Match the word and its pronunciation

Match the word and its pronanciatio

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• Я люблю своего друга
• Любимый муж
• какая будет зарплата
• Curabitur
• есть ли столица австралии камберра?
• вероятность погибнуть на самолете Один к
• Супермаркет находится напротив автобусно
• Моя семья живет в новом современном кирп
• Два раза в неделю
• The wicked witch was so ugly she scared
• Read and draw
• draw your family and complete
• The wicked witch was so ugly she scared
• Read and draw
• Felix, qui potuit rerum cognoscere causa
• Using their turbocharger expertise, Gene
• Now make sentences
• draw your family and complete
• ще залишилися
• пена
• Кадастровое деление территории Республик
• Ну что сказать обычный человек со своими
• Do you usually train with a coach ?
• Where did the woman cook?-Food

Clicking on ‘UK -4),’ gives the British English pronunciation, and on ‘US «‘1» gives the American English pronunciation. If your computer has a microphone, you can also practise your pronunciation by clicking on the microphone IP icon.

Pronunciation dictionaries

Pronunciation dictionaries usually include more words than general dictionaries and so can be particularly useful for finding out how to pronounce place names, family names, brand names and technical terms. They also give more information about variation in pronunciation. For example, compare the information about the pronunciation of ‘kimono’ from CALD given in B

with this entry from the Cambridge English Pronouncing Dictionary, 17th edition (CEPD).

Both CALD and CEPD give British and American English pronunciations. CEPD shows also that in American English the last vowel is usually

pronounced 1;)1 but can also be pronounced lou/. It also

shows that the plural ‘-s’ is pronounced Izl.

Section A Getting started

Exercises

Underline the syllable in these words and compounds which you think has main stress. Check your answers in a dictionary. (For more practice, see exercise 1O.1.)

Which of these are you not sure how to pronounce? Use the pronunciation given in your dictionary to try to work out how to say them. You can hear the words pronounced on the recording.

3.3For this exercise you need to use a dictionary CD-ROM, such as the one that comes with CAW. Write

down a list of sounds you find difficult to pronounce, and then use the dictionary CD-ROM to find words with this sound and practise them. Here is an example of what you might do.

If you have problems pronouncing the consonant cluster Isk/,first think about how it might be spelt. The most common way is ‘sc: In the ‘Search’ box type ‘sc*’. This will give you all the words beginning with this letter combination, as you can see here. Then listen, repeat, and, if you have a microphone, record yourself. Then do the same with ‘*sc*’, which will give you all the words with this letter combination within the word. (Note that ‘sc*’ and ‘*sc*’ are not always pronounced Isk/.)

Find ing out about pronunciation (2): online resources

http://www.bl.uk/collections/sound-archive/accents.html

1,………..»».J ,

1::'<‘@ A number of sites allow you to listen to samples of particular styles of speech. For example:

at http://www.historyplace.com/speeches/ you can hear some famous political speeches;

at http://www. lsa . umich.edu/eli/micase/audio/ you can hear speech in a variety of academic contexts (lectures, seminars, meetings, student presentations, etc.) from the Michigan Corpus of Academic Spoken English (MICASE).

Some online dictionaries show the pronunciation of words using the International Phonetic Alphabet (IPA) or some other system. These include the Cambridge Advanced Learner’s Dictionary and the Cambridge Dictionary ofAmerican English at http://dictionary.cambridge.orgl

The Miriam-Webster Online Dictionary also allows you to hear words pronounced in North American English, at http://www.m-w.coml.

If you have a specialist area of interest or study, you may be able to find websites to help you pronounce terminology. For example:

http://www.saltspring.comlcapewest/pron. htm gives rules on how to pronounce Biological Latin, including taxonomic names of plants and animals;

http://www.dinosauria.comldmllnames/aeto.htm has sound files with the pronunciation of the names of dinosaurs;

http://www.genome.gov/page.cfm?pageID=10002096 is a ‘talking glossary’ of terms from the field of Genetics. Terms are explained and you will also hear how they are pronounced.

Finally, if you have read J. K. Rowling’s Harry Potter books and are unsure how to pronounce names and the made-up words you find, you can hear how to pronounce them (in North American English) at http://www.scholastic.comlharrypotter/reference/.

Section A Getting started

Exercises

These exercises depend on you having internet access. It may be that you have to download free software to listen to some of the material.

