Phrase by Phrase - Pronunciation and Listening in American English-Pearson College (1987)

1/
Phrase by Phrase
Pronunciation and Listening
in American English
MARSHA CHAN
Mission CoIIege
PRENTICE HALL REGENTS

Library of Congrees Cataloging-in-Publication Data
Chan, Marsha J., (date)
Phrase by phrase.
l. Euglish language-Text-books for foreign
eDeakers. 2. Enelish lansuace-United States-
Fonunciation. 5. Listenins.- I. fitle.
PEr128.C49 1987 426.3'4 86-25184
IIIBN 0-13-665852-0
Editoriall production superuision and interior desipn:

Ann L. f\dohan. WordCrafters Editorial Servicei. Inc.
Couer dcsign: Lundgren Graphics, Ltd.
Couer illustratinn: Ellen Joy Sasaki
M anufacturins buyer : Marearct Ri?,zi
Illustiatnr: Eilen Jov SasaFi
Ol9&7 by Prtntice llall Rcgents

Prentice-Hall lnc.
AU riehts reserved. No part of this book mav be

reproifuced, in any form'or by any means,
without permission in writing from the publisher.
Material from 'Three Days to See," by Helen Keller, is reprinted with kind
permission from America-n Founddtioir for the Blind'and ii @ 1980 by American
Foundation for the Blind, 15 West 16th Street, New York, NY 10011.
Printed in the United States of America
20 19 18 l7 16 15
ISBN 0-1,3-bb5A5e-0
Contents
INTRODUCTION ix
1 THE GRASSHoPPER AND THE ANTs I

Vocabulary Focus, 1
Before You Listen, 2
Listening Comprehension, 3
Listening Cloze,4
Discussion, 4
Sound Focus 1: Syllables,5
Sound Focus 2: Stressed Syllables, 5
Sound Focus 3: Unstressed Syllables and Reduced Vowels, 6
Sound Focus 4: Contractions, 7
Sound Focus 5: Phrase Reductions, 8
Sounds in Context: Phrase by Phrase 1: Syllables, S
Sounds in Context: Phrase by Phrase 2: Clear Vowels, 9
Sounds in Context: Phrase by Phrase 3: Contractions and Phrase
Reductions, 9
On Your Own, 10
Topics for Oral or Written Composition, 10
2 Lrz's ExERcrsE PRocRAM ll

Vocabulary Focus, 11
Listening Cloze, L4
Discussion, 14
Sound Focus 1: /s/, as in side, t5
ul
lv Contents
Sound Focus 2: lzl, as in zoo, L5

Sound Focus 3: Syllables and Word Stress, 15
Sound Focus 4: Third Person Singular Verb Endings, 16
Sound Focus 5: Linking and Reduction, 16
Sounds in Context: Phrase by Phrase 1: Extra Syllable lnl, L8
Sounds in Context: Phrase by Phrase 2: lsl and. /z/, L8
Sounds in Context: Phrase by Phrase 3: Consonant-to-Vowel Linking, 19
On Your Own, 19
3 wHAT's FoR DINNER? zr

Listening Cloze,24
Discussion, 25
Sound Focus 1: Rising and Falling Intonation, 25
Sound Focus 2: Statement Intonation, 25
Sound Focus 3: Yes/No Question Intonation, 26
Sound Focus 4: Wh- Question Intonation, 27
Sound Focus 5: Choice Question Intonation, 27
Sound Focus 6: Listing Intonation, 28
Sound Focus 7: Reductions: *Hafba, *Hasta, *Wanna, *Whaddaya, *Kin, 28
Sounds in Context: Phrase by Phrase 1: Rising, Falling, and Even
Intonation, 29
Sounds in Context: Phrase by Phrase 2: Contractions and Reductions, 30
On Your Own, 30
4 JoHN THoRNToN's LovE FoR BUCK sg

Listening Cloze, 36
Discussion, 36
Sound Focus 1: Stressing Content Words, 37
Sound Focus 2: l0l, as in thin, 37
Sound Focus 3: ldl, as in fbis, 38
Sound Focus 4: lhl , as in house, 38
Sound Focus 5: Linking and Disappearance of lhl: *Izzy at home?, 38
Sounds in Context: Phrase by Phrase 1: Content Words, 39
Sounds in Context: Phrase by Phrase 2: l0l and ldl,39
Sounds in Context: Phrase by Phrase 3: /h/ and Disappearance of l}al, 40
On Your Own, 41
5 cLEANTNG uP THE BAcKYARD 48

Listening Cloze,46
Contents
Discussion, 46
Sound Focus 1: Word Stress and Intonation. 47
Sound Focus 2: ltl, as in tirne, 47
Sound Focus 3: ldl, as in g@, 48
Sound Focus 4: Regular Past Tense Endings, 48
Sound Focus 5: Vowel Length, 49
Sounds in Context: Phrase by Phrase 2: Extra Syllable ldl, 5O
Sounds in Context: Phrase by Phrase 3: /d/ and ltl , 50
On Your Own, 51
6 A sUNDAY ourrNc Eg
Listening Cloze, 56
Discussion, 57
Sound Focus l: lml , as in sum, 5'7
Sound Focus 2: lnl , as in sun,5'7
Sound Focus 3: lrll , as in sung 57
Sound Focus 4: Reductions: *Gonna, xOughta, *Dunno, 58
Sound Focus 5: Direct Address Intonation, 58
Sound Focus 6: Tag Question Intonation, 58
Sound Focus 7: Two-Word Verb Stress,'59
Sounds in Context: Phrase by Phrase L: lml, /n/, and lgl, 60
Sounds in Context: Phrase by Phrase 2: Contractions and Reductions, 60
On Your Own, 61
7 THE oAK AND THE REED 6b

Before You Listen. 66
Listening Comprehension, 6?
Listening Cloze, 68
Discussion, 68
Sound Focus l: livl, as in red,, 68
Sound Focus 2: ltl, as in rfuer, 69
Sound Focus 3: lo* I , as in oak, 69
Sound Focus 4: lcl, as in sou, 69
Sound Focus 5: Contrast livl-lrl, lo*l-1c,70
Sounds in Context: Phrase by Phrase 2: livl and |il,71
Sounds in Context: Phrase by Phrase 3: /c/ and lo*1,'7L
On Your Own. 72
8 KoKo's KITTEN 75
vl Contents
Listening Cloze,78
Discussion, 78
Sound Focus l: lkl, as in cat,78
Sound Focus 2: lgl, as in get,79
Sound Focus 4: Phrase Stress, 80
Sound Focus 5: Noun Compounds, 81
Sounds in Context: Phrase by Phrase 1: Key Words, 82
Sounds in Context: Phrase by Phrase 2: lkl,83
Sounds in Context: Phrase by Phrase 3: lgl,83
On Your Own,84
9 wHY r woRK 87
Listening Cloze, 90
Discussion, 90
Sound Focus l: lol, as in father,9I
Sound Focus 2: lr'1, as in czzf, 91
Sound Focus 3: l*l , as in earn,9L
Sound Focus 4; lwl, as in want, 92
Sound Focus 5: Linking and Holding, 92
Sounds in Context: Phrase by Phrase 1: Syllables, 93
Sounds in Context: Phrase by Phrase 2: lwl and lal,93
Sounds in Context: Phrase by Phrase 3: /a/ and lrl,94
On Your Own, 95
10 RAFTING THRoucH THE GRAND cANyoN e7
Listening Cloze, 100
Discussion, 100
Sound Focus 1: Unstressing Function Words, 100
Sound Focus 2: Rhythm, 101
Sound Focus 3: Thought Phrases, 101
Sound Focus 4: lrl, as in raft, LO2
Sound Focus 5: lll, as in Inke, L03
Sounds in Context: Phrase by Phrase 1: Function Words, 104
Sounds in Context: Phrase by Phrase 2: la"l and Vowel t lrl,104
Sounds in Context: Phrase by Phrase 3: /l/, 105
On Your Own. 105
11 THE ACcIDENT roz

Contents vu

Discussion, 110
Sound Focus I: lu*/, as in shoe, 11L
Sound Focus 2: lul, as py!, IIL
Sound Focus 3: lyl as in1es, 111
Sound Focus 4: Reduction: Conditionals, 11,2
Sound Focus 5: Stress and Timing, 113
Sounds in Context: Phrase by Phrase L: /u*i and lul,Il4
Sounds in Context: Phrase by Phrase 2: lhl, h and lyl, LLA
Sounds in Context: Phrase by Phrase 3: Linking, 115
On Your Own, 116
Topics for Oral or Written Composition, lL7
LZ voLCANoES rN THE RING oF FIRE ttg

Listening Cloze, t22
Discussion, 122
Sound Focus L: lll, as in shnw, L22
Sound Focus 2: l3l , as in measure, L23
Sound Focus 3: /t!1, as in chair, 123
Sound Focus 4: ld3l, as in jail, L23
Sound Focus 5: Sound and Stress Shifts. 124
Sounds in Context: Phrase by Phrase 1: /J/ and l3l,I25
Sounds in Context: Phrase by Phrase 2: ltll and, ld3l, L25
Sounds in Context: Phrase by Phrase 3: Content Words and Phrase
Stress, 126
On Your Own. 127
13 FATHER,s IDEA oF FUN rzs

Listening Cloze, L32
Discussion, 132
Sound Focus L: lfl, as in full, t32
Sound Focus 2: lv/, as inrrry, 133
Sound Focus 4: Introductory Phrase Intonation, 134
Sound Focus 5: Contrastive Stress and Intonation, 134
Sounds in Context: Phrase by Phrase 1: Phrase Stress, 136
Sounds in Context: Phrase by Phrase 2: lfl and lvl, t36
Sounds in Context: Phrase by Phrase 3: Unstressed Words, 137
On Your Own, 137
t4 EDISoN's CREATIvE TALENT r4r

vlll Contents

Listening Cloze,144
Discussion. 144
Sound Focus l: levl, as in sa1 145
Sound Focus 2: lel , as in euery, L45
Sound Focus 3: lel, as in act, t45
Sound Focus 4: Sound and Stress Shifts, 145
Sound Focus 5: Contrastive Stress and Intonation,147
Sounds in Context: Phrase by Phrase 1: Stressed and Unstressed
Syllables, 147
Sounds in Context: Phrase by Phrase 2: levl and, lal, L48
Sounds in Context: Phrase by Phrase 3: /e/ and lnl,149
On Your Own, 149
15 BABY BooMERS: THE BIG BULGE rbl

Listening Cloze,154
Discussion, 154
Sound Focus l: lpl, as in pople, 754
Sound Focus 2: lbl, as in baby, L55
Sound Focus 4: Noun Compound Review, 156
Sound Focus 5: Consonant Review, 157
Sounds in Context: Phrase by Phrase 1: Stressed and Unstressed
Syllables, 157
Sounds in Context: Phrase by Phrase 2: lpl,158
Sounds in Context: Phrase by Phrase 3: /b/, 159
On Your Own, 159
16 THE GrFT oF sIGHT 16s

Discussion, 166
Sound Focus l: lail, as inglg, 166
Sound Focus 2: lottl, as in out, L67
Sound Focus 3: lcil, as in uoice, 167
Sound Focus 4: Question Word Stress, 167
Sound Focus 5: Vowel Review, 168
Sounds in Context: Phrase by Phrase 1: Stressed Syllables, 169
Sounds in Context: Phrase by Phrase 2: Linking, 169
Sounds in Context: Phrase by Phrase 3: loil, /ou/, and lcil,L70
On Your Own. 170
PRONUNCIATION KEY L72
PRONOUNCING GLOSSARY I73

Introduction
Phrase by Phrase: Pronunciation and Listening in American English is a text-

tape program designed for learners of English who wish to make their speech
more intelligible. It is intended for students who can already understand and
use some English, not for absolute beginners. However, the lessons are flexible
enough to be used by high-beginning, intermediate, and low-advanced English
as a second or foreign language (ESL/EFL) classes. The material in this book
is especially suitable for use in pronunciation, listening and speaking, and oral
communication courses, and provides an important balance in integrated
skills language courses.
The activities in Phrase by Phrase are presented as a systematically
organized program to help learners develop auditory sensitivity and improve
accuracy, fluency, and confidence in their oral production of English. Listen-
ing precedes speaking, for only after hearing and distinguishing sounds carr
learners be expected to work on improving production. Sounds and sound
patterns are presented in the context of connected discourse, rather than as
lists of isolated words and sentences, as is frequently done in pronunciation
texts. Pronunciation notes are simple but informative, and the teacher is en-
couraged to add verbal, visual, and kinesthetic explanations to aid the stu-
dents' mastery of oral production. The activities in each lesson, all of which
require active student involvement, are based on a briefnarrative, dialog, or
expository passage ofgeneral interest. The organization ofeach lesson takes
the shape of an hourglass, moving from holistic, or general, to specific listen-
ing tasks, and then from specific to holistic pronunciation tasks. Students are
guided to listen to and monitor their own progress and make corrections in
their pronunciation. They are further encouraged to improve their oral pro-
duction beyond the repetition of the instructional material.
tx
x Introduction
LISTENING
Vocabulary Focus and Before you Listen

Pre-listening activities
Listening Comprehension
Listening for ideas
Listening Cloze
Listening for words
in context
Discussion
Talking about and
reflecting on
the passage
Sound Focuses
Discriminating and practicing
specific sound features
Sounds in Context: Phrase by Phrase I
Listening to and practicing
the sound features
in the context of short phrases
Sounds in Context: Phrase by Phrase 2
Listening to and practicing the sound
features in the context of longer phrases
Sounds in Context: Phrase by Phrase 3
Listening to and practicing the sound
features in the context of complete sentences
On Your Own
Practicing longer pieces of discourse:
Listening to and monitoring your own pronunciation
Topics for Oral and Written Composition
Expanding on the topic; Speaking for yourself
SPEAKING
Phrase by Phrase introduces stress, intonation, reduction, and linking from

the beginning ofthe text, and reinforces and expands upon these features at
graduated levels throughout. Understanding and producing the suprasemen-
tal features, which are paramount in giving English its distinct rhythm and
melody and in making pronunciation intelligible, is a necessity for learners
from all language backgrounds. Vowel and consonant groups are presented
alternately throughout the text, and the teacher should focus on those which
are particularly troublesome for learners from certain language backgrounds.
Sound features introduced in one lesson are often used as reference points for
those introduced in subsequent lessons.
The sixteen lessons are graduated in difliculty ofvocabulary and syntax
from beginning to end, and shift from concrete topics of a conversational or
narrative mode to abstract topicg of an expository nature. Vocabulary is spi-
raled: words and phrases introduced in one lesson may appear in subsequent
lessons. Despite this sequencing, Phrase by Phrase allows the teacher the
flexibility to choose the lessons and learning activities which are most appro-
priate for the students.
The four 9O-minute audiotapes for Phrase by Phrase form an integral
part of the learning program. The tapes are best used in a pronunciation class
Introduction xi
setting with the teacher controlling the pacing, pauses, and repetitions. They
are also suitable for use in a teacher-controlled pronunciation laboratory class,
and they may be used for individual student practice after presentation by the
teacher.
For information on videotapes, please contact the author (see the Instruc-
tor's Manual for details).
All new words and phrases presented in the Vocabulary Focus sections
are listed with their pronunciations in the Pronouncing Glossary at the end of
the text. The pronunciations listed are those used in the taped material and
those considered most frequently used in the American Heritage Dictionary,
Webster's New World Dictionary, or the Longmnn Dictionary of American En-
glish. The phonetic notations in Phrase by Phrase use a modified form of the
International Phonetic Alphabet, as shown in the Pronunciation Key.
The Instructor's Manual includes a detailed description of the activities,
suggestions for their use, and an answer key.
ACKNOWLEDGMENTS
I am grateful to many people for their help in realizing this text-tape project.
Sincere thanks and appreciation go to the following: my colleagues across
America for reading the manuscript, freld-testing portions of it, and offering
their constructive criticisml; the hundreds of students who used and offered
comments on the material as it evolved; Ellen Sasaki, for providing the lively
illustrations; my Department Chair, Jo Ford, for her wisdom, humor, and
continued encouragement; my Dean of Instruction, Nancy Renkiewicz, for her
particular support ofthe videotape project; the Instructional Design Services
staff at Mission College for their assistance and expertise in the audiotaping
and videotaping; the students who took part in the audiotaping and videotap-
ing; my editors, Brenda White of Prentice-Hall, and Ann Mohan of Word-
Crafbers, for their expertise and guidance. I would like to extend special
thanks to my family, who offered their unflagging support, encouragement,
and understanding throughout this project.
M. J. C.
Santa Clara, California
lSee the Instructor's Manual for a complete list.

Chapter 1
The Grasshopper
and the Ants
VOCABULARY FOCUS
Do you or your classmates know the words in this list? Complete each sentence
with a word or phrase from the list. Discuss your choices with a partner.
ant finally reply suffer

beautiful gaze right summer
cloudy grasshopper starving
enjoy pay attention store
1.A is an insect which can jump high and

make a sharp noise by rubbing parts of its body together.
2. An is a small insect living on the ground

and famous for hard work.
3. To be is to be very, very hungry.
4. To is to answer.
5. To is to look steadily.
6. To is to like.
7, A is a privilege.
8.A is a supply.
9. is at last.
1 / The Grasshopper and the Ants
10. is the opposite of sunny.
11. is the opposite of ugly.
L2. is the opposite of winter.
13. is the opposite of recover.
L4. is the opposite of ignore.
BEFORE YOU LISTBN
Look at the picture and tell what you think.
What are the ants carrying?

Describe the grasshopper's clothing.
What is the grasshopper doing with its arms?
The Grasshopper and the Ants is one of the many fables written by Aesop, a
Greek fable writer of the late sixth century B.C. A fable is a story that teaches
a lesson, called a moral. In a fable animals usually speak and act like human
beings. Fables are passed down from generation to generation since their
morals are usually timeless. As they relate to human behavior in general,
Aesop's fables are known around the world.
Listening Comprehension
LISTENING COMPREHENSION
Read these statements. Listen to the passage and choose the best answer for
each statement.
1. The ants were some food.

a. drying out c. eating
b. trying out d. storing
-
2. The ants the grasshopper.
a. welcomed c. laughed at
b. ignoxed d. gazed, at
3. The grasshopper was
a. tirqd c. angry
b. sick -. d. hungry
4. The grasshopper had spent last summer
a. eating and dancing c. dancing and singing
b. eating and drinking d. dancing and thinking
5. The ants gave the grasshopper
a. some money c. some food
b. a drink d. nothing
6. a. The -. the grasshopper had, too.
ants had worked hard and
b. The ants had worked hard but the grasshopper hadn't.
c. The grasshopper had worked |rard but the ants hadn't.
d. The grasshopper hadn't worked hard and the ants hadn't. either.
LISTENING CLOZE
Listen to the passage again. Fill in the words you hear, one word for each
blank. Pause the tape as necessary.
On a (1) sunny winter day

(2) ants had their winter store of food out to
(3) A grasshopper came by and
(4) hungrily at the food. As the ants paid no
(5) to him, he finally said,
"(6) you please give me something to eat?
I'm (7)
"Didn't you (8) away food last summer

(e) use now?" asked the ants.
"No," (10) the grasshopper. "I was
(11) busy eqjoying myself and dancing
(r2) singing."
"Well, then," said the (13) , "live this
winter on (14) dancing and singing, as
(15) live on what we did. No one has a
(16) to play (17)
the time, or he'll have to (18) for it."
DISCUSSION
What is the moral of the story?

Why has this story lasted for so many centuries?
Is there a story like this one in your language?
Sound Focus 2 5
SOUND FOCUS 1: SYLLABLES
A. Every word in English has at least one basic spoken part called a syllable.
A syllable consists ofa single pulse ofbreath (a beat). A syllable has one vowel
sound. It may have one or more consonant sounds, too.l Listen to the following
words and notice how many syllables each word has. Each dot (') represents
one syllable.
care ci"orit cirerriui
act react reaction
B. Listen to the following words. For each syllable, make one of these motions
with your hand: (Your teacher may suggest one.)
(a) clap your hands together,
(b) tap one hand on the desk, or
(c) tap one finger on the palm ofthe other hand
ant aeross attentioo recognizes r"frige"atot

food measure beautiful beautifully pronunciation
taste absorbed interact interaction vocabulary
bridge bridges specific communicate communicated
Now read the same list of words aloud. First read down the columns, then read
across the rows. While you speak, clap (or tap) once for each syllable.
SOUND FOCUS 2: STRESSEP SYLLABLES
A. When a wqrd has two or more syllables, one syllable is stressed when
spoken. Compared'to an unstressed syllable, a stressed syllable is long, strong,
clear and often high in tone (or pitch). Listen to these words.
j-t_ ----1_ rl
aCROSS atTEN tion R b C bgnids 16nnicerit6r
1A vowel is a sound in which the breath is let out without any stop or any closing of the
air passage in the mouth. A consonant is a sound that is made by partly or completely
stopping the flow of air as it goes through the mouth.
B. Go back to the list of words in Sound Focus 1B. Put a stress mark (,) over
the vowel in the most stressed syllable, like this:
icr6ss ittention recogni"es rifrigerat6r

Rewind tfre tape and listen to Sound Focus 18 again.
SOUND FOCUS 3: UNSTRESSED SYLLABLES

AND REDUCED VOWELS
.4,.Most two-syllable words have one stressed syllable and one unstressed
syflaple. An unstressed syllable has a reduced vowel. This vowel is pro-
nounced as the neutral sound /e/ called a schwa, or as a weak /r/. Compared to
a stressed syllable, ant unstressed, syllable is weak, short, unclear and usually
Iow in tone. Listen for the reduced vowels in the following words and draw a
line thrpugh them.
Number of clear, Number of unclear,

stressed uowels reduced uowels
/way 1 1
4prv 1 1
common 1 1
remember 1 2
photographer 1 3
B. AlthqFgh most unstressed syllables have unclear, reduced vowels, some

words have unstressed syllables in which the vowel is not reduced. This vowel
is clear. Ifowever, it is still weaker, shorter, and lower in tone than the clear
vowel in a stressed syllable. Listen for the difference betwee4 the clear,
stressed yowels and the clear, unstressed vowels in each of these words. un-
derline the clear, sdressed syllable.
Number of Number of Number of

clear, clear, unclear,
stressed unstressed reduced
uowel's uowels uowels
decade 1 I 0
goncept 1 I 0
b4pkyard 1 1 0
Sound Focus 4 7
Number of Nuntber of Number of

clear, clear, unclear,
stressed unstressed reduced
uowels uowels uowels
photograph 1 I 1
id_ea 1 1 1
recog;rizes 1 1 2
refrige_rator 1 1 3
C. Listen for the unclear, reduced vowels in the following words. Draw a line
through each reduced vowel
purpr6e phoqr'graph indpfen{zl.rt economicel
c6ntiin orchestri cipi.ity

siusige m6untiin6us ge6l6gist
Now read the same list of words aloud. Note that unclear, reduced vowels are
never stressed. While you speak, clap (or tap) once for each syllable.
SOUND FOCUS 4: CONTRACTIONS
Words that are spelled with an apostrophe (') in written English may also be
reduced in spoken English. The following are some common contractions. The
ones in the frrst column are each one syllable; the vowel in the second, con-
tracted word is deleted. Those in the second column are each two syllables; the
vowel in the second, contracted word is reduced to lel or |il.
1 Syllable 2 Syllables
you're hisir't
I'm haven't
it's hadn't
she's didn't
we've it'll
he'd it'd
I',ll wouldn't
won't couldn't
don't shouldn't
can't mustn't
8 1 / The Grasshopper and the Ants
SOUI\D FOCUS 5: PHRASE REDUCTIONS
Although they are not contracted in written English, certain verb phrases are
greatly reduced in relaxed, informal spoken English.z These reductions occur
where two words meet, and cause a change in sound. Here are some commonly
reduced phrases. Listen first to the full, formal forms, and then to the reduced
informal forms. The asterisk (*) before a phrase indicates that it is a spoken,
but not written, reduction.
Going to try --+ *Gonna try

Want to eat. + *Wanna eat
Have to suffer + *Hafta sufTer

Has to try + *Hasta try
Got to leave + *Gotta leave
Ought to believe + *Oughta believe
Did you go? + *Didja go?
Would he help? -+ *Woody help?
Won't you play? + *Woncha play?
Didn't you know? + *Didincha know?
SOUNDS IN CONTEXT: PHRASE BY PHRASE r

Listen and mark the syllables: put a small dot (.) over each vowel sound in
every word. Then rewind the tape and practice the passage in short phrases,
marked by the symbol I in the text below.
On i
beairtitirt sunni wint6r diy, I s6me ints I
had their winter store of food I out to dry. I A grasshopper came by I
and gazed hungrily I at the food. I As the ants I
paid no attention to him, I he finally said, | "Won't you please I
give me something to eat? | I'm starving." I
"Didn't you store away food last summer I for use now?" I
asked the ants. | "No," I replied the grasshopper. | "I was too busy I
enjoying myself I and dancing and singing." I
"Well, then,"l said the ants, | "live this winter I
on your dancing and singing, j as we live on what we did. I
No one has a right I to play all the time, I or he'll have to suffer for it."
zReductions commonly consist of an auxiliary verb plus an infinitive, or an auxiliary

verb plus a pronoun.
Sounds in Context: Phrase bv Phrase 3
SOUNDS IN CONTEXT: PHRASE BY PHRASE 2
Listen and underline the clear vowel sounds. Then rewind the tape and prac-
tice the passage in longer phrases, marked by the symbol I in the text below.
On a beautiful sunny w_inter day, I
some ants had their winter store of food out to dry. I
A grasshopper came by I and gazed hungrily at the food. I
As the ants paid no attention to him, I he finally said, I
"Won't you please give me something to eat? | I'm starving." I
"Didn't you store away food last summer for use now?" I
asked the ants. | "No," replied the grasshopper. I
"I was too busy enjoying myself I and dancing and singing." I
"Well, then," said the ants,I
"live this winter on your dancing and singing, I
as we live on what we did. I No one has a right to play all the time, I
or he'II have to suffer for it."
Listen and underline the contractions and phrase reductions. Then rewind the
tape and practice the passage in complete sentences, marked by the symbol I in
the text below.
On a beautiful sunny winter day, some ants had their winter
store offood out to dry. I A grasshopper came by and gazed hungrily
at the food. I As the ants paid no attention to him, he finally said,
"Won't you please give me something to eat? | I'm starving." I
"Didn't you store away food last summer for use now?"
asked the ants. | "No," replied the grasshopper. | "I was too busy
enjoying myself and dancing and singing." I
"Well, then," said the ants, "live this winter
on your dancing and singing, as we live on what we did. I
No one has a right to play all the time, or he'll have to suffer for it."
10 1 / The Grasshopper and the Ants
ON YOUR OWN
Review the Sound Focus exercises introduced in this lesson.

Practice the Phrase by Phrase steps several times.
Record the passage from beginning to end without stopping.
On a beautifU sunnj, wint6r diy,
some ants fria tfreir winter st6re 6f food out ti ari.

gized, hunexily it
A grissh6pper
".*" bi and tfre f6oa.
As th6 ints piid n6 itt6ntion tb him, 116 dnattj' saia,
"Won't you please give mi something ti iat? i'm starving."
"Didn't you store iwiy food list summer for use now?"
isked the ants." "No," replied th6 grisshopp6r.
"i was too busj, 6njoying -j'sef ind dincing ind singing."
'Well, then," said the ants,
"live this wint6r 6n y6ur dincing ind singing,
is w6 live on wtrit w6 aia. No 6ne his i right tir plav iu th6 time,
6r tr6'lt hive t6 s,rff6r for it."
Listen to your recording.
Did you say the correct number of syllables?

Did you stress the correct syllable in each word?
Did you distinguish between clear and reduced vowels?
Did you reduce the phrases "won't you" to "*woncha,"
"didn't you" to "*didincha," and "have to" to "*hafta"?
In which of these areas do you need to improve?
In what other areas do you need to improve?
TOPICS FOR ORAL OR WRITTEN COMPOSITION
1. Describe an experience of yours, or someone else's, that illustrates

the moral of this story.
2. Tell another fable that illustrates a different moral.
3. Point out the characteristics and activities of ants. Explain why ants
were used in this fable to represent hard workers.
Chapter 2
Ltz's Exercise Program
rl
\/V
VOCABULARY FOCUS
with a word or phrase from the list. Change nouns and verbs to appropriate
forms. Discuss your choices with a partner.
cereal juicy rotate stretch

chest push-up sausage sweat
exercise realize shoulder thick
go on a diet relax sit-up toast
jogging
1. These oranges look too dry. Let's buy those

ones.
l. \.,..1 t )
2. Do you like td sit down and ,1,' "

' l'-.' after a
hard day's work?
3. The opposite of thin is
4. To make , you heat a slice ofbread on

both sides.
5.A is a kind of food made by filling a

cl '
Iong, eatable tube-with very finely chopped meat and spices.
ll
t2 2 I Liz's Exercise Program
6. Some people eat hot such as oatmeal.

for breakfast.
7. Doing every day will help keep you
healthy.
8. The uppep front part of the body is called the
9. The arms are connected to the
10. To do a you lie on the ground with your

face down and then push your body up with your arm muscles.
11. To do a you lie on the ground with your
face up, and then you use your stomach muscles to sit up.
L2. I like to when I get out of bed. I put my

arms up and then straighten my body.
13. is faster than walking and slower than

runnrng.
14. In order to lose weight, people often X :.',c'.
15. You can a bicycle wheel with your hand.

