Tones in asking for information

Date: 2015-10-07; view: 809.

OooO

What do you think?

Where do you live?

What does she mean?

Where does he work?

What did he say?

Why did you go?

Ex.13 Write the questions in this conversation and give the stress patterns. Then listen and check. (B79)

EXAMPLE

A: What do you do? ___OooO_____

B: I'm a doctor.

1. A: __________________? __________

B: I live in Kingston, Jamaica.

2. A: __________________? __________

B: I work in the University Hospital.

3. A: __________________? __________

B: Yes, I'm married. My husband is a teacher.

4. A: _________________? ___________

B: He teaches History and Geography.

5. A: __________________? __________

B: At the Grove Road Secondary School.

6. A: __________________? __________

B: I met him when I was in holiday in Florida.

7. A: __________________? __________

B: We got married in 1999.

Auxiliaries are stressed in negative contractions and at the end of sentences. Listen to these examples. (B76)

Yes, I do.

I don't know.

Yes, I will.

We won't say.

Yes, I have.

I haven't done it.

Yes, I can.

I can't help.

Questions can be pronounced with the voice going up at the end or going down at the end. You can hear the difference in this conversation. Two people are fixing a place to meet. Listen to the way A pronounces his three questions (C67).

A: Where? (A's voice goes down at the end)

B: Here.

A: Where? (A's voice goes up at the end)

B: Here.

A: Here? (A's voice goes up at the end)

B: Yes, here.

A's first question is an ‘open' question. The answer could be any place; he has no idea. A's question 2 and 3 are ‘check' questions. He thinks that he knows the answer and he just wants to check. The voice usually goes down at the end of ‘open' questions and up at the end of ‘check' question.

Ex.14 Listen to the dialogue below, are the questions in it open or check? Draw a down or an up line. (C72)

A: What's your name?

B: Sonia.

A: And where were you born?

B: Surinam.

A: Is that in South America?

B: Yes, that's right.

A: And how long have you lived here?

B: Five years.

A: I see. Are you married?

B: No, I'm not.

A: And what do you do?

B: I'm a boxer.

A: You're a boxer?

Ex.15 Listen to the questions below. Draw a down or an up line to mark an open or a check question. (C74)

EXAMPLE

Are you a student?

1. Have you been to America?

2. What do you study?

3. What time is it?

4. Are you over eighteen?

5. Can you drive?

6. Where is he going?

7. Do you like it?

Ex.16 Look at the questions in bold below. Underline the word you think the speaker will emphasize. Then listen and check (C76).

EXAMPLE

a. So, your sister's a teacher? Where does she work?

b. Oh, so she doesn't work here? Where does she work?

1. a. So, you're married? Do you have any children?

b. I have two daughters. Do you have any children?

2. a. So, French is your second language? What's your first language?

b. My first language is Urdu. What's your first language?

3. a. So, you work Mondays to Saturdays? What do you do on Sundays?

b. So, your favourite day is Sunday? What do you do on Sundays?

4. a. I know how he did it, but… Why did he do it?

b. She was going to do it, so… Why did he do it?

5. a. My glasses aren't here, so… Where are my glasses?

b. Here are your glasses, but… Where are my glasses?

Letters and sounds

Consonants: [ j ], [ h ]

To make the sound [j]: Make a small gap at the top of mouth, move the tongue down to open the gap. Move the lower jaw down a little.

To make the sound [h]: Push the air out very quickly. Do not touch the top of your mouth with the back of your tongue.

Ex.1 Listen and repeat.

[ j ]

yolk yak yam Europe university

view music

NB!In American English, the [j] is dropped from words like new, student, tune, so for example newspaper [‘nju:speıpә] sound like noose paper [‘nu:speıpә].

[ h ]

hill heel hand horse house

heart hair

NB!Many speakers, mostly in Great Britain, do not pronounce the H, so hair [heә] sounds the same as air [eә].

Ex.2 Practise saying the tongue twisters.

Yes, your face is familiar.

I'm a year Daniel's senior.

He is hard of hearing.

Hilda is head over heels in love with him.

With my hand on my heart I hoped to look holy.

Ex.3 Add one of the sounds [h] or [j] to the start of the words to make other words, as in the example. Think of sounds, not spelling.

