Let’s Talk

English Pronunciation Practice

Book Design and Production: English with Ajarn Mieder

Editor: Mieder van Loggerenberg
Translation: Nipaporn Chommo

Copyright © 2018 by Mieder van Loggerenberg

Published by English with Ajarn Mieder

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Let’s Talk is a trademark of Mieder van Loggerenberg. All rights reserved.

Reproduction or translation of any part of this work beyond that permitted by section 107 or 108 of the 1976
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or further information should be addressed to the Permissions Department, English with Ajarn Mieder.

This publication is designed to provide accurate and authoritative information regarding the subject
matter covered.

The persons, entities and events in this book are fictitious. Any similarities with actual persons or entities,
past and present, are purely coincidental.

Printed in Thailand

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 Contents
1. How to learn English …………………………………………………………………………………………………………………….……….3
2. What is my English level? …………………………………………………………………………………………………………….….…….5
3. Now I know my level in English. What is next? …………………………………………………………………………….………. 8

4. What is phonics and phonetics? ……………………………………………………………………………………………….…….…….9

5. The English Alphabet ……………………………………………………………………………………………………………………...…….10
6. Individual Sounds ……………………………………………………………………………………………………..………………….……….11

7. Understanding Consonants ………………………………………………………………………………………………………….………. 12

8. Understanding Vowels …………………………………………………………………………………………………………………………. 13

9. Drilling Practice ……………………………………………………………………………………………………………………………………. 14

10. Phonetic Reading …………………………………………………………………………………………………………………………………. 21
11. The Alphabet Code ………………………………………………………………………………………………………………………………. 22
12. Syllables ………………………………………………………………………………………………………………………………………………. 25
13. Accent Rules …………………………………………………………………………………………………………………………..……………. 27
14. Sight Words …………………………………………………………………………………………………………………………………………. 28
15. Spelling Rules for Suffixes …………………………………………………………………………………………………………….……….29
16. Pronunciation Rules for Suffixes …………………………………………………………………………………………………….….….31
17. Suffixes Practice ………………………………………………………………………………………………………………………….…….….33
18. Linking …………………………………………………………………………………………………………………………………………………. 39
19. Reading Practice ………………………………………………………………………………………………………………………………….. 43

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 How to learn English
So, you've decided to start learning English. Whether you just started learning English or you need it for work or
have studied it for many years and still can’t speak or write well, it is important to understand what you have to
do to reach your goals. Before you begin, or go back to, studying English, ask yourself one question. Why do I
want to study English? Is it because you want to, or because someone else wants you to? Like every decision in
life, studying English must be something you want to do.

Okay, so you really want to learn English, what now? Well, you need to understand that learning English will
take a significant amount of time. To be more precise it takes around 1,200 hours according to the benchmarks
of the Common European Framework of Reference for Languages or simply CEFR. We will discuss the details of
the CEFR in the next lesson. Now that you have an idea of how long it’s going to take, it’s just a matter of when
you want to reach your goals and how much time you can invest in studying every day.

Let’s see how we can set a schedule. It’s pretty straightforward, the total duration is 1,200 hours so from
studying the most number of hours to the least this will be your estimated timeframe.

Hrs. per Times per Total Hrs. per Total Hrs. per Total Months Total Year(s)
Day Week Week Month
Schedule 0 5 6 30 120 10 0.9
Schedule 1 5 5 25 100 12 1
Schedule 2 3 5 15 60 20 1.7
Schedule 3 2 7 14 54 22.3 1.9
Schedule 4 2 5 10 40 30 2.5
Schedule 5 3 3 9 36 33.4 2.8
Schedule 6 2 3 6 24 50 4.2
Schedule 7 2 2 4 16 75 6.3
Schedule 8 3 1 3 12 100 8.3
Schedule 9 2 1 2 8 150 12.5
Schedule 10 1 1 1 4 300 25

If you analyze the chart carefully you will realize why an exchange student typically stays in the host country for
a period of 6 to 10 months. Most exchange students would spend around 5 to 6 hours a day studying English and
by the end of the program they would have covered all the levels necessary to become proficient in English. That
being said, it’s very clear, by following a vigorous schedule and studying the appropriate material and using
methods suitable to your learning style you can reach your goals easily.

Still want to learn English? Hate it or love it, the advantages of English definitely make it worth it. Without
question, English is one of the most widely spoken language. It is the preferred language to communicate for
people who have a different first language even more so for business. Besides English being the most common
form of communication the greatest advantage of studying English is that your career prospects and employment
opportunities can vastly increase. People who can speak English fluently (possibly together with a first language)
are highly sought after by companies of many types, including international companies.

But don’t feel discouraged yet because English has the most material available compared to any other language,
so you will have all the necessary resources to reach your goal. The downside of having so much material available

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is knowing which material is suitable for you. Basically, there are no wrong book or lesson but what is important
is choosing a book suited to your ability or proficiency and to determine your proficiency in English you should
take some form of English proficiency test. I will discuss this in more detail in the next lesson.

So, the first step to take on learning English is determining how much time you can study per week and then
setting up a schedule and simply following it. You might feel that you won’t be able to stay motivated, but we will
discuss that in another lesson on how to stay motivated.

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 What is my English level?
So how can I know my level in English? Well taking an English proficiency test will give you an estimation on your
abilities. However, some students know that their ability is limited and taking any test is not necessary and they
should just start at the first level.

First is to know what levels we have and what it means. The Common European Framework of Reference for
Languages or also known as the CEFR is an international standard for describing language ability. It describes it
on a six-point scale or three types of users.