Then the wheel goes around and around.
16. When you are very hot or nervous,

out from the body through the skin; this water is also called
perspiration.
17. I had such a nice time talking with my friend that I didn't
how late it was.
BEFORE YOU LISTEN
What kind of clothing is Liz wearing?

What kind of exercises is she doing?
What is she having for breakfast?
Americans are concerned about their health and about their figure, or body
shape. Especially in the cities, where many jobs do not require physical labor,
people try to keep healthy by following an exercise program. Many Americans
consider themselves overweight and try to lose weight by going on a diet.
Sometimes they succeed, and sometimes they don't!
Listening Comprehension 13
\I
each statement.
1. Liz raises her knees to her

a. chin c. chest
b. cheeks d. neck
2. She stretches her -L,.
a. arms and legs c. neck and shoulders
b. hands and feet d. back and sides
3. She twists her body --=J-.
a. from hand to foot c. from head to toe
b. from time to time d. from side to side
4. Liz jogsfor '
a. an hour c. forty minutes
b. thirteen minutes d. half an hour
5. As she runs, i
a. she sweats c. her heart beats fast
b. she breathes deeply d. all of the above
6. While jogging, Liz thinks about t
a. seeing her boyfriend c. eating breakfast
b. losing weight d. running fast
7. For breakfast she has three

a. thick sausages c. fried eggs
b. cups of coffee d. juicy oranges
1
8. Now she must L. .
a. go for a walk c. go jogging

b. go to work d. go on a diet
14 2 I Liz's Exercise Program
LISTENING CLOZE.
When Liz (1)'l out ofbed at six. she

starts doing her (2) --.. ' r r .. , -.". right away. First she
stretches her arms and (3) 1 ., , )

and rotates her
hands and feet, and (4)1il.-:=:----.-: her neck and
shoulders. She twists her body from side to side,
(5) \ down and touches her toes. and then
raises her knees to her (6)
After she does some push-ups and (7)
she puts on her shoes and goes jogging. While she
(8) for thirty minutes, Liz thinks about
(e) weight. As she runs, she
(10) deeply, her heart beats fast, and
(1 1) drips from her body. "How healthy this
is!" she (12) proudly. When she
(13) back home, she takes a shower and
(14) . Then she goes into the kitchen and
fixes breakfast. She (15) two juicy oranges,
three fried eggs, four bowls of (16) and five
thick (17) . She drinks two
(18) of coffee and three glasses of milk.
Suddenly she (19) what she has done. "Oh.
no!" she cries. "Look at my stomach! Now I have to go
(20) a diet!"
DISCUSSION
Do you think Miss Jones's exercise program is successful?

What kind of exercises do you do?
What do you have for breakfast?
Would you personally like to lose weight or gain weight?
Sound Focus 3 16
SOUND FOCUS 1: /s/
To produce the sound /s/, as in sidc, force a hissing, voiceless soundl through a
narrow opening between your tongue and the upper gum ridge. Underline the
letters that make the /s/ sound.
some Miss juicy sweat
side this recent small
sit-up since listen stomach
sausage six dancing spot
SOUI{D FOCUS 2: /z/
To produce the sound lzl , as irt z.oo, place your teeth and tongue in the same
position as for /s/. Force abvzzing, voiced sound through the narrow opening
between your tongue and the upper gum ridge. Underline the letters that
make the /z/ sound.
zoo lazy bazz
zero losing is
zip easy Ms.
zone design realize
SOUND FOCUS 3: SYLLABLES AND WORD STRESS
A. Listen to these words. Mark each syllable by putting a small dot (.) over the
vowel sound.
should6rs oranges stretches
healthy stomach rotates
diet realizes exercises
B. Draw the intonation pattern over the above words.
---t_
shoulders
LA uoiceless sound is made without letting the vocal cords vibrate. A uoiced sound is
made by letting the vocal cords vibrate. Test yourselfby placing your fingers on your
throat. You will feel your vocal cords vibrating when you say a voiced sound, but not
when you say a voiceless sound. To test yourselfin another way, cover your ears with
your hands. For a voiced sound, you will hear your whole head vibrating.
SOUND FOCUS 4: THIRD PERSON SINGULAR VERB ENDINGS
A. Third person singular present tense verb forms end in the single sounds /s/
or lzl , or an extra syllable lrul , or lazl .2 Regalar plural noun forms and pos-
sessive forms also end in one of these three sounds.
1. lsl 2. lzl 3. lrzl
Jump Jumps Jog jogs fix fixes

rotate rotates do does* raise raises
put puts say says* dress dresses
think thinks call calls relax relaxes
sit-up sit-ups egg eggs glass glasses

minute minutes hand hands sausage sausages
sock socks toe toes exercise exercises
Pat Pat's Nancy Nancy's Max Max's

Jack Jack's Jim Jim's Liz Liz's
*Note the vowel change from base form to third person singular form.
B. Circle the s ending sound (lsl, lzl, or ltzl) of each of the following words.
runs ls,@wl dishes /s, z, lzl
rushes ls, z, lzl bends ls, z, lzl
takes ls, z, rzl goes ls, z, tzl
arms /s, z, lzl touches /s, z, lz/
oranges ls, z, lzl starts ls, z, rzl
push-ups ls, z, rzl drips ls, z, lzl
SOUND FOCUS 5: LINKING AND REDUCTION
In writing, words are separated by blank spaces:
She jumps out of bed.
However, in spoken English, words belonging to the same phrase or thought

group are linked, or joined, together. To learners of English, they are pro-
nounced as if they were all one word:
xShejumpsoutabed.s
zlf the base verb or noun ends in one of the six sibilant or affricate consonants, I s, z, [ ,
3,t[,d31, it is pronounced as an extra syllable, lwl or lazl.Ifit ends in any other voiced
sound, the ending is pronounced only as the added sound ofvoiced lzl;ifit ends in any
other voiceless sound, the ending is pronounced only as the added sound ofvoiceless /s/.
Sound Focus 5 t7
To help with the concept of linking, try this mental picture. Imagine cubes of
ice falling one by one; words spoken one by one are like these ice cubes. Now
imagine water flowing smoothly; words linked together in phrases are like
this water. Melt the ice cubes into water by letting your breath and voice carry
the sound at the end of one word into the sound at the beginning of the next
word.
A. hactice shifting the consonant at the end of the first word to the beginning
of the next word.
aljrange --+ *anorange thinll-ebout + *thinkib6ut

all over *ill6ver look after + *lookafter
-
turn on -- *trirnon -v o.trt + Jumpsout
-Jumps
leave out + *leavout puts-gn -- *puts5n
take-off + *tak6ff goesjnto - *goezinto
pu{_grway --' *putiwiy his own -- *hiz6wn
B. When the word and is used in a phrase, it is usually reduced ta lend,l, lenl ,
or simply lnl, or *'n'. The preceding and following sounds are linked to it. The
word of is usually reduced tn lavlbefore a vowel sound and, in relaxed speech,
/e/ before a consonant sound. The word or becomes ltl,
and, the word atbe-
comes letl or lrtl. Practice linking the words in these phrases.
arms and legs + *arms'n'legs
push-Upp
- qit-Ups
\--l' \-/and\-/ v' -+ *pushups'n'sittups
lots oforanges * *l6tsiv6ring6s
*cr1psic6ff6e
cups of coffee
-
Pelr olgencil *p6nnirp6ncil
-
uq9$own +'upperdown
*l6okitris
look atrgrs -
look at Ellen -- *t6otittlllin
aThe asterisk (*) indicates that the phrase is a spoken, but not written, form.
-!,
Listen and underline the extra syllable lrul. Note that most, but not all, es
spellings are pronounced as an extra syllable.
Extra syllable: exercises Liz's

Not an extra syllable: comes
Then rewind the tape and practice the passage in short phrases, marked by the
symbol I in the text below.
When Liz I jumps out of bed at six, I she starts doing I
her exercises I right away. I First I she stretches her arms and legs, I
rotates her hands and feet, I and relaxes her neck and shoulders. I
She twists her body I from side to side, I
bends down and touches her toes, I and then raises her knees I
to her chest. I After she does I some push-ups and sit-ups, I
she puts on her shoes I and goes jogging. I While she jogs I
for thirty minutes, I Liz thinks about losing weight. I As she runs, I
she breathes deeply, I her heart beats fast, I
and sweat drips from her body. | "How healthy this is!" I
she says proudly. I When she gets back home, I she takes a shower I
and dresses. I Then she goes into the kitchen I and frxes breakfast. I
She eats two juicy oranges, I three fried eggs, I four bowls of cereal, I
and frve thick sausages. I She drinks two cups of coffee I
and three glasses of milk. I Suddenly she realizes I what she has done. I
"Oh, no!" I she cries. | "Look at my stomach! |
Now I have to go on a diet!" I
Listen and underline the /s/ sounds once and the lzlsounds twice. Note that /s/
sounds can be written with s, c or x, and. lzl sounds can be written with z or s.
When Lig jumru out of bed at six,
Then rewind the tape and practice the passage in longer phrases, marked by
the symbol I in the text below.
When Liz jumps out of bed at six, I
she starts doing her exercises right away. I
First she stretches her arms and legs, I rotates her hands and feet, I
and relaxes her neck and shoulders. I
She twists her body from side to side, I
bends down and touches her toes, I
and then raises her knees to her chest. I
After she does some push-ups and sit-ups, I
she puts on her shoes and goesjogging. I

On Your Own lg
While she jogs for thirty minutes, I Liz thinks aLout losiqg weight. I
As she runs, she breathes deeply, I her heart beats fast, I
and siveat drips from her body. | "Ho* healthy this is!',
I
she says proudly. I When she gets back home, I
she takes a shower and dresses. I Then she goes into the kitchen
I
and fixeS breakfast. I She eats twojuicy oranges, three fried eggs, I
four bowls of cereal, and five thick sauSages. I
She drinks two cups of coffee I artd three glasses of milk.

I
Suddenly she realizes I what she has done. | ,,Oh, no!" she cries.
I
"Look at my stomach! | Now I have to go on a diet!" ;
SOUNDS IN CONTEXT: PHRASE BY PHRASE g
Listen and rnark the consonants linked to vowels that follow.
jumps_out of bedJrt six
Then rewind the tape and practice the passage in corhplete sentences, marked
by the symbol I ih the text below.
When Liz jumps*9ut*gf bed-grt six, she starts doing helgxercises

right away. I First she stretches her arms and legs,
rotates her hands and feet, and relaxes hbr neck and shoulders.
I
She twists her body from side to side, bends down

and touches her toes, and then raises her knees to her chest.
I
After she does some push-ups and sit-ups, she puts on her shoes
and goes jogging. I While she jogs for thirty minutes,
Liz thinks about losing weight. I As she runs, she breathes deeply,
her heart beats fast, and sweat drips from her body. I
"How healthy this is!" she sdys proudly. I When she gets back home,
she takes a shower and dresses. I Then she goes into the kitchen
and fixes breakfast. I She eats twojuicy oranges, three fried eggs,
four bowls of cereal, and five thick sausages. I
She drinks two cups of coffee and three glasses of milk.

I
Suddeniy she realizes what she has done. I ,,Oh, no!" she cries.
I
"Look at my stomach! | Now I have to go on a diet!', 1
ON YOUR OWN
Review the Sound Focus exercises iniroduced in this lesson.

Practice the Phrase by Phrase steps several .times.
Record the passage from beginnirig to end without stopping.
When Liz jumps o,it of Ued at six, she starts doing her e*6"cises
right awiy. First she stretches ir6" iroi. ind legs,

rotates h6r hinds ind f6et, ind r6lax6s her neck ind shrluld6rs.
Sh6 twists hirr bodi from side to side, bends down
ind t6uches her t6es, ind th6n riis6s her knees to her ch6st.
After she d6es s6me push-ups and sit-ups,
she puts on her shoes and goes jogging. While she jogs
for thirty minutes, Liz thinks iuout l6sing w6ight. As she runs,
sh6 br6athes deeply, h6r h6art beats fast,

. ':
and sweat drips from her body. "How healthy this is!"
sh6 siys proudlj'. Wh6n sh6 g6ts bick h6me, shi tit<es i shower
and dress6s. Th6n sh6 g6es into tne Htctrirn and f'rxes br6akfast.
She eats two juicy oranges, three fried eggs, four bowls of cereal,
and five thick sausag6s. Sh6 drinks two cups .ir coff6e
and three glasses of milk. Suddenly she realizes what she has done.
"oh no!" she cries. "Look at -j' st6mich! Now i hive to 96 6n i diet!"
Listen to your recordingi.

Did you pronounce the sounds lsl, lzl, and lvl clearly?
Did you link words and shift consonants to the next word?
1. Interview a classmate or other friend and frnd out what process he or

she follows to study, cook, clean house, repair a car' buy clothes, or
make an important decision. Then describe this process using third
person singular verb forms.
2. Desctibe the duties of a particular job-an office manager, a book-
keeper, a computer operator, a coal miner, etc. Give a description'of a
job thiit you know about, or look in the classifred advertisementsiof
the newspaper for a job that interests you. Use third person singular
verb forms.
Chapter 3
What's for Dinner?
VOCABULARY FOCUS
1.A is a large box used to keep food cold.

2. To means to cut into small bits with a
knife.
3.A is a small piece of steamed or boiled

dough served. with meat or soup.
4. It doesn't if the pen you use is black or

blue, as long as it writes.
5.A is a kind of seafood like shrimp.
6. The thin outer layer of the body or of an object is the
2l
a2 3 / What's for Dinner?
7. is a dark, salty sauce made from soy

beans. It's often used in Chinese and other East Asian cooking.
8. I'd prefer to have Italian food, but Lee
have Vietnamese food.

l-
9.A is a kind of plant that's good to eat. It is

shaped like a little umbrella.
10. Before giving a gift to my friend, I'm going to
it in pretty paper.
11. Eating at a is usually more expensive
than eating at home.
12. are two small sticks held together in one

hand and used in China and other East Asian countries for eating.
13. means the material of which something

is made. It is also an informal way to talk about things in a mass or
group.
L4. Since John playing soccer, he was se-
lected to join the school soccer team.
15. If a container is almost empty, it is

empty.
16. I having some ice cream. Do you want

some too?
L7. An informal way to say Yes is
BEFORE YOU LISTEN
Where are Mei and Rosa?

What kind of book is Mei holding?
What is going into the big pot on the stove?
Mei and Rosa are roommates. They share an apartment and often plan meals
and other activities together. In this dialog they are discussing plans for
tonight's dinner.
Listening Comprehension ?a
each statement.
1. Mei asks Rosa they should eat.

a. whether c. where
b. what d. when
-
2. Rosa doesn't
a. want to eat dinner c. care what they have for dinner
b. know how to cook
-. d. want to think about dinner
3. Rosa and Mei have food at home now.
a. a lot of c. hardly any
b. some d. no
4. Rosa prefers to have food tonight.
a. Chinese c. American
b. Mexican d. Japanese
o. Mei makes won ton with .'..
a. pork, green onions, and black mushrooms
b. beef, prawns, and green onions
c. pranvns, soy sauce, and carrots
d. chicken, prawns, and pork
6. Rosa probably thinks it is hardest to -'
a, cook c. wash dishes
b. chop everything up d. use chopsticks
zt 3 / What's for Dinner?
LISTENING CLOZE
Mei: What (1) you want to have for dinner

tonight, Rosa?
Rosa: Oh, it doesn't (2) to me. How about you,

Mei? Do you want to eat (3) home or go
out?
Mei: Let's eat at home.
Rosa: What do you feel (4) making?
Mei: Would you (5) have Chinese or American

food?
Rosa: How about Chinese food?
Mei: Okay, we can rnake won ton-you know, meat

(6) in soup?
Rosa: Yeah, that sounds great.
Mei: The refrigerator is (7) empty. We'll have

to buy some pork, (8) , green onions, and
black mushrooms. And we'll need some won ton
(e) r soy sauce, and chicken bones.
Rosa,: WilI we have to (10) everything up into

little pieces?
Mei: Just the (11) that has to go into the

frlling.
Rosa: Will it take long to (12) the dumplings?
Mei:
-
Well, how good are you (13) usrng
chopsticks?
Rosa: Chopsticks? You mean I (14) to use

chopsticks?
Mei: Why, of (15)
Rosa: Ihave abetter(16) I - .- Let's go to a

restaurant for dinner.
Sound Focus 2 25
Mei: Why?
Rosa: Well, uh, we (17) have to wash dishes.
DISCUSSION
Do people eat dumplings where you come from?

What kind of food do you usually eat? Do you like to cook?
Do you have a roommate? What do you and your roommate do together?
SOUND FOCUS 1: RISING AND FALLING INTONATION
A. Intonation refers to the rise and fall in the level, or pitch, of the voice.
Hearing intonation is important in determining meaning. Likewise, using
proper intonation is important in expressing your meaning correctly. In the
following examples, the word or phrase is said first with euez intonation.
Then, it is repeated with rising intonation, which asks a question, and finally,
with falling intonation, which makes a statement or response.
-J--" J-'-\
tonight Tonight? Tonight.
----.'
__J---\
---------+
at ten -r--
At ten? At ten.
B. Listen to these letters of the alphabet and mark the intonation you hear:
J --\
rising or falling.
*B?c?D.E.F.
G? H. I? J? K. L.
Now practice saying the letters, one at a time, to a partner. Have your partner
tell you whether he or she hears rising or falling intonation.
SOUND FOCUS 2: STATEMENT INTONATION
A. Spoken sentences usually follow certain intonation patterns.l For state-

ments (both affirmative and negative), the voice starts at a middle level tone,
rises to a higher level on the stressed syllable of the last stressed word, and
falls to a low tone at the end. Listen to the rise-falling pattern.
lNote that not all speakers use the same intonation, and even the same speaker does
not always use the exact same intonation. However, the patterns presented are gener-
ally used by speakers of American English.
28 3 / What'g for Dinner?
Ttrey're friends.
-4\.. --J+
:
__fi_
They aren't sisters. T--T,I
----------
Note that in the one-syllable wofi, fricnd,s, the voice glides down. Since the
word slsfur has more than one syllable, the voice steps down.
B. First listen and mark the intonation pattern of the sentences below. Then
practice saying them to a partner.
Let's eat at h6me.
That sounds gr,;at.
I have a beiter idea.
SOttND FOCUS 3: YES/NO QTIESTION INTONATION
A. In questions that have a yes or no answer, the voice commonly rises to a

higher level at the end.
JI
---?
Are they friends?
,,ft.
-T-rc.
ao
Are they roommates?
Note again that in the one-syllable word fricnd,s, the voice glides up, while in
the word roommates, which has two syllables, the voice steps up.
B. First listen and mark the intonation pattern of the YeslNo questions below.
Then practice saying them to a partner.
Are you hingry?
Do you know how to c6ok?
Won't you give ote some food?

Sound Focus 5 27
SOUND FOCUS 4: WII- QUESTION INTONATION

A. Information questions beginning with Who, What, Where, When, Why,
Which, How, etn. follow the same rising-falling intonation pattern as state-
ments. Listen to the intonation in these WH- questions.
What's her ndme?
Who's h""
"oo-rrr"t"?
B. First listen and mark the intonation pattern of the questions below. Then
How about y6u?
What do you want to mike?
How good are you at using ch6psticks?
SOUND FOCUS 5: CHOICE QUESTION INTONATION
A. Some questions give the responder a choice. Choice questions use the word
or between two parts of the question. The frrst part of the question uses the
rising intonation of a YeslNo question, and the second part of the question
uses the falling intonation of a statement.
- ./--\_
Are they sisters or roommates?
Do you want to eat at home or go out?
B. First listen and mark the intonation pattern of the questions below. Then
Would you rather have Chin6se or American food?
Is the refrigerator 6mpty or fiill?

i
Do you want to use chopsticks or a f6rk?
Kt.r''G t.. l rj-
, , {' ;, t.;r
28 3 / What's for Dinner?
SOUND FOCUS 6: LISTING INTONATION
A. When listing several items, the lirst few are usually spoken with a rising
intonation. The last item, which comes after the words and or or, is spoken
with falling intonation. Listen to the listing intonation in these phrases.
-----r/---:--1-
Chinese, American, or Mexican food
-r- i-t
*ull-airrr"r, urrd * -oH
B.t di.rn"r, --- go
B. First listen and mark the intonation pattern of the phrases below. Then
A f6rk, a knife, and a

"p6ott
-a , .,: ,
Listening, thinking, and speaking
e r6d one, a y6llow one, and u gr"en one
SOUND FOCUS 7: REDUCTIONS: *HAFTA, *HASTA,

*WANNA, *WHADDAYA,
*KIN
The phrases haue fo and has to, meaning must, are commonly reduced to*hafta
and*hasta in relaxed, informal speech. The phrase want to is often reduced to
* wanna, the phrases What are you or What do you to *Whaddayo, and the word
can to *kin. The two roommates in this dialog, who are speaking in a relaxed
and informal manner, use these reduced forms.
First practice the full, formal forms. Then practice the reductions in the
informal forms.2
I have to try. -+ I *hafta try.

He has to go. -+ He *hasta go.
They want to eat. + They *wanna eat
What do you want? --+ xWhadduyu *.rrtt
What do you want to have? - *Whaddaya *wanna have?
What do you have to do? -+ xWhaddaya *hafta do?
We can see. --+ We *kin see.
She can ask. -+ She *kin ask.
I can do it. -+ I *kin do it.
2The asterisk (*) indicates that the phrase is a spoken, but not written, reduction.
Sounds in Context: Phrase bv Phrase 1 29
SOUNDS IN CONTEXT: PHRASE BY PHRASE T
Listen and mark the intonation at the end of each phrase. Use short arrows: V
for rising, and \ for falling, and --+ for even intonation. Then rewind the tape
and practice the passage in short phrases, marked by the symbol I in the text
below.
Mei: What do you want to ft"if for iil]Br tonight, 1il32 I
Rosa: Oh, I it doesn't matter I to me. I How about you, I Mei? |
Do you want to eat at hiime I o, go orrtt ;
Mei: Let's eat at home. I
Rosa: What do you feel like making? |
Mei: Would you rather have Chinese I or American food? |
Rosa: How about Chinese food? |
Mei: Okay, I we can make won ton | know,

-yott I
meat dumplings in soup? |
Rosa: Yeah, I that sounds great. I
Mei: The refrigerator I is practically empty. I We'll have to buy I
some pork, j prawns, I green onions I and black mushrooms. I
And we'll need I some won ton skins, I soy sauce, I
and chicken bones. I
Rosa,: Will we have to chop everything up I into little pieces? |
Mei: Just the stuff | that has to go I into the filling. I
Rosa: Will it take long I to wrap the dumplings? |
Mei: Well, I how good are you I at using chopsticks? |
Rosa: Chopsticks? | You mean I I have to use chopsticks? |
Mei: Why, I of course! |
Rosa: I have a better idea. I Let's go to a restaurant I for dinner. I

Mei: Why? |
Rosa: Well, I uh, I we won't have to wash dishes. I
Listen and underline the contractions and phrase reductions. Then rewind the
tape and practice the passage in complete sentences, marked by the symbol I in
the text below.
Mei: What do you want to have for dinner tonight, Rosa? 1
Rosa: Oh, it doesn't matter to me. I How about you, Mei? |
Do you want to eat at home or go out? |
Mei: Let's eat at home. I
Rosa: What do you feel like making? |
Mei: Would you rather have Chinese or American food? |
Rosa: How about Chinese food? |
Mei: Okay, we can make won ton-you know, meat dumplings in soup? |
Rosa: Yeah, that sounds great. I
Mei: The refrigerator is practically empty. I We'll have to buy some pork,
prawns, green onions and black mushrooms. I And we'll need some
won ton skins, soy sauce, and chicken bones. I
Rosa: Will we have to chop everything up into little pieces? |
Mei: Just the stuff that has to go into the filling. I
Rosa: Will it take long to wrap the dumplings? |
Mei: Well, how good are you at using chopsticks? |
Rosa: Chopsticks? | You mean I have to use chopsticks? |
Mei: Why, of course! |
Rosa: I have a better idea. I Let's go to a restaurant for dinner. I
Mei: Why? |
Rosa: Well, uh, we won't have to wash dishes. I
ON YOUR OWN

On Your Own 31
Mei: What do you want to have for dinner tonight, Rosa?

--l \ \-z
Rosa: Oh, it doesn't matter to m-e. How about you, Mei?
Do you want to eat at home or go out?
Mei: Let's eat at home.
Rosa: What do you feel like making?
Mei:
Rosa: How about Chinese food?

-l=- \ -----1
Mei: Okay, we could make won toi-you know, meat dumplings in soup?
\\-\
Rosa: Yeah, that sounds great.
Mei: The refrigerator is practically
ffi.
and black mushEFms.
"-ffi
,,;;;#,,
-J---/--J--1-
And we'll need some won ton skins, soy sauce, and chicken bones.
Rosa: Will we have to chop everything up into little pieces?
Mei: Just the stulf that has to go into the frlling.
Rosa: Will it take long to wrap the dumplings?

_--/ a--1
Mei: Well, how good are you at using chopffiEP
Rosa: Chopsticks? You mean I have to use chopsticks?
Mei: Why, of course!

___{__
Rosa: I have a better idea. Let's go to a restaurant for dinner.
Mei: whv?
Rosa: Well, uh, we won't have to wash dishes.

Did you use falling intonation on statements?

Did you use falling intonation on WH- questions?
Did you use rising intonation onYeslNo questions?
Did you use rising and then falling intonation on choice questions?
Did you reduce the phrases "have to" to "xhafba," "has to" to "*hasta,"
"want to" to "*wanna," "What do you" to ttxWhaddaya,tt and ttcan" to
,,*kin,r?
1. What is your favorite dish? Explain what it tastes, looks and smells
like. If possible, teII how it is made.
2. Do you like American food? If so, what kind? Is there any kind you
dislike?
3. What are the advantages (or disadvantages) of having a roommate?
Chapter 4
John Thornton's Love

for Buck
VOCABULARY FOCUS
can'thelp further name-calling sparkle ,,' -,,.r ,. l
delight heart perfect . spring '',

duty' ., look after remain l throat 'i , '
':i
L
embrace
.,
master rough vibrate
vr ll.
1. Your homework is completely correct. It is
2. Another way to say stay is '

3. The opposit or ,*oiin'is {{r ' '{'
"
4. Ruth wasrdager for her husband to return. When she heard his
footsteps, she ,,I bo her feet to open the door.
5. As soon as she saw her husband, she reached out her arms and gave
himabig ', '
6. The -" , which is located inside the chest.

controls the flow ofblood through the body. It is also considered to
be the center of a person's feelings.
33
34 4 / John Thornton's Love for Buck
7. WiIl you the baby while I go shopping?
8. Whpn you pronounce the sound lzl, your vocal cords

\ '.t \ {t-' {' , and when you pronounce the sound /s/,
they don't.
9. I know I really shouldn't have any more chocolate cake, but it is so

delicious that I having just one more
slice.
10. The children enjoy playing in the park very much. They respond
with great whenever their parents sug-
gest going there.
11. The ". "' of these dogs has trained them to

behave very well.
12. Johnny's mother told him that it was unkind to say bad or rude
t - r ,i t' t
things about Billy, and that his would
hurt his little friend's feelings.
In l
13. Collecting the monthly rent is one of the
of an apartment manager.
L4. Look! Diana's diamond ring iI in the

t
sunlight.
15. Micbael has trouble talking today because he has a sore

1
16. We've talked about this matter a little, and we'll discuss it
when we meet again next week.
BEFORE YOU LISTEN
Is the man fighting or playing with his dog?