EXAMPLE air ___hair__

1. ear___________ 4. all ___________ 7. eat ____________

2. or ___________ 5. ill ___________ 8. eye ____________

3. eight _________ 6. art __________ 9. old ____________

Ex.4 Each sentence contains several examples of sounds [j] and [h]. Count these sounds in the following questions as in the example.

EXAMPLE Harry had the habit of helping hitch-hikers. (6)

1. We didn't use euros in Europe a few years ago.

2. Haley's horse hurried ahead.

3. A fusion of Cuban and European music.

4. Your uniform used to be yellow.

5. The hen hid behind the hen house.

6. The New York University students' union.

Ex.5 In these groups of words, three of the words begin with the same consonant sound and one of the words begin with the different sound. Underline the one with the different sound.

1. hour half home high

2. union used under university

3. when who where which

4. year euro uniform untie

5. how honest healthy happy

Vowels: Diphthongs [au], [ ı]

Ex.6 Listen and repeat.

[au]

house ground town cow mountain

mouse couch

[ ı]

boy oil toy coin point

boil Rolls Royce

Ex.7 Listen and repeat the words paying special attention to sounds [au], [ ı].

all - oil

ball - boil

corn - coin

tore - toy

car - cow

bar - bow

grass - grouse

Ex.8 Listen and repeat the phrases paying special attention to the sound [ ı].

- a loud voice

- a spoilt boy

- an awful noise

- a noisy toy

- an annoying voice

Practise in pairs.

EXAMPLE

A: That voice is very loud, isn't it?

B: Yes, that's a loud voice.

1. That boy is very spoilt.

2. That noise is really awful.

3. That toy is very noisy.

4. That boy is very noisy.

5. That voice is very annoying.

Ex.9 Listen and repeat the sentences paying special attention to the sound [au]. Match the sentences with the pictures.

1. Put it down. a) b) c)

2. Take it out.

3. Throw it out.

4. Turn it down.

5. Work it out. d) e)

Ex.10 Practise saying the tongue twisters.

Count Brown out.

How, how, brown owl!

Why d'you frown down

At the mouse on the ground?

What's the boiling point of oil?

Joy is at the boiling point!!!

Ex.11 Listen to the text. Find the words which have the sound [au] or [ ı] and write them in the correct part of the table.

Words with [au]	Words with [ ı]

Ex.12 Find a way from Start to Finish. You may pass a square only if the word in it has the sound [au]. You can move horizontally or vertically only.

Start

Finish

Pronouncing short words

Short words like articles (a, the), conjunctions (and, or) and prepositions (to, of) are usually unstressed. Listen to this chant. Every line has the stress pattern oOoO. They have this rhythm because the first and the third words are unstressed. These words are: some, and, a, of, for, the, to, or, as. (B80)

NB!In fast speech, the consonant sound after the vowel in short words may not be pronounced. In this case, and sounds like an (an apple and an orange and an onion), and of sounds like a (a bit of this and a bit of that).

Ex.13 In the sentences below both of the words in bold are possible and they sound similar in fast speech. Listen and underline the one you hear. (B83)

1. I had a salad as/and a main course.

2. Give her an/some eggs if she's hungry.

3. She went to look at/for the fruit.

4. She gave me a basket of/for bread.

5. Get some pasta and/or rice.

6. I like the/to cook.

7. She ordered a/the soup.

8. Have some/an orange juice.

9. He invited me at/for lunch.

10. He made this jar for/of jam himself.

Ex.14 Listen and fill the gaps. Then listen again, check and repeat. Make sure you keep the same rhythm: oOoO.

EXAMPLE

_a_ glass _of_ milk

1. ___ time ___ lunch

2. ___ egg ___ chips

3. ___ bag ___ nuts

4. ___ drink ___ eat

5. ___ cook ___ rice

6. ___ fast ___ that

7. ___ meal ___ two

8. ___ box ___ food

9. ___ fish ___ meat

Agreeing/disagreeing tones

When we agree with the other person, our voice often goes down at the end, we tell our opinion, showing confidence. Listen to this conversation, notice that the voices go down at the end of each line. (C87)

When we disagree, our voice often goes up at the end, so our opinion sounds unfinished and less strong. Listen to the rest of the conversation, notice how voices go up at the end of each line. (C88)

