PRONUNCIATION EXTRA

ADVANCED 4B Further contractions in speech (double

contractions shown in bold)
ANSWER KEY You may want to ask Ss to repeat the 1 could’ve started
linked words in isolation before you ask 2 wouldn’t’ve le
UNIT 1 them to shadow read the whole text. 3 should’ve listened
4 shouldn’t’ve paid
1.1 She’s really striking, I mean, you know you 5 couldn’t’ve done
have to stop and look twice. She’s so tall 6 ’d’ve been
1A for a start. And then there’s her hair. 7 wouldn’t’ve got
You may want to do the first item with It’s amazing, it sort of has a life of its 8 ’d’ve avoided
the class as an example if you feel they own. And her eyes are probably the one
need the extra support. thing you notice most of all. They’re
an incredible light blue, sort of the 2.2
1B colour of ice.
2A
In item 4 the stress is on a positive 5A 1 have second thoughts, perspective,
structure to show that the plan changed. He looks pretty ordinary, you know, and preconceptions, stereotypes
he won’t make any heads turn as he walks 2 convincing
1 unstressed (I’ve) 2 unstressed down the street. You don’t really notice 3 eye-opening, narrow-minded
3 stressed 4 stressed anything unusual unless you take a direct
5 unstressed (They’ve), stressed, stressed look straight into his eyes. That’s when you 2B
6 unstressed, unstressed (you’d) realise that one is the darkest chocolate The /ɪ/ sound can be both strong as seen
brown and the other is a soft light honey in Ex 2A or weak as seen here
2A colour.
1 have second thoughts, perspective,
Clarify that the stress on hasn’t
emphasises the speaker’s disbelief, the
5B /ə/ /ɪ/
stress on has confirms the information Again you may want Ss to repeat the preconceptions, stereotypes
speaker B gave previous to the extract, consonant clusters in isolation before /ə/ /ə/
the stress on are stresses the questioning shadow reading the whole text. 2 convincing
tone and the stress on the emphatic /ə/ /ɪ/
auxiliary did emphasises speaker B’s
3 eye-opening, narrow-minded
statement and is gently teasing
speaker A. UNIT 2 /ə//ɪ/ /ɪ/

hasn’t, has, are, did 2.1 3A

2B 1A As you’ll see there are more than five
examples of each, but Ss need only find
If you wish, divide the class in half down Make sure Ss understand that they five. It makes the task more achievable
the centre and have one half be A and should not use contractions when to give a lower number then, when they
the other B and then swap over. completing the sentences. compare in pairs, Ss may well find they
Could and should are not focused on in have different ones. You may want to
the Students’ Book, so Ss might need point this out to Ss and ask them to
find at least five examples. Alternatively
1.2 some extra support with these.
for stronger classes you could tell them
3A 1
2
had been, could have started
would not have le, had not been
exactly how many there are and see if
they can find them all.
1 ’d 2 ’d 3 would 4 would 5 ’ll
3 should have listened
6 will 7 will
4 should not have paid 3B
3B 5
6
could not have done
would have been, had just stayed
/ə/ sounds are in bold, /ɪ/ sounds are
underlined.
You may want to ask Ss to shadow read 7 had not followed, would not have got
It’s really difficult not to judge people on
the whole text in Ex 3A to highlight the 8 had just kept, would have avoided
first appearance. It’s an instinct we have.
differences in intonation.
1B We may change our minds as we get to
know those people a little bit better but
Locking himself in his room and ignoring Written contracted forms:
advice. that first impression will always stick in
1 I’d been our minds.
We know this because the auxiliary verb is 2 wouldn’t have le, hadn’t been
not contracted even though it could be. 3 – You may want to ask Ss to read the text
4 shouldn’t have paid with the speaker for further practice.
1.3 5 couldn’t have done
6 ’d have, ’d just stayed
4A 7 hadn’t followed, wouldn’t have got 2.3
8 ’d just kept, ’d have avoided
Point out that the final /s/ or /z/ sound 5A
is always pronounced, e.g. He never looks 1 what, you
towards the camera. 2 never, stage
/ˈlʊkstəwɔːdzðəˈkɑmrə/.