CEF level descriptors between educational institutes

Basic User Independent User Proficient User

A1 A2 B1 B2 C1 C2
Council of Breakthrough Waystage Threshold Vantage Effective Mastery
Operational
Europe levels Proficiency

British Council Starter Elementary Pre-Intermediate Intermediate Upper-Intermediate Advanced

Cambridge Beginner Elementary Intermediate Upper-Intermediate Advanced Proficiency

A-Level (Basic User)

The first user or learner is the A level or Basic User. This is divided into 2 parts, the first is A1. Students at this level
can understand and use familiar everyday expressions and very basic phrases. Students can introduce him/herself
and others and can ask and answer questions about personal details such as where he/she lives, people he/she
knows and things he/she has.

The second part is A2. Students can understand sentences and frequently used expressions related to areas of
most immediate relevance like basic personal and family information, shopping, local geography, employment.
Students can communicate in simple and routine tasks requiring a simple and direct exchange of information on
familiar and routine matters. Students can describe in simple terms aspects of his/her background, immediate
environment and matters in areas of immediate need.

B-Level (Independent User)

The second user or learner is the B level or Independent User. The first part is B1. Students at this level can
understand the main points of clear standard input on familiar matters regularly encountered in work, school,
leisure, and so on. Students can deal with most situations likely to happen whilst travelling in an area where the
language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can
describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for
opinions and plans.

The second part is B2. Students can understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and
spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the
advantages and disadvantages of various options.

C-Level (Proficient User)

The third user or learner is the C level or Proficient User. The first part is C1. Students can understand a wide
range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and
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spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for
social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex
subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

The second part is C2. Students can understand with ease virtually everything heard or read. Can summarize
information from different spoken and written sources, reconstructing arguments and accounts in a coherent
presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of
meaning even in more complex situations.

Okay, now we know the different levels and what it means. The next step is taking one of the many tests that
will indicate your level. So, which tests are linked to the CEFR? Let’s take a look at the different types of English
proficiency tests and certifications offered.

The benefit of taking any of these tests are not only to measure your English proficiency but getting a high score
on one of these tests can help you to gain admission to colleges and universities or government agencies,
scholarship programs or even help get you that high paying job.

The most popular and recognized by most institutes or companies around the world are the TOEFL, IELTS and
TOEIC tests. We have many other tests, but they are more regional based such as the CFA, CAE, SAT, CUTEP and
many more.

The TOEFL or the Test of English as a Foreign Language, evaluates a student’s ability to use and understand
English in an academic setting in the United States. So, if you are planning on studying in the USA then the TOEFL
is your best option to qualify.

The Correlation of the TOEFL score and the CEFR levels are converted as follow:
CEFR Level A1 A2 B1 B2 C1 C2

TOEFL Score - 0-31 32-59 60-93 94-109 110-120

The IELTS or International English Language Testing System has two versions, namely the Academic and the
General Training. Obviously, the Academic is for those who want to enroll in universities and other institutions
of higher education, as well as professionals who want to study or work in an English-speaking country.

The General training is for those who plan to do non-academic training, gain work experience or fulfill immigration
requirements. Either way the IELTS is accepted by most Australian, British, Canadian, Irish, New Zealand and South
African academic institutions, and also many in the US and various professional organizations around the world.
It is also a requirement for immigrating to Australia, New Zealand and Canada.

The Correlation of the IELTS score and the CEFR levels are converted as follow:
CEFR Level A1 A2 B1 B2 C1 C2

IELTS Score 1-2.5 3 3.5-5 4.5-6.5 6.5-8 8-9

The TOEIC or the Test of English for International Communication is an English language test designed specifically
to measure the everyday English skills of people working in an international environment. This test has been
adopted around the world as the global standard for English communication skill assessment. Many companies,
schools, and organizations, use it to check the English skill levels of their workers and students. The test is
administered in around 160 countries around the world and is generally the most common proficiency test to
take.

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The Correlation of the TOEIC score and the CEFR levels are converted as follow:
CEFR Level A1 A2 B1 B2 C1 C2

TOEIC Score 120-225 225-550 550-785 785-900 900-975 975-990

Just take note that most test scores are only valid for two years.

In my opinion if you don’t need the certificate for any of these tests and just want to know your English level then
it is not necessary to take the official test. You can simply purchase any of the books available online and take the
practice test to get your score.

7
 Now I know my level in English. What is next?
Okay, you took a proficiency test and you know what your level in English is. So, what should you do next? Well
depending on your score, most students will just start off studying the material for their level. This would be the
logical step to take for students that have been or that are currently studying English. However, if you haven’t
studied English for some time or you are still not confident that you fully grasp all the levels you studied before,
the best thing to do is to review each topic for every level. In some cases, you might not even have studied all the
topics. So, reviewing all the content from the lowest level will ensure that you cover all that content.

The first step is not actually grammar or even vocabulary it is being able to read English. Seeing that you are
interested in studying English I’m confident that it is not your native language. If it was then the starting point
would be your parents communicating with you in English and gradually increase your language ability through
everyday use. This is also known as embedded learning. As for non-native speakers, learning how to read will help
you understand the functionality of English.

If you scored A2 or even B1 on the CEFR then you would probably think that you can read already. This might be
true to an extent, but I can positively say that you would admit that there are many words which you can’t read
or when you speak you have a strong accent. This can easily be rectified by learning phonetics.

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 What is phonics and phonetics?
So, you want to learn or improve your English. You know your level in English and you realized that you must
review all the topics of every level. You know now the first skill to focus on is reading and you know in order to
master that skill you need to study both phonics and phonetics.

