Consonant sounds /t/, / d /, /t/, /d/, /s/, /z/.

º 1. Listen and make sure you can hear the difference between these three words:

/0/ /t/ /s/

thank tank sank

Listen and circle the word you hear twice.

a thigh tie sigh

b thick tick sick

c theme team seem

d path part pass

e tenth tent tense

f fourth fought force

Practise saying the words, making sure that the difference between them is clear.

2. Listen to the first word on each of the cards below. Make sure that you can hear the difference the sounds /D/, /d/, and /z/

º Listen and cross out the words you hear. You will hear each word twice.

Which card had the first row of crosses? Which was the last to have all the words crossed out?

3. º Read the dialogue. When you think the letters th are pronounced /D/, underline them like this __ When you think the letters th are pronounced /T/, underline them like this _ _ _ _.

A How are Judith and Timothy Thorpe's triplets?

B Those three? Well... both Heather and Cathy are very healthy, but I think they're having rather a lot of trouble with Matthew.

A With Matthew? What's the matter with Matthew?

B Teething troubles, I think, and then he won't eat anything.

A Teething troubles? But how old are the triplets now?

B I think they're about thirteen months.

A Thirteen months? Oh, I thought they were a lot younger than that.

B No, they must be thirteen months because it was their first birthday at the end of last month - on the thirtieth... or was it the thirty-first?

A Oh dear, and I didn't send them anything, not even a birthday card... I wonder what Judith and Timothy thought?

B Don't distress yourself, dear, they didn't say anything to me...

CONSONANT CLUSTERS PRACTICE [sp] [st] [sk]

A Ladies and gentlemen...

B Sp eak up, St anley!

A I st and before you...

B Sp eak up, St anly!

A On this Sch ool Sp eech Day...

B Do sp eak up!

A ON THIS SCH OOL SP EECH DAY...

B St op shouting, St anly!

A And I sp eak for both my wife and myself, when I say...

B Sp eak up, St anly!

A SPEAK UP, ST ANLY!

º 1.1. Listen to this continuation of the conversation between Lisa and Tony which you heard in Units 3 and 4.

a) Can you hear any tones which sound more like a rise (), rather than a fall- rise ().

b) If so, who uses them?

1.2 Listen again to the same part of the conversation.

a) In the transcript below the tones are not marked. Try to identify the tones

as or.

Lisa: // But TO ny // surely you REALi sed // everybody would he wearing SUITS //

a job like THAT // SUCH a good SAL ary // with SO much responsi BIL ity //

you OUGHT to have known BETT er than to wear jeans //

Tony: // Don't re MIND me // I KNOW it was STU pid //

Lisa: // Well WHAT was the PROB lem // I KNOW // you've GOT a suit //

Tony: // Oh, YES // I've GOT one // it was at the CLEAN er's //

Lisa: // It was WHERE //

Tony: // At the CLEAN er's// it still IS //

b) If possible compare your transcript with a partner's

c) Try to describe the effect of the tone.

In the parts of the conversation you heard in Units 3 and 4 Lisa and Tony talk to each other as equals. They are friends just exchanging information.

In the part of the conversation you have just heard in this unit Lisa becomes more assertive, as she begins to realise that Tony has, in her opinion, been silly.

She takes on a dominant role: you hear her referring to things she expected Tony to know or remember. When she does this she usually chooses to use a () tone.

In some conversations the relationship between the speakers means that one of them naturally takes a dominant role. Think, for example, of a manager speaking to a worker, a doctor to a patient or a teacher to a student.

The () tone is the appropriate referring tone for the dominant speaker to choose, but it would be inappropriate for the non-dominant speaker to use it.

You will see that, by choosing the() tone instead of the () tone, speakers can exercise a sort of dominance in the conversation which may or may not be a associated with their social status.

Therefore, it is important that you are able both to recognise the () tone when it is used by others, and to make the correct choice between () and () tones when you are speaking. If you use a () when a () would have been more appropriate, you may sound self-assertive or even aggressive.

3.1. Here are some of the things Lisa said to Tony. You will hear each twice. Listen first and than repeat what Lisa says the second time you hear it.

a) // Surely you REAL ised //

b) // SUCH a good SAL ary //

c) // With SO much responsi BIL ity //

3.2. Here are some other things Lisa said to Tony. Say them as she did and then say them using a. Listen first and then repeat both utterances when you have heard them the second time.

a) // A job like THAT //

// A job like THAT //

b) // It was WHERE //

// It was WHERE //

4.1. Listen again to this extract from the conversation. Notice that Lisa uses the () tone when she responds to what Tony tells her.

Lisa: // WHAT was the PROBL em //

Tony: // It was at the CLEAN er's //

Lisa: // It was WHERE. //

These short dialogues are similar. In each case A chooses a () tone to respond to the information B gives. Practice reading the dialogues before listening to the recording.

4.2 Now listen again to the first dialogue from 4.1. This time tones that speakers use in the, last two lines have been changed.

A: // Where's FRED //

B: // He's GONE HOME. //

A: // l GONE HOM E // SUREL y not //

B: // He HAS //

Now B rather than A has become dominant.

Work on the dialogues which you did in 4.1, but this time use a for A's second utterance and a for B's second utterance. Try first before listening to the recording.

4.3 Listen to this very short part of a conversation in which A has asked for directions.

A: // When you see the CI nema // TURN LEFT //

B: // THANK you //

When we give directions, instructions or advice we are in a dominant position.

We often choose the tone for part of what we say.