What is the relationship between the man and the dog?
Are the two dogs in the picture the same or different ones?
The CalI of theWild is a novel written by the American author and adventurer,
Jack London (1876-1916). The story takes place in the wild north. In this
unsettled wilderness, goods are moved through the snow on sleds pulled by
dogs. This passage describes the love ofJohn Thornton, the main character, for
Buck, one of his sled dogs.l
rFrcm The CaIl of the Wild by Jack London (New York: Macmillan 1903).
each statement.
1. John Thornton looked after his dogs '.,

a. because they were his duty
b. because they were his children
c. as if they were his children
d. because they had saved his life
-t'.;"..i '..'
2. Other men treattid'their dogs John Thornton did.
a. less kindly than c. more kindly than
b. as kindlv as d. much more kindly than
3. John Thornton enjoyed talking
a. about the other men c. about his dogs
b. with the other men d. with his dogs
4. rested his head upon
a. Buck . . . John Thornton's c. John Thornton . . . the other
men's
b. -.
Buck . . . the other dogs' d. John Thornton . . . Buck's
D. John Thornton strook Buck's head
a. roughly 1 c 'ic c. kindly '
b. gently 1rr'i ,i*, d. suddenly : \
6. It seemed Buck's heart would be shaken out of his body because he

was -'
a. very joyful '' ' , , c. very angry
b: very frightened
. i
d. very hurt
l"r
7. \Mhen John Thointon let go of Buck, Buck

a. barked loudly c. jumped up
b. wagged his tail d. none of the
-. above
36 4 / John Thornton's Love for Buck
LISTENING CLOZN
John Thornton had saved Buck's life: but.

(1) he was the perfect master. Other men
looked after (2) dogs because they
/6\
to/ it was their duty and because it was good
for their business. John Thornton (4) after
his dogs as if they were his own (5) because
he couldn't (6) it. And he saw further. He

never forgot a kind word, and to sit down for a long talk
(7) them was his delight as much
(8) theirs. He had a way of taking Buck's
a.
(e) roughly between his hands, and resting

his (10) head upon Buck's. He would shake
Buck back and (11) all the time calling him
bad names, which to Buck were love names. Buck
112; K \''t \L I
no greater joy than his master's
if'l
(1s) \Ci{-".1 embrace and name-calling. At each
(14) back and forth it seemed that his
(15) would be shaken out of his body, for his
joy was so great. And when John Thornton let him go, Buck sprang to
, j-"
his feet. His (16) '
laughed, his
ttz) I i\t-': sparkled, and his
1131 t \-,',-f ttt vibrated with unspoken sounds. In that
manner, Buck remained (19) l't'' t : i ' ('li.t't moving, so that
''u
John Thornton would cry, "God! You (20) --t I i
almost speak!"
DISCUSSION
If Buck could speak, what do you think he might say?

Have you ever felt the way John Thornton did about an animal?
How do Americans generally treat dogs?
Sound Focus 2 37
SOUND FOCUS l: STRESSING CONTENT WORDS
In phrases and sentences, some words are stressed and others are not. Which
words in a phrase should be stressed? This depends on what the speaker con-
siders important. However, in general, content words are stressed andfunction
words are unstressed-
Content words include main verbs, nouns, adjectives, and adverbs.
They also include demonstrative pronouns, possessive pronouns, reflexive pro-
nouns, negatives, question words, numbers and quantity words.
Function words include articles, prepositions, conjunctions, auxiliary
verbs and personal pronouns. They also include possessive adjectives, relative
pronouns, and forms of the verb be.
First listen to how the content words, which are underlined, are stronger,
longer, clearer, and higher than the other words. Then practice saying these
phrases to a partner.
On a beautiful sunny winter day

gazed, hungrily at the food
What do you want to have?
Would you rather have Chinese or American food?
She drinks two cups of coffee.
That's not mine.
John Thornton had saved Buck's life.
Vo" ."" g1-or!lpggk!
Function words can also be stressed for emphasis, especially for contrast.2
It was his delight as much as th6irs.

q:---./^;
",.-.^.: , ., :., ,ti.,
SOUND FOCUS 2: /0/
A. To produce the sound l0l, as in thin, hold the tip of your tongue loosely
between the upper and lower teeth. Let your voiceless breath flow out continu-
ously and smoothly between the top of your tongue and your upper teeth. Keep
your lips relaxed.3
Underline the letters that make the /0/ sound.
thin thought author mouth
thick thumb nothing forth
think Thornton anything both
thank throat everything teeth
2See Lesson 13 for more on contrastive stress and intonation.

3When learning to make these and other sounds, it is advisable to use a mirror to
reflect the position of your jaw, lips, teeth, and tongue. To check yourself for the /0/
sound, place your hand in front ofyour mouth. You can feel a continuous flow of air
when you say this sound correctly. To check yourself in another way, hold a small piece
of paper in front of your mouth. The paper will bend away from your mouth as long as
your breath flows out smoothly.
38 4 / John Thornton's Iove for Buck
B. Practice saying these sentences to a partner.
My teeth are in my mouth.

Thanklou for everythin[
Both Faith and Setlr- are authors.
Throw the things back and forth.
- SOUND FOCUS 3z ldl.
A. To produce the sound I d | , as in this, hold the tip of your tongue between the
teeth, as for 10.1, ald. make a continuous voiced sound. Do not blow out air.
Underline the letters that make the ldl seund.
this the other with
that then further bathe
these thpm rather smooth
those theirs without* breathe

*With and without can be pronounced either /0/ or ldl.
B. Practice saying these sentences to a paptner.
I'd rather go without them.

There are other ways to bathe.
Breathe deeply and smoothly.
This is their mother and that's their father.
SOUND FOCUS 4z lb,l
To produce the spund lhl, asin lwuse, relax and open your throat and breathe
out air without vibrating your vocal cords. Continue letting out this breath of
air as you glide your lips and tongue into position for the following sound.a
Uqderline thg letters that make the lhl soqnd.
house heart ahead
horn hand perhaps
hqad help behind
SOUIID FOCUS 5: LINKIT{G AND DISAPPEARANCE OF /h/
In informal or rapid speech, unstressed words are reduced. Vowel sounds are
shortened and reduced to lal as in the frrst syllable of the words ah.ead and.
lTo cheok yourseff, place your hand in front ofyour mouth and feel the continuous flow
of, air. Or, hold a small piece of paper in front of your mouth and watch it move.
Sounds in Context: Phrase by Phrase 2 39
behind. Consonant sounds are also changed, as in *ruoncha and *didincha.

When a pronoun or auxiliary verb beginning with the letter h is unstressed in
spoken English and does not come at the beginning of a phrase, the sound /h/
can disappear completely. Listen for the presence (h) or absence (k) of h.
Givev ker a hot dog. *Giver a hotdog. r
kim.
Johnv kad saved\_,/ *Johnid savedim.
he harq a hamburger? *Willy hava hamburger?

Wil!\_/v-
Helenv kas hurt kerself. *Heleniz hurterself.
\_/
*lzzy at home?
Is ke at !ome?
Notice that h disappears from unstrerr"i o"orrolrt.orra ai.i"ilia"y verbs and is
often linked to the last sound in the previous word.
Listen and underline the content words. Also underline two function words
that are stressed for contrast. Then rewind the tape and practice the passage
in short phrases.
John Thornton had saved Buck's life:l but, further, I
he was the perfect master. I Other men looked after their dogs I
because they thought I it was their duty I and because it was good I
for their business. I John Thornton looked after his dogs I
as if they were his own children, I because he couldn't help it. I
And he saw further. I He never forgot a kind word, I and to sit down I
for a long talk with them I was his delight I as much as theirs. I
He had a way I of taking Buck's head roughly I between his hands, I
and resting his own head I upon Buck's. I He would shake Buck I
back and forth, I all the time calling him bad names, I which to Buck I
were love names. I Buck knew no greater joy I
than his master's rough embrace I and name-calling. I
At each pull back and forth, I it seemed that his heart I
would be shaken out of his body, I for his joy was so great. I
And when John Thornton let him go, I Buck sprang to his feet. I
His mouth laughed, I his eyes sparkled, I and his throat vibrated I
with unspoken sounds. I In that manner I
Buck remained without moving, I so that John Thornton would cry, I
"God! | You can almost speak!" I
Listen and underline the /d/ sounds once and t}:^e l0l sounds twice. Then
rewind the tape and practice the passage in longer phrases.
John Thornton had saved Buck's life; I
but, further, he was the perfect master. I

in 4 / John Thornton's Love for Buck
Other men looked after their dogs

because they thought it was their duty I
and because it was good for their business. I

John Thornton looked after his dogs as if they were his own children, I
because he couldn't help it. I And he saw further. I
He never forgot a kind word, I
and to sit down for a long talk with them I
was his delight as much as theirs. I
He had a way of taking Buck's head roughly between his hands, I
and resting his own head upon Buck's. I
He would shake Buck back and forth, I
all the time calling him bad names, which to Buck were love names. I
Buck knew no greaterjoy I
than his master's rough embrace and name-calling. I
At each pull back and forth, I
it seemed that his heart would be shaken out of his body, I
for his joy was so great. I And when John Thornton let him go, I
Buck sprang to his feet. I His mouth laughed, his eyes sparkled, I
and his throat vibrated with unspoken sounds. I
In that manner Buck remained without moving, I
so that John Thornton would cry, | "God! You can almost speak!" I
Listen and underline the /h/ sounds which are pronounced clearly. Draw a
slash (/) through reduced /h/ sounds that have "disappeared." Note that some
h letters are always silent. Cross out (X) an h that never makes a sound. Then
rewind the tape and practice the passage in complete sentences.
Jo[n Thornton /ad saved Buck's life; but, further,

he was the perfect master. I Other men looked after their dogs
because they thought it was their duty and because it was good for
their business. I John Thornton looked after his dogs
as if they were his own children, because he couldn't help it. I
And he saw further. I He never forgot a kind word, and to sit down
for a long talk with them was his delight as much as theirs. I
He had a way of taking Buck's head roughly between his hands,

and resting his own head upon Buck's. I He would shake Buck
back and forth, all the time calling him bad names, which to Buck
were love names. I Buck knew no greater joy
than his master's rough embrace and name-calling. I
At each pull back and forth, it seemed that his heart

would be shaken out of his body, for his joy was so great. I
And when John Thornton let him go, Buck sprang to his feet. I
His mouth laughed, his eyes sparkled, and his throat vibrated with
On Your Own 4l
unspoken sounds. I In that manner
Buck remained without moving, so that John Thornton would cry,
"God! You can almost speak!" I
ON YOUR OWN

John Thornton had saved Buck's _l!& but, further,

he was the perfect master. Albgl men looked after their dogs
because they thought it was their duty and hecause it was good
for their business. John Thornton looked after his dogs
as if they were his own children, because he couldn't help it.
And he saw further. He never forgot a kind yg-4--und to r& ao*tt
for a long talk with them was his delight as much as theirs.
He had a way of taking Buck's head roughly between his hands,
and resting his own head upon Buck's. He would shake Buck
back and forth. all the time calling him bad names,
which to Buck were love names. Buck knew no greater jqy
than his master's rough embrace and name-calling.
At each p"tqpggS-r"a fo4b-nsee4g! thut hi.I9e4
would be shaken out of his body, for his joy was so great
And when John Thornton let him gq Buck sprang to his feet
His mouth laughed, his eyes sparkled, and his throat vibrated
with unspoken !9949 In !ba! manner
Buck remained without rngying,
so that John Thornton would cry, ig4 you can almost speak!"
Did you make the content words long, clear and high?
Did you also lengthen the two stressed pronouns?
Did you pronounce the sounds /0/ and ldl clearly?
Did you make a distinction between lhl andfi?
u2 4 / John Thornton's love for Buck
1. Read a story or novel by Jack London. Give a brief summary and tell
your impressions of the story.
2. Choose another animal that human beings use to help them work,
such as the horse, the ox, or the elephant. Describe the kind of work
this kind of animal does.
3. Describe any differences you have noticed between the way dogs are
treated by Americans and by people from other countries.
Chapter 5
Cleaning Up
the Backyard
VOCABULARY FOCUS
neighbor shed,-Lr, i :r;,t '.-,, .!,r. lfi.

N\qt{.}("\"1{".C= t,
daisy irr"pirij.
*ri, fertilizer ki.q.
i :., ,,? patcht<o?r,'r , tulip AeA{
pc,.?LYU hose meanwhilb "' rake j, .:, 1: I. vegetable i
ir r,{,,..i,,r u., ., jmpressed result weed i": , ,i r-i , is., i :,
,
?f,I,._.rr:.'\.
\<oc.l i-pil"r!
1. Carrots, corn,
f
tornatoes, lettuce, and beans are different kinds of
ve\,(.l..,ir i ;
2. I use a watering can to water the plants indoors, but a
to water the lawn outside.
3. If we add ,o-" '''u"' i ' I ,:''i ' to these plants, they'll

probably grow better.
4. The grass in the backyard has grown pretty high. Next weekend
I'd betteri rU the lawn.
5. I'll also the garden because I don't want

those wild plants growing in with the flowers.
43
4 5 / Cleaning Up the Backyard
6. After the wind stops blowing. I'll go out and

i.,l up the leaves.
":'li
| ,{'
7. A "i.i.rt tp
is a colorful cup-shaped flower;
i
Holland is famous for growing this kind of flower.
8.A is a flower that has a yellow center

\
and many white rays around it.
9. How do you make your garden grow so beautifully? I'm
/l a a \^.
\,rN\\l{.**l.ll\^,1-\- by your green thumb.
10. Your succes, i, . {+ t, !t{, ofyour skill and your

hard work.
11. I'm not much of a carpenter, but seeing the nice desk and chairs
you've built yourself has me to trv to
make some simple bookshelves.
12. Since the roof has a hole in it. rain will leak into it unless we
it.
13. Don't take those dirty garden tools into the house. Keep them in
the behind the house.
' li
,' r^ I -\.*4
rL\rj:.,L,i\\r
t4. . r.
-.
are people who live nearby.
{i
15. An informal way to refer to a child or a young person is to call
him or 5.t a ii' .:i
16. I waited about ten minutes for the doctor to see me.
I read a magazine.
BEFORE YOU LISTEN
Where is the Taylor family? What are they doing?

Is it a weekday or a weekend day?
What kind of plants are growing in the backyard?
What's in the building?
One day the speaker looked out her window and noticed her neighbors clean-
ing up their backyard. She saw the entire family get involved and how their
efforts produced beautiful results.
each statement.
1. Tina added fertilizer to the !-,:Y 5

a. leaves c. weeds
b. vegetables d. flowers
2. David is the
a. mother c. daughter
b. father d. son
3. David patched
a. the whole shed c. a hole in the roof
b. the hose in the shed d. a wall in the shed
4. Debbie did not
a. mow the lawn c. rake up the dead leaves
b. plant some tulips d. climb up and down the ladder
5. "Tommy lent a hand" means !r,,
a. Tommy helped
b. Tommy needed help
c. Tommy reached with his hand
d. Tommy took something in his hand
6. The i-r\- of their day's work was inspiring.
a. result c. reason
b. resort d. resolve
LISTBNING CLOZE
Tina and David Taylor, my nextdoor

(1) , take good care of their home.
On Saturday, I couldn't help (2)
their whole family working in the backyard. I guess they
(3) to do a lot ofthings, because they
(4) pretty early in the morning. Tina
(5) the garden and added fertilizer to the
(6) Her daughter, Debbie,
(7) up the dead leaves and
(8) the lawn. Meanwhile, David
(e) a hole in the roof of the shed. Even
(10) Tommy lent a hand. He
(1 1) up and down the ladder and got the
tools his father (12) Later. David made a
couple of flower boxes. The kids planted some
(13) and daisies in them. Their mother
(14) some corn and tomatoes and took them
into the house. Then she (15) out the garden
hose and (16) the whole yard. When I
(17) out the window again in the afternoon,
they'd (18) everything. I was so
(1e) by the results of their work that it's
(20) me to clean up my own backyard!
DISCUSSION
Do you have a backyard? What do you grow in it?

How do you take care of it?
Have you been so impressed by someone else's work that it has inspired
you to do something?
Sound Focus 2 47
SOUND FOCUS 1: WORD STRESS AND INTONATION
Listen to these words and draw the intonation pattern.
1--
David
+ results
-
tl
lY l\.
bickyird --startird
beciuse n6ighbors rertitizi,r impressed
afternoon vegetables tomatoes flower boxes
SOUND FOCUS 2: /t/
A. To produce the stop sound ltl , as in time, place the tip of your tongue frrmly
against the upper gum ridge (above and behind the upper front teeth). This
stops the air from flowing out of your mouth. Then blow the tongue away
sharply without voice. Be careful not to let the,tongue touch the teeth. When
pronouncing the sound ltl at the beginning of a stressed syllable, release a
sharp puff of air as you pull your tongue away from the gum ridge.l
Underline the letters that make the ltl sound.
lwo turn return

time tools maintain
take Trimmy attention
tutip Tina photrigraphy
B. When the sound /t/ comes at the beginning of an unstressed syllable, afber
the sound lsl, or at the end of a word, do not release a puff of air.
but toaav r6sritt

hat tomato want
built f6rtitizer start
lent ifternoon first
C. In American English, when the sound /t/ comes before a reduced vowel and
after a stressed or unstressed vowel, it is pronounced as a short voiced sound.
To produce this sound, let the tip ofyour tongue tap the upper gum ridge very
quickly.
city letter Saturday

w"it6r f6ty .oto*itic
fritter sit-up pholograph
(compare with photrigrupttil
rTest yourselfby placing your hand in front ofyour mouth. You can feel a sudden puff
of air when you say this sound correctly. To test yourself in another way, hold a small
piece of paper in front of your mouth. The paper will move suddenly when you say this
sound correctlv.
SOUND FOCUS 3: ld,l
To produce the sound ldl , as in Qo, place the tip of your tongue against the
upper gum ridge, as for the sound ltl. Again, be careful not to let the tongue
touch the teeth. Then release the tongue, making a voiced sound. When the
sound /d/ comes at the end of a word, do not release the tongue.
Underline the letters that make the /d/ sound.
do ladder made
Debbie needed shed
David window hard
daisies garden kid
Note that the tongue position is the same for the sounds ltl and /d/. However,
for voiceless ltl at the beginning of a stressed syllable, use your energy in
releasing a sharp puff of air, and for voiced /d/, use your energy in vibrating
your vocal cords.
SOUND FOCUS 4: REGULAR PAST TENSE ENDINGS
A. Regular past tense and past participle verb forms, written ed, end in the
single sounds ltl or ldl, or an extra syllable /ed/ or ltdl.2Practice the three
endings in the following words.
1. ltl 2. tdt 3. lrdl
rake riked mow mowed wint w6ntea

dump dumped pull pulled hate hated
patch patched turn turned start started
help helped climb climbed add added
finish finished water watered need needed
impress impressed marry married weed weeded
i... B. Circle the ed sound (ltl, ldl, or ld,l) of each of the following verbs:
looked /@d, Id / lived lt^dyldl
caused / t,@Id / rested I l, d, td I
folded / t, d, qd I played I t, d, td I
zlfthe base verb ends in the sound ltl or ldl, the ed ending is pronounced as an extra
syllable ladl or /rd/. Ifit ends in any voiceless consonant sound except ltl,the ending is
pronounced only as the add sound ofvoiceless ltl.Ifit ends in a vowel sound or any,
voiced consonant sound except ldl, the ending is pronounced only as the add sound of
voiced /d/.
a-
passed / t, d, rd / rafted I t, d., rd, I
carried / t, d, rd / flashed I tn d,, td. I
floated / t, d, rd / jumped I t, d, rd I
SOUND FOCUS 5: VOIVEL LENGTH
A. The first word in each pair below ends in a voiceless consonant ltl , lsl , ot
/0/. The second word ends in a voiced consonant ldl, lzl, or ldl . Hold the vowel
longer when it is followed by a voiced sound.
/-tl /-41 /-s/ /-z/ l-e/ /4/

seat s ee d ice eye s teeth tee the
sight s i de place pl ay s breath br ea the*
mate made lace lays bath bathe*
kit kid excuse (n.) exc u se (v.) cloth cI o th*
*Note vowel change.
B. Say one word in each pair below to a partner. Have your partner raise one
finger if the first word was heard, and two fingers if the second was heard.
/-tl /-d/ /-s/ /-z/

colt cold loose lose
lent lend sauce saws
sent send (adj.)
close close (v.)
right ride rice rise
/-et /-6/
(n.)
mouth m ou th (v.)
sheath sh ea the
Listen and underline the content words. Then rewind the tape and practice the
passage in short phrases.
Tina and David Iuyl*, I my nextdoor neighborg I
take good care of their home. I On Saturday, I I couldn't help noticing I
their whole family I working in the backyard. I I think I
they wanted to do I a lot ofthings, I because they started pretty early I
in the morning. I Tina weeded the garden I and added fertilizer I
to the vegetables. I Her daughter, I Debbie, I raked up the dead leaves I
and mowed the lawn. I Meanwhile, I David patched a hole I
in the roof of the shed. I Even little Tommy I lent a hand. 1

He climbed up and down the ladder I and got the tools I
his father needed. I Later, I David made a couple of flower boxes' I
The kids planted I some tulips and daisies in them. I
Their mother picked I some corn and tomatoes I
and took them into the house. I Then she pulled out the garden hose I
and watered the whole yard. 1 When I looked out the window again I
in the afternoon, I they'd finished everything. I
I was so impressed I by the results of their work I that it's inspired me I
to clean up my own backyard!
Listen and underline the extra syllable l:d,lsounds. Note that not all ed spell-
ings are pronounced as an extra syllable. Then rewind the tape and practice
the passage in longer phrases.
Tina and David Taylor, my nextdoor neighbors, I
take good care of their home. I On Saturday, I
I couldn't help noticing their whole family working in the backyard. I
I think they wanted to do a lot of things, I
because they started pretty early in the morning' I
Tina weeded the garden I and added fertilizer to the vegetables. I
Her daughter, Debbie, raked up the dead leaves I and mowed the lawn.l
Meanwhile, I David patched a hole in the roof of the shed. I
Even little Tommy lent a hand. I He climbed up and down the ladder I
and got the tools his father needed. I Later, I
David made a couple of flower boxes. I
The kids planted some tulips and daisies in them. I
Their mother picked some corn and tomatoes I
and took them into the house. I Then she pulled out the garden hose I
and watered the whole yard. I
When I looked out the window again in the afternoon, I
they'd finished everything. I
I was so impressed by the results of their work I
that it's inspired me to clean up my own backyard!
Listen and underline the /d/ and /t/ sounds. If /t/ is pronounced with a puff of
air, underline it twice. Then rewind the tape and practice the passage in
complete sentences.
Iina and Qavid laylor, my nextdoor neighbors,

take good care of their home. I On Saturday, I couldn't help noticing
their whole family working in the backyard. I I guess they wanted to do
On Your Own 6l
a lot of things, because they started prbtty early in the morning. I
Tina weeded the garden and added feriilizer to the vegetables. I
Her daughter, Debbie, raked up thb dead leaves and mirwed the lawri. I
Meanwhile, David patched a hoie in the rocif of the shed. I
Even little Tommy lent a hand. I He elimbed up and down the ladder
and got the toolS his father needed. I Later, David inade
a couple of flower boxes. ; The kids planted.Some tulips and daisies
in them. I Their mother piclied some corn arid tomatoes and took them I
into the house. I Then she pullbd out the garden hose
and watered the whole yard. I When I looKed out the window again
in the afternoon, lhey'd finished everything. I I was so impressed
by the results of their work that it's inspired me to clean up
my own backyard! |
ON YOUR OWN

Practice the Phrase by Phrirse stepd s6veral.times.
Record the pasdage frorn beginning to ehd without stopping.
++
Tina and David Taylor, my nexkioor neighbors,
+-*t1:-.
take care of their home. On Saturday,
gocid
I couidn't help noticing theil whiile fdmiii working in the backyard.

t itrint they wanted to do a lot df things,
becariSe they started pretty early in the morning.
Tina weeded the garden and added fertilizer to the vegeEEi-es.

---J------1------L--
Her daughter, fiebbie; raked up the dead leaves and mowed the lawn.
_--1-
Meanwhile, David patched a hole in the roof of the shed.
Even little Tommy lent a hand.
He climbed up and down the ladder and got the tools his fatherneeded.
--r-
Later, David made a couple of flower boxes.
The kids planted some tulips and dais]G in them.
Their mother picked some corn and tomatoes
and took them into the house.
Then she pulled out the garden hose and watered the whole yard.
When I looked out the window again in the afternoon,
-tirT riosr they'd finished everything.

I was so impressed by the results of their work
that it's inspired me to clean up my own backyard!
Did you make the content words lon5i, clear and high?
Did you make a clear difference between ltl, /d/, and /rd/ endings?
Did you distlnguish clearly between ltl and ld'l?
Did you make a clear difference between ltl with a puff of air and /t/
without one?
Did you lengthen vowels that come before a voiced consonant?
1. Do you have a garden? What do you grow in it? Describe what you did
the last time you worked in the garden.
2. Do you like to build or repair things? Tell about one of the things you
made or fixed.
3. How did you spend last Saturday? Tell what you did.
Chapter 6
A Sunday Outing
VOCABULARY FOCUS
with a word or phrase from the list. change nouns and verbs to appropriate
, , i.. , ir " n' ,.,' gtJ4,1.,pq.1r,. ,',triii ' . ''\
*,: lreak in fidhing rod - hike $wig1sui1
_
.lie dying to rrisbe;"y.1:.,1{,*"outing,i, ''talh 6rr"".. ,
.,
east gear fl-'.' ".. ; .Qlgfrt tot,' terrific(v.,* '. : -i. ,

figure out get along.
n
IigI" ,,. , , ,/rl[b"t

1. The opposite of uest is
2. To go on an i- means to take a short plea-
sure trip.
1.".i ,:
3. Before going on a trip, we usually [,
suitcases.
i1
ii.- !l !'/,..-.
4. You can use a long pole called a to catch
frsh.
5. I turned on the machine, but it wouldn't start. I can't

what happened to it.
6. A set of things colle,cted together, expecially for a particular pur-
pose, is called -r,r, -t '' -' , such as camping
53
il 6 / ASundayOuting
or frshing
rffi,v
c*).
')
7. To means to take a long walk through the
countryside.
is made especially to wear when
9. is an informal way to say "excellent."

10. My roommatb and I cooperate with each other. We
very well.
11. If you have a great desire to do something, you can say that you
do it.
L2. A is a disk-shaped plaything that flies
through the air when you throw it with a spinning motion.
13. is an informal phrase that means surely

or I ogree.
T4, Siirce it's very sunny, you wear a hat to

protect your head.
15. Your suggestion is a good one. Let me it

with my coworkers.
16. I have to my brand-new pair of leather
shoes; they still feel a bit stiff
BEFORE YOU LISTEN
What's in the car?

Where is this family going?
What are the people in the freld playing?
Dan and Jim are planning to take their families for an outing on Sunday. Dan
calls Jim up on the telephone to discuss their plans.
Listening Comprehension oo
each statement.
1. Jim and Dan are good friends.

a. True b. False c. We can't tell
2. Nancy is probably Jim's
a. wife b. daughter c. mother
3. Pam and Dan just got home. -.
4. Jim and Dan had not talked about going on an outing before this
phone call.
5. -
The place where they are going is called Lake
a. Hansen b. Hansing c. Hansom
6. Jim's children have been to this place.
7. Dan where the lake is.*
a. is fairly sure b. is not sure c. has no idea
8. Jim - Dan's children can swim.*
a. is fairlv sure b. is not sure c. has no idea whether
9. - hiking boots are worn out.
Nancy's
*Hint: listen for the intonation
56 6 / ASundayOuting
LISTENING CLOZN
Jim: Hello?
Dan: Hi. (1) is Dan.
Jim: Oh, hi, Dan. I was just going to call you.
Dan: Well, Pam andI are (2) to leave the house

in a minute, so I thought I (3) to call you
first. Have you and Nancy (4) out where
we're going to go for our Sunday outing?
Jim: Yeah, we (5) it over with our kids and

decided we ought to go to Lake Hansom. They had a lot
(6) fun there last time.
Dan: Lake Hansom? That's an hour and a half drive

(7) of here, isn't it?
Jim: Rieht. It's a good place to go (8) and

frshing. And swimming, too. Your kids can swim,
(e) they?
Dan: You bet! Ever (10) they took lessons, they

swim like fish!
Jim: Terrific! We'lI all get (11) just fine.

Nancy's got to (12) in her new hiking
boots, and I'm (13) to try out my new
fishing rod.
Dan: Okay. We'll bring along our fishing
(14) swimsuits, frisbees, and stuff. Shall
we take (15) at eight?
Jim: I don't (16) I think nine is early enough.