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 PRONUNCIATION EXTRA

5B 3.2 4B
1 What we plan to do is reduce stress for
Some Ss may struggle with the words 3A busy commuters.
defensiveness and incredulity, so you
may want to check they understand You may want to ask Ss to identify the 2 What we’re proposing to do is play
them (defensiveness is a feeling of words with more than one syllable before classical music in public places.
being attacked or criticised and wanting they mark the stress. 3 What we want to do is make our town
to defend yourself; incredulity is not centre a safer place for shoppers.
believing something) and ask them for circle, title, centenary, power, fortunately, 4 What we’re aiming to do is help tourists
situations where they, or others, might monthly, retired, rated, hero, stated enjoy their stay.
feel these emotions. 5 What we’re hoping to do is increase
3B local trade.
1 Speaker A shows slight anger and bicentenary, bimonthly 6 What we intend to do is create more
speaker B shows defensiveness. mini bar, miniskirt youth employment.
2 Speaker A shows amusement and outgrow, outsell
speaker B shows incredulity. semicircle, semi-retired 4C
subway, subtitle You may want to ask Ss to write two or
superpower, superhero
UNIT 3 unfortunately, unknown
three sentences about their plans and
intentions for the evening/weekend using
3.1 underrated, understated the sentence openers: What I plan/want/
aim/propose/hope to do is … . and then
1A 3C read them out to the class, or in groups.
Their classmates raise their hands or call
You might want to model the first words It may be difficult for Ss to hear the shi
out if they have similar plans.
together – first ask Ss to identify the at times. If they want, they can check the
vowel sounds, point out that the fact stress patterns in a dictionary.
that there are three sounds means that
the word must have three syllables, ask centenary, bicentenary monthly; UNIT 4
Ss to identify the two adjectives with bimonthly
three syllables and then to choose the (no, stress doesn’t shi) 4.1
correct answer. If you feel Ss need extra
help with the phonemic symbols, then go
bar, minibar; skirt, miniskirt
(yes, stress shis to the prefix) 1A
through all the vowel sounds with simple In a town | where nothing ever happens |
grow, outgrow; sell, outsell
examples e.g. /ɪ/ pin. the arrival of a mysterious stranger | is a
(no, stress doesn’t shi)
big event.
1 picturesque 2 magnificent 3 bustling circle, semicircle; retired, semi-retired,
Words not stressed: in, a, where, the, of, a,
4 ancient 5 run-down 6 deserted (stress shis on semicircle, not on
is, a
7 unspoilt 8 tranquil semi-retired)
They are prepositions, articles, pronouns,
way, subway; title, subtitle
2A (yes, stress shis to the prefix)
and the verb to be i.e. they are not main
‘content’ words.
Model the sounds with simple one power, superpower; hero, superhero
syllable examples of your or your Ss’ (yes, stress shis to the prefix) 2A
choice, e.g. /æ/ cat. Alternatively, you fortunately, unfortunately; known, unknown
could ask Ss to use a dictionary (print (no, stress doesn’t shi) Ss could read the trailers out to each
or online) to check their answers other in pairs before listening to the
rated, underrated; stated, understated recording. Encourage them to use
before they listen to the recording. If
they are struggling, let them listen to (no, stress doesn’t shi) exaggerated stress and intonation and
the recording in Ex 2B (track 3.3) and throw themselves into the part of the
voiceover actor.
then complete the exercise with the 3.3
phonemes. As an extension, you could set Ss the task
4A of finding another movie trailer online,
2B Students’ Book, Lesson 3.3 introduces
writing out the voiceover script and then
reading it out to the class in the next
When you check the answers, make sure phrases and expressions for making a lesson. This could form the basis of a
Ss have used the correct symbols and proposal. Some of these expressions student-led dictation.
have spelt the words correctly. are cle sentences. A cle sentence is a
structure which uses a short introductory In a world | where dreams come true |
1 /ʌ/ /ə/ /ɑː/ custard tarts clause to emphasise the subject of the Rachel Rose has a dream so big | it’ll blow
2 /ɪ/ /ə/ /ɪ/ fingerprints sentence. e.g. The thing that I like most your mind!
3 /uː/ /iː/ cool breeze is … He was in the wrong place | at the wrong
4 /æ/ /aɪ/ apple pie time | now there’s only one way out | but
5 /ɪ/ /ɪ/ /uː/ swimming pool Sentence 2 is more emphatic. What we
can he find it?
6 /iː/ /ɔː/ sea wall plan to do is reduce vandalism in the town
They live | in a world of fear | where
7 /uː/ /ɒ/ shoe shop centre.
freedom is dead | and violence is the law.
8 /uː/ /ʊ/ schoolbooks