Teachers in general have different viewpoints on how students should learn reading. Some would believe that it
must be learned as a whole language which means developing reading skills through learning sight words and
memorization. Others believe phonics which is learning each sound and syllable pattern individually. However,
most educators agree that using a combination of phonics and whole language is the best way to learn reading.

In this course we will focus on phonics and there are many advantages to using a phonetic approach.

The primary focus of phonics is to help you understand how letters are linked to sounds which we call phonemes.
There are several different types of phonics and we will implement most of them in this course.

The first is Analogy phonics. This is when you learn words by identifying a rhyme segment and blending it with
unfamiliar letters or sound such as reading cat by knowing that -at is in a word learned before like bat or reading
click by analogy to kick.

The second is Analytic phonics. This is studied after you are familiar with the 26 letters of the alphabet and then
learn middle and final sounds. Such as the -a in cat or the final sound -gh said as “f” as in cough.

The third type is Embedded phonics. This is not taught specifically by learning individual sounds but instead words
are leaned by reading along to a story book or written content.

The last is Synthetic phonics. This is when you convert letters into sounds or phonemes and then blend the sounds
to form familiar words.

In the next few lessons we will use the synthetic phonics approach to ensure that you have a strong foundation
and would be able to read English all on your own. However, since there are so many words that do not follow
the basic rules of English we will have embedded phonic exercises later in the course which will cover all the
important words for English arranged into the SAT grade levels.

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 The English Alphabet
To read, you first need to understand the basics of English and the terminology used to study the language. The
word alphabet comes from the first two letters of the Greek alphabet, “alpha” and “beta”. Also, English actually
has 2 alphabets.

The first type is the alphabet we use for writing and consists of 26 letters that can be used in many variations to
form words. This alphabet is divided into two cases, namely upper and lower case. Some people call it small or
sentence case and the other, big letters or capital letters.

Here are the 26 letters:

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz

Of these 26 letters, we divide it into two kinds namely consonants and vowels. The vowels are a, e, i, o, and u.
Note that the letter y is classified as a consonant, but also acts like a vowel. The consonants are
b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, and z.

Now for the second alphabet type. An easier way to understand how it works is to think that each letter is like an
animal. Each has a name, but also makes a certain sound. For example, a cat says “meow.” These sounds are
called phonemes. The English language may have only 26 letters, but it has 44 different sounds! You need to be
familiar with each one.

Alright, let’s start with the consonant sounds. In total we have 24 sounds of which we have two types. The first is
our single consonants which means it is written with only one letter and has one sound. But 5 of the 24 are the
second type of consonant sound which have 2 letters but only 1 phoneme sound and are called Consonant
Digraphs, which are CH, SH, two types of TH and the NG.

A B C D E F G H I
- b k/s d - f ɡ / dʒ h -
J K L M N O P Q R
dʒ k l m n - p kw r
S T U V W X Y Z *
s t - v w ks j z ʒ
CH SH TH TH NG
tʃ ʃ θ ð ŋ
That gives us 24 consonant phonemes, just take note that when you study all the phoneme rules you will realize
that the 26 letters can be said in many different ways but in all, English will still only have the 24 consonant
phoneme sounds.

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 Individual Sounds
Phonetic Alphabet

Consonants เสี ยงพยัญชนะ

1 b บ boy babe 13 p พ pan pop

2 d ด dad did 14 r ร red arm

3 f ฟ fat leaf 15 s ส so kiss

4 ɡ ก go pig 16 ʃ ช she fish

5 dʒ จ June large 17 t ท tea sat

6 h ฮ he hen 18 tʃ ช chin rich

7 j ย yes yellow 19 θ ฟธ thin tooth

8 k ค cat back 20 ð วธ then bathe

9 l ล leg call 21 v ฟว very love

10 m ม man jam 22 w ว wet week

11 n น net pen 23 z ซ zoo nose

12 ŋ ง sing ring 24 ʒ จ vision garage

Vowels เสี ยงสระ

25 iː อี see she 31 ɔː ออ door saw

26 ɪ เอ๊อะ bit hit 32 ʊ อุ good put

27 e เอะ bet ten 33 uː อู boot too

28 æ แอะ bat cat 34 ʌ อะ cup hut

29 ɑː อา arm card 35 ɜː เออ fur bird

30 ɒ อ๊อ got shot 36 ə เออะ ago the

Diphthongs เสี ยงสระควบ

37 eɪ เอ day rain 41 ɔɪ ออย boy join

38 əʊ โอ know home 42 ɪə เอีย beer here

39 aɪ ไอ by five 43 eə แอ bear hair

40 aʊ เอา now down 44 ʊə อัว poor sure

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 Understanding Consonants
Unvoiced Voiced Definition
 stop    babe Explosive Sounds

 hit    dad

 work    bag
    

 stuff    love Lip Sounds

 breath    breathe

    

 pass    maze

 wash    garage Dental Sounds

 match    fudge

    
    

    

Nasal Sounds    Throat Sounds

 rain    he
 come    yes
 sing    week
 love   

12
 Understanding Vowels
a  man a_  rain bake
e  ten e_  read eve
Short Vowels

Long Vowels
i  sit i_  pie nine
o  pot o_  road nose
u  bus u_  cute

B  bird S  soy

Unique Vowels
R-Controlled Vowels

A  air T  the

D  door O  out
N  near P  put
A  art
P  poor

13
 Drilling Practice
Short Vowel a

æ pæ bæ tæ dæ kæ ɡæ
แอะ พ บ ท ด ค ก

fæ væ θæ ðæ sæ zæ
ฟ ฟว ฟธ วธ ส ซ

ʃæ ʒæ tʃæ dʒæ læ næ
ช จ ช จ ล น

mæ ŋæ hæ jæ wæ ræ
ม ง ฮ ย ว ร

Short Vowel e

e pe be te de ke ɡe
เอะ
fe ve θe ðe se ze
ʃe ʒe tʃe dʒe le ne
me ŋe he je we re

14
Short Vowel i

ɪ pɪ bɪ tɪ dɪ kɪ ɡɪ
เอ๊อะ
fɪ vɪ θɪ ðɪ sɪ zɪ
ʃɪ ʒɪ tʃɪ dʒɪ lɪ nɪ
mɪ ŋɪ hɪ jɪ wɪ rɪ
Short Vowel o