It takes a while to get the whole family
(17) up and ready to go.
Dan: You're right. We'll stop by your house

(18) nlne.
Sound Focus 3 67
Jim: Okay. See you then.
Dan: See you later.
1 DISCUSSION
What other stuff might Jim's and Dan's families take with them?
Would you take along the same kind of things that they are taking?
Where do you like to go on an outing? Who usually plans the outing?
SOUND FOCUS l: llonl
To produce the sound lml , as irt sum,press your lips together tightly and make
a humming (voiced) sound through your nose.
Underline the letters that make the lm/ sound.
Igy women seem sum

made commercial swim room
more chemistry aim home
minute employrnent time Pam
SOUND FOCUS 2z lnl
To produce the sound lnl, as in sup, separate your lips and place the
tip of your
tongue on the upper gum ridge. Keep the sides of the tongue touching the
inside ofthe upper teeth. Send a voiced sound through your nose.
Underline the letters that make the lnl sound.
next enough Dan own

nice analyze run then
new Nancy thin can't
now invention nine since
SOUND FOCUS 3: /t/

To produce the sound l4l, as in sung, separate your lips and raise the back of
your tongue against the back roof of the mouth. Leave the tip of your tongue
relaxed behind your lower front teeth. Send a voiced sound through your nose.
Underline the letters that make tllre lrJl sound.
along thing think*

hang swing sank
bring wrong finger
song singing language
*Note that the n before the sound lkl ot lgl is pronounced /p/
SOUND FOCUS 4: REDUCTIONS: *GONNA,'FOUGHTA'

*DUNNO
The phrases going to, ought to, and don't know are commonly reduced to
*gonna, *oughta, and *dunno in relaxed, informal speech. The two friends in
this dialog, who are speaking in a relaxed and informal manner, use these
reductions. First practice the full forms. Then practice the informal forms.
The asterisk (*) indicates that the phrase is a spoken (but not written)
reduction.
going to leave -+ *gonna leave i

1 i il:s-t'i
' :'
rI
1-a.-, :i-: ,r, , r,"n
going to call --+ *gonna call ':\
|
ought to go -+ *oughta go
'fulfrt to see -+ xoughta see 'i i

*dunno t.
I don't know --+ I --,','-,'r'" 11
SOUND FOCUS 5: DIRECT ADDRESS INTONATION
When addressing a person directly by name or title, a rising intonation is

usually used.
', i-'
" i \
-/
Hi, Dan.
-/ry
Sir, you dropped your pen.
-----'
This way, ma'am. Ken, Bill called you this evening.
Good morning, mother. Mr. King, do you have a moment?
_-L-_J\-- _/ t----.-' ------1_

How about you, Mei? Cam, this is my wife, Nancy.
SOUND FOCUS 6: TAG QUESTION INTONATION
A tag question is a shorb question added to the end of a statement. It can be

spoken with either a rising or a falling intonation, depending on the meaning
the speaker wishes to express.
A. If you (the speaker) are not quite sure whether your statement is right, and
you are truly seeking information, use rising intonation as for a YeslNo
question.
ff
You have enough money, don't you?
| | l-.\
/
Your kids can swim, can't they?
Sound Focus 5 69
*- ----/
It's pretty -hot where you live, isn't it?
f-----'l f-- _-/

She hasn't been there before, has she?
That wasn't your girl friend, was it?
B. If you are almost certain that your statement is right, and you are expecting
the listener to agree with you, use falling intonation as for a statement.
_____f__t___
It's raining, isn't it?
q-L- you're
You think smart, don't you?
_l_
---r--1-\
He's late again, isn't he?
ry----1_
You didn't do your homework, did you?
+]_
That's a long drive from here, isn't it?
SOUND FOCUS 7: TWO-WORD VERB STRESS
A two-word verb is an idiom consisting of a verb plus a preposition or adverb.

Most two-word verbs take their main stress on the second word.l
brealin getglong srog1p
brinqglons let 96 stanlfn
up
clean\_-/-
vafter
look take\_/off
pacLl.n talk 6ver
"o*"-!i
trzure\--lout put on
^ \_/ turnv on
-
find\-/6ut stop - bv trv'\) out
'\J
lSeparable two-word verbs (those whose two parts may be separated by a direct object)
and some inseparable two-word verbs (those whose parts may not be separated by a
direct object) are stressed on the second word.
60 6 / ASundaYOuting
Listen and underline the lml, lnl, and /g/ sounds. Then rewind the tape and
practice the passage in short phrases.
Jim: Hello? |
Dan: Hi. lThis is Dan. I
Jirn: Oh, hi, Dan. I I was just going to call you. I
Dan: Well, ; Pam and I I are going to leave the house I
in a minute, I so I thought I I ought to call you first. I
Have you and Nancy figured out I where we're going to go I
for our Sunday outing? |
Jim: Yeah, I we talked it over with our kids I and decided we ought to go I
to Lake Hansom. I They had a lot of fun there I last time. I
Dan: Lake Hansom? | That's an hour and a half drive I east of here, I
isn't it? |
Jim: Right. I It's a good place I to go hiking and frshing. I
And swimming, too. I Your kids can swim, I can't they? |
Dan: You bet! | Ever since they took lessons, I they swim like frsh! |
Jim: Terrific! | We'll all get along just fine. I Nancy's got to break in I
her new hiking boots, I and I'm dying to try out I
my new fishing rod. | +,,. ,.; ,r,:., *l'.

''
. :
Dan: Okay. I We'll bring along our fishing gear, I swimsuits, ; frisbeed; |'
and stuff. I Shall we take off at eight? |
Jim: I don't know. I I think nine is early enough. I It takes a while I
to get the whole family packed up I and ready to go. I
Dan: You're right. I We'lI stop by your house at nine. I
Jim: Okay. I See you then. I
Dan: See you later.
Listen and underline the contractions and reductions. Circle the direct ad-
dresses and tag questions. Then rewind the tape and practice the passage in
complete sentences.
Jim: Hello? |
Dan: Hi. This is Dan. I

On Your Own 61
Jirn: Oh, hi, P"") I was just going to call you.

\_-/ | I
Dan: Well, Pam and I are going to Ieave the house in a minute,
so I thought I ought to call you first. I Have you and Nancy
figured out where we're going to go for our Sunday outing? |
Jim: Yeah, we talked it over with our kids and decided we ought to go
to Lake Hansom. I They had a lot of fun there last time. I
Dan: Lake Hansom? | That's an hour and a half drive east of here,
isn't it? |
Jim: Right. I It's a good place to go hiking and frshing. I
And swimming, too. I Your kids can swim, can't they? |
Dan: You bet! | Ever since they took lessons, they swim like fish! |
Jirn: Terrific! | We'll all get along just fine. I
Nancy's got to break in her new hiking boots,

and I'm dying to try out my new fishing rod. I
Dan: Okay. I We'll bring along our fishing gear, swimsuits, frisbees,
and stuff. I Shall we take off at eight? |
Jim: I don't know. I I think nine is early enough. I It takes a while

to get the whole family packed up and ready to go. I
Dan: You're right. I We'lI stop by your house at nine. I
Jim: Okay. I See you then. I
Dan: See you later.
ON YOUR OWN

Practice Phrase by Phrase I and 2 several times.
__N-
Jim: Hello?
\-r--f-\
Dan: Hi. This is Dan.
--a
Jim: ---
Oh, hi, Dan. I was just going to call you.
Dan: -//
Well, Pam and I are going to leave the house in a minute,
so I thought I ought to call you first.

Have you and Nancy figured Qpt where we're going to go
for our Sunday outing?
Yeah, we talked it over with our kids and decided we ought to go
to Lake Hansom. Thev had a lot of fun there last time.

-.l_
Dan: ---t-
Lake Hansom? That's an hour and a half drive east of here, isn't it?
\ fr -----r-----L- ---J----l_ \
Jim: Right. It's a good place to go hiking and fishing. And swimming, too.
__r-1__r\
Your kids can swim, can't they? v
Dan: You bet! Ever since they took lessons, they s!4im like fish!
Jim:
--{_q
Terrific! We'll all get along just fine.'
Nancy's got to break in her new hiking boots,
and I'm dying to try out my new fishing rod.

-\_-.
Dan: Okay. We'll bring along our fishing gear, swimsuits,
frisbees, and stuff. Shall we take off at eight?

-L___J--\ry
Jim: I don't know. I think nine is early enough.
It takes a while to get the whole family packed up

--\
and ready to go.
----l-
Dan: Yon'r" righL We'll stop by your house at nine. \
---'l_
Jirn: Okay. See you then)
---r-J-L_
Dan: See vou later.
Topics for Oral and Written Composition 6il
Did you pronounce the sounds lml, lnl and lgl clearly?
Did you reduce the phrase "going to' to "*gonna," "ought to" to
"*oughta" and "don't know" to "*dunno"?
Did you distinguish between rising intonation and falling intonation?
1. Describe an outing that you took. Tell when and where you went, who
went with you, how you passed the time, and any unusual incident
that may have happened.
2. Describe the process involved rn planning an outing. What do you
need to think about before going out? What are the steps you need to
take before the plans are set?
Chapter 7
The Oak and the Reed
VOCABULARY FOCUS
Do you or your classmates know the italicized words in the following sen-
tences? Match each word with a synonym from the list below. Write the letter
in the blank. Discuss your choices with a partner.
1. There is a tall oak growing behind our house.
2. Reeds grow in wet places.

3. This thick paper is ftrm enough to make a sign that won't
bend.
4. T}ae boughs of the trees were heavy with hundreds of

apples.
5. The child stooped to pick up a pretty shell on the beach.
6. On a hot day, a breeze feels very refreshing.
7. When the storm came, the sky was frlled withlightning and.
thunder.
8. The wheat swayed as the wind blew back and forth.
9. Mr. Tony died young. It was alcohol that caused his ruin.
10. While I was fishing, I lost my balance and toppled into the
lake.
65
66 7I The Oak and the Reed
11. The rim of a cup is bigger than the rim of a bottle.
L2. The tree was struck down by a mighty wind.
13. At the end of his performance, the singer bowed to the

audience.
L4. When the bank was robbed, the police questioned several
people who were seen running from the bank.
15. Dean's average in the class is 95Vo and.Joe's average is78Vo.

Dean's grades ate superior to Joe's.
16. When our professor is lecturing in front of the class, he acts

in a dignified manner. When he is among his close friends,
he behaves in a more informal and relaxed manner.

17. Although Peter is very clever, he does not try to make other
people think he is important. He acts in a hurnble manner.
18. When Mona lost her job, her friends offered her some mon-
ey. She thanked them, but she wouldn't accept their money
because of her pride.
A. asked with doubt G. gentle wind M. main branches

B. bent down H. grasslike plants N. modest
C. bent forward I. great O. formal or noble
D. fell J. a hardwood tree P. self-respect
E. destruction K. higher than a. stiff
F. edge L. light from the R. swung
skv
BEFORE YOU LISTEN

1 l';f
-i I i' 1.--
Where are the"i,t
6ak and the reed growing?
Describe their expressions.
What's the weather like?
This is another fable by Aesop. It cautions people not to act too proudly.
each statement.
1. The oak tree and the reed spoke to each other.

a. never c. sometlmes
b. rarely d. usually
Which is true?
a. The o4k looked up to the reed.
b. The reed looked up to the oak.
c. The oak looked down on the reed.
d. The reed looked down on the oak.
Comp4red to the reed, the oak was
a. stronger c. prouder
p. more dignified d. smarter
4. The oak wa$ destroyed by
a. the reed c. a flash of lightning
b. the river -. d. the wind
5. The reed was than the oak.
e. kinder c. more flexible
b. higher - d. more powerful
6. The moral of this fable is
a. Be proud and firm. c. Be kind to your neighbors.
b. Be ehy and passive. d. Be humble and flexible.
68 7 I The Oak and the Reed
LISTENING CLOZE
An oak tree and a reed (1) side by side

on the rim of a river. From time to time they spoke to
(2) other, but they weren't
(3) friends. The mighty oak thought he was
far (4) to the humble reed and.
from a great height, looked down on him.
"Don't you have any (5) ?" the oak
questioned the reed. "You bend and (6) to
the lightest (7) You ought to be more
dignified. You (8) to stand up straight the
way I do. No wind can make me (9) or lower
myself."
Just as he spoke an (10) storm began.
Lightning flashed and a strong wind shook the trees. The oak
(11) the storm, standing
(L2) for a short while. But his very stiffness
caused his (13)
The wind struck hard against him, (14)
his branches, broke his biggest (15) and
toppled him into the river. But the reed (16)
and bent, letting the wind blow over him. And when the storm
(17) , he was still growing
(18) the rim ofthe river-
DISCUSSION
What value does this fable have in modern life?

Is there a fable like this one in your language?
Do you think you are more like an oak or a reed?
SOUND FOCUS lz liv I
To produce the sound l7v / , as in reed, raise your tongue high in your mouth and
make the muscles of your tongue and cheeks tense. PuIl the edges of your
mouth outward and make a voiced sound.
Sound Focus 4 69
Underline the letters that make the sound /ivl.
bg reed cheesel
key brief machine
see clean sleepy
tree breeze receive
SOUND FOCUS 2: /r/
To produce the sound ltl , as in rluer, raise your tongue high in your mouth (but
not as high as for livl). Keep the muscles of your tongue, lips and cheeks
relaxed and make a voiced sound.
Underline the letters that make the sound /r/.
rim river himself

him biggest insisting
wind stiffness consider
his into dignified
SOUND FOCUS 3z lo*l

To produce the sound /o*/, as inoak, round your lips, letting the back ofyour
tongue and your jaw move from a low to a mid position. As you move your
tongue and jaw, make your lips become more rounded. This produces a gliding
sound. Make a voiced sound.
Underline the letters that make the sound /o*/.
nq oak over
show coat open
toe don't gxowing
blow close although
SOUND FOCUS 4: /c/
To produce the sound lcl , as in saw, round the lips slightly (less than for /o*/),
lower your jaw (more than for /o*/) and place the back of your tongue in a low
position. Make a voiced sound. Do not change the roundness of your lips or
l*When taking a photograph, a photographer often tells the people in the photograph
to say "cheese" in order to make them smile with the sound /ivl,
70 7I The Oak and the Reed
move your jaw1' lcl is not a gliding vowel. Underline the letters that make the
sound /c/.
saw fought cough
cause taught strong
call thought awful
ought walk always
SOUND FOCUS 5: CONTRAST /ivl-/r l. lo*l-lcl

A. First listen to each pair of words to hear the difference between them. Then
practice saying them, distinguishing clearly between livl and |il.
beat - bit leap - lip green - grin
seat - sit cheap - chip leave - live
reed - rid peach - pitch ream - rim

B. First listen to each pair of words to hear the difference between them. Then
practice saying them, distinguishing clearly between lo*/ and ltl.
low - law coal - call boat - bought
loan - lawn owed - awed woke - walk
pose - pause oat - ought coat - caught
Listen and underline the content words. Notice that these words are longer
and clearer than the function words. Also find one function word that is
stressed for contrast. Then rewind the tape and practice the passage in short
phrases. While you speak, clap out the content words.
An oak lgg and a reed I grew Id" bV gidg I on the rim of a river. I
From time to time I they spoke to each other, I
but they weren't close friends. I The mighty oak I
thought he was far superior I to the humble reed I and, I
from a great height, I looked down on him. I
"Don't you have any pride?" I the oak questioned the reed. I
"You bend and bow I to the lightest breeze. I
You ought to be more dignified. I You ought to stand up straight I
the way I do. I No wind can make me I stoop or lower myself." I
Just as he spoke I an awful storm began. I Lightning flashed I
an{ a strong wind I shook the trees. I The oak fought the storm, I
Sounds in Context: Phrase bv Phrase 3 7L
standing firm I for a short while. I But his very stiffness I
caused his ruin. I
The wind struck hard against him, I tore his branches, I
broke his biggest boughs, I and toppled him I into the river. I
But the reed swayed and bent, I letting the wind blow over him. I
And when the storm passed, I he was still growing I
on the rim ofthe river. I
Listen and underline the /ivl sounds once and the ltl sounds twice. (Note that
/r/ sounds can be written with i, and livlsounds with e, ee, ea, ei, ey, i, ie, y,
and ey.) Then rewind the tape and practice the passage in longer phrases.
An oak tree and a reed I grew side by side on the rim of a river. I
From time to time they spoke to each other, I
but they weren't close friends. I
The mighty oak thought he was far superior I to the humble reed I
and, from a great height, I looked down on him. I
"Don't you have any pride?" I the oak questioned the reed. I
"You bend and bow I to the lightest breeze. I
You ought to be more dignified. I You ought to stand up straight I
the way I do. I No wind can make me stoop or lower myself."

Just as he spoke I an awful storm began. I Lightning flashed I
and a strong wind shook the trees. I The oak fought the storm, I
standing firm for a short while. I
But his very stiffness caused his ruin. I
The wind struck hard against him, I
tore his branches, broke his biggest boughs, I
and toppled him into the river. I But the reed swayed and bent, I
letting the wind blow over him. I And when the storm passed, I
he was still growing on the rim of the river. I
Listen and underline the /c/ sounds once and the /o*/ sounds twice. (Note that
/c/ sounds can be written with o, ou, au, aw, a, and al, and /o*/ sounds with o,
oll, ovv, oe, and oa.) Then rewind the tape and practice the passage in com-
plete sentences.
A" pgk tree and a reed grew side by side on the rim of a river. I
From time to time they spoke to each other, but they weren't close
friends. I The mighty oak thought he was far superior
to the humble reed and, from a great height, looked down on him. I
"Don't you have any pride?" the oak questioned the reed. I
"You bend and bow to the lightest breeze. I You ought to be more
72 7 / The Oak and the Reed
dignifred. I You ought to stand up straight the way I do. I
No wind can make me stoop or lower myself."

Just as he spoke an awful storm began. I
Lightning flashed and a strong wind shook the trees. I
The oak fought the storm, standing firm for a short while. I
But his very stiffness caused his ruin. I
The wind struck hard against him, tore his branches,

broke his biggest boughs, and toppled him into the river. I
But the reed swayed and bent, letting the wind blow over him. I
And when the storm passed, he was still growing

on the rim of the river. I
ON YOUR OWN

An oak tree and a reed grew side by side on the rim ofa river.
From time to time they spoke to each other,
but thev weren't close friends.
The mighty oak thought he was far superior to the humble reed
and, from a great height, looked down on him.
"Don't you have any p$de?" the oak questioned the reed.
"You bend and bow to the lightest breeze)
You ought to be more dignified.
You ought to stand up straight the way I do.
No wind catt tnake rtt"it*p *-roher rnys6if."
Just as he spoke an awful storm began.
Lightning flashed and a strong wind shook the trees.\
The oak fought the storm, standing frrm for a short while)
But his very stiffness caused his ruin
The wind struck hard against him, tore his branches,
broke his biggest boughs, and toppled him into the river.
Topics for Oral and Written Composition 73
lir:,},i$' i"L
But the reed swayed and bent, letting the wind blow over him.
And when the storm passed, he was still growing
on the rim ofthe river.
Did you make the content words longer and clearer than the function
words? Did you stress the pronoun "I" for contrast?
Did you make a clear difference between the sounds livl and ltl?
Did you make a clear difference between the sounds /o-l and lcl?
1. Describe a real-life situation which reflects the moral of "The Oak

and the Reed."
2. Point out the natural characteristics of an oak tree and a reed. Ex-
plain why they were used in this fable to represent a proud person
and a humble person. What other pair of plants could be used to tell a
fable with the same moral?
Chapter 8
Koko's Kitten
VOCABULARY FOCUS
cheek "t :,''.' consist kiss take a liking to

comfort c6nverse kitten't -i ir: . r'i.i treat
r
communicate gorilla napkin vocabulary

compound hug sign language whiskers it ,:"r"j i:?:.\1, :
1.A (J
is a strong animal that looks like a
large monkey without a tail.
A young cat is called . Kt

jt-\ l' r i
2.
3. The lo4g stiff hairs that grow near an animal's mouth are called
\\). '\'' .'.'-.
'.
4. The is the soft part ofthe face below each
eye.
5. If I get food on my mouth and hands during a meal, I wipe it offwith

: r
'.;" l
lr'ir
6. The mother picked up her baby and him
gently on the cheek.
'lo
76 8 / Koko'sKitten
,
il.i <t..
J
7. Then she took him in her arms and trim

tightly.
8. I'd rather relax in the of my own home
than in a stranger's home.
. ,,,1
9. The more words I learn. the bigger my
grows. /.
10. By raising his hand, the student i- '' '.'"'. to the

teacher that he wanted to ask a question.
11. As my pronunciation and listening skills improve, it gets easier for

me to i;;'' ij'U.t'r with English speakers.
12. Manydeafpeopleuss' i :' r . iA;t-{,;eto'exchangeideas.
13. Mack likes his boss because she all her

employees very kindly.
L4. Cathy didn't like milk when she first tasted it, but after a while she
to it.
15. Gary's office is not in this group of buildings. It's located in the
({' across the street.
(
of 50
states plus the District of Columbia.
BEFORE YOU LISTEN
Does the gorilla look happy? angry? sad? puzzled? surprised?

How do you think the kitten feels?
Can the gorilla talk to the kitten?l
Koko is a gorilla that lives at the Gorilla Foundation of California. Dr. Fran-
cine Patterson and her fellow researchers study how Koko and other gorillas
learn to understand and use language. In this passage, you will find out how
Koko fell in love with a kitten.
each statement.
1. Koko isa , -year-old gorilla.

a. three c. thirty
b. thirteen d. thirty-three
2. American Sign Language is used by (
a. most animals c. people who can't hear well
b. gorillas and cats d. people who can't speak
English
,,,'
\"1"i
3. Koko can understand signs in American Sign Language.
a. 500 c. 9.000
b. 1,000 d. 10,000
4. To show that she wanted a cat, Koko iY

a. pulled her whiskers c. pulled a cat's whiskers
b. pulled her cheeks d. pulled her fingers across her
face
5. When Koko saw the kittens. she .\ that she loved them.
a. signed c. said
b. sighed d. saw
7
6. Koko took a special liking to the kitten that had no 1.,

a. mother c. whiskers
b. name d. tail
a
7. Koko <x All Ball.

a. kissed c. hugged
b. carried d. all of the above
8. Koko gave All Ball napkins \
a. to wipe his mouth c. to wear as clothes i \t ' ,^,()
b. to keep his body clean d. to play games witli
lThe gorilla is signing "I love you" in American Sigrr Language.
78 8 / Koko'sKitten
I.ISTENING CLOZE
blank. Pause the tape as hecessary.
tiny cat and a big gorilla find (1)

Can a
together? Well, you can ask Koko this question. Koko is a thirteen-
(2) -old gorilla who
(3) in American Sign Language, the hand
language of (4) people. Koko's vocabulary
(5) of over gne thousand signs in this
language. By pulling two (6) across her
cheeks, like (7) Koko communicated that
she wanted a cat. One day, three kittens were taken as
(8) to the gorilla compound where Koko
lives. When Koko saw the (9) she got very
excited and (10) that she loved them. She
took a special (11) to the one that
(12) no tail. She picked this kitten up and
(13) him the name All Ball. Koko
(14) the kitten as if he were a baby gorilla.
She carried him in her arms. and
(15) and kissed him. She gave him
(16) to wear as clothes, and played
(17) with him. I'd guess All Ball was
(18) to get such love and attention. Wouldn't
you?
DISCUSSION
Is it possible to fall in love at first sight?

How do you think All Ball felt about Koko?
Do you think gorillas are more intelligent than other animals?
SOLIND FOCUS 1: /k/
A. To produce the sound lkl , as in gat, open your mouth slightly and press the
back of your tongue against the back roof of 'your mouth. This stops the air
from flowing out of.your mouth. When the sound /k/ comes before a vowel in a
stresspd syllable, release a sharp, strong, voiceless pulfofair as you pull the
Sound Focus 3 7g
back of your tongue away from the roof of your mouth.2

Underline the letters that make the sound /k/.
lat can't (verb)

"""1"d
kittens comfort occur
kissed compound mechanic
carried question vocabulary
B. When the sound /k/ comes at the end of a phrase, do not let your tongue
break contact with the roof of your mouth. When the sound /k/ comes at the
beginning of an unstressed syllable, or after the sound lsl, do not release a
puff of air.3
ma\e orchestra record (noun)

took consist Kokoa
picked liking scrape
technique napkins whiskers
SOUND FOCUS 2: lgl
To produce the sound /g/ , as in get, open your mouth slightly and press the
back ofyour tongue against the back roofofyour mouth, as for the sound /k/.
Then let your tongue break contact while you make a voiced sound. Do not
release a puffofair. Like other stop consonants, lgl is not released at the end
of a word.
Underline the letters that make the sound /gi.
get go fingers big

guess good language leg
games gorilla grass flag
gave together glad hug
A. The first word in each pair below ends in a voiceless /k/. The second word
ends in a voiced /g/. Hold the vowel Ionger when it is followed by the voiced
lgl.
2Test yourselfby placing your hand in front ofyour mouth and feeling a puffofair. If
you hold up a small piece ofpaper, it should move suddenly as you pronounce the sound
tkt.
sTest yourselfby looking at your tongue in a mirror and by placing your hand in front
of your mouth.
+Release a puff of air on the first /k/ but not on the second.
80 8 / Koko's Kitten
t-kt /-s/
Huck hug
duck dug
pick pic
back bag
B. Underline the long vowels in the following sentences. Then practice saying
them, paying attention to vowel length.
Huck hugged the duck.

Peg picked the 4og.
Did Pat like the plays?
This place is ice cold.
Jack rode a colt.
D]d Li? brealhe deeply?
She took a big breath.
SOUND FOCUS 4: PHRASE STRESS
A. Compared to function words, content words are longer, clearer, stronger

and sometimes higher in pitch.
Look at my stomach!
The most important word, or key word, of the phrase receives the most em-
phasis. The rising or falling intonation is emphasized on the stressed syllable
of this key word.
Look at my st6mach!
Usually the key word is the last content word in a phrase.
----------------
Please speak toiraty.
Let's eat at h6md
I was just going to call you.
+
He bought a new coat.
I took ten dollars with me.

Sound Focus 5 81
B. Phrase stress is determined by context. It depends on what the speaker

considers most important. When a new idea is introduced, the new idea is
emphasized and the old idea is not.
______r---l_ __-_r]_
Please speak louaty. But not t6o loudly.
,----_ ,-1_
Let's h6me. At y6ur home.
-r___eat at
q/-,-l-
I was just going to g3ll too. Or, at least, tri to call you.
++
He bought a new c6at. He gave the old coat a$'ay.
C. Underline the key words. If the key word has more than one syllable, mark
the stressed syllable.
I can play the piinb. I can play ten songs on the piano.
Can Koko and All Ball find comfort together?