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 PRONUNCIATION EXTRA
4.2 i The experience almost ruined their 5.2
friendship.
3A ii Her grandmother never completely 4A/B
recovered from the shock. 1 You can’t carry on like this, it’ll kill you!
You may want to ask Ss to suggest iii He confronted her with the sad truth of
words that contain the three sounds 2 Don’t make a decision until you’ve
the situation. thought it over.
and you may want to discuss if they iv Instead of giving up, it inspired her to
have particular problems with any of the 3 We’ve narrowed it down to three
try even harder. possibilities.
sounds, for example, Spanish speakers
v I’d probably say it was the most
oen have problems with both the /z/ 4 They were hanging around on the
and the /ʃ/ sound as they don’t use them
important decision of my life. corner of the street.
in their L1. vi It always starts off well, but usually 5 Remember to slow down before you
ends up a disaster! turn the corner.
Consider challenging stronger Ss by
asking them to explain how the sounds 6 She immediately brightened up when
are different from each other. (/s/ is UNIT 5 she heard the news.
unvoiced, /z/ is voiced, /ʃ/ is unvoiced
and the tongue is higher in the mouth.) 5.1 5A
3B 1A To help Ss with this activity, you might
want to ask them to clap the rhythms
Draw attention to the definition in before doing the matching, and to count
You may want Ss to read out the sentence
the Pronunciation tip box and the the syllables, both in the patterns and in
themselves and decide on the sounds
underlining and crossed out letters in the phrases. This will help them narrow
before they listen to the recording to
the text. It might be worth pointing out down their choices.
check their answers. You could also ask
to Ss that we don’t expect them to speak
them to write the phonemic symbols
under the corresponding letters.
like this, but it’s useful to be aware of this
phenomenon in order to be able to follow
5B
and understand fluent speakers. 1 c) 2 a) 3 b) 4 e) 5 g) 6 f) 7 h)
/z/ /s/ /s/ /ʃ/  /s//s/ 8 d)
An amazing story of social injustice. Notice in the case of ‘smoke coming’ we
have elision of the /k/ sound which Ss
/s/ appears four times, and /z/ and /ʃ/
appear once each.
have not seen before. 5.3