4. 1 Visit the websites of two English-language internet radio stations from different countries. You could take two of the four given in A or look for others. (The website h ttp://www.pe n gu i n radio.com/can help you find them.) Find one recent news story that you are familiar with that is reported on both stations and listen carefully to the broadcast on the first radio station. Write down a few of the key words you hear. Now listen in detail to the story on the second radio station and notice whether these key words are pronounced in the same or a different way. What differences do you notice?

4.2 Go to h ttp://www.bbc. co.u k/voi ces/. Follow links to ‘Voices Recordings’. Here you can listen to voices from many parts of the UK. Choose one of the recordings by clicking on a dot on the map, and then do the following :

SSome clips have a section on ‘More about the speech in this clip’. Read this, focusing in particular on information about pronunciation. Some dialect words, which you may not find

in the dictionary, are explained here.

6 Do the same with any other ‘More clips from this interview’.

7Go back and listen to the ‘Voice clip(s)’. These don’t have transcripts. How much of them do you understand? Do you notice features of pronunciation you observed and read about

earlier?

8 Do the same with accents from other parts of the UK by clicking on other dots on the map.

4.3 Go to h ttp://di ctionary.cambrid ge.org/ and look up the following words in the Cambridge Advanced Learner’s Dictionary:

Is the usual British and American pronunciation the same or different for each? Try to work out from the phonemic symbols how each is pronounced. (See Section El for advice, if necessary.) If you want to hear how these words are pronounced in North American English, go to h ttp://www.m-w.com/.

Notice that where more than one pronunciation is given, the most common one comes first.

4.4Go to h ttp://www. genome.gov/page.cfm?pageID=l0002096 and look up the following words:

centromere monosomy nucleotide

Listen to the explanations and find out how they are pronounced. Say the words after the recording.

Follow up: Use your search engine (such as Goog/e) to try to find one other website that gives information about the pronunciation of terms in a specialist area. Use the search words ‘pronunciation guide [specialist area]’.

Pronunciation in slow and fast speech (1 )

In Units 5 and 6 we will introduce some of the changes in pronunciation that take place in fast speech when compared with slow, careful speech. These include linking sounds, leaving out sounds and changing sounds. These changes are looked at in more detail in Units 26 to 3 1 .

4Speechisbrokenup into units. often with a pause between them. Within these speech units,words are 7 linked together smoothly. (For more on speech units, see Unit 32.) In fastspeech in particular, these units may be quite long and the words spoken quickly. Compare the units (marked with 1I below] inthese

examples ofslow and fast speech:

Slow speech: A nurse is explaining how to make a sling:

1/ this goes under the arml/ and then over the shoulderl/ all the timel/ make sure you support the arml/ talk to the patientl/ and find out what positionl/ is most comfortable for theml/

Fast speech: Three friends are in a Chinese restaurant:

A: 1/ is anyone having a starter or notl/ or are we going straight to the main cou rsel/

B:1/ I’m going to go straight to the main coursel/

C:1/ yeahl/

B: 1/ but I might have an extra portion of somethingl/ you never know//

A:1/ do they do nice sweets herel/

C:1/ I think it’s just Iycheesl/

A:1/ what’s Iycheesl/

B:1/ they’re the funny little white onesl/ aren’t theyl/

C:1/ that’s rightl/ I’m not terribly keen on theml/

listen again to some ofthe long units from the restaurant conversation. Notice how the words are run together:

;7’Because words within units are run together, it can sometimes be difficult to understand them. However, one or more word in each unit is emphasised and may be said more clearly than others (see also Units 33

and 34). It is important to focus on these, as they usually carry the most important information in the

unit. listen to these speech units from the restaurant conversation and notice how the words with syllables in large capital letters are emphasised:

I/I’m going to go STRAIGHT to the MAIN coursel/ 1/ I think it’s just lyCHEESI/

1/ they’re the FUNny little WHITE onesl/ 1/ that’s RIGHTI/

Section A Getting started

Exercises

In which three of these situations is slow speech more likely?

6Members of a family are having dinner and talking about what they have been doing during the day.

Here are some long speech units taken from fast speech. Listen to each just once and try to write down what you hear.

EXAMPLE What ..gr. ..!.jQ?l..dQl q.’±Qru:Qr:r.Q!!ig.QQ?l±....hg!£.p’g$.:t. twelve?

If you had difficulties, listen again as many times as you need, and then check your answers in the Key.

First, listen to an extract from a business meeting. Then repeat six single speech units taken from the discussion. If possible, repeat them without looking at the units written out below. Try to run the words in the unit smoothly together.