J
1 Y"", comfort and happiness.
t
I'm dying to try out my new nsning rod since I broke my old one.
SOUND FOCUS 5: NOUN COMPOT NDS
A. A noun compound is composed of two words that function as a single

noun. The main stress is on the first word of the compound.6 Compare the
stress and intonation ofthese phrases.
Adjectiue -t Noun Noun Compound
_r-l
good t6ache" hnglish teacher
---1-
long b6ard blickboard
_-.J-|_ -]_
baby sister biby sitter
sNoun * Noun and Adi. t Noun are the most common combinations.
82 8 / Koko'e Kitten
B. Practice saying these noun compounds to a partner.
grasshopper name-calling fishing gear
chicken bones garden hose sign language
chopsticks oak tree hand language
headache fishing rod gorilla compound
push-ups swim suit teenager
sit-ups hiking boots light bulb
SOUNDS IN COI{TEXT: PHRASE BY PHRASE l:

Listen and mark (with') the key word(s) in each phrase. Then rewind the tape
and practice the passage in short phrases.
Can a.lily cat I and a big gorilla I find comfort together? | Well, I
you can ask Koko this question. I Koko is a thirteen-year-old gorilla I
who converses in American Sign Language, I
the hand language I of deaf people. I Koko's vocabulary |
consists ofover one thousand signs I in this language. I
By pulling two fingers across her cheeks, I like whiskers, I
Koko communicated I that she wanted a cat. I
One day, I three kittens were taken as gifts I
to the gorilla compound lwhere Koko lives. I
When Koko saw the kittens, I
she got very excited I and signed that she loved them. I
She took a special liking I to the one that had no tail. I
She picked this kitten up I and gave him the name I All Ball. I
Koko treated the kitten I as if he were a baby gorilla. I
She carried him in her arms, 1 and hugged and kissed him. I
She gave him napkins I to wear as clothes, I
and played games with him. I
I'd guess All Ball was glad I to get such love and attention. I
Wouldn't you? 1
Sounds in Context: Phrase by Phrase 3 8:l
SOUNDS IN CONTEXT: PHRASE BY PHRASE 2:
Listen and underline the /k/ sounds. If the /k/ sound is pronounced with a puff
of air, underline it twice. (Note that /k/ sounds can be written with k, c and
qu.)
Koko's Kitten
Then rewind the tape and practice the passage in longer phrases.
but u tiny cat and a big gorilla I frnd comfort together? | Well, 1
you can ask Koko this question. I Koko is a thirteen-year-old gorilla I
who converses in American Sign Language, I
the hand language of deaf people. I Koko's vocabulary I
consists ofover one thousand signs I in this language. I
By pulling two fingers across her cheeks, I like whiskers, I
Koko commuhicated that she wanted a cat. I
One day, three kittens were taken as gifts I
to the gorilla compound where Koko lives. I
When Koko saw the kittens, I
she got very excited and signed that she loved them. I
She took a special liking to the one that had no tail. I
She picked this kitten up I and gave him the name All Ball. I
Koko treated the kitten I as if he were a baby gorilla. I
She carried him in her arms, I and hugged and kissed him. I
She gave him napkins to wear as clothes, I
and played games with him. I
I'd guess All Ball was glad I
to get such love and attention. I
Wouldn't you? |
SOUNDS IN CONTEXT: PHRASE BY PHRASE 3:
Listen and underline the /g/ sounds. Note that some, but not all, g spellings
are pronounced lgl.
sign language
Then rewind the tape and practice the passage in complete sentences.
Can a tiny cat and a big gorilla find comfort together? |
Well, you can ask Koko this question. I Koko is a thirteen-year-old
gorilla who converses in American Sign Language, the hand language
of deaf people. I Koko's vocabulary consists of over one thousar{a

"igrs
in this language. I By pulling two fingers across her cheeks,
U 8 / Koko'eKitten
like whiskers, Koko cominunicated that she wanted a cat. I One day,
three kittens were taken as gifts to the gorilla compound
where Koko lives. I When Koko saw the kittens, she got very excited
and signed that she lovid them. I She took a special liking to the one
that had no tail. I She picked this kitten up
and gave him the name All Ball. I Koko treated the kitten
as if he were a baby gorilla. I She carried him in her arms,
and hugged and kissed him. I She gave him napkins to wear as clothes,
and played games with him. I I'd guess All Ball was glad
to get such love and attention. I Wouldn't you? |
ON YOT'R OWN
Review the Sound Focus exercises introduced in this legson.

hactice the Phraee by Phraee steps several times.
Can a liny cat and a big gorilla find comfort together?

ls-
Well, you can ask Koko this question.
t-:I-l-l-l-
Koko is a thirteen-year-old gorilla
I i'
who converses in American Sijln Language, '\
the hand language of.deaf people.-;:''
Koko's vocabulary consists of over one thousand signs

r-] t-,
in this language. By pulling two fingers across her cheeks,
t-,
like whiskers, Koko communicated that she wantd a cat.
.-)ts !'
One day, three kittens were taken as gifts to the gorilla compound
ra.+
where Koko lives. When Koko saw the kittens,
she got very excited and signed that she loved them.
She took a special liking to the one that had no tail.

t i---
She picked this kitten up and gave him the name All Ball.
Koko treated the kitten as if he were a baby gorilla.
----------------_
She carried him in her arms, and hugged and kissed him.
she gave him napkins to wear as clothes, and played games with him.
I'd guess All Ball was glad to get such love and attention.
Wouldn't you?
Did you stress the key words in each phrase?

words?
Did you stress the frrst word of noun compounds?
Did you pronounce the sounds /k/ and lgl clearly?
Did you make a clear difference between lkl with a puff of air and /k/
without one?
1. How much can a human being teach an animal? Choose one animal,
such as a dog, a chimpanzee, a gorilla, or a horse, and tell what it can
learn. Base your ideas on what has been accomplished scientifically
or from your own experience with that kind of animal.
2- Describe how a particular kind of animal communicates with human
beings. What actions and sounds does it use to show what it wants.
what it likes, how it feels?
3. what problems does a deaf and/or mute person (one who is unable to
speak) encounter? How important is sign language to a deaf or mute
person?
Chapter 9
Why I Work
VOCABULARY FOCUS
Do you or your classmates know the following italicized words? Two of the
three words or phrases afterward are synonyms. one is not a synonym. Cross
out the one that is not a synonym. Discuss your choices with a partner.
!,iitt rif i'f'r''
arcomplish: a. aChidve ' ::i!tJtfli.l b. *+ c. complete
article: a. essay b. speech c. paper
complex: a. complicated b. difficult c. simple
concern: a. care b. neglect c. attention
constant: a. continual b. nonstop c. irregular
encouragement: a. help b. restriction c. hope
further: a. help to succeed b. develop c. prevent
make a mark: a, gain success b. gain fame ' , c. gain weight
mndel: a. pattern r , , b. good example c. shame i" i
prouide: a. supply b. take c. give
publish: a. read and write b. write and sell c. print and distribute
purpose: a. aim b. goal ,;',' ,, ,., c. beginning
risearch: a. leisure b. study c. investigation
rJward,: a. prize b. fing \ \i_,0r1 c. bonus
satisfciction: -
a. hopelessness b. pleasure',', r ': C. gladneSS 1i'a r{j t - ''.;j l:t.,ftO,t-:?
seruer'; a. benefit b. give aid to c. trouble
society: a. the public b. the individual c. the people
support: a. take care of b. suffer rr: i'1 \ c. pay for
urFe: a. refuse; ,'.. , . , b. advise c. Push t''"' '' ,.
,,
uiewpoint: a. point of view b. attitude c. action
87
88 9 / WhyIWork
BEFORE YOU LISTEN
What kind of objects are on the table?

What is the man thinking about?
What's his occupation?
Wei Wang, who lives in the People's Republic of China, is involved in scientific
and cultural exchange with people from the United States. He has had a
chance to exchange ideas with Americans on many subjects besides his re-
search. Here, he gives his views on working.
each statement.
1. Somebody asked Wei Wang

a. where he worked c. how he worked.
b. why he worked d. when he worked.
2. Wei Wang implies, but does not say directly, that
a. we work to serve society
b. we work for personal satisfaction
c. most people have nothing better to do than work
d. people work for many reasons
3. Wei Wang's mother wanted him
a. to become a successful scientist
b. to support her in her old age
-. sisters
c. to take care ofhis brothers and
d. to leave a mark on society
4. Wei Wang is thankful for his mother's
a. concern c. support
b. encouragement d. all of the above
o. Wei Wang has
a. three daughters and three sons
b. three brothers and three sisters
c. two brothers-.and three sisters
d. two sons and three daughters
6. Wei Wang wants to
a. live only once
b. spend his whole life supporting his children
c. be a good model -.
for his daughter
d. do all ofthe above
90 9 / WhyITVork
LISTEMNG CLOZD
"Why do you work?" you (1) me. What
a complex question! Do we work to (2)

society or to gain personal satisfaction? Do we work to earn
(3) or because (4)
nothing better to do? Perhaps no one can (5)
this very well. I'll just try to (6) on why I
work.
When I was a child, my mother (7) me to
further my education. She said, "Son, you

(8) study hard. You have to become a famous
scientist someday. That'll be my (9) "My
mother spent her whole life supporting her children. With three sons
and three daughters, she had to work very hard.
(10) never forget her constant concern and
(11) A person lives only once. I think ifI
haven't done something important before I
(r2) I'll certainly be sorry! So I want to
(13) as much as possible. If I can make a small
mark,I'll feel very happy. (14) mean that my

life has purpose. I've already reached a little success
(15) my work and published

(16) articles on my research. But I still want to
do (17) more. As a father, I want to
(18) a good model for my daughter.
What's your viewpoint?
DISCUSSION
Do you work for the same reasons as Wei Wang?

How does Wei Wang want to make a mark?
What are some other ways to make one's mark?
In what ways can Wei Wang provide a good model for his daughter?
Sound Focus 3 91
SOUND FOCUS 1: /a/
To produce the sound lol , as in father or tqp, lower your jaw, relax your lips,
and let the front of your tongue rest behind the lower front teeth. Make a
voiced sound.
Underline the letters that make the sound /a/. Draw a slash through the
reduced, or schwa, vowels.
fqthlr want constant document

stop model scholar possible
rob comment complex accomplish
SOUND FOCUS 2: /,,r/
To produce the sound I trl , as in cut, open your jaw somewhat less than for lal ,
relax your lips, and let your tongue lie at rest in a neutral central position.
Make a voiced sound.
underline the letters that make the sound /n/. Draw a slash through the
reduced, ot schwa, vowels.
cut done number become

much son mother something
rough love study publish
SOUND FOCUS 3z ltl
To produce the sound ltl, as in earn, open your jaw only slightly, pull your
tongue up high, close to the center of the hard roof of the mouth, and round
your lips slightly.l Make a voiced sound. Note that in words with the /a/
sound, the vowel letter combines with the r to form one single sound. The
sound lil in the words in the first three columns are stressed: those in the
fourth column are unstressed.
Underline the letters that make the sound /a/.
ggln urge further sugar

serve purpose personal *dth"t
work concern certainly p""frif,
/t
bird refer encourage2 forgdt
rThe sound ltl may be made in two ways with the same result. Some speakers curl the
tip of the tongue upward, while others pull the middle of the tongue into a bunched
position.
zThe ltl in encourage is also pronounced /,rr/.
gZ I / WhYIWork
SOUND FOCUS 4z lwl
To produce the sound lwl, as in want, push your lips forward, rounding them
tightly. Pull the back of your tongue upward toward the soft roof of the mouth
Make a voiced sound as you blend the sound /w/ into the following vowel.
Underline the letters that make the sound /w/.
want one aware whyg

work once reward question
well walk always sway
SOUND FOCUS 5: LINKING AND HOLDING
A. Review consonant-to-vowel linking, and reduction of and and h.
befoTe I die looked aftelfis dogs
Whaly question Puts olfer shoes
muuil was a child concerTr_+nUrncouragement
B. First listen and then practice vowel-to-vowel linking. Use voicing to link
each group of words as if it were one word'
yoq;rsked yourlughta thergak
8Q9ut no one murducation
C. First listen and then practice vowel-to-consonant linking'
to._9o dqyou thervind

to.,gain dn tar-heV we-lvork
D.Holding is a form of linking. When the same consonant occurs between two
words in a phrase, do not pronounce the sound twice. Pronounce it once, and
hold it for a slightly longer time.
{,8ood
day whole life a famous scientist
with threq;ons you must studya
lfis3orilla
E. When similar consonants occur between two words in a phrase, do not
release the first consonant. Release the second. Practice holding the similar
consonants in these phrases.s
had time Liz saw us

stooped down both these songs
3Words spelled wh, such as why, what, wheat may be pronounced lwl or lhwl .
+Note that this combination, st-st, becomes /sti, with the /s/ held longer'
sVoiceless-voiced pairs, such as lt-dl , ls-zl , l\-dl , lk-gl , lf-vl, lp-bl , are similar in that
the position of the lips, teeth, tongue and jaw are the same.
have
l-J
fun breathe thin\-/air
t-J
gate
baqk rup3alms
huS_l(oko clan*loth hands
Listen and put a small dot (') over the vowel in each syllable. Then rewind the
tape and practice the passage in short phrases.
"Why do you work?" I you asked me. ; What a complex question! |
Do we work I to serve society I or to gain I personal satisfaction? |
Do we work to earn money I or because there's nothing better I to do? |
Perhaps no one can answer it I very well. I I'll just try to comment I
on why I work. I
When I was a child, I my mother urged me I
to further my education. I She said, "Son, I you must study hard. I
You have to become I a famous scientist I someday. I That'll be I
my reward." I My mother spent her whole life I
supporting her children. I
With three sons I and three daughters, I she had to work very hard. I
. I'll never forget I her constant concern I and encouragement. I
A person lives only once. I I think I if I haven't done I
something important I before I die, I I'll certainly be sorry! |
So I want to accomplish i as much as possible. I
If I can make a small mark, I I'll feel very happy. I It'll mean I
that my life has purpose. I I've already reached I
a little success in my work I and published some articles I
on my research. I But I still want to do I much more. I As a father, I
I want to provide a good model I for my daughter. I
What's your viewpoint? |
Listen and underline the /w/ sounds once and the ltl sounds twice. (Note that
lwl can be written with w, o, or u. ltl can be written with er, ir, or, ur, ar,
ear, and our.) Then rewind the tape and practice the passage in longer
phrases.
"Why do you \ilelk?" you asked me. lWhat a complex qgestion! |
Do we work to serve society I or to gain personal satisfaction? |
Do we work to earn money I or because there's nothing better to do? |
Perhaps no one can answer it very well. I
I'll just try to comment on why I work. I
When I was a child, I my mother urged me

to further my education. I
d
94 9 / WhvIWork
She said, "Son, you must study hard. I
You have to become a famous scientist I someday. I
That'll be my reward." I My mother spent her whole life I
supporting her children. I With three sons and three daughters, I
she had to work very hard. I I'll never forget I
her constant concern and encouragement. I
A person lives only once. I I think I
if I haven't done something important before I die, I
I'll certainly be sorry! | So I want to accomplish as much as possible. I
If I can make a small mark, I I'll feel very happy. I
It'll mean that my life has purpose. I
I've already reached a little success in my work I
and published some articles on my research. 1
But I still want to do much more. I As a father, I
I want to provide a good model for my ddughter. I
Listen and underline the /o/ sounds once and lhe ltl sounds twice. (Note that
lsl can be written with a and o, and l,tl with u, o, and ou.) Then rewind the
tape and practice the passage in complete sentences.
"Why do you work?" you asked me. I Whgt a complex question! |
Do we work to serve society or to gain personal satisfaction? |
Do we work to earn money or because there's nothing better to do? |
Perhaps no one can answer it very well. ;
I'll just try to comment on why I work. I
When I was a child, my mother urged me

to further my education. I She said, "Son, you must study hard. I
You have to become a famous scientist someday. I That'll be my reward." I
My mother spent her whole life supporting her children. I
With three sons and three daughters, she had to work very hard. I
I'll never forget her constant concern and encouragement. I
A person lives only once. I I think if I haven't done

something important before I die, I'll certainly be sorry! |
So I want to accomplish as much as possible. I If I can make a small mark,

I'll feel very happy. I It'll mean that my life has purpose. I
I've already reached a little success in my work and published some articles
on my research. I But I still want to do much more. I
As a father, I want to provide a good model for my daughter. I

On Your Own 95
ON YOUR OWN

Practice Phrase by Phrase steps several times.
-----]_J---..\
"Why do you work?" you asked me. What a complex question!
Do we work to serve society or to gain personal satisfaction?
Do we work to earn money or because there's nothing better to do?
Perhaps no one can answer it very well.

I'll just try to comment on why I work.
[\.t
When- I was a child, my mother urged me
tu
to further my education.
/r-rf\.
She said, "Son, you must study hard.
You have to become a famous scientist someday.

fl
Thatll be -y t*ra:
My mother spent her whole life supporting her children.
With three sons and three daughters, she had to work very hard.
I'll never forget her constant concern and encouragement.

d-r_
A person lives only once. I think
if I haven't done something important before I die,
d
I'll certainly be sorry! So I want to accomplish as much as possible.
ffi-n----r_
If I can make a small mark, I'll feel very happy.
It'll mean that my life has pur?ose.
I've already reached a little success in my work
and published some articles on my research.
But I still want to do much more. As a father.
I want to provide a good model for my daughter.

+
What's your viewpoint?
96 9 / WhYIWork

Did you make stressed syllables longer than unstressed syllables?
Did you use appropriate rising intonation and falling intonation at the
end of statements and questions?
Did you practice consonant-to-vowel, vowel-to-consonant, vowel-to-vowel
linking and consonant-to-consonant holding?
Did you pronounce the sounds lol, lrl , lil and lwl clearly?
1. Do you work? Tell something about your job and the reasons why you
work. Do you work to serve society, to gain personal satisfaction, to
earn a living, to satisfy someone else's desires, because there's noth-
ing better to do, or do you work for other reasons?
2. In what ways can a person be a model for others? For what reasons?
Do you recognize someone-a family member, a friend, an acquain-
tance, a famous person-whom you look up to as a model for your
life?
3. Would you like to make a mark in some freld? It could be the field you
are working in now, a field you want to change to, or a field not
related to making a living. Tell what you would like to accomplish
someday.
Chapter 10
Raftirtg through the

Grand Canyon
VOCABULARY FOCUS
Do you or your classmates know the italicizedwords in this list? Complete each
sentence with a word or phrase from the list. change nouns and verbs to
appropriate forms. Discuss your choices with a partner.
1. The room was so silent you could hear a pin drop.

.that
2. A blanket of darkness covered the frelds.
3. They crossed the lake on a rubber roff.
4. Several deep cauerns can be seen in the canyon walls.

d-..
lllo' ' 'i'.,i1 4-.'r r'*: I i,i.6rI Wov{d jS. -j The dancers whirled, around and around the dance floor.
6. l,"r'J} ; ;;. tf itb heads, I win; if it,s tails, you win.
7. -----;- A bottle with a message in it floated down the stream.
4 ---1 r,-,,t , { r 1:.'1"7
8. -+- Mrs. Finney lost her balance andr.tumbled down the stdirs.
,
9. The river turns into a waterfall where it flows over a 'r. , '
-t "
',,
"\tff. '
10. Rafting along gentle parts of a river can be relaxing, bil* ,',' ^
rafting through the white water of the rapids is usually

rnorc
-thrilling.
11. My aduenture traveling on a river raft left me with un-
forgettable memories.
97
98 1.0 / Rafting through the Grand Canyon
12. Our guide was an expert at explaining special points of

interest in the scenery.
13. After the rain, the sun came out and we could see a
spectacular rainbow across the sky.
t4. When the airplane crashed, several passengers died, but

mosl surliued.
A. exciting F. Iarge caves K. turn over

B. quiet-i, ,' G. rode in water L. striking;magnifrcent
c. stayed alive H. thick covering M. very skilled person
D. high steep rock L fell suddenly N. flat boat
E. exciting and often J. turned around quickly
dangerous trip
BEFORE YOU LISTEN
Are the people rafting on a lake, a river, or an ocean?

Do they look afraid or thrilled?
Describe the scenery.
What is the man in the inset (upper right corner) Iooking at?
Listening Comprehension gg
The Grand Canyon is a gorge formed by the Colorado River in northwestern

Arizona (a southwestern state of the USA). In some places the canyon gets as
deep as one mile. In the spring and summer, when the winter snows in the
mountains have melted, the colorado rushes through the Grand canyon. This,
along with the natural beauty of the canyon, attracted Ellen to take a rafting
trip through the Grand Canyon.
each statement.
1. Ellen has been floating down the Colorado River for

a. a week c. three or four hours
b. three or four days d. four weeks
2. Tumbling through the rapids was
a. wet c. dangerous
b. exciting d. all of the above
3. Altogether, people went on the rafting trip.
a. nine c. eleven
b. ten d. twelve
4. She could hardly believe her eyes because
a. the scenery was so speetacular
b. the raft trip was so dangerous
c. the water was so cold
q. her eyesight was so bad
5. The caverns were
a. silent c. red
b. white d. rainbow-colored
6. They "hiked up side canyons" means
a. They climbed up the cliffs
b. They hiked up small canyons leading from the main canyon
c. They walked up the canyons side !y side
d. They moved sideways up the canyons
7. Ellen saw stars in the night sky.
a. no c. several
b. a few d. many
8. Ellen will the Grand Canyon.
a. not remember c. survive in
b. never forget d. return to
100 10 / Rafting through the Grand Canyon
LISTENING CLOZE
You'll never guess where I've been! I've been

(1) down (2)
Colorado River for a week on a rubber (3)
took a trip with two (4) guides and nine
other passengers. It was (5) to tumble

through the (6) although sometimes I wasn't
sure (7) get down the river alive. A couple of
times our raft (8) around and flipped
(e) into the cold water. Somehow I survived
the danger and excitement!The (10) in the
Grand Canyon is so spectacular that I (11)
hardly believe my eyes. I was amazed at the rainbow-
(L2) canyon walls. The deep blue sky, the red
(13) and the white water made a beautiful
picture. We usually spent only three or four hours a day
(14) the raft. The rest of the time we hiked
up side canyons, frshed in (15) streams, and
played near waterfalls. At night we (16)
asleep under a silent blanket of sparkling

(17) Rafting through the Grand Canyon was
truly an unforgettable (18)
DISCUSSION
In what ways was the scenery spectacular?

Why was Ellen sometimes unsure she'd get down the river alive?
Have you ever visited the Grand Canyon?
SOUND FOCUS 1: UNSTRESSING FUNCTION WORDS
As you have practiced in previous lessons, content words (such as nouns, main
verbs, adjectives and adverbs) are generally long, strong, clear and high'
Sound Focus 3 10r
Function words are usually unstressed when spoken in phrases. This means
that they are short, weak, urrclear, and. Iow.
Function words include articles, prepositions, conjunctions, auxiliary
verbs and personal pronouns. They also include possessive adjectives, relative
pronouns and adverbs, and simple forms of the verb be.
First listen to the following phrases. Notice how the function words,
which are crossed out, are shorter, weaker, less clear, and lower than the
content words. Then go back and practice.
tr rvas too busy dancing and singing.

How good are ]r* at using chopsticks?
growing on tle rim ef the river
If lean make a small,rnark
his heart ffonJd be shaken orrt of his body
Yodl+ never guess +Ae*e *re been
A couple of times our raft whirled around
as #b,e rtBe e baby gorilla
SOUND FOCUS 2: RHYTHM
The alternation of stressed and unstressed syllables creates a rhythm that

sounds distinctly English. In the example below, the length of the line above
each syllable indicates how long it is pronounced in relation to the others.
I *". t- b*y **.itrg and ffing.

Go back to the sentences in Sound Focus l. Repeat the phrases. At the same
time, mark the beat by clapping your hands together at each syllable.
SOUND FOCUS 3: THOUGHT PHRASES --

{
English speakers group words together in phrases that make sense as thought
groups. Stress (making a syllable strong), intonation (changing the pitch) and
pausing (stopping briefly) are used to indicate the end ofa phrase.
A. First, listen to, then practice the following patterns for American telephone
numbers.
999-9999 nine nine nine I nine nine I nine nine I
444-4444 four four four; four four 1 four four 1
If you have a telephone number, a student number, a social security number, a

credit card number, etc., practice saying it to a partner.
{f
ir ' i'kl
.'
17E
*i
.l-
-
toz ' 10 / Rafting through the Grand canyon
B. Look at the phrasing in the following sentences, Which phrasing divides the
words into appropriate thought groups?
1. ub, She gave me I a red dress.

b. She gave I me a red I dress.
2. a. I'll see I you on Saturday.
b. I'll see you I on Saturday.
\:,
3. A, Do you have to pay I at the door?
b. Do you have I to pay at I the door?
4. a. Mom and Dad are I going away.
'b.
Mom and Dad I are going away.
Some common logical patterns of phrasing are: compound subject, verb phrase,
subject * verb, subject + verb * object, molli-Eers + noun, pTeposiiional
Pau
"a".
C. Working with a partner, divide the following sentences into thought group
phrases.
You'll neyer guess where I've been! I've been floating down the
Colorado River for a week on a rubber raft. I took a trip with two expert
' I grrides and nine other passengers.
Go back to theListening Cloze of this lesson and continue to group the words
into thought phrases.
SOUND FOCUS 4: /r/

To produce the sound lrl, as in raft, raise your tongue and curl it toward the
hard roof of your mouth.l Let the sides of your tongue touch the upper side
teeth. Do not let the tip of your tongue touch anything (the roof of your mouth,
your teeth, etc.). Round your lips slightly. Make a voiced sound.
A. In the following words, pronounce the vowel clearly before moving the
tongue backward into position for the sound /r/.
Underline the letters that make lhe lrl sound.
are forest
car more corn carry
alr poor tired hurry
fare hour heart starry
B. You will recall that the tongue is also curled to pronounce the sound lol, as
in earn. Remember that ltl forms a syllable while /r/ does not. Listen to these
words and check (/) the sound you hear.
lSee Footnote #1 in Lesson g. Why I Work

Sound Focus 5 103
uowel uowel
It/ + lrl /a"/ * lrl
word / start
four purple
birth cavern
farm water
C. In the following words, curl the tongue in position before letting it blend
into the following vowel sound. Take care not to let the tip of your tongue
touch anything.
laft rest around grand

rapids rainbow arrive trip
rock river parade through
red rubber erase streams
SOUND FOCUS 5: /l/

To produce the sound lll , as in lake, place the tip of your tongue on the upper
gum ridge and leave the middle of your tongue in a low to mid position. Do not
let the sides of your tongue touch anything. Keep your lips relaxed; do not
round them. Let a voiced breath come over the relaxed sides of the tongue.
A. In the following words, pronounce the vowel clearly before moving the tip of
your tongue onto the gum ridge for the sound lll. Leave the middle of your
tongue in a low to mid position.
Underline the letters that make lhe lll sound.
all fell cold little

fall he'll child it'll
small I'll although couple
hole you'll beautiful tumble
B. In the following words, place the tip of your tongue on the gum ridge for the
sound /l/ before letting it blend into the following vowel sound.
!eave lawn believe blanket

living lower alive floating
let love colored asleep
laugh hfe only played
104 10 / Rafting through the Grand Canyon
Listen and cross out the unstressed function words. Then rewind the tape and
practice the passage in short phrases. While you speak, clap out the rhythm.
Yo#ll never guess I where I+.e been! | I\rc bn floating I
down the Colorado River I for a week I on a rubber raft. I I took a trip I
with two expert guides I and nine other passengers. I It was thrilling I
to tumble through the rapids, I although sometimes I I wasn't sure I
I'd get down the river I alive. I A couple of times I
our raft whirled around I and flipped over I into the cold water. I
Somehow I survived I the danger and excitement! | The scenery I
in the Grand Canyon I is so spectacular I that I could hardly I
believe my eyes. I I was amazed I at the rainbow-colored I
canyon walls. I The deep blue sky, I the red caverns, I
and the white water I made a beautiful picture. I We usually spent I
only three or four hours a day I on the raft. I The rest of the time I
we hiked up side canyons, I frshed in small streams, I
and played near waterfalls. I At night I we fell asleep I
under a silent blanket I of sparkling stars. I
Rafting through the Grand Canyon I was truly I an unforgettable I
adventure. I
Listen and underline the /a/ sounds once and the uowel * /r/ sounds twice.
(Note that ltl can be written with er, ir, or, ar or ur.) Rewind the tape and
practice the passage in longer phrases.
You'Il never guess where I've been! |
I've been floating down the Colorado River I
for a week on a rubber raft. I I took a trip with two expert guides I
and nine other passengers. I
It was thrilling to tumble through the rapids, I
although sometimes I wasn't sure I I'd get down the river alive. I
A couple of times I our raft whirled around and flipped over I
into the cold water. I Somehow I survived the danger and excitement! |
The scenery in the Grand Canyon I is so spectacular I
that I could hardly believe my eyes. I I was amazed I
at the rainbow-colored canyon walls. I
The deep blue sky, the red caverns, and the white water I
made a beautiful picture. I
We usually spent only three or four hours a day I on the raft. I
The rest of the time we hiked up side canyons, I
fished in small streams, and played near waterfalls. I

On Your Own 105
At night we fell asleep I under a silent blanket of sparkling stars. I
Rafting through the Grand Canyon I
was truly an unforgettable adventure. I
Listen and underline the /l/ sounds. (Note that some I letters are silent.)
Rewind the tape and practice the passage in complete sentences.
You']l never guess where I've been! | I've been floating down
the Colorado River for a week on a rubber raft. I
I took a trip with two expert guides and nine other passengers. I
It was thrilling to tumble through the rapids, although sometimes

I wasn't sure I'd get down the river alive. I A couple of times
our raft whirled around and flipped over into the cold water. I
Somehow I survived the danger and excitement! |
The scenery in the Grand Canyon is so spectacular that I could hardly

believe my eyes. I I was amazed at the rainbow-colored canyon walls. I
The deep hlue sky, the red caverns, and the white water
made a beautiful picture. I We usually spent only three or four hours a day
on the raft. I The rest of the time we hiked up side canyons,
fished in small streams, and played near waterfalls. I
At night we fell asleep under a silent blanket of sparkling stars. I
Rafting through the Grand Canyon

was truly an unforgettable adventure. I
ON YOUR OWN

Record the passage on the next page from beginning to end without
stopping.
l' \''ir tl
106 1.0 / Rafting through the Grand Canyon
L-, You'll neyer guess where I've been! I've been floating
down the Colorado River for a week on a rubber raft.
I took a trip with two exrert zuides and nine other passengers.
It was thrilling to lg4gble through the rapids,
although sometimes I wasn't sure I'd get down the river alive.
A gggple of times our raft whirled algun4
and flipped over into the cold qeter.
Somehow I survived the danger and exciternent!
The scenery in the Grand Canyon is so spectacular
that I could hardly believg my eyes.
I was amazed at the rainbow-colored canyon walls. The deep blue sky,
the red caverns, and the white weter made a lgggtiful pigture.
We uzually qggt gdv three or four hours a lgl on the raft.
The rest of the time we hiked up side canyons, frshed in small streams,
and played near waterfalls.
At night we fell adggp under a silent blanket of sparkling stars.
Rafting through the Grand Cg_nyot
-.,was truly an unforpltable adventure.
_.___-
Did you say words together in thought phrases?

words?
Did you make the function words shorter, weaker, and less clear than the
content words?
Did you pronounce the sounds lll and lrl clearly?
Did you make a difference between lryl and uowel + lrl?
Did you make a distinction between clear and reduced vowels?
1. Have you had an exciting or thrilling adventure? Tell where you

went, what you saw, how you felt, and how it was different from
other experiences you have had.
2. Have you ever ridden a boat down a river or across a sea? Describe
your trip. Was it similar to or different from Ellen's rafting trip down
the Colorado River?
3. Find out more about Grand Canyon National Park. Tell why this
place attracts people to visit it.
Chapter 11
The Accident
VOCABULARY FOCUS
with a word or phrase from the list. change nouns and verbs to appropriate
accident bruised glare sheepishly

ambulance daydream hop sneak up
avoid endup horn supermarket
bicyclist excuse howl tune
blare
1. A driver drives a car; a rides a bicycle.