4A 2A 6A
1 two (/z/ /s/) 2 two (/s/ /ʃ/) You may want to remind Ss that /t/ or You might want to ask Ss to try saying the
3 three (/s/ /ʃ/ /z/) 4 one (/s/) /d/ are dropped when they are followed first sentence in both an assertive and a
5 two (/s/ /z/) 6 two (/ʃ/ /z/) by a consonant sound in the following hesitant tone before they complete the
7 three (/s/ /ʃ/ /z/) 8 two (/z/ /ʃ/) word. activity.
9 two (/z/ /s/) 10 two (/s/ /z/) Ss may not be familiar with the words
1H 2A 3A 4H 5H 6A 7A
5B steadfastly (strongly without moving,
without changing your mind) and
8H
1 eyes /z/ 2 niece /s/ 3 shower /ʃ/
4 sink /s/ 5 sew /s/ 6 shine /ʃ/
relented (to soen and change your
mind).
6B
7 buzz /z/ 8 sip /s/ 9 shock /ʃ/ If necessary, explain that staccato means
10 rise /z/ Our kids had been asking for a dog for ‘short, separate sounds’.
about a year and we had been steadfastly
5C refusing, so when we finally relented, we
Although being assertive can be a
positive quality, in this particular case
decided to keep it a secret. I went to pick on the recording it has been pushed to
This is a traditional tongue twister taught
up the pup on my own and asked the kids an extreme to help Ss get a feeling for it.
to children learning English as their first
and their dad to meet me in the park. They might not want to go quite so far
language. You can reassure Ss that they
When they saw me with the dog, they in real life as it could be interpreted as
have problems with it, too! If Ss enjoy
tongue twisters, encourage them to do an asked me whose she was. When I said, rudeness!
internet search for more examples to test she’s yours, their mouths literally fell open
each other with in the next lesson. with surprise. They had had no idea. We 1A 2H 3H 4A 5H 6A
were very proud not to have let the cat (or
should that be ‘dog’?!) out of the bag!
4.3 UNIT 6
3B 6.1
6A 1 We should never have promised them a

You may want to ask Ss to decide how

dog.
2 We’d better not tell her we know her
1A
they would pronounce the sentences 1 e) 2 d) 3 b) 4 a) 5 c) 6 f)
secret.
before they listen to them in the 3 I think we ought to tell her.
recording. 4 You really needn’t have said anything.
5 You’re not supposed to lie to your kids.
6 In the end we had to tell them.

