stresses that these changes are urgently needed in order to arrest the
growing deterioration of the world's environment. World Resources Institute
president, Jonathan Lash: Despite 10 years of resounding declarations and
international environmental agreements, environmental problems are still getting
worse in much of the world. The best way to change those trends is to inform people,
empower them, and get them engaged. The report calls for the inclusion of the
public in the decision-making process, strengthening the current loose international
system of environmental governance, and better disclosure from businesses. It warns
that non-governmental organizations should adhere to the same standards of
accountability and transparency they are asking from governments and businesses.
This is Joe Bolenthy reporting.