1 II so why did you go for Jensensll

2 II and we’ve done business with them beforell

3 II and they’ve still got a pretty good reputation/I 4 II that the product isn’t up to scratch/I

S II they’ve been pretty poor/I

6 II shall I contact the lawyers about it/I

Listen to these speech units taken from the same conversation. Underline the one word, or sometimes two words, that are emphasised in these units.

EXAMPLE II to the machinesll

4 II we ought to be looking for a different supplier/I S II we’ll leave that to you/I

Now check your answers in the Key and then say the speech units aloud. Try to run the words in the unit smoothly together and emphasise the underlined words.

Follow up: Record yourself reading all parts of the business meeting extract used in exercises 5.3 and 5.4 (or act it out in a group of three). Try to divide it into speech units as in the recording, making sure you run the words in the units smoothly together. In the Key you will find the extract with the speech units marked.

It occurred to me that Terry hadn’t been in touch for ages, so I thought I ought to phone him. Well, just then there was a ring on the front door and there he was.

Ihlis missed out ItI is missed out ItI is missed out Ihl is missed out

Formore details, see Units8, 9, 29 and 30.

A’As well as sounds, syllables orwhole wordsthatwe would expect to hear in slow speech may be reduced

/ormissed out in fast speech. listen and notice howthe highlighted parts are reduced or missed out in thisconversation:

4Soundsin words may also change in fast speech compared with howthey are said in slow speech orhow

7 they are represented indictionaries. listenand notice how the sound/t/changes in the highlighted parts ofthis conversation:

1nl is missed out and ItI is said like Ipl before Iml

Formore details, see Units 26 and 29.

It is not essential to make these changes in your own speech in order to be understood, although they can help your speech sound more natural and fluent.

Section A Getting started

Exercises

Listen to these sentences as many times as you need. First you will hear them said slowly and carefully and then at a more normal speed for conversation. Indicate the differences you hear in the ‘conversation’ versions.

Listen to these conversations as many times as you need and fill in the spaces. How is the pronunciation of each missing word different from its slow form?

doesn’t ‘n’ is said like ‘rn‘

B:….. SIX.

Follow up: Record yourself saying the sentences in exercise 6.1. First say them slowly and carefully, and then at normal speed. Then compare what you said with what you heard in the recording.

play, grow, splash

Consonant clusters at the beginning of words

A2fc Combinations of consonant sounds (consonant clusters) can be difficult to pronounce for some learners. English words can start with a vowel, or one, two or three consonant sounds. Compare:

Here are the possible two-consonant clusters at the start of English words:

In addition, the following two-consonant clusters are possible with Is/:

sky

All Here are the possible three-consonant clusters at the start of English words:

In order to be understood clearly you should —

•avoid changing a consonant in a cluster to a different consonant.

For example: saying ‘present’ for ‘pleasant’ or saying ‘queue’ for ‘crew’

•avoid leaving out one of the consonant sounds.

For example: saying ‘poblem’ for ‘problem’ or saying ‘foo’ for ‘few’

•avoid adding an extra vowel between consonants.

For example: saying ‘tewin’ for ‘twin’ or saying ‘faree’ for ‘free’

•avoid adding an extra vowel at the beginning of the word.

For example: saying ‘estop’ for ‘stop’ or saying ‘escream’ for ‘scream’

You can find more practice of consonant clusters at the beginning of words in Section E2.

Section B Pronunciation of words and phrases

Exercises

You will hear some words. After each word, press ‘pause’ and underline the correct definition. When you press ‘play’ again you will hear the correct answer.

Listen and underline the sentence you hear.

EXAMPLE The band isn’t very popular. I The brand isn’t very popular.

Now check your answers in the Key. Then listen again and repeat the sentences.

Try building words by adding consonant sounds. Start with a vowel sound, and then add one consonant sound at a time before or after the vowel, in any order, to build new words.

(Note: (i) a consonant sound may consist of more than one letter; (iil don’t add any new vowel sounds.) Then say aloud the words you have written. For example:

lel/: ache lake flake flakes (2 consonants before the vowel and 2 after) lall: rye rife rifle trifle trifles (2 before and 3 after)

li:/: sea seem scheme scream screamed (3 before and 2 after)

Now try with other vowels. You might find it helpful to use a dictionary. (Note: There is a list of vowels on page 1 92.)