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 PRONUNCIATION EXTRA

2A 1 A lot of fashion trends kick off in

Manhattan.
2C
1 They’ll have been married for ten years. 2 Sometimes all it takes is one person to You may want to check spelling too at
2 She’s going to have to make a decision. set a new trend. this point.
3 He’s going to want to go with her. 3 An unknown book can suddenly be a
4 He’ll have been thinking about selling As an extension, ask Ss to think of at least
bestseller overnight. another five examples of nouns that end
their flat. 4 A viral video will suddenly get ten in -ation and to repeat Exs 2B and 2C with
5 They’re going to have to give up their million hits. their nouns.
comfortable lifestyle. 5 Just one pair of shoes on the right feet
6 I wonder if their marriage is going to can make all the difference. 1 accommodate – accommodation
survive! 6 It might not look that great on you or 2 adapt – adaptation
2C on me, but on the right person it can
be a hit!
3 cancel – cancellation
4 decorate – decorations
As an extension you could ask Ss to write 5 frustrate – frustration
five sentences about the people’s future 6 fascinate – fascination
and the changes they’ll be facing. Then
UNIT 7 7 imagine – imagination
ask them to read out their sentences 7.1 8 nominate – nomination
paying particular attention to the There is no stress shi on frustrate –
pronunciation of the contractions. 1A frustration.
group 1:
legal – legalise
6.2 modern – modernise
7.2
3A central – centralise 3A
group 2: 1 /aɪ/ eye 2 /ɪ/ it 3 /iː/ eat
Note that Ex 3A–5B should be done in embarrass – embarrassment 4 /ɜː/ her
one block as they develop one common enjoy – enjoyment
theme. harass – harassment 3C
group 3: 1 /aɪ/ time, mind, unwind, wild, alive,
3B motivate – motivation lion, childhood, excited, lifestyle,
/dʒ/ educate, gradual, individual, hesitate – hesitation survival, environment, qualified,
legends, Nigerian, procedure, renovate – renovation hiking, dining
strange, surge group 4: 2 /ɪ/ switch, shi, live, piano,
/tʃ/ actually, century, culture, feature, lonely – loneliness alternative, interested, physical,
fortunately, lecture, Portuguese, unhappy – unhappiness qualified, hiking, fishing, dining,
punctuation, structure tired – tiredness ingredients
3 /iː/ technique
4A 1B 4 /ɜː/ first, third, bird
1 /tʃ/ 2 /dʒ/ Group 3 Qualified, hiking and dining have two
different ‘i’ sounds.
5A 2A
When the word preceding you ends in a ‘d’, 1 accommodation 2 adaptation 4A
the ‘d’ + ‘y’ combination is pronounced 3 cancellation 4 decorations
/dʒ/. When the word preceding you 5 frustration 6 fascination
Explain to Ss that heteronyms are words
ends in a ‘t’, the ‘t’ + ‘y’ combination is that are spelt the same but pronounced
7 imagination 8 nomination
pronounced /tʃ/. differently and have different meanings.
Audio script
5B 1 It’s really difficult to find 4B
accommodation in the summer.
As an extension, Ss can ask and answer 2 The film is an adaptation of a famous You may want to check that Ss are clear
questions beginning with Did you and novel. on the meaning of wind down, lead
Would you. 3 We weren’t told about the cancellation (noun) and minute (adjective) aer they
until we got to the airport. complete the exercise.
4 They had spent a lot of time and
6.3 money on the decorations. 1 a) /red/ b) /riːd/
5 The disappearance caused a lot of 2 a) /wɪnd/ b) /waɪnd/
6A trouble and frustration. 3 a) /lɪvz/ b) /laɪvz/
6 He listened to the story with 4 a) /liːd/ b) /led/
If you feel Ss need extra support, ask 5 a) /maɪˈnju:t/ b) /ˈmɪnɪt/
them to read the sentences and circle all fascination.
the words that end in ‘n’. Tell them that 7 Their plan showed a great deal of
they should also include words ending imagination.
in ‘ne’, e.g. one. Check as a class and then 8 He was incredibly pleased with his
tell students to look at the words that nomination.
come aer the ‘n’s they have circled and
identify which ones start with /p/, /b/ or
/m/. They can then listen and focus on
how the sounds combine.