ɒ pɒ bɒ tɒ dɒ kɒ ɡɒ
อ๊อ
fɒ vɒ θɒ ðɒ sɒ zɒ
ʃɒ ʒɒ tʃɒ dʒɒ lɒ nɒ
mɒ ŋɒ hɒ jɒ wɒ rɒ
Short Vowel u

ʌ pʌ bʌ tʌ dʌ kʌ ɡʌ
อะ
fʌ vʌ θʌ ðʌ sʌ zʌ
ʃʌ ʒʌ tʃʌ dʒʌ lʌ nʌ
mʌ ŋʌ hʌ jʌ wʌ rʌ

15
Long Vowel a_

eɪ peɪ beɪ teɪ deɪ keɪ ɡeɪ

เอ
feɪ veɪ θeɪ ðeɪ seɪ zeɪ
ʃeɪ ʒeɪ tʃeɪ dʒeɪ leɪ neɪ
meɪ ŋeɪ heɪ jeɪ weɪ reɪ
Long Vowel e_

iː piː biː tiː diː kiː ɡiː

อี
fiː viː θiː ðiː siː ziː
ʃiː ʒiː tʃiː dʒiː liː niː
miː ŋiː hiː jiː wiː riː

Long Vowel i_

aɪ paɪ baɪ taɪ daɪ kaɪ ɡaɪ

ไอ
faɪ vaɪ θaɪ ðaɪ saɪ zaɪ
ʃaɪ ʒaɪ tʃaɪ dʒaɪ laɪ naɪ
maɪ ŋaɪ haɪ jaɪ waɪ raɪ

16
Long Vowel o_

əʊ pəʊ bəʊ təʊ dəʊ kəʊ ɡəʊ

โอ
fəʊ vəʊ θəʊ ðəʊ səʊ zəʊ
ʃəʊ ʒəʊ tʃəʊ dʒəʊ ləʊ nəʊ
məʊ ŋəʊ həʊ jəʊ wəʊ rəʊ

Long Vowel u_

uː puː buː tuː duː kuː ɡuː

อู
fuː vuː θuː ðuː suː zuː
ʃuː ʒuː tʃuː dʒuː luː nuː
muː ŋuː huː juː wuː ruː

Unique Vowels

aʊ paʊ baʊ taʊ daʊ kaʊ ɡaʊ

เอา
faʊ vaʊ θaʊ ðaʊ saʊ zaʊ
ʃaʊ ʒaʊ tʃaʊ dʒaʊ laʊ naʊ
maʊ ŋaʊ haʊ jaʊ waʊ raʊ

17
Unique Vowels

ɔɪ pɔɪ bɔɪ tɔɪ dɔɪ kɔɪ ɡɔɪ

ออย
fɔɪ vɔɪ θɔɪ ðɔɪ sɔɪ zɔɪ
ʃɔɪ ʒɔɪ tʃɔɪ dʒɔɪ lɔɪ nɔɪ
mɔɪ ŋɔɪ hɔɪ jɔɪ wɔɪ rɔɪ

Unique Vowels

ʊ pʊ bʊ tʊ dʊ kʊ ɡʊ
อุ
fʊ vʊ θʊ ðʊ sʊ zʊ
ʃʊ ʒʊ tʃʊ dʒʊ lʊ nʊ
mʊ ŋʊ hʊ jʊ wʊ rʊ

Unique Vowels

ə pə bə tə də kə ɡə
เออะ
fə və θə ðə sə zə
ʃə ʒə tʃə dʒə lə nə
mə ŋə hə jə wə rə

18
R-Controlled Vowels _r

ɑː pɑː bɑː tɑː dɑː kɑː ɡɑː

อา
fɑː vɑː θɑː ðɑː sɑː zɑː
ʃɑː ʒɑː tʃɑː dʒɑː lɑː nɑː
mɑː ŋɑː hɑː jɑː wɑː rɑː

R-Controlled Vowels _r

ɜː pɜː bɜː tɜː dɜː kɜː ɡɜː

เออ
fɜː vɜː θɜː ðɜː sɜː zɜː
ʃɜː ʒɜː tʃɜː dʒɜː lɜː nɜː
mɜː ŋɜː hɜː jɜː wɜː rɜː

R-Controlled Vowels _r

ɔː pɔː bɔː tɔː dɔː kɔː ɡɔː

ออ
fɔː vɔː θɔː ðɔː sɔː zɔː
ʃɔː ʒɔː tʃɔː dʒɔː lɔː nɔː
mɔː ŋɔː hɔː jɔː wɔː rɔː

19
R-Controlled Vowels _r

eə peə beə teə deə keə ɡeə

แอ
feə veə θeə ðeə seə zeə
ʃeə ʒeə tʃeə dʒeə leə neə
meə ŋeə heə jeə weə reə

R-Controlled Vowels _r

ɪə pɪə bɪə tɪə dɪə kɪə ɡɪə

เอีย
fɪə vɪə θɪə ðɪə sɪə zɪə
ʃɪə ʒɪə tʃɪə dʒɪə lɪə nɪə
mɪə ŋɪə hɪə jɪə wɪə rɪə

R-Controlled Vowels _r

ʊə pʊə bʊə tʊə dʊə kʊə ɡʊə

อัว
fʊə vʊə θʊə ðʊə sʊə zʊə
ʃʊə ʒʊə tʃʊə dʒʊə lʊə nʊə
mʊə ŋʊə hʊə jʊə wʊə rʊə

20
 Phonetic Reading
I take it you already know of tough and bough and cough and dough?
 
Others may stumble but not you on hiccough, thorough, laugh and through.