2. Two cars crashed into each other. Fortunately, nobody was hurt in
the
3. To catching a cold, stay healthy and

warrn.
4. A driver pushes the in a car to make a

loud warning noise.
5. Who is making that long, loud cry? It sounds like the

of a wild animal.
6.A sells all kinds offood and goods.
ro7
r08
7. An took the injured people to the

hospital.
8. Did he stand up slowly or did he up from
his seat?
L My neighbors play loud, sharp, unpleasant music. I can't stand it
when the music from their window.
10. He at me with angry eyes.
11. Is your leg ? It's all black and blue.
12. "I'm ashamed of my foolish mistake," she said
13. I started out taking Math 2, but because I failed all of my tests,
going back to Math 1.
14. Sometimes when I am awake,I imagine that I am somewhere else:
15. The thief behind me on the bus andpicked

my pocket.
16. You said you didn't do your homework because you were absent
yesterday. Is that a good
17. I can remember the words to that song, but I can't remember the
BEFORE YOU LISTEN
Where is the woman?

Where is the man?
What happened?
Cars are both common and important in America. People drive to work, to
school, to the store, to the bank, to shows, on trips, and simply for pleasure.
There are even many popular songs about driving. In contrast, bicycles are
much less common. Bicycles must follow the same traflic rules as cars, but
because of the difference in size and speed, these two kinds of vehicles some-
times run into trouble on the road.
each statement.
1. The collision happened at the entrance to a parking lot.

2. The car and the bicycle were going in opposite directions.
3. The driver couldn't believe he had struck the bicvclist.
4. The bicyclist glared at the driver.
5. The driver got out of his car slowly.
6. The police officer turned down the driver's radio.
7. The driver likes music.
8. The bicyclist likes music.
9. The police oflicer took the bicyclist to the hospital.
r10 11. / The Accident
LISTENING CLOZE
Yesterday outside the supermarket, I heard the sounds of a

(1) and a howl. A
(2) car turning right into the parking lot hit a
blue bicycle going along the same (3) When
the driver hopped out, music (4) from his car.

He (5) his head and said, "This
(6) have happened!" The woman lying on the
ground (7) at him. "You must have
(8) daydreaming. It shouldn't have
(e) but it did!"
A police offrcer came to take a report. "Sir,"
(10) said to the driver,
"(1 1) you please turn down your radio? I can

(L2) hear." He turned it down, yelling, "She
shouldn't have (13) up behind me!"
"What a fool!" replied the bicyclist. "If
(14) been paying attention, maybe you would
(15) seen me! And I wouldn't have ended up
hurt and (16) " At that point, the red-faced
driver stooped down and (17) her to her feet.
"They were playing my favorite tune," he said sheepishly.
"Horrible (18) !" she answered. As an
(19) took the woman to the hospital, I thought
about how a good driver would have (20) this
accident.
DISCUSSION
How did this accident happen?

Was it anybody's fault?
Why was the driver red-faced?
Could the collision have been avoided?
Sound Focus 3 ttt
SOUND FOCUS 1: /u*/
To produce the sound /u*/, as inshoe,round your lips tightly and raise the back
of your tongue toward the soft roof of the mouth. As you make a voiced sound,
pull your tongue upward and backwards and push your lips forward, gliding
into a /w/ sound: /u*/.
Underline the letters that make the sound /u*/.
shoe fool studentsl

boom youth cooler
stoop new supermarket
blue tune consumer
SOUND FOCUS 2: /u/
To produce the sound lul, as in pyt, round your lips slightly (but less than for
/u-/) and raise the back of your tongue high (but slightly lower and more
relaxed than for /u*/). Do not move your tongue or lips. Make a voiced sound.
Underline the letters that make the sound /u/.
put shook woman

should foot couldn't
good stood wouldn't
push pull sugar
SOUND FOCUS 3: lyl

To produce the sound lyl, as in yes, raise the middle of your tongue to a high
position, as for the sound /i/. Make the muscles ofyour cheeks and tongue tense.
As you make a voiced sound, let your tongue glide into the following vowel
sound. Do not let your tongue touch the roof of your mouth.
Underline the letters that make the sound /v/.2
yes canyon excuse

year onion usually
yard few regular
union beautiful population
rThe /uw/ iA new, tune, students, supermarket, and consumer may also be pronounced
iyuui.
zNotethatthesound lyl oftenprecedes lu*l,lul ,and, lal toform lyu*l,lyul
,and/yal.
Lt? 11 / The Accident
SOttND FOCUS 4: REDUCTION: CONDITIONALS
A. Practice contracting and reducing the auxiliary verb ha'd tn'd or *'id.
Mom had never seen her.
Bob had driven there once.

+ *Bobbid driven there once.
Ifyou had been paying attention . . .

--) If you'd been paying attention
If it had happened at night . . .
--) If it'd happened at night (it'd '-+ *itid)
If the woman had died . . .
-+ If the *womanid died
B. When the modals should, could, would, rnust, mary, and might are followed by
haue -f past participle, the auxiliary houe is usually contracted so that it sounds
like *o/(/ev/). It is also commonly reduced even further before a consonant so
that it sounds like xa (/e/). Listen first to the careful and formal pronunciation
of the following sentences, and then to the relaxed, informal reductions.
They might have avoided the collision.

-) They tmight-of avoided the collision.
She could have eaten more.
-> She xcould-of eaten more.
You should have been paying attention.
--t You *should-of been paying attention.
You *shoulda been paying attention.
t woutd have gone, but I didn't have time.
+ I *would-of gone, but I didn't have time.
+ I *woulda gone, but I didn't have time.
You must have been daydreaming.
You *must-of been daydreaming.
-4 You *musta been daydreaming.
C. The negative not haue is often reduced to *'int'of or * ina in relaxed, infor'
mal speech.
I wouldn't have ended up like this.
He mustn't have understood.

+ He *mussint-of understood.
It couldn't have happened.
-) It *couldint-of happened.
-_+ It *couldina happened.
Sound Focus 5 118
They shouldn't have collided.

+ They xshouldint-of collided.
They *shouldina collided.
SOUND FOCUS 5: STRESS AND TIMING
A. English is a stress-timed language. Stresses tend to recur at regular inter-

vals of time. This tendency combines with word stress variation to make En-
glish rhythm distinct from other languages.s In the following examples, notice
how the unstressed syllables are shortened to fit in between stressed syllables.
1. 2.
a nice day a mith t6acher
a pretty day an ilnglish t6acher
a beairtifuldiy a chemrstry teacher
a specticular diy a phil6sophy t6acher
3. 4.
I won't talk. He asked a question.
I dfdn't taik. He answered a qu6stion.
I c6uldn't have taiked. He rep6ated a qu6stion.
I shouldn't have been taiking. He int6rpreted a qu6stion.
B. Practice saying these phrases to a partner, keeping the same stress and
timing in each set.
2.
a new blire hat I cin't s6e her
a new blue sweater I couldn't see her
a new orange sweater I couldn't have seen her
a pretty orange sweater I couldn't have talked to her
3Compared with English and other Germanic languages, French, for example, is a
syllable-timed language. In French, syllables, rather than only stressed syllables,
tend to recur at regular intervals.
Ll4 11 / The Accident
SOUNDS IN CONTEXT: PHRASE BY PHRASE I

Listen and underline the /u*/ sounds once and the lul sounds twice. (Note that
/u*/ sounds can be spelled u' oo' o, ui, ew, eu' ue' and ou. lul canbe spelled u,
oo, and ou.) Then rewind the tape and practice the passage in short phrases.
Yesterday I outside the supermarket, I I heard the sounds I
of a horn and a howl. 1A yellow car turning right I into the parking lot I
hit a blge bicycle I going along the same avenue. I
When the driver hopped out, I music blared from his car. I
He shodr his head and said, | "This couldn't have happened!" I
The woman lying on the ground I glared at him. I
"You must have been daydreaming. I It shouldn't have happened, I
but it did!" I
A police oflicer I came to take a report. | "Sir," 1
she said to the driver, | "would you please lturn down your radio? |
I can hardly hear." I He turned it down, I yelling, I
"She shouldn't have sneaked up I behind me!" I
"What a fool!" I replied the bicyclist. I
"If you'd been paying attention, I maybe I you would have seen me! |
And I wouldn't have ended up I hurt and bruised." I
At that point, I the red-faced driver stooped down I
and pulled her to her feet. | "They were playing my favorite tune," I
he said sheepishly. I
"Horrible excuse!" I she answered. I
As an ambulance took the woman I to the hospital, I
I thought about how a good driver I would have avoided I
this accident. I
Listen and underline the /h/ sounds. Draw a slash (/) through the reduced h
letters (the ones that have disappeared). Draw a circle around t}ae lyl sounds.
Note that not all y letters are pronounced lyl, and that some /y/ sounds are
"hidden" in other letters. Then rewind the tape and practice the passage in
longer phrases.
@esterday outside the supermarket, I
I lreard the sounds of a ttorn and a howl. 1
A yellow car turning right into the parking lot I
hit a blue bicycle going along the same avenue. I
When the driver hopped out, I music blared from [is car. I
He shook his head and said, | '"This couldn't have happened!" I
The woman lying on the ground glared at him. I

"You must have been daydreaming. I It shouldn't have happened, I
but it did!" I
A police officer came to take a report. I
"Sir," she said to the driver, | 'kould you please turn down your radio? |
I can hardly hear." I
He turned it down, yelling, | "She shouldn't have sneaked up behind me.!" I
"What a fool!" I replied the bicyclist. I
"If you'd been paying attention, I maybe you would have seen me! |
And I wouldn't have ended up hurt and bruised." I
At that point, I
the red-faced driver stooped down and pulled her to her feet. I
"They were playing my favorite tune," I he said sheepishly. I
"Horrible excuse!" she answered. I
As an ambulance took the woman to the hospital, I
I thought about how a good driver I would have avoided this accident. I
Mark the places where linking occurs. Then rewind the tape and practice the
passage in complete sentences.
YesterdayrutsilqetheJupermarket,
I.|ear{lhe.gounds.gta}orn and a howl. I
A yellow car turning right into the parking lot

hit a blue bicycle going along the same avenue. I
When the driver hopped out, music blared from his car. I
He shook his head and said, "This couldn't have happened!" I
The woman lying on the ground glared at him. I
"You must have been daydreaming. I It shouldn't have happened,

but it did!" I
A police officer came to take a report. | "Sir,"

she said to the driver, "would you please turn down your radio? |
I can hardly hear." I He turned it down, yelling,

"She shouldn't have sneaked up behind me!" I
"What a fool!" replied the bicyclist. I
"If you'd been paying attention, maybe you would have seen me! |
And I wouldn't have ended up hurt and bruised." I At that point,

the red-faced driver stooped down and pulled her to her feet. I
"They were playing my favorite tune," he said sheepishly. I
"Horrible excuse!" she answered. I
As an ambulance took the woman to the hospital,

I thought about how a good driver would have avoided this accident. I
116 11 / The Accident
ON YOUR OWI\

Yesterday outside the supermarket,
I heard the sounds of a horn and a howl.
A yellow car turning right into the parking lot
hit a blue bicycle going along the same avenue.

rR-
When the driver hopped out, music blared from his car.
He shook his head and said, "This couldn't have happened!"
The woman lying on the grotind glared at hirn.

tu
"You mubt have been a"yat""-ittg. It shouldn't have happened,
but it did!"
.-z
A police offrcer came to take a report. "Sir,"
she said to the driver, "would you please turn down your radio?
+-
I can hardly hear." He turned it down, yelling,
"She shouldn't have sneaked up behind me!"

-\
"What a fool!" replied the bicyclist.
"If you'd -
been paying attention, maybe you would have seen me!
)-L-=--/
And I wouldn't have ended up hurt and bruised." At that point,
the red-faced driver stooped down and pulled her to her feet.
"They were playing my favorite tu4e," he said sheepishly.
-- "Horrible excuse!" she answered.
As an ambulance took the woman to the hospital,
I thought about how a good driver would have avoided this accident.
Topics for Oral and Written Composition 1-L7
Did you group words together in thought phrases?

Did yorl make the content words longer and higher than the function
words?
Did you shorten and weaken the unstressed syllables to fit between the
stressed syllables?
Did you follow the stress patterns indicated above?
Did you reduce the attxiliaries in conditional phrases?
Did you pronounce the sounds lyl, lu*l and, lul clearly?
Did you make a distinction between the sounds /u*/ and lul, lanl and,
/yu*/?
1. Have you ever been in a traffrc accident? Describe what happened.

Could it have been avoided? Describe what should have happened.
2. Have you ever done anything that you wish you hadn't done? Tell
what happened and how the situation might have been different if
you had acted or thought differently.
3. Discuss one aspect of automobile safety. How can a person be a safe
driver? What safety regulation(s) do you consider especially impor-
tant and why?
Chapter L2
Volcanoes in the
Ring of Fire
VOCABI]LARY FOCUS
Do you or your classmates know the words in this list? Write each word in the
listnexttoitsdefinition.Discussyourchoiceswithapartner.
' i l ash decade geology severe ,{,ir6e ig I '
active destruction measure volcano

avalanche erupt f rf,mountainrange wheat ;^. -{,rJrrr(r{lC\
crops explode mud v-o.rt zone
damage fortunately
\1
1. ,r"{ ( { r:r'. .- r .{ a period often years
2. -.r '''\. ! ''-r{-i"{(tr luckily,successfully
j -',
3. - '' soft, sticky, wet earth
{,r-
4. 'luWy-V very harmful ,. : ,. i ; ' ', '
'-'' I
t.
5. 'a ruination
rl
6. 1,,
,..i r-(.
t[- C.i<
r.^ f
to blow up or burst
to pour out fire with force or violence

8. to find the size, length, amount, degree,
etc. of something
9. plants such as grain, fruit, or vegeta-

bles grown or produced by a farmer
r19
120 12 i Volcanoes in the Ring of Fire
10. a glain which is often made into

powder and then made into bread, noo-
dles, and such.
11. a connected line of mountains or hills

t2. the scientific study of the earth: its ori-
gin, history and structure
4 : 'j '|t
13. a mountain with a large opening at the
top (crater), through which melting
rock (lava), steam, and gases escaPe
with strong force from inside the earth
L4. the soft gxay powder that remains after

something has been burned
15. {' a large mass of snow and ice crashing

down the side of a mountain
..
th ' Ll alive, functioning, able to produce the
expected results
t7. harm, loss
18. an area marked off from others by par-

ticular qualities
BEFORE YOU LISTEN
What ocean is shown on the maP?

What continents are shown?
What volcano is shown?
Volcanoes occur in many parts of the world. Most of them occur in the region
shown on the map. Because they erupt with huge force, and often quite sud-
denly, volcanoes can be very destructive. If geologists can predict when a
volcano will erupt, they can warn people ahead of time so the damage will be
Iessened. Many things were damaged when Mount St. Helens erupted, but
there were also a few benefits.
each statement.
Listening Comprehension r2l
1. There are about active volcanoes around the world.

a. 815 c. 850
b. 518 d. 1980
2. The "Ring of Fire" is a zone.
a. political c. historical
b. geological d. cultural
-
3. of the world's active volcanoes are found within the .,Ring of
Fire."
a. 2OVo c. 67Vo
b. 25Vo d. 75Vo
4. Mount St. Helens is located in

a. Alaska c. Indonesia
b. Washington d. South America
o. Although geologists had studied the Cascade Mountain Range
several decades, they didn't realize
a. Mount St. Helens was located there
b. Mount St. Helens was a volcano
c. Mount St. Helens was going to erupt soon
d. Mount St. Helens was going to erupt with such force
6. When Mount St. Helens blew up,
a. avalanches occurred c. buildings were damaged
b. plants died d. all of the above
7. The volcanic ash was good for
a. wheat and apples c. plants and animals
b. animals and people d. roads and bridges
L22 12 / Volcanoes in the Ring of Fire
LISTENING CLOZE.
There are eight hundred and fifty (1)

volcanoes around the world. Do you know where these mountains of
fire are found? Three (2) of them are found
within a (3) called the "Ring of Fire." One

(4) ofthe zone (5)
along the west coast of the Americas from chile to Alaska. The other
edge runs along the east coast of (6) from
Siberia to New Zealand. TVenty percent (?)

these volcanoes are located in Indonesia. Other big groupings are in
Japan, the Aleutian (8) and Central
America.
In May 1980, Mount Saint Helens (9)
its top in Washington State. The huge (10)
came as a great surprise to (11) They'd
measured the Cascade Mountain Range for several

02) But they (13)
expected so much destruction. The (14) of
Mount St. Helens sent hot volcanic (15) and
gases into the air. It caused (16) mud
slides and avalanches. It killed trees, crops, animals, and people. It

(17) roads, buildings, and bridges.
Fortunately, not everything was (18) : wheat
and apples grew very well in the volcanic ash.
DISCUSSION
What part of the world does the Ring of Fire include?

Which area within this zone has the most volcanoes?
Have you seen a volcanic eruPtion?
SOUND FOCUS 1: /J/
To produce the sound I ! I , as in shaw , raise the sides of your tongge so that they
touch the gum ridge on the sides ofyour teeth. Put your teeth nearly together
and separate your lips. Let your voiceless breath flow out continuously
through the passage between your teeth.
Sound Focus 4 123
Listen and underline the letters that make the l[ I sound.
ghe asl wishing og-ean
shade dish special eruption,

ghow
)j
crash machine destruction
-shoe waqh Washington Aleutian
SOUND FOCUS 2: /s/
To produce the sound 13/ , as irt rneasure, place your tongue, teeth and lips in
the same position as for /J/, described above. Let out a continuous voiced
sound.
Listen and underline the letters that make the l3l sound.
measure garage Agia decision

usual rouge Indonetia explosion
casual leisure Malaysia invasion
SOUND FOCUS 3: ttll

The sound ltll, asin chair, is a combination of the sounds /tl and lll.To
produce this sound, raise the sides ofyour tongue so that they touch the gum
ridge on the sideb of your teeth, as for the sound /J/. Press the tip of your
tongue against the upper gum ridge behind the front teeth, as for the sound
/t/. Force air outward and let your voiceless breath explode as you quickly
move the tip of your tongue away from the gum ridge.
Listen and underline the letters that make tbe /t!l sound.
cheese each picture stretches

chair catch natural avalanches
Chile march inches fortunately
China watch kitchen actuallv
SOUND FOCUS 4z td3l
The sound ll3l , asinjail, is a combination of the sounds ld,l and, l3l .Toproduce
this sound, place your tongue, teeth and lips in the same position as for lt3l,
/tJl, described above. This time, force a voiced sound to explode from your
124 12 / Volcanoes in the Ring of Fire
mouth as you release the tip of your tongue from its position against the gUm
ridge. Listen and underline the letters that make the ldSl sound.
jail edge region j"@l

joke hu_ge subject George ,l
. .
;iuice range bridggs geology ' n
.giant damage manager geologist
SOUND FOCUS 5: SOUND AND STRESS SHIFTS
A. Consonant and vowel sounds often change systematically within word fam-
ilies, depending on whether the word is a noun, verb, adjective or adverb.
Listen and underline the part of the word where there is a change in consonant
or vowel sound.
explode explosion explosive explosively

/
include inclusion inclusive inclusi
TI
receive reception receptive receptively
B. Word stress can also change from one syllable to another. Listen and note
the stress changes in the following patterns.
.
eborbsy gb6lbgist ebbti,ei"it ebbti,gicitti

tJt'
psychology psychologist psychological psychologically
P/t.r
economy economist econdmical economically
\ r _t
phonology phonologist phonological phonologically
ltl/
anatomy anatomist anattimical anat<imically
jrlf
astronomy astronomer astron6mical astroncimically
.,
geographv ge6grapher geogrdphical geografihically
(t"'
r\.- r
C. Take turns saying the following words to a partner, marking the syllables
and word stress. Use the stress shift patterns above as a guide'
{rt
conclude, conclusive, conclusively
/ . L.
perception, percfrtively, perceive
,tt
biology, biologist, biological
e{l
biographical, biographer, biogrAphically
technollgical, technJlogy, technolJgically

Listen and underline the /J/ sounds once and the l3l sounds twice. (Note that
/J/ sounds can be written with sh, ch, ci, ce, and ti, and /g/ sounds with su, ge,
and si.) Then rewind the tape and practice the passage in short phrases.
There are eight hundred and fifty I active volcanoes I
around the world. I Do you know I where these mountains of fire I
are found? | Three quarters of them I are found within a zone I
called the "Ring of Fire." I One edge of the zone {
stretches along the west coast I of the Americas I
from Chile to Alaska. I The other edge I runs along the east coast I
of Asia I from Siberia to New Zealand,. I Twenty percent I
ofthese volcanoes I are located in Indonesia. I Other big groupings I
are in Japan, I the Aleullan Islands, I and Central America. I
In May 1980, I Mount Saint Helens I blew its top I
in Washington State. I The huge explosion I came as a great surprise I
to geologists. I They'd measured I the Cascade Mountain Range I
for several decades. I But they hadn't expected I so much destruction. I
The eruption of Mount St. Helens I sent hot volcanic ash and gases I
into the air. I It caused severe mud slides I and avalanches. I
It killed trees, crops, I animals, and people. I
It damaged roads, buildings, I and bridges. I Fortunately, I
not everything was lost: I wheat and apples grew very well I
in the volcanic ash.
Listen and underline the /tJl sounds once and the ld3l sounds twice. (Note that
/tJl sounds can be written with ch, tch, and tu, and /d3l with j, g, ge, dge, and
gi.) Then rewind the tape and practice the passage in longer phrases.
There are eight hundred and frfty active volcanoes I
around the world. I Do you know I
where these mountains of fire are found? |
Three quarters of them are found I
within a zo'ne called the "Ring of Fire." I One edge of the zone I
stretches along the west coast of the Americas I from Chile to Alaska. I
The other edge I runs along the east coast of Asia I
from Siberia to New Zealand. I Twenty percent of these volcanoes I
are located in Indonesia. I Other big groupings are in Japan, I
the Albutian Islands, I and Central America. I
In May 1980, I Mount Saint Helens blew its top I
in Washington State. I The huge explosion I
came as a great surprise to geologists. I
They'd measured the Cascade Mountain Range I for several decades. I

126 12 / Volcanoes in the Ring of Fire
But they hadn't expected I so much destruction. I
The eruption of Mount St.Ilelens I
sent hot volcanic ash and gasEB-into the air. I
It caused severe mud slides and avalanches. I
It killed trees, crops, animals, and people. I
It damaged roads, buildings, and bridges. I
Fortunately, not everything was lost: I
-.,,w!rgat and apples grew very well in the volcanic ash.

|
'Ifi'r'jf'r'
Listen and underline the content words and mark the phrase stress. Then
rewind the tape and practice the passage in complete sentences.
There are eight hundred andfifty active volcanoes

around the world. I
Do you know where these mountains of frre are found?

I Three quarters of them are found
within a zone called the "Ring of Fire." I
One edge of the zone stretches along the west coast of the Americas
from Chile to Alaska. I The other edge runs along the east coast of Asia
from Siberia to New Zealand. I Twenty percent of these volcanoes
are located in Indonesia. I Other big groupings are in Japan,
the Aleutian Islands, and Central America. I
In May 1980, Mount Saint Helens blew its top

in Washington State. I The huge explosion came as a great surprise
to geologists. I They'd measured the Cascade Mountain Range for
several decades. I But they hadn't expected so much destruction. I
The eruption of Mount St. Helens sent hot volcanic ash and gases
into the air. I It caused severe mud slides and avalanches. I
It killed trees, crops, animals, and people. I It damaged roads,

buildings, and bridges. I Fortunately, not everything was lost: I
wheat and apples grew very well in the volcanic ash. I

On Your Own 127
ON YOUR OWN

There are eight hundred and frfty active volcanoes
around the world.
Do you know where these mountains of frre are found?
Three quarters of them are found within a zone
called the "Ring of Fire." One edge of the zone
stretches along the west coast of the Americas

q
from Chile to Alaska. The other edge runs along the east coast of Asia
from Siberia to New Zealand. TVenty percent of these volcanoes
are located in Indonesia. Other big groupings are in Japan,
the Aleutian Islands, and Central America.

ru its to)'
In May nineteen eigfrty, tvtoorrt, Suint Helens blew
in Washington Statel
The huge explosion came as a great surprise to geologists.
They'd measured the Cascade Mountain Range for several decades.
But they hadn't expected so much destruction. flr.J
The eruption of Mount St. Helens sent hot volcanic ash and gases
__-J\ \
into the air. It caused severe mud slides and avalanches.
It killed trees, crops, animals, and people.

J-L_--
It damaged roads, buildings, and bridges.
-----------/d
Fortunately, not everlrthing was lost:
wheat and apples grew very well in the volcanic ash.
,-.i 1. r 'l*1.
r28 12 / Volcanoes in the Ring of Fire
Did you make the key word in each phrase higher and longer than the
other words in each phrase?
words?
Did you pronounce the sounds lfl and. /3/ clearly?
Did you pronounce the sounds /t!l and ld3l clearly?
Did you make a clear difference between lll and lt!l?
Did you make a clear difference between l3l and ld3l?
1. Explain how a volcano erupts. Discuss the geological conditions

which cause lava, steam, and ashes to be thrown out through the
earth's crust (surface).
2. Describe the eruption of Mount St. Helens (or another volcano). Give
more details than were presented in this lesson.
3. Choose and tell about one aspect studied by a particular kind of
scientist, such as a biologist, meteorologist, archeologist, an-
thropologist, linguist, physicist, etc.
Chapter 13
Father's Idea of Fun
VOCABULARY FOCUS
agreeable chuckle fold plant

anyway dive gopher poke
benevolent drag grip stroll
chat familiar Mother Nature tug
cheerfully old fogy
1. Fred the letter and put it into an

envelope.
2. Be careful how you camy your umbrella or you might

somebody with it.
3. Jeff on the knot until it finallv came
loose.
4. "I'm having a lot of fun!" Vivian exclaimed
5.A is a type of ratlike animal that

makes holes in the ground and lives in them.
tzg
r30 13 / Father's Idea of Fun
6. "Haven't we met before? Your face looks so
to me."
7. Ophelia climbed onto a rock and into

the lake with a big splash.
8. Today's weather is neither too hot nor too cold; it's quite
9. An is a person who has old-fashioned

habits and dislikes change.
10. People can control some aspects of their lives, but other aspects
are controlled by
11. The desk was too heavy to lift, so they
it across the room.

L2. The cat itself in the sunshine bv the
window and refused to leave until the sun moved.
13. The child had taken such a firm on the

dog's tail that it couldn't run away.
14. When Vincent got together with his friends, they sat and
about old times.
15. Everyone thought the joke was funny. Some

quietly, while others laughed loudly.
16. "A Ghostly Aduenture" was a scary movie; that's what I think,
L7. Giving money to needy people is a act.
18. After having a heavy meal, Victoria likes to take a short

to help digest her food.
BEFORE YOU LISTEN
How old is the boy?

What are the two men doing?
What are the relationships among the three people?
Victor is an active young boy who loves to run and play outdoors. His father,
on the other hand, prefers to stroll leisurely. When the two of them go on a
walk together, their differences are sure to appear.
each statement.
1. Victor thinks is fun.

a. feeding dogs c. fitting docks
b. fighting dogs d. feeding ducks
2. Victor's father suggests going for a walk.
a. always c. sometimes
b. usually d. seldom
3. Victor is interested in
a. walking with his father c. going downtown
b. catching frogs -. d. chuckling
4. Whenever Victor's father wants to stop, Victor
a. has to stop c. plants his feet stiffly
b. wants to stop d. chats with old fogies.
5. Victor pokes his finger into his father's
a. panls c. thigh
b. hand d. tie
6. The father seems to be bv Victor's behavior.
a. amused c. excited
b. worried
- d. upset
7. Victor doesn't feel taking a walk with his father.
a. bored c. small
b. powerless
- d. satisfied
L32 13 / Father's ldea of Fun
LISTENING CLOZ$
Father doesn't know how to have fun, not in my

(1) anyway. I think jumping
(2) fall leaves or playing ball in the
(3) is fun. He thinks
(4) undignified for a fellow his
(5) , I think feeding
(6) is agreeable
(7) but he says to leave that job to Mother
ttLet's
Nature. Every so often, he'll say (8)
go for a walk, Victor." Then he (9)
downtown. Whenever he wants to stop, I have to stop, too. He folds his
arms, (10) his feet stiffly, and
chats forever with other old (11) I tug on his
pants or (12) my frnger into his
(13) , but Father simply smiles down
(14) me from the clouds. If a
(15) jumps across the road or a gopher pops
(16) head out of a hole, I'll
(17) toward it. I never get far before feeling
Father's (1.8) grip on me, gentle but very
firm. Then he (1,9) and gives me a
(20) pat on the back. Taking a walk with
him is not my idea of having fun.
DISCUSSION
How does Victor like to have fun?