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7.3 5A 6A
Raving
5B Ss could do mutual dictations in pairs at
It was absolutely /j/ incredible.
this point.
1 Oh come on, you must be joking. It’s really the best media /r/ event.
2 That’s absolutely right. I was one of the lucky ones.
1 a) Yes. b) Yes?
3 Well, I agree with you up to a point.
2 a) That’s all? b) That’s all. I couldn’t believe my luck when I saw /r/ it.
4 Oh, that’s ridiculous! It’s an all-time great.
3 a) We’ll do it tomorrow.
5 Right. I know what you mean.
b) We’ll do it tomorrow? Ranting
6 Where’s the logic in that?
4 a) Nothing else. b) Nothing else? If there’s one thing I can’t stand, it’s lies.
7 You can’t really think that.
5 a) No more? b) No more. It drives me /j/ up the wall.
8 I couldn’t agree more.
It was absolutely /j/ awful .
9 Absolutely! I’m with you one hundred
It was a total waste of money.
percent on that. UNIT 9 It’s not my cup of tea /j/ at all.
10 How can you say that?
a) impatient 1, 4, 6, 7, 10 9.1
UNIT 10
b) enthusiastic 2, 8, 9
c) tentative 3, 5 1A
10.1
You may want to check that Ss know the
UNIT 8 following items: wrestler, solemn, knuckle
and gnome before they complete this
1B
8.1 exercise. In item 3, the to in to escape is not
pronounced with a schwa because of
1A 1B the two adjacent vowel sounds. It is
pronounced: /tuːwɪskeɪp/
1 b) 2 c) 3 a) 4 e) 5 d) 1w 2n 3b 4p 5d 6k 7t 8l
9g In item 5, the to before before is ‘an
1B exception to the rule’. It is also not
1 Initially we weren’t going to stay 1C pronounced with a schwa as this would
sound strange to a native speaker.
overnight, Ideas for extra words: ‘w’ (sword, wrong),
2 They were supposed to be arriving at ‘n’ (condemn, hymn), ‘b’ (lamb, doubt), You may want to ask Ss to discuss which
7.30 ‘p’ (psychiatrist, pseudo), ‘d’ (bridge, edge), saying they like most and least and why.
3 The mayor was to have opened the new ‘k’ (knight, knee), ‘t’ (whistle, fasten),
park, 1 Travel is the only thing you buy that
‘l’ (walk, would), ‘g’ (design, foreign)
4 I was meant to meet her at eight makes you richer.
5 We were going to stay a second week, 2A 2 The journey of a thousand miles begins
with a single step.
the letter ‘e’: every, evening, different, 3 We travel not to escape life, but for life
8.2 several, interesting, vegetable, literature, not to escape us.
temperature, jewellery 4 The world is a book and those who do
2A not travel read only one page.
1 /w/ 2 /j/ /w/ 3 /w/ /w/ 4 /r/ 9.2 5 I love the feeling of being anonymous
5 /j/ /j/ in a city I’ve never been to before.
3A 6 It’s better to see something once than
2B If you have a strong class, they could do
to hear about it a thousand times.
Ss can ask and answer the questions in
pairs.
the exercise without listening. 2A
consequence partnership excitement
3B adventure remarkably horizon
3B 1 sometimes 2 woods unbreakable continent civilisation
1 tomato /w/ on 2 Pasta /r/ and 3 podcast, oen, not 4 choice experience explorer legendary
3 spaghetti /j/ and 4 potato /w/ in 5 for, inspiration, to 6 shoes 7 sound
5 Pizza /r/ in 6 salami /j/ in 8 or, more 9 go 2B
8.3 4B Ask Ss to write three sentences about
travel using at least one word from the
mother /ʌ/, bother /ɒ/, bone /əʊ/, box in each. Then ask them to look at the
4A cloud /aʊ/, spoon /uː/, joy /oɪ/, cook /ʊ/,
actor /ə/, door /ɔː/
stress patterns and the schwas and read
1 a) down b) up them out as a dictation to a partner or
2 a) up b) down group.
3 a) down b) up 9.3 consequence partnership excitement
4 a) up b) down
5 a) up b) down 5 adventure remarkably horizon
unbreakable continent civilisation
1 linking: c) I’m in a
4B 2 elision: b) mustn’t say
experience explorer legendary
a) wh- questions 3 intrusion: a) no /w/ idea /r/ of
b) yes/no questions

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10.2
3A
1 much, much better
2 nowhere near as terrifying
3 marginally less stressed
4 every bit as good
5 significantly better prepared
6 loads more difficult
7 nothing like as nervous
8 way, way more excited

3C
Ask Ss to choose three sentences and
think of experiences to match. Then ask
them to talk about their experiences in
pairs.

1 much, much better

2 nowhere near as terrifying
3 marginally less stressed
4 every bit as good
5 significantly better prepared
6 loads more difficult
7 nothing like as nervous
8 way, way more excited

10.3
4A
1S 2S 3R 4S 5R 6S 7S 8R

4B
c) polite but firm

5A
a) That would be completely impossible.
b) That’s going to cause problems.
c) That’s totally unacceptable.
d) We can’t possibly accept that offer.
e) We just can’t do that!

5B
a) 2 b) 8 c) 3 d) 5 e) 1
The wording is shorter and more direct.
The tone is more emphatic with a strong
falling tone.
Note: It would only be acceptable to use
this tone in certain circumstances and
would be considered inappropriate in
many situations. Therefore, suggest Ss
avoid using such wording and emphatic
tone as they could be seen as being very
aggressive.

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