Well done! And now you wish, perhaps, to learn of less familiar traps?

Beware of heard, a dreadful word that looks like beard and sounds like bird,

And dead: it’s said like bed, not bead – For goodness sake don’t call it deed!

Watch out for meat and great and threat

(They rhyme with suite and straight and debt)

A moth is not a moth in mother nor both in bother, broth in brother,

And here is not a match for there nor dear and fear for bear and pear,

Just look them up and goose and choose, and cork and work and card and ward,

and font and front and word and sword, and do and go and thwart and cart –

Come, come, I’ve hardly made a start! A dreadful language? Man alive.

I’d mastered it when I was five.


21
 The Alphabet Code
Rule 1: Words or syllables with only one vowel and ending in a consonant, the vowel sound is usually a
short vowel. Also known as the Consonant-Vowel-Consonant (CVC) pattern and is the most
frequent kind of syllable in English.
Example: at, hat, hot, hut.

Rule 2: Words or syllables ending in a VCV pattern, the last vowel is a silent 'e' and the first vowel is usually
a long vowel.
Example: ate, mate, complete, invite, vote, mute.

Short Vowels Long Vowels

a  แอะ man a_  เอ rain make
e  เอะ net e_  อี sea eve
i  เอ็อะ sit i_  ไอ pie write
o  อ๊อ pot o_  โอ boat note
u  อะ bus u_  ยู look cute

Rule 3: Words or syllables ending with one vowel then the vowel is usually a long vowel.
Example: me, go.

* Note: English words do not end in 'i'. When the long final /i/ sound is needed, the 'i' is changed
to a 'y'.
Example: my, try, deny (suffix endings the 'y' changes to 'i' + es.

Rule 4: The vowels 'i' and 'o' followed by two consonants are usually a long vowel sound.
Example: find, child, cold, most.

Rule 5: If the vowel 'a' is pronounced as 

Example: after 'w' (want) or 'qu' (quantity) or before 'l' (walk), 'll', (tall).

Rule 6: Silent 'e'

English words do not end in 'u' or 'v'.
Example: have, argue (Exception: you)

Words ending in 's' preceded by a mixed or vowel digraph must end in 'e'.
Example: house, sense.

In some cases the 'e' indicates that the 's' is not a suffix.
Example: lapse.

Every syllable must have a vowel

Example: little, bottle.

Rule 7: When 'c' is followed by 'e', 'i', or 'y', it is usually pronounced as 
Example: cent, city. (Exception: soccer)

22
Rule 8: When 'g' is followed by 'e', 'i', or 'y', it is usually pronounced as sound.
Example: gem, ginger, gym. (Exceptions: get, give, giddy, begin, girl)

Rabbit Rule Ears Mouth

c+e=s cent c+a=k car
c+i=s city c+o=k cop
c+y=s cymbal c+u=k cut
g+e=j gem g+a=g game
g+i=j gin g+o=g go
g+y=j gym g+u=g gun

Rule 9: Suffix –ed added to verbs or adjectives ending in unvoiced consonants 
 is pronounced as 
Example: gaffed, picked, stopped, passed, boxed.

Suffix –ed added to verbs or adjectives ending in voiced consonants 

 and all vowel ednings is pronounced as 
Example: sobbed, sagged, filled, slammed, slurred, praised, saved, razed.

Suffix –ed added to verbs or adjectives ending in 'd' or 't' forms an added syllable to the word and
is pronounced as 
Example: mended and acted.

Rule 10: Suffix –s added to verbs or nouns ending in unvoiced consonants  is
pronounced as 
Example: laughs, picks, stops.

Suffix –s added to verbs or nouns ending in voiced consonants 

 and all vowel ednings is pronounced as 
Example: sobs, sags, fills, plays, slurs.

Suffix –s added to verbs or nouns ending in or  an added syllable to the
word and is pronounced as 
Example: matches, washes, closes.

Rule 11: 'r' after a vowel changes the vowel sound.

For 'e', 'i', and 'u', a key sentence to remember is:
her first, nurse, works, early.

Notice that the vowel + 'r' sound is the same in all five words, and they are given in order of
frequency of English usage in spelling the or sound.

'ear' says  when followed by another consonant.

Example: earn, early (Exceptions: beard, heart, and hearth)

23
Rule 12: The 'ch' sound is spelled 'tch' after short vowels in one-syllable words.
Example: catch, fetch, itch, botch, and hutch (Exceptions: much, rich, such, which, attach, detach,
bachelor, duchess)

Rule 13: The soft 'g' sound is spelled 'dge' after short vowel sounds.
Example: badge, edge, ridge, dodge, and fudge. (Exception: College)

Rule14: Divide words with long syllables after the vowel, creating open syllables
Example: vi-tal, ma-ple, pre-vail.

Usually there will be a single consonant between the two vowels. A prefix, e.g., pre- is a syllable.

Rule 15: Divide words with short vowel syllables after a consonant, creating closed syllables
Example: hap-py, riv-er, tap-ping, sel-ling.