Follow up: Are there any consonant clusters at the beginning of words that you have special problems with? Collect a list of words that start with these, record yourself saying them, and listen. Repeat this often.

See Unit 3, exercise 3 for an idea on how to collect words starting with a particular consonant cluster.

The Universal Dictionary

• It is intended for a full-text search and it significantly expands the possibilities of working with lexical items from the Russian glossary of LingvoUniversal. Contains usage examples, synonyms, and antonyms.

[mæʧ] брит. / амер.

1. сущ.

   1. спичка

   2. воен. запальный фитиль

2. 1. сущ.

      1. равный по силам противник, достойный соперник

      2. вещь или предмет, подходящие к другой или составляющие с ней пару

      3. пара (предметов, людей)

      4. 1. партия; пара (при женитьбе)

         2. брак; бракосочетание

      5. сочетание

      6. матч, соревнование, состязание

      7. уст.

         1. сговор

         2. пари

   2. гл.

      1. (match against / with)

         1. состязаться на равных с (кем-л.); быть достойным соперником, противником (кому-л.); мериться (силами) (с кем-л.)

         2. противопоставлять (кому-л. / чему-л.)

      2. уст.

         1. (match with) женить на (ком-л.); выдавать замуж за (кого-л.)

         2. жениться

      3. 1. подбирать (под пару, под стать; по цвету, форме)

         2. подходить, соответствовать (под пару; по цвету, форме)

      4. 1. приводить в соответствие, согласовывать

         2. тех. выравнивать; подгонять, пригонять

      5. 1. играть в орлянку

         2. подбрасывать в воздух монету для принятия решения, разрешения спора

reshalka.com

Перевод задания
а) Прослушайте и прочтите транскрипции.

[weə] [ʧek] [əˈrest] [hɪz] [ɪts] [əˈdres] [wɔ:] [nəʊ] [tu:] [raɪt] [hɪə] [pi:s] [ðeə]

b) Сопоставьте слова или фразы с одинаковым произношением в двух таблицах.
Пример: [ˈweðə] − ли − погода

кто, это, мясо, арестовать, море, адрес, их, нет, мир, правильный, война, погода, два, проверить, слышать, вслух, новый, один

здесь, к, выиграл, знать, носил, ли, чей, позволил, знал, его, отдых, кусок, писать, там, платье, встретить, чек, смотреть

ОТВЕТ

b)

[weə] − where − wear (этих слов нет в рамках, а транскрипция есть)

[ʧek] − check − cheque

[əˈrest] − arrest − a rest

[hɪz] − he’s − his (этих слов нет в рамках, а транскрипция есть)

[ɪts] − it’s − its

[əˈdres] − address − a dress

[wɔ:] − war − wore

[nəʊ] − no − know

[tu:] − two − to

[raɪt] − right − write

[hɪə] − hear − here

[pi:s] − peace − piece

[ðeə] − their − there

[əˈlaʊd] − aloud − allowed (этой транскрипции нет в задании, а слова есть)

[huːz] − who’s − whose (этой транскрипции нет в задании, а слова есть)

[njuː] − new − knew (этой транскрипции нет в задании, а слова есть)

[miːt] − meat − meet (этой транскрипции нет в задании, а слова есть)

[si:] − sea − see (этой транскрипции нет в задании, а слова есть)

[wʌn] − one − won (этой транскрипции нет в задании, а слова есть)

Перевод ответа

b)

[weə] − где − носить (этих слов нет в рамках, а транскрипция есть)

[ʧek] − проверить,чек − проверить, чек

[əˈrest] − арестовать − отдых

[hɪz] − он − его (этих слов нет в рамках, а транскрипция есть)

[ɪts] − это − его (неодуш.)

[əˈdres] − адрес − платье

[wɔ:] − война − носил

[nəʊ] − нет − знаю

[tu:] − два − к

[raɪt] − правильный − писать

[hɪə] − слышать − здесь

[pi:s] − мир − кусок

[ðeə] − их − там

[əˈlaʊd] − вслух − разрешено (этой транскрипции нет в задании, а слова есть)

[huːz] − кто − чей (этой транскрипции нет в задании, а слова есть)

[njuː] − новый − знал (этой транскрипции нет в задании, а слова есть)

[miːt] − мясо − встречать (этой транскрипции нет в задании, а слова есть)

[si:] − море − видеть (этой транскрипции нет в задании, а слова есть)

[wʌn] − один − выиграл (этой транскрипции нет в задании, а слова есть)