We can say the same sentence, but change the meaning by the way we say it. Listen to these two examples. Speaker 1 is telling his opinion clearly. Speaker 2 is leaving something unsaid. You feel he is going to continue with but… (C89)

1. I think there are good. (That's my opinion.)

2. I think they are good… (They are not too bad, but there's a reason why I don't like them.)

Ex.15 Listen to the following sentences. Are these the speaker's real opinions, or can you ‘hear' a ‘but'? Write a (.) or (, but…) after each line. (C91)

EXAMPLE I like tennis __, but…__

1. It's nice. _________

2. We're quite good. ________

3. Yes, it is. ___________

4. I don't know. _________

5. Yes. _______

6. He does. _______

7. She likes you. ______

8. They're friendly. _______

9. Not bad. ________

Ex.16 Complete each sentence with an ending from the box. Then decide if they are opinions or check questions and write (opinion) or (check) after each line. Then listen and check. (C93)

EXAMPLE You aren't hungry, ___are you?___ (check)

1. How's your headache? It isn't getting worse, _____________

2. Those flowers are lovely, ________________

3. You haven't seen my glasses anywhere, _____________

4. Torsen's a great player, ______________

5. I'm not sure. He was from Brazil, _____________

6. I can't quite remember. You need 40 pounds to win, ______________

7. Tennis is so boring, _______________

8. She isn't a very good swimmer, _______________

9. I'm not so sure. It starts at nine, ________________

10. It wasn't a very interesting game, _______________

Letters and sounds

Consonants: [ l ], [ r ]

To make the sound [l]: Touch the tooth ridge with the end of the tongue. Push the air along the sides of the tongue.

To make the sound [r]: Curve the end of the tongue back. Move the tongue to relaxed position, moving the lower jaw down a little.

Ex.1 Listen and repeat.

[ l ]

lip litre cold fly fall

bicycle needle

[ r ]

rain road rabbit ring train

carrot dress

NB!In South East English and many other accents, you only pronounce [r] if there is a vowel sound after it. For example, in far [fa:] and car [ka:], you do not hear it, but in far away [fa:rәweı] and car engine [ka:rendʒın], you pronounce it because it is followed by a vowel sound. In the American accent the [r] is pronounced.

Ex.2 Listen and repeat the words paying special attention to sounds [r] and [l].

long – wrong

light – right

load – road

fly – fry

glass – grass

Ex.3 Practise saying the tongue twisters.

It's Lola herself as large as life.

Lu's absolutely lovely.

Larry is pulling my leg.

Very true.

Rack your brains.

Rora arrived on the stroke of three.

Rod has brains and character.

Ex.4 Add the sound [l] or [r] to the beginning of the words and write the new ones. Think of sounds, not spelling.

EXAMPLE: ache ___lake___

1. eight ____________

2. owes ____________

3. air ______________

4. earn ____________

5. end _____________

6. eye _____________

7. egg _____________

8. each ____________

Ex.5 Underline the word in which the letter L or R is silent.

1. cold calm collect film

2. court correct curry diary

3. hurry hairy hungry hair

4. shoulder should sailor slow

5. follow fold folk file

6. artist arrow arrive around

Vowels: Diphthongs [ıә], [εә], [uә]

Ex.6 Listen and repeat.

[ıә]

beard ear deer clear Cheers!

Austria year

[εә]

pair square hairbrush where strairs

share fair

[uә]

poor moor cure Europe Urals

plural pure

Ex.7 Listen and repeat the words paying special attention to sounds [ıә], [εә].

ear – air (fan)

beer – bear

pier – pear

hear – hair

tear – tear

Cheers! – chairs

Ex.8 Practise saying the tongue twisters.

This periodical appears once a year.

Can you hear clearly from here?

Mary wears her hair long.

It's late to tear your hair.

Curiosity is incurable.

I'll surely speak more fluently after a tour to Europe.

Joining words

In speech words are not separated, they are joined together. Sometimes it is difficult to say where one word finishes and the next word begins. For example, pets enter sounds the same as pet centre because the consonant [s] could be at the end of the first word or at the start of the second one. Listen to the examples. The phrases on the left sound the same as the phrases on the right. (B85)

pets enter pet centre

stopped aching stop taking

ice-cream I scream

known aim no name

called Annie call Danny

clocks tops clock stops

missed a night Mr. Knight

Normally, we know for a context what a word is. For example, these two sentences sound the same, but we know the first one is wrong because it has no sense.