Usually there are two consonants together such that the word may be divided between them.

Do not split consonant digraphs

Example: fath-er.

Rule 16: The vowels 'a', 'e', 'i', 'o', 'u' of two syllable or more words are pronounced as or 
Example: dollar, station, farmer, performance.

24
 Syllables
Counting Syllables
To find the number of syllables in a word, use the following steps:

1. Count the vowels in the word.

2. Subtract any silent vowels, (like the silent e at the end of a word, or the second vowel when two vowels
are together in a syllable)
3. Subtract one vowel from every diphthong (diphthongs only count as one vowel sound.)
4. The number of vowels sounds left is the same as the number of syllables.

The number of syllables that you hear when you pronounce a word is the same as the number of vowels sounds
heard.
For example:

▪ The word came has 2 vowels, but the 'e' is silent, leaving one vowel sound and one syllable.
▪ The word outside has 4 vowels, but the 'e' is silent and the 'ou' is a diphthong which counts as only one
sound, so this word has only two vowel sounds and therefore, two syllables.

Six Kinds of Syllables

There are six different kinds of syllables in English:

1. Closed Syllables: A closed syllable has one and only one vowel, and it ends in a consonant.
Examples include in, ask, truck, sock, stretch, twelfth, and on.
2. Open Syllables: An open syllable has one and only one vowel, and that vowel occurs at the end of the
syllable.
Examples include no, she, I, a, and spry.
3. Silent-E Syllables: A silent-e syllable ends in an e, has one and only one consonant before that e, and has
one and only one vowel before that consonant. Examples include ate, ice, tune, slope, strobe, and these.
4. Vowel Combination Syllables: A vowel combination syllable has a cluster of two or three vowels or a
vowel-consonant unit with a sound or sounds particular to that unit.
Examples include rain, day, see, veil, pie, piece, noise, toy, cue, and true.
5. Vowel-R Syllables: A vowel-r syllable is one which includes one and only one vowel followed by an r, or
one vowel followed by an r which is followed by a silent e, or a vowel combination followed by an r.
Examples include car, or, care, ire, air, and deer.
6. Consonant-L-E Syllables: In these syllables, a consonant is followed by le. The vowel sound in these
syllables is the schwa sound that occurs before the l. Examples include -ble, -cle, -dle, -fle, and -gle.

25
Dividing Words into Syllables
There are four ways to split up a word into its syllables:

1. Divide between two middle consonants.

Split up words that have two middle consonants.
For example:
hap/pen, bas/ket, let/ter, sup/per, din/ner, and Den/nis. The only exceptions are the consonant digraphs.
Never split up consonant digraphs as they really represent only one sound. The exceptions are th, sh, ph,
th, ch, and wh.
2. Usually divide before a single middle consonant.
When there is only one syllable, you usually divide in front of it, as in:
o/pen, i/tem, e/vil, and re/port. The only exceptions are those times when the first syllable has an
obvious short sound, as in cab/in.
3. Divide before the consonant before an -le syllable.
When you have a word that has the old-style spelling in which the -le sounds like -el, divide before the
consonant before the -le.
For example: a/ble, fum/ble, rub/ble mum/ble and thi/stle. The only exception to this is ckle words like
tick/le.
4. Divide off any compound words, prefixes, suffixes and roots which have vowel sounds.
Split off the parts of compound words like sports/car and house/boat. Divide off prefixes such at
un/happy, pre/paid, or re/write. Also divide off suffixes as in the words farm/er, teach/er, hope/less and
care/ful. In the word stop/ping, the suffix is actually -ping because this word follows the rule that when
you add -ing to a word with one syllable, you double the last consonant and add the -ing.

26
 Accent Rules
When a word has more than one syllable, one of the syllables is always a little louder than the others. The syllable
with the louder stress is the accented syllable. The unstressed syllable usually takes the schwa sound.

It may seem that the placement of accents in words is often random or accidental, but these are some rules that
usually work.

▪ Accents are often on the first syllable.

Examples: ba'/sic, pro'/gram.

▪ In words that have suffixes or prefixes, the accent is usually on the main root word.
Examples: box'/es, un/tie'.

▪ If de-, re-, ex-, in-, po-, pro-, or a- is the first syllable in a word, it is usually not accented.
Examples: de/lay', ex/plore'.

▪ Two vowel letters together in the last syllable of a word often indicates an accented last syllable.
Examples: com/plain', con/ceal'.

▪ When there are two like consonant letters within a word, the syllable before the double consonants is
usually accented.
Examples: be/gin'/ner, let'/ter.

▪ The accent is usually on the syllable before the suffixes -ion, ity, -ic, -ical, -ian, -ial, or -ious, and on the
second syllable before the suffix -ate.
Examples: af/fec/ta'/tion, dif/fer/en'/ti/ate.

▪ In words of three or more syllables, one of the first two syllables is usually accented.
Examples: ac'/ci/dent, de/ter'/mine.

27
 Sight Words
Many words do not follow these rules are called sight words or face words. Because they do not follow the normal
rules, these must be memorized. Examples include the, are, and you. They are also sometimes called 'irregular
words' or 'outlaw words'.

Here are some more examples:

▪ the, to, do, and who — These should have long vowel sounds because they are open syllables,
like me and go.

▪ what, was, and whom — These should have short vowel sounds because they are closed syllables,
like sat and cot.

▪ again, against, says and said — These should have long a sounds because of the ai vowel combination,
like say and pain.

▪ been — This should have a long e sound, like seen.

▪ In many words, the o says /short u/ instead of /short o/ or /long o/, as

in of, from, son, month, front, some, love, other, money, and among.