Practice reading these utterances before listening to the recording.

a) // As SOON as the water BOILS // POUR on the TEA //

b) // If she ASKS you // TELL her what you THINK //

c) // As you apPROACH a BEND // be GIN to slow DOWN //

d) // At the TRA ffic lights // go STRAIGHT ON //

e) // WHEN you've finished THIS one // go on to the NEXT //

The referring tone can be in the second half of the utterance. Listen to the example:

// TURN LEFT // when you see the CIN ema //

Now go on. Practice reading these utterances before listening to the recording.

a) // Go to the DEN tist // if the PAIN con TIN ues //

b) // Take the BATTeries OUT // if they're FIN ished //

c) // Put the WARning lights ON // if the car STOPS //

d) // Give me a RING // when you GET to the STA tion // and I'll FETCH you //

º In each of the following dialogues one of the speakers will take the dominant role. Decide which one and then, with a partner, practice reading the dialogues before listening to the recording. But remember that the recording presents only one of several possible ways of reading them.

DIALOGUE 1

Mrs. Newell has gone to see the doctor and is discussing her problem with him.

D: Where is the pain, Mrs. Newell?

Mrs. N: Here, Doctor, in my chest.

D: I see. Here?

Mrs. N: Yes, Doctor.

D: Does it hurt when you cough?

Mrs. N: Yes, it does.

D: How long have you had it?

Mrs. N: Six or seven weeks.

D: Six or seven weeks? As long as that?

Mrs. N: 1 think so.

D: Have you tried taking anything - for the cough, I mean?

Mrs. N: Well - the usual honey and hot lemon. And then I bought some cough syrup.

D: Did it help?

Mrs. N: No, Doctor. That’s why I've come to see you.

DIALOGUE 2

Jack Marsden has arranged to see his bank manager because he wants to borrow enough money to start buying a flat.

B. M.: So, you're interested in some sort of loan, Mr. Marsden?

Jack: That’s right. You see, I want to raise enough money for a deposit on a small flat.

B. M.: Do you mean to buy?

Jack: Yes, I don't want to go on renting.

B. M. I see. Do you mink you can get a mortgage?

Jack: Yes, I've seen about that. You see, I've got a secure job with a good salary.

B. M.: Is the flat for yourself. Will you be living there alone?

Jack: Yes. For the moment anyway. Why? Does that make any difference to the loan?

B. M.: No, no. Just interested. That’s all.

Jack: Do you need to know anything else? I've brought my contract with details of my salary.

B. M.: Good. Yes, fine. And have you any securities? Shares in any companies? Insurance policies? Things are that?

Student A — You are the Director of the Children's Holiday Camp which has advertised for cadres. Student B is interested in the advertisement and telephones you. Try to find out if he/ she would be suitable by asking questions. He/ she will ask you for further information.(Refs — references)

If you think Student B might be suitable, make an appointment to meet him/ her next Friday at 101, Cambridge Street.

Student B: You are a student who has seen the advertisement for leaders at a Children's Holiday Camp. Student A is the Director of the camp, who answer the phone. Answer his/ her questions and ask for further information.

EXTRA INFORMATION You want a holiday job where you can earn a lot of money because you want to visit the USA in September. You want to know about free time. You would like at least one full day free.

You may be asked for an interview so you must decide whether or not you want to be considered for the job by the end of the call.

TASKS:

1. Prepare a conversation between the Director of the camp and the person who is interested in the advertisement. Watch the appropriate use of tones. It is important that Student A chooses to use some tones, but it is even more important that Student B does not use them unaware. In the last part of the activity Student A has to initiate making an appointment if she/he decides that Student B is suitable.

2. Record your conversation on the tape.

º Listen and read

The extract from 'The Hitchhiker' by Roald Dalf

Have you ever hitchhiked? When? Where?

Would you like to hitchhike? Where? Why?

Listen to the extract from the story 'The Hitchhiker' by Roald Dahl and put a tick against the true sentences:

- It had a top speed of 129 mph.

- I was driving up to Paris.

- It was a lovely January day.

- I saw a man thumbing a lift.

- The large expensive cars always stopped.

I had a new car. It was an exciting toy, a big BMW 3.3Li, which means 3.3 litre, long wheelbase, fuel injection. It had a top speed of 129 mph and terrific acceleration. The body was pale blue. The seats inside were darker blue and they were made of leather, genuine soft leather of the finest quality. The windows were electrically operated and so was the sunroof. The radio aerial popped up when I switched on the radio, and disappeared when I switched it off. The powerful engine growled and grunted impatiently at slow speeds, but at sixty miles an hour the growling stopped and the motor began to purr with pleasure.

I was driving up to London by myself. It was a lovely June day. They were haymaking in the fields and there were buttercups along both sides of the road. I was whispering along at 70 mph, leaning back comfortably in my seat, with no more than a couple of fingers resting lightly on the wheel to keep her steady. Ahead of me I saw a man thumbing a lift. I touched the brake and brought the car to a stop beside him. I always stopped for hitchhikers. I knew just how it used to feel to be standing on the side of a country load watching the cars go by. I hated the drivers for pretending they didn't see me, especially the ones in big empty cars with three empty seats. The large expensive cars seldom stopped. It was always the smaller ones that offered you a lift, or the rusty ones or the ones that were already crammed full of children and the driver would say, '1 think we cansqueeze in one more.'

Listen to the text and analyse it from the phonetic point of view:

1. Divide the text into intonation groups, determine their structure in each case.

2. Find all the cases of assimilation and reduction in the text.

3.Watch the Nucleus in each of them and the tone used.

4. Analyse the head in each intonation group: type, number of rhythm groups.

Practise its reading. Make the recording of your reading on a tape.