Why does Victor tug on his father's pants and poke his finger into his
thigh?
Do you sympathize (share feelings) more with Victor or with his father?
SOUND FOCUS l: /f/

fall, place your upper front teeth loosely on your
To produce the sound lfl , as in
lower lip. Let your voiceless fi-reath flow out continuously and smoothly be-
Sound Focus 3 133
tween the center of your Iower lip and your upper teeth.l
Underline the letters that make /f/ sound in the following words.
lall leaf cheerful from

fun laugh gopher frog
freld cliff dignifred fly
photo enough stiflly raft
SOUND FOCUS 2z lvl

To produce the sound lv | , as in yery, place your upper front teeth on your lower
lip as for /f/. This tipe, let out a continuous voiced sound.
very leave every advice
view have having curved
Victor dive forever behaved
volcano give benevolent convenient
SOUND FOCUS 3: VOWEL LENGTH
A. Hold the vowel longer when it comes before the voiced /v/ sound.
/-fl /-ul
leaf I ea ve
safe s a ve
half h a ve
proof pr o ve
B. Underlipe the long vowels in the following sentences. Then practice saying
them, paying attention to vowel length.
A leaf dropped into the food.

Leave the pot ofrice on the stove.
Rise before the sun reaches this side.
Pat took five baths in one evening.
I'll have the big half and give you the small half.
When a baby teethes, she cries a lot.
Bev washed the garage roof.
Frank watched them fix the bridge.
lTo check yourself, place your fuand in front ofyour mouth and feel the continuous flow
of air. If you hold a small piece of paper in frgnt 9f your mouth, it will move continu-
ously, though not aq much as for /0/.
134 13 / Father's Idea ofFun
SOUND FOCUS 4: INTRODUCTORY PHRASE INTONATION
A. Review rising y' and falling \ intonation. Listen to these mini-dialogs and
mark the final intonation. Then practice with a partner.
-) A:
A: Dinner? Now.
\
B: Sounds good. B: Now?
A: Next Friday? A: Yes. Together,
B: Sure. B: Together?
A: Six-thirty? A: Right.
B: Seven. B: By bus?
A: By car. Okay?
B: Okay.
B. When a phrase or clause comes before the main clause of a sentence, there is
usually a slight rise at the end of the first phrase. This rising intonation
indicates that the speaker has not yet finished the sentence.
ffi
Irr- n4ayiitr"GE"-eigh-ty, MountEai.tf Helens blew its to|.
With three sons and three daughters, she had to work very hard.
If you'd been paying attention, maybe you would have seen me.
ffi?r*'"ro"roni)
C. Practice------
saying these sentences to a partner, rising slightly at the end ofthe
introductory phrase.
Every so often, he'll invite me for a walk.

If a gopher pops its head out of a hole, I'll dive toward it.
This evening, I'm going to practice stress and intonation.
After I've practiced, I'll sound a lot more natural.
SOUND FOCUS 5: CONTRASTM STRESS

AND INTONATION
A. From the previous lessons, you know that function words, (such as personal
pronouns, articles, conjunctions and auxiliary verbs) are usually unstressed;
that is, they are weak, short, reduced, and low. On the other hand, content
Sound Focus 5 135
words are generally stressed, and the losl content word is usually stressed
more than any other word in a phrase. Listen to these sentences spoken with
normal phrase stress.
rl
I gave her the -on"y.
Mary and John can go.
The book is on the desk.
Did you buy a r6cord?
Did you see them in the office?
B. However, to show emphasis or contrast, any word the speaker considers

important may be stressed, including function words. Listen to the words that
are contrasted. They are louder, longer, clearer, and higher than the others.
i garre her the money. You didn't give it to her.
I gave her the money. I didn't give it to him.
I give her the money. I didn't lend it to her.
He didn't say Mary and John c6uld go. He said they c6uldn't go.
He didn't say Mary 6r John could go. He said Mary ind John could go.
He didn't siy Mary and John could go. He implfed they could go.
The book is 6n the desk. It isn't in the desk.
The book fs on the desk. I put it there just a minute ago.
Did you biry a record or borrow one?
Did y6u buy a record or did someone else buy one?
Did you buy i record or some records?2
Did y6u see them in the offrce or did shti see them there?
Did you see th6m in the office or did you se" .is there?
Did you see them in the oflice or outside the office?
C. Mark the phrase stress in the following sentences. For the first sentence,
use normal phrase stress. For the next, use contrastive stress. Then practice
saying them to a partner.
I know you want to go.

I know you want to go, but you can't.
I know you want to go, but I don't.
These are their tickets.
These are their tickets, not ours.
These are their tickets. not those.
zNote that "a" is pronounced /a/ when unstressed, but levl when stressed, as in this
sentence.
136 13 / Father's Idea of Fun
That isn't my coat.

That isn't my coat. I think it's yours.
That isn't my coat. This is mine.
He doesn't like horses.
He doesn't like horses, but I do.
He doesn't like horses, but he takes care of them.
Do they want me to see you?
Do they want me to see you or him?
Do they want me to see you or does he want me to see you?
I'm flying from San Francisco.
I'm flying from San Francisco. I'm not driving.
I'm flying from San Francisco, not to San Francisco.
Is that a photograph of Liz?
Is that a photograph of Liz or for Liz?
Is that a photograph of Liz, or isn't it?
SOUNDS IN CONTEXT: PHRASE BY PHR,ASE T
Listen and mark the phrase stress. Then rewind the tape and practice the
passage in short phrases.
Fither doesn't know I how to have fun, I not in my view, I
anyway. I I think ljumping in fall leaves I or playing ball in the field I
is fun. I He thinks I it's undignified I for a fellow his age. I I think I
feeding ducks is agreeable enough, I but he says I to leave thatjob I
to Mother Nature. I Every so often, I he'll say cheerfully, I
"Let's go for a walk, I Victor." l Then he drags me I downtown. I
Whenever he wants to stop, I I have to stop, I too. I He folds his arms, I
plants his feet stiffly, I and chats forever I with other old fogies. I
I tug on his pants I or poke my finger I into his thigh, I
but Father simply smiles down at me I from the clouds.

Ifa frogjumps across the road I or a gopher pops its head out ofa hole, I
I'll dive toward it. I I never get farI
before feeling Father's familiar grip on me, I gentle I but very firm. I
Then he chuckles I and gives me a benevolent pat I on the back. I
Taking a walk with him I is not my idea I of having fun. I
Listen and underline the /f/ sounds once and the lvl sounds twice. (Note that lf I
sounds can be written with f, gh, and ph, and /v/ sounds with v and f.) Then
rewind the tape and practice the passage in longer phrases.
On Your Own r37
Father doesn't know how to havg fun, I not in my view, anyway. I
I think jumping in fall leaves I or playing ball in the field I is fun. I
He thinks it's undignified I for a fellow his age. I
I think feeding ducks is agreeable enough, I
but he says to leave that job to Mother Nature. I
Every so often, he'll say cheerfully, | "Let's go for a walk, Victor." ]
Then he drags me downtown. I Whenever he wants to stop, I
I have to stop, too. I He folds his arms, plants his feet stiffly,
and chats forever with other old fogies. I tug on his pants I
or poke my finger into his thigh, I
but Father simply smiles down at me from the clouds. I
If a frog jumps across the road I or a gopher pops its head out of a hole, I
I'll dive toward it. I I never get far I
before feeling Father's familiar grip on me, I gentle but very firm. I
Then he chuckles I and gives me a benevolent pat on the back. 1
Taking a walk with him I is not my idea of having fun. I
Listen and cross out the unstressed words. Then rewind the tape and practice
the passage in complete sentences. As you speak, clap out the rhythm with
your hands.
Father doesn't know how *ohave fun, not i+my view, anyway. I
I think jumping in fall leaves or playing ball in the field is fun. I
He thinks it's undignified for a fellow his age. I I think feeding ducks
is agreeable enough, but he says to leave that job to Mother Nature. I
Every so often, he'll say cheerfully, "Let's go for a walk, Victor." I
Then he drags me downtown. I Whenever he wants to stop,

I have to stop, too. I He folds his arms, plants his feet stiffly,
and chats forever with other old fogies. I
I tug on his pants or poke my finger into his thigh,

but Father simply smiles down at me from the clouds. I
Ifa frogjumps across the road or a gopher pops its head out ofa hole,
I'll dive toward it. I I never get far before
feeling Father's familiar grip on me, gentle but very firm. I
Then he chuckles and gives me a benevolent pat on the back. I
Taking a walk with him is not my idea of having fun. I
ON YOUR OWN

r38 13 / Father'sldeaofFun
Father doesn't know how to have fun, not in my view, anyway.
I think jumping in fall leaves or playing ball in the field is fun.

He thinks it's undignified for a fellow his age.
I think feeding ducks is agreeable enough,
but he says to leave that job to Mother Nature.
Every so often, he'll say cheerfully, "Let's go for a walk, Victor."

r__-_______-r l_\- t_1 ,
Then he drags me downtown-. Whenever he wants to stop,
#
I have to stop, too. He folds his arms, plants his feet stiflly,
and chats forever with other old fogies.

J
I tug on his pants or poke my finger into his thigh,
U"t futt"r simply smiles down at -" frornJf,Ecloudi
If a frog jumps across the road or a gopher pops its head out of a hole,
--r-----1_
I'll dive toward it.
I never get far before feeling Father's familiar grip on me,
l----
gentle but very firmi,
Then he chuckles and gives me a benevolent pat on the back.

Did you make the key words in each phrase stronger and higher than the
other words?
Did you lengthen vowels followed by voiced consonants?
Did you pronounce the sounds lfl and, lvl clearly?
Topics for Oral and Written Composition r39
1. Have you ever had an experience like this young boy's? Were you and
your father (or mother) interested in different things? How did you
behave?
2. The term generation gop refers to the wide difference between the
viewpoints or tastes ofone generation and those ofanother. Do you
feel a generation gap between you (or your generation) and your
parents (or their generation)? Give one or two examples of the ways
you differ greatly.
3. Contrast how you and a friend do the same task, for example: cook,
study, drive, or travel. Describe the differences in the way the two of
you try to reach the same goal.
Chapter 14
Edison's Creative Talent
VOCABULARY FOCUS
forms. Discuss your choices wit| a partner.
.l
analyze inspiration patent recognize
r' -, .rr
;
. r..-: .+,:qgngept , -
creative kinetoscope
, perspiration relationship
{';.1 :. ,,a,.i mOdeStr,,.,, 1;,sr{ phOnOgraph talent
',.., dn, .,. device motion picture process youth "-r r.
genius
t i:'yi
1.A
things.
2. A is special natural ability or skill.

{ '.-
3. [ ""
' ' . ;1 is a piece of writing from a
"
government office (Patent Oflice). It gives someone the rlght to
make or sell a new invention for a certain number of vears.
4.A is a person who has very special

intellectual or creative power.
t-
5. A [.rr rrt-(-55 is the series of actions or changes
that leads to a result. It is the manner in which something
happens.
6. To examine something carefully in order to frnd out about it is to
(_;
t4l
t42 14 / Edison's Creative Talent
7.A is a general thought, idea, or

understanding.
8. e rneu\l 0 is an instrument, especially one that

is cleverly thought out.
9. A movie, or a film, can also be called a
10. If two things or people are connected, or if they are similar, we

.l
can say there is a \"' ' between them.
11. People all over the world consider Thomas Edison a great
inventor. He is as a great inventor.
L2. When people comment that she is successful, and she says that
it's just because she had good luck, she's being
1
13. is the early period of life when a person
rs young.
i. '' .j'-,' is something (or someone) that makes a
person want to produce good and beautiful things.
15. Liquid that comes out from the body through the skin to cool it is
'.
called sweat, or 1,,.' 'ri
I
16. A '+{\, is an instrument which can play the
music or sounds ofa record. It is also called a record player.
17. A ''- '', was an early motion-picture machine.

It had frlm that wound back and forth on rollers, allowing a
person to see moving images through a tiny hole in the top of the
large machine.
BEFORE YOU LISTEN
Edison is looking through a kinetoscope. What does he see?

Are there several horses orjust one horse?
Thomas Alva Edison (1847-1931) was an American who invented many de-
vices in such fields as telegraphy, phonography, electric lighting, and photog-
raphy. He obtained more patents than any other inventor in the United States.
His inventions have helped change the world we live in. Can you name any of
his inventions?
each statement.
1. Thomas Edison started inventing things in his old age.

2. The light bulb is one of his inventions.
3. -
Motion pictures developed from the kinetoscope that Edison ln-
vented.
4. Edison made 10,000 inventions.
5. Edison said, "Genius is . - percent perspiration."
a. ninety-five b. nineteen c. nlnelv-nlne
6. Edison's papers tell about his
a. death b. relationships c. creative process
7. -. things that
Edison saw relationships between related.
a. were b. seemed c. didn't seem
8. ofus are as talented as Edison. -
a. Most b. A few c. Few
tu 14 / Edison's Creative Talent
LISTENING CLOZE
Thomas Edison is recognized as one of the

(1) greatest (2)
This genius began inventing things as a (3)
and kept onuntil old (4) He invented the
phonograph and the light (5) now common
devices. His kinetoscope later (6) to motion
pictures. These arejust (7) few ofhis eleven
hundred inventions. But Edison said (8)
(e)
Many people think there's a lot more to it than

(10) After his
(1 1) millions of Edison's papers
(12) found. They tell a lot about his
inventions and his (13) process. He saw
relationships between things that didn't seem

(14) . For example, he showed that the ear
could (15) sound from a phonograph. Then
he analyzed that the (16) in the same way,
could see pictures (1.7) a kinetoscope. This
(18) is hard for most of us to understand, for
(19) of us are (20)
talented as Edison!
DISCUSSION
What did Edison mean by "Genius is one percent inspiration and ninety-
nine percent perspiration?" Do you agree?
Do many people understand how Edison developed his concepts into
inventions?
Which of Edison's inventions do you appreciate the most?
Sound Focus 4 t45
SOUND FOCUS lz levl
To produce the sound lev I , as in sgy, raise the front part of your tongue to a
central position in your mouth. Keep the tip of your tongue low and relaxed. It
may touch the back of your lower teeth. As you make a voiced sound, glide the
middle of your tongue forward and upward toward the position of the sound
/i/. At the same time, pull the corners of your lips back.
Underline the letters that make the sound /evl. Draw a slash (/) through the
reduced, or schwa, vowels.
sgJ greattst related

same later relationships
papers inspiration
"Tt
take creative perspiration
SOUND FOCUS 2: /e/
To produce the sound lel , as in guery, raise the front part of your tongue to a
central position, slightly lower than for the sound /evl. Keep your tongue low
and relaxed. As you make a voiced sound, do not let your tongueglide.' : :.
Underline the letters that make the sound lxl. Draw a slash (/) through the
reduced vowels.
gvery Edis/n kinf,toscope
led recognize eleven
death inventors percent
said many concept
SOUND FOCUS 3z lrel r.i" '; i', r:J
To produce the sound lnl , as in act,lower yourjaw and tongue slightly more
than for levl or lel.Keep the tip of your tongue low and relaxed. Push the front
part of your tongue slightly forward. Make a voiced sound. At the same time,
pull the corners of your lips back. Do not let your tongue glide.
Underline the letters that make the sound lel. Draw a slash (/) through the
reduced vowels.
act example talented

cat analyze actually
laugh analysis phonograph
pack understand capacity
SOLIND FOCUS 4: SOUND AND STRESS SHIFTS
A. Listen to the sound and stress shifts in the following word families. Draw
the intonation line.
146 14 / Edison's Creative Talent
-r_ _r--l_ {__

telescope telescopic telescopically
microscope microsclpic microscbpically

_._'r
kinbtosdiipe kinetoscbpic
d.
educate education educated
ll\
populate population populated
t
generate 1..
generdtion
\
generated
:
t'i'j.!fl
:a2
inspire inspiration inspirational inspirationally
i
perspire perspirhtion
,rl{
converse conversation conversational conversationallv
rbp6at rLpititib" rbp6titive ripl,titivety

' rr'!i,nn"'t'r 'r't I
definition defrnitive definitively
ll
compi,te competition competitive compbtitively
phi,tberiph phbti,eriphy phbti,griphir phb6exiphic phirtbgriphicittv

trrn
ph5nograph phon6graphy phontographer phonographic phonographically
rl\\
tblegraph tel'egraphy telegrapher telegrbphic telegr'bphically
, ; [..,',
B. Take turns saying these words to a partner, marking the syllables and word
stress. Use the stress shift patterns you've studied in this and the previous
lesson as a guide.
,, l
illustration
1
illustrate, educational, bducated

\\
graduation, graduated recognize,
"".ogr\itio.,
\\\
. ., 1..
contribution, contribute cooperate, coopeibtion
t
communicate, communication combination, comb\ne
;1,\
geographically, gebgrapher orthographic, orthography

I
,i
biographer, biography
,1
autobiography, autobiogrdphical
|
i
compete, exclude, exclusrvely
"o*plritirr"
SOUND FOCUS 5: CONTRASTM STRESS

AND INTONATION
A few multisyllabic word pairs differ by only one syllable. To make a contrast
between them, the word stress changes to the syllable that differentiates
them. Listen to the following sentences and mark the stress. Normal word and
phrase stress is used in the first sentence, and contrastive stress is used in the
following sentence(s).
-----J----l__
l'm encouraged.
Oia ybu siy 6ncburiged or air.i^t."g"af
Let's eat our lunch outside.
It's a bit windy outside. Why don't we eat inside today?
She said to meet at ten-thirty.
You mean she changed it from nine-thirty to ten-thirty?
Sixteen recordings have been handed in.
Why are there only sixteen recordings when there are nineteen students?
I wonder where Edison got his inspiration.
He said that genius is one percent inspiration and ninety-nine percent
perspiration.
Our school just ordered some new lenses.
The biology department needed microscopic lenses and the u.trJrrornrn

Ii
department needed telescopic lenses.
Listen and mark the stressed syllables with (.) and the unstressed syllables
with (.). Then rewind the tape and practice the passage in short phrases.
Th6mbs fiaisbn I is r6cbgnizod I is irne i,f the world's I
greatest inventors. I This genius I began inventing things I as a youth I
and kept on until old age. I He invented the phonograph I

and the light bulb, I now common devices. I His kinetoscope I
later led to motion pictures. I These are just a few of his eleven
hundred inventions. lBut Edison said modestly, | {
"Genius I is one percent inspiration I and ninety-nine percent I
perspiration." I
Many people think I there's a lot more to it I than that. I
After his death, I millions of Edison's papers I were found. I
They tell a lot I about his inventions I and his creative process. I
He saw relationships I between things I that did not seem related. I
For example, I he showed that the ear I could hear sound I
from a phonograph. I Then he analyzed I that the eye, I
in the same way, I could see pictures I through a kinetoscope. I
This concept is hard I for most of us to understand, I for few of us I
are as talented as Edison! |
SOUNDS IN COI{TEXT: PHRASE BY PHRASE 2
Listen and underline the /evl sounds. Draw a slash (/) through the reduced /e/
(schwa) vowels. (Note that the sound /ev / canbe written with a, ai, ay, and ea.)
Then rewind the tape and practice the passage in longer phrases.
Thom/s Edisln is recdgnized I
/s one 6f t}ri world's greatlst inventlrs. I
This genius began inventing things as a youth I
and kept on until old age. I
He invented the phonograph and the light bulb, I now common devices. I
His kinetoscope later led to motion pictures. I
These arejust a few I ofhis eleven hundred inventions. I
But Edison said modestly, | "Genius is one percent inspiration I
and ninety-nine percent perspiration." I
Many people think I there's a lot more to it than that. I
After his death, I millions of Edison's papers were found. ,
They tell a lot about his inventions I and his creative process. I
He saw relationships I between things that did not seem related. I
For example, I
he showed that the ear could hear sound from a phonograph. I
Then he analyzed that the eye, in the same way, I
could see pictures through a kinetoscope. I
This concept is hard for most of us to understand, I
for few of us are as talented as Edison! |

On Your Own 149
Listen and underline the /e/ sounds once and the lr,lsounds twice. (Note that
the sound lel canbe written with e, ea, ai, and a, and the sound /re/ with a and
au.) Then rewind the tape and practice the passage in complete sentences.
Thomas Edison is recognized as one of the world,s greatest

inventors. I This genius began inventing things as a youth and kept on
until old age. I He invented the phonograph and the light bulb,
now common devices. I His kinetoscope later led to motion pictures. I
These are just a few of his eleven hundred inventions.

I
But Edison said modestly, "Genius is one percent inspiration

and ninety-nine percent perspiration." I
Many people think there's a lot more to it than that. I
After his death, millions of Edison's papers were found. I
They tell a lot about his inventions and his crdative process. I
He saw relationships between things that did not seem related.

I
For example, he showed that the ear could hear sound from a phonograph.
Then he analyzed that the eye, in the same way,
could see pictures through a kinetoscope. I
This concept is hard for most of us to understand,

for few of us are as talented as Edison! |
ON YOUR OWN

Thomas Edison is recognized as one of the world's greatest

-J_--l_
inventors.
r-r f\
This genius began inventing things as a youth and kept on until old age)
He invented the phonograph and the light bulb, now common devices.
His kinetoscope later led to motion pictures.
These are just a few of his eleven hundred inventions.

&
But Edison said modestlv.
"Genius is one percent inspiration
and ninety-nine percent perspiration."

Many people think there's a lot more to it than thatl

After his death, millions of Edison's papers were found.
They tell a lot about his inventions and his creative process.
He saw relationships between things that did not seem related.

--l--L-/
For example,
he showed that the ear could hear sound from a phonograph.

|----\
Then he analyzed that the eye, in the same way,
could see pictures through a kinetoscope'
This concept is hard fbr most of us to understand,
for few of us are as talented as Edison!

Did you say the key word of each phrase longer and higher?
Did you pronounce the sounds levl, lel, and lel clearly?

1. Choose one or more of Edison's inventions. Discuss the importance of
this invention (these inventions) on today's society in general, or on
you in particular.
,. Describe one of Edison's inventions and how it has advanced through
modern times. For example, how did Edison's early hand-operated
phonograph develop into today's stereophonic electric record player?
3. Describe how your life might be today if you did not have use of one
of Edison's inventions, such as the electric light bulb or the
telegraph.
4. Tell about some of the accomplishments of an inventor or a specialist
in any freld. It may be someone well-known, such as Mozart,
Michelangelo, Freud, Confucius, or anyone else you admire.
Chapter 15
Baby Boomers:
The Big Bulge
VOCABULARY FOCUS
with a word or phrase from the list. change nouns and virbs to appropriate
boom flexible labor force

bulge flood outnumber
computer literate generation polio
consumer have an edge on postwar
consumer goods impact threat
depression independent vie
diphtheria
1. My parents, my children and I represent three
2. If there are more women than men, we can say that women
3. The means the group of people in

society who work for wages.
4.A is someone who buys and uses goods

and services.
5. Goods such as clothing and appliances, which people buy and use
for personal needs or desires, are called
r52 15 / Baby Boomers: The Big Bulge
6.A is a rapid growth or increase. It is

also the noise from an explosion.
7. Someone who does not need things or other people is

He or she is self-reliant or self-
determined.
8. Someone or something that can change to be suitable for new

needs or changed conditions is
9. A person who is able to understand andior use computers is
10. An is a shocking effect or impression.
11. The time after a war can be called the
T2. A is a period of extremely reduced

-.
business activity and high unemplo5rment.
13. To arrive somewhere in large numbers, usually too many at once,

is to that place.
14. If you have an advantage over someone (or something) else, you
that person or situation.
15. To for something means to comPete or

to struggle for it.
16. Pressure can cause something to swell and make a
in the surface.
t7. A is a warning of coming hurt, Pain, or

danger.
18. is a serious infectious disease ofthe

throat which makes breathing difficult.
19. is a serious infectious disease ofthe
spine (nerves in the backbone), often resulting in paralysis (a
lasting loss of the power to move certain muscles).
BEFORE YOU LISTEN
What is the difference in the shape of the two buildings?

Why is the one on the left bulging?
Are the people going to work, to study, to play, to rest?
Listening Comprehension r53
The number of American babies born during the Depression of the 1930s and
World War II (1939-1945) was very low. After the war, from 1946 to 1g64, the
number of babies born increased rapidly. This generation is known as the
Baby Boom.
each statement.
1. The Baby Boom population is bigger than their children's generation.

2. Baby Boomers flooded the labor force in the 1920s and 1980s.
3. The competition forjobs among Baby Boomers is very rough.
4. Baby Boomers are better off than their parents in some ways.

5. Diptheria and polio were more common diseases among Baby
Boomers than among their parents.
6. The number of college graduates among
- Baby Boomers is nearly
double the number of college graduates among their parents'genera-
tion.
7. Baby -Boomers get married later than their parents did.
lil 15 / BabY Boomers: The Big Bulge
LISTENING CLOZE
Listen to the passage again. Fill in the words you hear, one $'ord for each
The postwar Baby Boom has made a very big

(1) on the American population. Baby
Boomers outnumber the generations (2)
before and after them. In (3) youth, Baby
Boomers (4) new schools to open. Growing
up, they required more food, (5) and

consumer goods. In their twenties and (6)
Boomers flooded the (7) force. Finding more
people than ever (8) for the same position,
they (9) big problems in employment. In
some ways, Baby Boomers are better (10)
than their parents. For example, Boomers grew up with little
(11) of diphtheria and
(r2) One-fourth are college graduates,
almost twice as many as their (13)
Computer (14) Boomers have an
(15) on older workers. Most Baby Boom
women, more (16) than their mothers, work
outside the home. Baby Boomers tend to be more flexible and
$7) . They maffy later and have
(18) children. Baby Boomers have changed
(1e) in many ways, and will continue
(20) for a long time.
DISCUSSION
In what way does the Baby Boom generation represent a bulge?

How has the Baby Boom generation made such a big impact on American
society?
Name several ways Baby Boomers are better off than their parents'
Are Baby Boomers worse off in any ways?
SOUND FOCUS 1: /p/
A. To produce the sound lpl , as in people, press your lips together tightly. This
stops the air from flowing out of youi mouth. Let your voiceless breath blow
Sound Focue 3 166
against your lips, forcing them to open sharply. When the sound /p/ comes
before a vowel in a stressed syllable, release a sharp and strong pufrofair as
for the voiceless stops /t/ and /k/.1
Underline the letters that make the lpl sound.
pay parents appear

pan polio repay
push people computer
paper popular independent
B. when the sound /p/ comes at the end of a phrase, do not separate your lips.
when the sound /p/ comes at the beginning of an unstressed syllable, at the
end of a syllable that is not linked to the next syllable, or after the sound /s/,
do not release a puffofair.
up napkin speak
top stopping spell
cap open especially
hopeless upper spray
SOUND FOCUS 2z lbl
To produce the sound lb | , as in fub , press your lips together tightly, as for the
sound /p/. Blow against your lips, forcing them to open sharply, but make a
voiced sound. Like other stop sounds, lbl ie not released at the end of a syllable
that is not linked to the following sound.
Underline the letters that make the lbtsound.
bie better lab labor

baby about cub double
boom began rib outnumber
both before bulb brave
A. The first word in each pair below ends in a voiceless /p/. The second word
ends ih a voiced /b/. Hold the vowel longer when it is followed by a voiced
sound.
/-p/ l-b/
rope-robe
nap
cap -nab
rip -cab
-rib
lTest yourself by placing a piece of paper in front of your mouth. It should move
suddenly as you pronounce the sound /p/ with a puff of air.
156 15 / Baby Boomers: The Big Bulge
B. Practice saying these sentences to a partner, completing each sentence with

one of the italicized words. Have your partner raise one finger if the frst word
was heard, and two fingers if the second was heard.
1. Ibought aropelrobe.
2. Ineed acaplcab.
3. There's a riplrib.
4. Put the racklrag in the back.
5. The wicklwig is wet.
6. I saw some iceleyes.
7. She wrote/rode it.
8. When is MarchlMarge coming?
9. Give him a cartlcard.
10. Say the word. "teethuluteetltc".
SOUND FOCUS 4: NOUN COMPOUND REVIEW
The main stress of a noun compound is on the frrst word of the compound.
Adjectiue + Noun Noun Cornpound
Liz's oflice p6st oflice
old fri6nd girlfriend

foreign language sign language
A. Listento each of the following phrases and mark the stress. If it is a noun
compound, put a check (/) in the blank.
t. parking lot / 7. math department

2. Baby Boom 8. waterfall
3. perfect master 9. volcanic ash
4. many ways 10. mountain range
5. labor force 11. train station
6. flower boxes 12. hiking boots
B. Take turns saying these sentences to a partner, paying attention to

Adjectiue * Noun phrases and Noun Compounds. Have your partner listen
for good stress and intonation.
1. They have three diughters in the w6rk force'

2. The t6enagers started a new exercise program.
3. I saw my English teacher in the parking lot.
Sounds in Context: Phrase by Phrase | 157
4. He mailed a money order at the post office.