28
 Spelling Rules for Suffixes
Suffix “-s” (Verbs and Nouns)

Words ending with a consonant or vowel +s work(s), play(s)

Words ending with s, x, z, ch, sh, o + es box(es), match(es)
Words ending with y y  i + es cry  cries

Suffix “-ed” (Verbs)

Rule #1 - 1 syllable words with 1 vowel and end with 1 consonant

* Consonant x2
V1 V2 (+ed) V3 (+ed) Ving (+ing)
RegV hop hopped hopped hopping
IrrV hit hit hit hitting

Rule #2 - 1 syllable words with 1/2 vowels and ending in 1/2 consonant
V1 V2 (+ed) V3 (+ed) Ving (+ing)
RegV look looked looked looking
kick kicked kicked kicking

Rule #3 - 1/2 syllable words ending with a consonant and e

V1 V2 (+d) V3 (+d) Ving (take out e + ing)
RegV bake baked baked baking

Rule #4 - 1/2 syllable words ending with a consonant and y

V1 V2 (change y  i + V3 (change y  i + Ving (+ ing)
ed) ed)
RegV cry cried cried crying

Rule #5 - +2 or more syllable words

V1 V2 (+ ed) V3 (+ ed) Ving (+ ing)
RegV brainstorm brainstormed brainstormed brainstorming

29
Exception #1
Doubling of the letters w, x, v, j, k, y is not allowed in the English Language. Verbs end with x or w should follow
rule #2
V1 V2 (+ed) V3 (+ed) Ving (+ing)
RegV mix mixed mixed mixing

Exception #2
Words ending with ie
V1 V2 (+d) V3 (+d) Ving (ie  y + ing)
Verb die died died dying

Exception #3
Words ending with ay should follow rule #2
V1 V2 (+d) V3 (+d) Ving (ie  y + ing)
Verb play played played playing

30
 Pronunciation Rules for Suffixes
Suffix -ed
Rule 1 Rule 2 Rule 3
Unvoiced -ed =  Voiced -ed =  Exceptions -ed = 
 stop stopped  rob robbed  paint painted

 work worked  hug hugged  hand handed

 laugh laughed  love loved

 froth frothed  breathe breathed

 kiss kissed  close closed

 wash washed  judge judged

 match matched  kill killed

  scam scammed 

  rain rained 

  ping pinged 

 Vowels -ed =  

  play played 

Suffix -s
Rule 1 Rule 2 Rule 3
Unvoiced -s =  Voiced -s =  Exceptions -s = 
 stop stops  rob robs  kiss kissed
 work works  hug hugs  close closed
 laugh laughs  love loves  wash washed
 froth froths  breathe breathes  match matched
 paint paints  hand hands  judge judged

  kill kills

  scam scams

  rain rains 

  ping pings 

 Vowels -s =  

  play played 

31
Suffix -ing
The suffix -ing /must be joined with the final consonant sound or letter and a syllable is added to the word.

Rule 1 Rule 2 Rule 3

Consonant  Vowel Consonants  Vowels 
 stop stopping y  play playing   play playing

 work working w  show showing   see seeing

 r  pour pouring   fly flying

    go going

  do doing

32
 Suffixes Practice
V1 final  V2 -ed V3 Ving -ing Vs -s
1. answer  answered answered answering answers ตอบ R
2. argue  argued argued arguing argues โต้คารม R
3. arise  arose arisen arising arises ลุกขึ้น I
4. ask  asked asked asking asks ถาม R
5. bake  baked baked baking bakes อบ / ปิ้ ง (ขนมปัง) R
6. bark  barked barked barking barks เห่ า R
7. bear  bore born bearing bears เกิด I
8. beat  beat beaten beating beats ตี I
9. become  became become becoming becomes (กลาย) เป็ น I
10. begin  began begun beginning begins เริ่ มต้น I
11. bend  bent bent bending bends กม้ / โคง งอ I
12. bet  bet bet betting bets พนัน I
13. bid  bid bid bidding bids สัง่ เสนอ I
14. bind  bound bound binding binds ผูกมัด I
15. bite  bit bitten biting bites กดั I
16. blame  blamed blamed blaming blames ตาหนิ / กล่าวโทษ R
17. bleed  bled bled bleeding bleeds เลือดออก I
18. bless  blessed blessed blessing blesses ให้ศีลให้พร I
19. blink  blinked blinked blinking blinks กระพลิบตา R
20. blow  blew blown blowing blows เป่ า (ลม) / พัด I
21. boil  boiled boiled boiling boils เดือด R
22. bounce  bounced bounced bouncing bounces กระเด้ง R
23. box  boxed boxed boxing boxes ชกมวย R
24. brainstorm  brainstormed brainstormed brainstorming brainstorms ระดมความคิด R
25. brake  braked braked braking brakes หยุด R
26. break  broke broken breaking breaks แตก / หัก I
27. breed  bred bred breeding breeds ผสมพันธุ์ I
28. bring  brought brought bringing brings พามา I
29. broadcast  broadcast broadcast broadcasting broadcasts กระจายเสียง I
30. brush  brushed brushed brushing brushes ใช้แปลงขัดออก R
31. build  built built building builds ก่อสร้าง I
32. burst  burst burst bursting bursts ระเบิด I
33. buy  bought bought buying buys ซื้อ I
34. carry  carried carried carrying carries อุม้ / นาไปด้วย R
35. cast  cast cast casting casts ขว้าง / โยน I
36. catch  caught caught catching catches จับไว้ / ตระครุ บ I
37. choose  chose chosen choosing chooses เลือก I
38. clap  clapped clapped clapping claps ตบมือ R
39. climb  climbed climbed climbing climbs ปี นป่ าย R
40. cling  clung clung clinging clings เกาะติด I
41. close  closed closed closing closes ปิ ด R
42. comb  combed combed combing combs หวี R
43. come  came come coming comes มา I