It snow good.

It's no good.

Ex.9 What two words do you get if you move the consonant from the end of one word to the beginning of the next or vice versa? Complete the table. Think of sounds, not spelling.

EXAMPLE cats eyes ó cat _size_

1. _____ able ó fell table

2. known you ó no ______

3. cooks ______ ó cook steak

4. seen you ó ______ new

5. faced _____ ó face told

6. an ocean ó a ________

7. stop _____ ó stopped earning

8. escaped error ó ______ terror

9. _______ cheer ó meant year

10. learn chess ó _______ ‘yes'

Ex.10 Think of a computer which people speak into and it writes what they say. This computer wrote the sentences below incorrectly. Correct the phrases that are wrong using the phrases in the box.

EXAMPLE It snow good; I can't fix it. ___'s no good___

1. Known uses good news, as they say. _______________

2. Have you phone jaw parents this week? _____________

3. I've never her July before. _______________

4. I think I fell train; let's go inside. ____________

5. These ship steak cars across the river. ____________

6. They join does for dinner. ______________

7. We stop choosing the typewriter when we got the computer. _________

Using high tones

We usually use high tones when we give an opinion about something with a very strong adjective (for example, excellent) to show our strong feeling. If we use weaker adjectives (like nice), our voice does not usually go high. Listen and compare the voices of the man and woman telling their friend about their holiday. (C95)

Liz: So, how was your trip?

Claire: Oh, it was nice.

Paul: What do you mean, nice? It was brilliant!

Liz: Good hotel?

Claire: Quite pleasant, yes.

Paul: Pleasant? It was excellent! Superb!

Liz: How about the food?

Claire: It was OK.

Paul: OK? It was absolutely delicious!

Liz: And the scenery?

Claire: Quite pretty.

Paul: It was amazing! Beautiful!

People often say a strong adjective with a flat voice to mean the opposite. For example, you could say ‘brilliant' with a flat voice after something bad happens. Listen and compare the pronunciation of this word in these two conversations. In the first one, the person really means it, in the second she doesn't. (C96)

1. A: We've won a holiday for two in Jamaica!

B: Brilliant!

2. A: Our flight has been cancelled!

B: Brilliant!

Ex.11 Listen to the following conversation. What do Sue and Jim think about the people they are speaking about? Write the names in the correct column. (C97)

Sue: Jeremy is going to stay at the same hotel as us.

Jim: Oh great!

Jim: Ann's invited us to the party.

Sue: Fantastic!

Jim: Kathleen's coming to stay with us for a few days.

Sue: That'll be fun!

Sue: Gail and Tim want to come on holiday with us.

Jim: That'll be nice!

Ex.12 The responses to the pairs of sentences aandbbelow are the same, but the speaker pronounces them differently. Draw lines to show if you think the voice will go high or be flat. Then listen and check. (C99)

EXAMPLE

a. – We had to stay in a five-star hotel. b. – We had to spend two days in the airport.

- How awful for you! - How awful for you!

1. a. – Forget the beach; it's raining again! b. - They say we don't have to pay; it's free!

- Brilliant! - Brilliant!

2. a. – I got an A in the exam! b. – I've crashed the car again!

- Well done! - Well done!

3. a. – I can count to three in German. b. - I learnt how to fly a plane while we were on

holiday.

- Amazing! - Amazing!

4. a. – We could pick fresh fruit off b. – We had a tiny bit of cheese on a dry, old

the trees in the garden. piece of bread.

- Delicious! - Delicious!

5. a. – Frank says he'll take us to the airport. b. – The car's broken down and there are no

taxis.

- Excellent! - Excellent!

JAZZ CHANTS

Banker's Wife's Blues

Where does John live? – He lives near the bank.

Where does he work? – He works at the bank.

When does he work? – He works all day and he works all night at

the bank, at the bank, at the great big bank.

Where does he study? – He studies at the bank.

Where does he sleep? – He sleeps at the bank.

Why does he spend all day,

all night, all day, all night

at the bank, at the bank? – Because he loves his bank more than his wife

and he loves his money more than his life.