5. A baby sitter looked after my baby sister.
6. Let's get some ice cream and candy bars.
7. Has the Baby Boom changed American society?
8. Would you buy four light bulbs at the supermarket?
9. Did he meet his girlfriend at the airport or the train station?
10. Is your mother a fire fighter or a police officer?
11. They took their hiking boots, swimsuits, and fishing rods.
12. Do you have a headache, a stomach ache or a backache?
SOUND FOCUS 5: CONSONANT REVIEW
Practice saying these sentences to a partner. Pay particular attention to the

consonant sounds. Stress the content words.
1. Patty put her book and pen in her bag.

2. The bank in Berkeley was robbed yesterday evening.
3. Fay bought a very fine pair of brown boots.
4. Victor put the telephone on the far table in the bedroom.
5. Purple and blue are Bobbie's favorite colors.
6. Some of Nan's friends sang songs for Bob and Mom and Pop.
7. Why is Ralph wearing his red hat and vest?
8. Helen and Fannie saw five huge fish with very big fins.
9. We have thousands of visitors from France these davs.
1,0. We took them to see the zebras in the zoo.
11. Lynn's neighbor likes to take long naps during the day.
12. Dolly Jones looked pretty worried yesterday.
13. Sheila says Elizabeth should sell chairs.
14. Zena chose a yellowjacket and yellow shoes.
15. Curtis put a long log against the back gate.
Listen and mark the stressed syllables with (') and the unstressed syllables
with (.). Then rewind the tape and practice the passage in short phrases. While
you speak, clap out the rhythm.
The postwar B6Lby Boom I has made a very big impact I
on the American population. I Baby Boomers I

r58 15 / Baby Boomers: The Big Bulge
outnumber the generations I both before and after them. I
In their youth, I Baby Boomers I caused new schools to open. I
Growing up, I they required more food, I housing, i and consumer goods. I
In their twenties and thirties, I Boomers flooded the labor force' I
Finding more people than ever I vying for the same position,
they faced big problems I in employment. I In some ways, I
Baby Boomers are better off I than their parents. I
For example, Boomers grew up I with little threat I of diphtheria I
and polio. I One-fourth I are college graduates, I almost twice as many I
as their parents. I Computer literate Boomers I have an edge I
on older workers. I Most Baby Boom women, I
more educated than their mothers, I work outside the home. I
Baby Boomers I tend to be more flexible I and independent. I
They marry later I and have fewer children. I
Baby Boomers have changed society I in many ways, I
and will continue to I for a long time.

I
Listen and underline the /p/ sounds. (Note that not all p spellings are pro-
nounced lpl.) If the lpl sound is pronounced with a puff of air, underline it
twice.
The postwar Baby Boom has made a very big impact I
on the American population. I
Baby Boomers outnumber the generations I both before and after them. I
In their youth, I Baby Boomers caused new schools to open. I
Growing up, I they required more food, housing, and consumer goods. I
In their twenties and thirties, I Boomers flooded the labor force. I
Finding more people than ever vying for the same position, I
they faced big problems in employment. I In some ways, I
Baby Boomers are better off than their parents. I
For example, Boomers grew up with little threat I
ofdiphtheria and polio. I One-fourth are college graduates, I
almost twice as many as their parents. I Computer literate Boomers I
have an edge on older workers. I Most Baby Boom women, I
more educated than their mothers, I work outside the home. I
Baby Boomers I tend to be more flexible and independent. I
They marry later and have fewer children. I
Baby Boomers have changed society in many ways, I
and will continue to for a long time.

_-L__
On Your Own f6g
SOUNDS IN COI\ITEXT: PHRASE BY PHRASE B
Listen and underline the /b/ sounds. Then rewind the tape and practiee the
passage in longer phrases.
The postwar Baly &om has made a very big impact

on the American population. I
Baby Boomers outnumber the generations both before and after them. I
In their youth, Baby Boomers caused new schools to open. I
Growing up, they required more food, housing, and consumer goods. I
In their twenties and thirties, Boomers flooded the labor force. I
Finding more people than ever vying for the same position,
they faced big problems in emplo5rment. I In some ways,
Baby Boomers are better off than their parents. I
For example, Boomers grew up with little threat of

diphtheria and polio. I One-fourbh are college graduates,
almost twice as many as their parents. I Computer literate Boomers
have an edge on older workers. I Most Baby Boom women,
more educated than their mothers, work outside the home. I
Baby Boomers tend to be more flexible and independent. I
They marry later and have fewer children. I
Baby Boomers have changed society in many ways,

I
ON YOUR OWN

Record the passage on the next page from beginning to end without stopping.
160 15 / Baby Boomers: The Big Bulge
The postwar Baby Boom has made a very big impact
on the American population.
Baby Boomers outnumber the generations both before and after them.
r--\-'
In their youth, Baby Boomers caused new schools to open.
r\
Growing up, they required more food, housing, and consumer goods'
In their twenties and thirties. Boomers flooded the labor force.
Finding more people than ever vying for the same position,
--r---1-------
they faced big problems in employment. In some ways,
-_----J--___,
Baby Boomers are better off than their parents. For example,
._
Boomers grew up with little threat of diphtheria and polio.
.One-fourth are college graduates, almost twice as many
as their parents.
Computer literate Boomers have an edge on older workers.
Most Baby Boom women, more educated than their mothers,

------------L--------------J\
work outside the hoJb
Baby Boomers tend to be more flexible and independent.
They marry later and have fewer children.
-Baby Boomers have changed society in many ways,


Did you stress the key word in each phrase?
Did you make function words shorter and weaker than content words?
Did you pronounce the sounds /p/ and lbl clearly?
Did you make a clear difference between lpl with a puff of air and /p/
without one?
Did you lengthen vowels that come before a voiced consonant?
1. Report on the effect of the Baby Boom on American society in one to

three of the following aspects:
Clothing and fashion
Consumer goods
Education
Employment
The family
Financial investment
Food
Foreign trade
Health
Housing
Lifestyles
Leisure and travel
Work values
2. Describe several ways in which your generation is better offthan the
previous generation in your country. You may consider the aspects
listed in #1 above.
3. Is there a time in the history of your native country when the birth
rate increased or decreased rapidly? Describe some of the effects this
change had on society.
Chapter 16
The Gift of Sight
VOCABULARY FOCUS
Do you or your classmates know the italicized words below? Two of the three
words or phrases given afterward are synonyms. one is not a synonym. cross
out the one that is not a synonym. Discuss your choices with a partner.
1. admonition: a. warning b. criticism c. praise

2. apply: a. forget b. make use of c. employ
3. contact: a. connection b. distance c. communication
4. facet: a. aspect b. side c. whole
5. glory in: a. enjoy b. dislike c. be happy about
6. hint: a. advice b. suggestion c. object
7. rneans: a. method b. goal c. way
8. rnorsel: a. large amount b. piece c. bit
9. orchestra: a. symphony b. solo c. musical group
10. perfume: a. stink b. fragrance c. sweet smell
11. relish: a. joy b. satisfaction c. distaste
L2. reueal: a. hide b. make known c. disclose
13. strains: a. melody b. photograph c. tune
14. stricken: a. encouraged b. hurt c. injured
15. tactile: a. touching b. feeling c. speaking
163
t64 16 / The Gift of Sight
BEFORE YOU LISTEN
Describe the objects surrounding the woman.

which objects in the picture can be known through the sense of smell? the
sense of hearing? touch? sight? taste?
Helen Keller (1880-1968) was stricken deaf and blind when she was nineteen
months old. Despite her enormous handicap, she learned to understand and
use langpage, eventually graduating with honors from Radcliffe College. She
became well-known as an author and lecturer. This passage is an excerpt from
her essay, Three Days to See, in which she suggests that we live each day with
a gentleness, a uigor, and a keenness of appreciation, as if we might die
tomorrow,l
rMaterial from Three Days to See by Helen Keller is reprinted with kind permission
from American Foundation for the Blind, @ 1980 by American Foundation for the
Blind. 15 West 16th Street, New York, NY 10011.
each statement.
1. In this passage, Helen Keller is giving advice mainly to

a. blind people b. sighted people c. deaf people
2. To help us realize that sight is a wonderful gift, we should
-.
a. imagine we are now blind
b. use our eyes today as if we would be stricken blind tomorrow
c. see things even though we are blind
3. Helen Keller admonishes us to touch each object we want to touch as
if our tactile sense would
a. fail b. fall c. feel
4. A person can best appreciate Nature's pleasure and beauty by
a. listening to orchestra music

b. tasting every bit of food with enjoyment
c. making the most of sight, touch, smell, hearing, and taste
5. Helen Keller believes that must be the most delightful sense.
a. sight b. smell c. taste
6. Complete the phrases used -by Helen Keller by matching the words in
the first column with those in the second.
music a. of a bird
song b. of food
strains c. of voices
morsel d. of an orchestra
-
166 16 / The Gift of Sight
LISTENING CLOZE
I who am bli nd can give one (1) to those

who see-one (2) to those who would make
(3) use of the gift of sight: Use your
(4) as if tomorrow you would be stricken
blind. And the same (5) can be
(6) to the other senses. Hear the music of
(7) the song of a bird, the mighty strains of
an (8) as if vou would be stricken deaf
tomorrow. (9) each object you want to touch
as (10) tomorrow your tactile sense would
fail. Smell the (11) of flowers. taste with
relish each (12) as if tomorrow vou
(13) never smell and taste again. Make
(14) most of every sense; glory in all the
(15) of pleasure and beauty which the world
(16) to you through the several
(r7) of contact which Nature provides. But of
all the (18) I am sure sight must be the
most (19)
DISCUSSION
How does Nature reveal pleasure and beauty to us?

Which of your five senses do you use most? Which do you use least?
What is your opinion of Helen Keller's admonition?
SOUND FOCUS rz loil
To produce the diphthong2 loil , as in eye,Iower your jaw and tongue as for the
sound /o/. As you make a voiced sounil raise your jaw and glide your tongue
upward and forward into the sound /i/.
2A diphthong is made up of two vowel sounds blended together into one syllable.
Sound Focus 4 167
Underline the letters that make the sound /oi/.
I type vibrate
eyes blind applied
sight dry delightful
life mighty outside
SOUND FOCUS 2: lsu,l
To produce the diphthong /cu/, as in out,lower your jaw and tongue as for the
sound /o/. As you make a voiced souild, raise your jaw and glide your tongue
upward and backward into the sound /u/.
Underline the letters that make the sound /ou/.
out about trousers

sound around vowel
south allow pronounce
crowd flowers downtown
SOUND FOCUS 3z lcil
To produce the diphthong lci/ , as in uoice,lower your jaw and lips, and round
your lips slightly, as for the sound /c/.1,s you make a voiced sound, raise your
jaw and glide your tongue upward and forward into the sound /i/.
Underline the letters that make the sound /cil.
toy voices annoyed

boy noisy viewpoint
soil enjoy destroy
coin loyal rejoin
SOUND FOCUS 4: QUESTION WORD STRESS
When lVh- words such as Wlw,Wlmt,Where, How are used to ask a question,
they are usually placed at the beginning of a sentence and are stressed as a
content word. When they are used as relative a{ectives and adverbs, they are
usually placed in the middle of a sentence and are weaker and lower. Stress
the Wh- word in the first sentence of each pair. Unstress it in the second
sentence.
1\-
WholiiTsee?\
People who are blind can't seel
W'here En- yoi borrlil book$

A library is a place where you can borrow books)
168 16 / The Gift of Sight
Wtr"n *"* yo,t bornN

-r___J-=- t\
Write the y"u, *h".t yoo *""" born\
What do you mean?
That's what I meanl
Which items are most useful?
Choose the items which are most useful.
*
Whose mother called?
Here's the student whose mother called.
Wfrv do vou worki

I'll tell you why I work.
tl
How did it happen?
Please explain how it happened.
SOUI\D FOCUS 5: VOWEL REVIEW
Practice saying these sentences to a partner. Pay particular attention to the

clear and reduced vowel sounds. Stress the content words.
1. Lee sits _in thjs seat. (li'l , lrl)

2. Dld Lynn sgy Lgn was dead? (hl, lel)
3. Don't get wgt wqlting in the rs-in. (lel, leYl)
4. The cet sat on tg4l ofthe bsx. (lel, la/)
5. Mom's collar is another color. (lal,lil)
6. The bgs turned 1p onto the cg$. (lrl,lal)
7. Wo"ld you put some hgney in my cgp? (lul, lrl)
8. Sue pulled T,ou into the pool. (lu*1, lul)
9. A hgwk stood on a hook. (lcl, lu)
Sounds in Context: Phrase by Phrase 2 tAg
10. Joan bought a boat. rro*1,lcl)

11. Dqn ggt up at dawn. ( tal, ltl)
12. Someone has sung the wrong song. (l ,tl ,lcl)
13. I welk to work early. trcl, la"l)
14. The first wpld is "*g_od". \ttl, lul)
15. The boy is about to buy a toy. 1tcil, laul, lail)
SOUNDS IN CONTEXT: PHRASE BY PHRASE T
Listen and underline the stressed syllables in the content words.s Then rewind
the tape and practice the passage in short phrases. While you speak, clap out
the rhythm.
I who am blind I can give one hint I to those who see- |
one admonition I to those who would make full use i
of the gift of sight: I Use your eyes I as if tomorrow I
you would be stricken blind. I And the same method I
can be applied I to the other senses. I
Hear the music of voices, I the song of a bird, I
the mighty strains of an orchestra, I as if you would be stricken deaf I
tomorrow. I Touch each object I you want to touch I
as if tomorrow your tactile sense I would fail. I
Smell the perfume of flowers, I taste with relish each morsel, I
as if tomorrow you could never smell I and taste again. I
Make the most I of every sense; I glory in all the facets I
of pleasure and beauty I which the world reveals to you I
through the several means of contact I which Nature provides. I
But of all the senses, I I am sure I sight I must be the most delightful. I
Listen and mark the places where linking occurs. Then rewind the tape and
practice the passage in longer phrases.
I whqgqplind can givune hin{ylo those who see-

I |
one admonition to those who would make full use of the gift of sight: I
Use your eyes I as if tomorrow you would be stricken blind. I
And the same method can be applied to the other senses. I
sMaterial from Three Days to See by Helen Keller is reprinted with kind permission
from American Foundation for the Blind, O 1980 by American Foundation foi the Blind,
15 West 16th Street, New York, NY 10011.
L7O 16 / The Gift of Sight
Hear the music of voices, the song of a bird, I
the mighty strains of an orchestra, I
as if you would be stricken deaf tomorrow. I
Touch each object you want to touch I
as if tomorrow your tactile sense would fail. I
Smell the perfume of flowers, taste with relish each morsel, I
as if tomorrow you could never smell and taste again. I
Make the most of every sense; I
glory in all the facets ofpleasure and beauty I
which the world reveals to you I
through the several means of contact which Nature provides. I
But of all the senses, I I am sure I sight must be the most delightful. I
Listen and underline the lsil , /s!l and. lcil sounds. Then rewind the tape and
practice the passage in complete sentences.
I who am blind can give one hint to those who see-one

admonition to those who would make full use of the gift of sight: I
Use your eyes as if tomorrow you would be stricken blind. I
And the same method can be applied to the other senses. I
Hear the music of voices, the song of a bird,

the mighty strains of an orchestra,
as if you would be stricken deaf tomorrow. I
Touch each object you want to touch

as if tomorrow your tactile sense would fail.
Smell the perfume of flowers, taste with relish each morsel,
as if tomorrow you could never smell and taste again. I
Make the most of every sense; I
glory in all the facets of pleasure and beauty

which the world reveals to you through the several means of contact
which Nature provides. I
But of all the senses, I am sure sight must be the most delightful. I
ON YOUR OWN

I who am blind can give one hint to those who see-

R
one admonition to those who would make full use of the gift of sight)
F\
Use$Fey", * if to.not-* you *oold be stricken blind)
And the same method caa be applied to the other senses.

Topics for Oral and Written Composition t7l
Hear the music of voices, the song of a bird,
the mighty strains of an orchestra,
as if you would be stricken deaf tomorrow.
Touch each object you want to touch
as if tomorrow your tactile sense would fail.

##
Smell the perfume of flowers, taste with relish each morsel,
as if tomorrow you could never smell and taste again)
Make the most of every sense;
glory in all the facets ofpleasure and beauty
which the world reveals to you through the several means of contact
t------ i--r-
which Nrt,r"" p"ovidd But of allTle ."ni"",
i-l-------------j
I am sure sight must be the most delightful.

Did you make stressed syllables long, strong, high, and clear?
Did you make unstressed syllables short, weak, low and less clear?
Did you pronounce the /oi/, /qu/ and /ci/ sounds clearly?
Did you use good overall stress, intonation, rhythm, and linking?
1. For ten or fifteen minutes, put yourself at ease in a place where you
can concentrate on one or two of your senses (touch, smell, sight,
hearing, taste). Choose senses that you do not usually concentrate on.
Then describe what you sense.
2. Helen Keller learned to speak, read and write under the guidance of
her governess (a teacher who lives in the student's home), Anne
Sullivan. Research and tell something about how she succeeded de-
spite her great handicap.
3. Describe how you, or someone you know, overcame a great difficulty
in life. Explain the difficulty and how it was resolved.
Pronunciation Key
CONSONAN?S VOWELS
/b/ baby /p/ people livl reed /u/ pgt
/d/ !o hl raft /r/ river /u*/ shoe
/d/ this /s/ side leyl say ltrl cyt
ldsl bll /J/ show lel every ld ryn
lfl fall ltl time lpl act /e/ away
lgl get ltll chair lal f&,her loilmy
/h/ house /0/ thin lcl ovsht /qu/ out
lkl gaf lvl uery /o*/ oak lcil vorce
llllake lwl want
/m/ sum lyl yes
/n/ sun lzl mo
/g/ sung /g/ measure
NOTE:
A dot over a vowel indicates a syllable: around.
An accent over a vowel indicates a stressed syllable: ir6und.
A slash through a vowel indicates a reduced vowel: ir-ound.
A curved line joining sounds in two words indicates linking: have an apple.
A bracket joining sounds in two words indicates holding: last time.
A line above a phrase indicates intonation: ffi;i.
172
Pronouncing Glossary
Each vocribulary word or expression is folldwed by the pronunciation used in

Phrase \i Phrase. The number indicates the lesson in which it was introduced.
accident ieksia3nt 11
accomplish ikimptij I
active et*iv L2
admonition aomemJen 16
adventure edventJa 10
agreeable agriyebel 13
ambulance iembyirlins 11
analyze enalorz L4
ant bnt 1
apply eprar 16
anyway enrwey 13
article a*it ft 9
ash eJ L2
avalanche evilbntl L2
avoid evSr(l 11
be dying to fiaoiirytu 6
be good at blgudet 3
beautiful ffi*tirit 1
u8
t74 honouncing Glossary
benevolent bbni:vllbnt 13
bicyclist uirisildist 11
blanket blbokbt 10
blare DIET 11
boom bir*m 15
bough bqu 7
bow DOU 7
break in brevkm 6
breeze brivz 7
bruised brtr*zd 11
bulge DArCS 15
can't help kbnt h6lp 4
cavern K@Vln 10
cereal siriit 2
chat uEt 13
cheek tJivk I
cheerfully tlivrfili 13
chest tJist 2
chop uop 3
chopsticks uopstrKs 3
chuckle tjik;l 13
cliff KIII 10
cloudy ktirudi 1
coinfort kAmtat 8
communicate kimyir*nikivt 8
complex KOmpreKs 9
compound Kqmpcunc 8
computer literate timpyir*ta titait 15
concern Kensan I
concept kirnsipt L4
consist klnsiet 8
constant k6nstint 9
consumer kinsir*mi" 15
consumer goods kensuwma gudz 15
contact t<irntbt<t 16
converse Kanvas 8
honouncing Glossary t76
creative kriiytiv L4
crops Iffops t2
daisy dszi 5
damage cEmrd3 t2
daydream d&drivm 11
decade aekita L2
delight ailait 4
depression drpreJen 15
destruction distriklbn t2
device olvqls t4
diet aoiit 2
dignified aigniroia 7
diphtheria airsirie 15
dive dolv 13
drag drbg 13
dumpling oAmprr0 3
duty air*ti 4
east ivst 6
embrace imbr&s 4
encouragement Inkard3ment 9
end up indip 11
enjoy IncSJr 1
erupt iript L2
excuse rlrskyuws 1l
exercise 6,t s]"siri, 2
expert ekspat 10
explode ikspto*d L2
facet lesrt 16
familiar femitya 13
feel like fr"tqik 3
fertilizer ta-tllsrz} o
figure out figyirout 6
finally Ialnelr I
firm fam 7
fishing rod IIJID 6
flexible fleksib;l 15
176 Pronouncing Glossary
flip fiip 10
float fl6-t 10
flood fi;d 15
fold f6*ld 13
fortunately fcrtjanitti L2
frisbee ITIZDI 6
further i*d* 4,9

gaze gd, 1
gear TrYr 6
generation dsinirir"lbn 15
genius d3rJnyes L4
geology asivirtfa3i t2
get along getalc0 6
glare grer 11
glory gliri 16
gopher g;r*fJ 13
gorilla gerrre 8
grasshopper grbshirpa 1
grip grlp 13
have an edge on trbvin6asin 15
heart hort 4
hike triritr 6
hint hint 16
hop nqp 11
horn hlrn 11
hose ho*z D
howl noul 11
hug hig 8
humble himubl 7
impact rmpelrt 15
impressed impr6st D
independent indbpi:ndfnt 15
inspiration inspir6"lln t4
inspire mspqrr o
jogging (lsqgI0 2
juicy dgir*si 2
Pronouncing Glossary r77
kid kid 5
kinetoscope tinitisk6*p L4
kiss KIS 8
kitten kit; 8
labor force t6vba6rs 15
lightning IortnrD 7
look after tirkefta 4
make a mark mi"kimirrk 9
master misti" 4
matter mbt:a 3
means miYnz 16
meanwhile mi"nwiil 5
measure IJoe37 12
mighty moiti 7
model mqdel I
modest m6dist t4
morsel mJrsoI 16
Mother Nature miaaniytja 13
motion picture m6*Jinpit*Ja L4
mountain range m6untirritndg L2
mow mb* 5
mud mA(l L2
mushroom milrir*m 3
name calling n6"mkilit 4
napkin nepKrn 8
neighbor nevb:t o
oak b*k 7
old fogy o*ldf6*gr 13
orchestra JrI(estro 16
ought to cti 6
outing irutia 6
outnumber butnimbi" 15
pack p@K 6
patch p;t"t" 5
patent pbtirt L4
pay attention p6riti,nlin 1
t7E Pronouncing Glossary
perfect parirt 4
perfume patyuwm 16
perspiration plspfr6"lin L4
phonograph fo*niexbr L4
plant plbnt 13
poke pb*k 13
polio p6*lii* 15
postwar pb*stwlr 15
practically prbt<tit<iti 3
prawn prcn 3
pride prbia 7
process proses L4
provide ptiuoia I
publish p^blrJ I
purpose papis I
push-up PUJ^P 2
question kwis{in 7
raft r@tf, 10
rake o
"b"t
realize rlrelglz 2
recognize ri,t fgniiz L4
reeds fivdz 7
refigerator rir"iasirivta 3
relationship ritiv1bn1ip L4
relax rIt@Ks 2
relish 16
"itiJ
remain rim&rt 4
reply rrplar 1
research ri"si'tj I
restaurant 16stbrirnt 3
result ttzrtlt 5
reveal rivivl 16
reward rIwJro I
right riit 1
rim rIm 7
rotate' r6*tb"t 2
Pmnouncing Glossary 17g
rough rlf 4
ruin ruwln 7
satisfaction sbtisr6tlin 9
sausage sJsrc3 2
serve slv 9
severe sivitr t2
shed Jed 5
sheepishly Jirprfli 11
shoulder 1o*lda 2
sign language soinle4gwidg 8
silent sorlent 10
sit-up sitip 2
skin SKIN q
sneak up snivkip 11
society sesoieti 9
soy sauce sclscs 3
sparkle spqrKal 4
spectacular spit<tetyirti' 10
spring sprmg 4
starving stirrvia 1
stoop stir-p 7
store stir 1
strains streYnz 16
stretch streu
'2
stricken strikbn 16
stroll strb*l 13
stuff stif 3
suffer SATA 1
summer simi" 1
superior suplrrla 7
supefmarket sir*pi"mirkit 11
support sipc"t I
survive savalv 10
sway sweY 7
sweat swit 2
swim suit switnsu*t 6
180 Pronouncing Glossary
tactile tfot<6t 16
take a liking to tistitirit<intir 8
talent tblbnt T4
talk over titi,*.'ir, 6
terrific tiririt 6
thick oik 2
threat erit 15
thrilling urilrD 10
throat orb-t 4
toast tb*st 2
topple tqpel 7
treat trivt 8
tug tie 13
tulip tir*tip D
tumble timuit 10
tune tir-n 11
urge ?N3 I
vegetable vi,astiuit 5
vibrate t'irilrL"t 4
vie vql 15
viewpoint vyir*piint I
vocabulary uft buvirtiti 8
volcano vitt 6rtrb* t2

weed wivd 5
wheat wi"t L2
whirl wal 10
whiskers wiskl"z 8
lwap rap 3
would rather *Larfoai 3
yeah ye 3
you bet yi.*Ui,t 6
youth yu*6 t4
zone zb*n T2
PHRASE BY PHRASE
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Upper Saddle River, New ]ersey 07458
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Phrase by Phrase - Pronunciation and Listening in American English-Pearson College (1987)

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Phrase by Phrase - Pronunciation and Listening in American English-Pearson College (1987)

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Verfügbare Formate

1/

PRENTICE HALL REGENTS

Editoriall production superuision and interior desipn:

Ol9&7 by Prtntice llall Rcgents

AU riehts reserved. No part of this book mav be

Printed in the United States of America

1 THE GRASSHoPPER AND THE ANTs I

2 Lrz's ExERcrsE PRocRAM ll

Sound Focus 2: lzl, as in zoo, L5

3 wHAT's FoR DINNER? zr

4 JoHN THoRNToN's LovE FoR BUCK sg

5 cLEANTNG uP THE BAcKYARD 48

7 THE oAK AND THE REED 6b

10 RAFTING THRoucH THE GRAND cANyoN e7

11 THE ACcIDENT roz

Listening Comprehension, 109

LZ voLCANoES rN THE RING oF FIRE ttg

13 FATHER,s IDEA oF FUN rzs

t4 EDISoN's CREATIvE TALENT r4r

Listening Comprehension, 143

15 BABY BooMERS: THE BIG BULGE rbl

16 THE GrFT oF sIGHT 16s

PRONUNCIATION KEY L72

PRONOUNCING GLOSSARY I73

Phrase by Phrase: Pronunciation and Listening in American English is a text-

Vocabulary Focus and Before you Listen

Phrase by Phrase introduces stress, intonation, reduction, and linking from

lSee the Instructor's Manual for a complete list.

ant finally reply suffer

1.A is an insect which can jump high and

2. An is a small insect living on the ground

3. To be is to be very, very hungry.

10. is the opposite of sunny.

11. is the opposite of ugly.

L2. is the opposite of winter.

13. is the opposite of recover.

L4. is the opposite of ignore.

BEFORE YOU LISTBN

Look at the picture and tell what you think.

What are the ants carrying?

1. The ants were some food.

On a (1) sunny winter day

"Didn't you (8) away food last summer

What is the moral of the story?

SOUND FOCUS 1: SYLLABLES

care ci"orit cirerriui

act react reaction

ant aeross attentioo recognizes r"frige"atot

SOUND FOCUS 2: STRESSEP SYLLABLES

icr6ss ittention recogni"es rifrigerat6r

SOUND FOCUS 3: UNSTRESSED SYLLABLES

Number of clear, Number of unclear,

B. AlthqFgh most unstressed syllables have unclear, reduced vowels, some

Number of Number of Number of

Number of Nuntber of Number of

purpr6e phoqr'graph indpfen{zl.rt economicel

c6ntiin orchestri cipi.ity

SOUND FOCUS 4: CONTRACTIONS

SOUI\D FOCUS 5: PHRASE REDUCTIONS

Going to try --+ *Gonna try

Have to suffer + *Hafta sufTer

Won't you play? + *Woncha play?