33
44. cook  cooked cooked cooking cooks ปรุ งอาหาร R
45. copy  copied copied copying copies ลอก (ข้อสอบ) R
46. cough  coughed coughed coughing coughs ไอ R
47. count  counted counted counting counts นับ / นับจานวน R
48. creep  crept crept creeping creeps คลาน / คืบ I
49. cry  cried cried crying cries ร้องไห้ R
50. cut  cut cut cutting cuts ตัด I
51. dance  danced danced dancing dances เต้นรา R
52. deal  dealt dealt dealing deals จัดการ I
53. describe  described described describing describes อธิบาย / บรรยาย R
54. die  died died dying dies ตาย R
55. dig  dug dug digging digs ขุด I
56. dive  dived dove diving dives กระโดดลงน้ า I
57. do  did done doing does ทา I
58. draw  drew drawn drawing draws วาดภาพ I
59. drink  drank drunk drinking drinks ดื่ม I
60. drip  dripped dripped dripping drips หยดลง R
61. dry  dried dried drying dries ตากให้แห้ R
62. dust  dusted dusted dusting dusts ปัดฝุ่ น R
63. eat  ate eaten eating eats รับประทาน / กิน I
64. erase  erased erased erasing erases ลบออก / ถูออก R
65. fall  fell fallen falling falls ตกลงไป / ร่ วง I
66. feed  fed fed feeding feeds ให้อาหาร I
67. feel  felt felt feeling feels คลุกแตะ I
68. fight  fought fought fighting fights ต่อสู ้ I
69. find  found found finding finds หา I
70. fit  fitted fitted fitting fits เหมาะ R
71. flee  fled fled fleeing flees หนี I
72. fling  flung flung flinging flings สลัดเหวี่ยง I
73. float  floated floated floating floats ลอย R
74. fly  flew flown flying flies บิน I
75. follow  followed followed following follows ตาม เอาอย่าง I
76. forbid  forbade forbidden forbidding forbids ห้าม I
77. forecast  forecast forecast forecasting forecasts ทานาย I
78. forget  forgot forgotten forgetting forgets ลืม I
79. forgive  forgave forgiven forgiving forgives ยกโทษ I
80. forsake  forsook forsaken forsaking forsakes ทิ้ง I
81. freeze  froze frozen freezing freezes ทาให้เเย็น I
82. fry  fried fried frying fries ทอด R
83. get  got gotten getting gets รับ ได้ I
84. giggle  giggled giggled giggling giggles หัวเราะคิกๆ R
85. give  gave given giving gives ให้ I
86. go  went gone going goes ไป I
87. grate  grated grated grating grates ขูด R
88. greet  greeted greeted greeting greets ทักทาย R
89. grin  grinned grinned grinning grins ยิม้ เห็นไลฟัน R

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90. grind  ground ground grinding grinds โม่ บด I
91. grow  grew grown growing grows ปลูก / เติบโต I
92. hang  hung hung hanging hangs แขวน I
93. have  had had having has มี I
94. hear  heard heard hearing hears ได้ยนิ I
95. hide  hid hidden hiding hides ซ่อน I
96. hit  hit hit hitting hits ตี I
97. hold  held held holding holds อุม้ / ถือ / จับ I
98. hop  hopped hopped hopping hops กระโดดขาเดียว R
99. hug  hugged hugged hugging hugs กอดแน่น R
100. hurt  hurt hurt hurting hurts ทาร้าย I
101. jog  jogged jogged jogging jogs เดินเนิบๆ R
102. jump  jumped jumped jumping jumps กระโดด R
103. keep  kept kept keeping keeps รักษา I
104. kill  killed killed killing kills ฆ่า R
105. know  knew known knowing knows รู ้ I
106. land  landed landed landing lands เครื่ องลง R
107. lay  laid laid laying lays วางไข่ I
108. lead  led led leading leads นา I
109. learn  learnt learnt learning learns เรี ยน / หัด I
110. leave  left left leaving leaves ปล่อย ทิ้ง I
111. lend  lent lent lending lends ให้ยมื I
112. let  let let letting lets ปล่อย ให้ I
113. lick  licked licked licking licks เลีย R
114. lie  lay lain lying lies นอนลง I
115. lift  lifted lifted lifting lifts ยกขึ้น R
116. light  lit lit lighting lights จุดไฟ I
117. listen  listened listened listening listens ฟัง R
118. look  looked looked looking looks มองดู R
119. lose  lost lost losing loses แพ้ / หาย I
120. make  made made making makes ทา I
121. march  marched marched marching marches เดินแถว R
122. mean  meant meant meaning means หมายความ I
123. meet  met met meeting meets พบ I
124. mince  minced minced mincing minces สับละเอียด R
125. mislay  mislaid mislaid mislaying mislays ลืมทิ้งไว้ I
126. mistake  mistook mistaken mistaking mistakes เข้าใจผิด I
127. mop  mopped mopped mopping mops ใช้ผา้ ถู R
128. open  opened opened opening opens เปิ ด R
129. paint  painted painted painting paints ทาสี / ป้ายสี R
130. pass  passed passed passing passes ส่งบอล R
131. pat  patted patted patting pats ตบเบาๆ R
132. pay  paid paid paying pays จ่าย I
133. peel  peeled peeled peeling peels ปลอกเปลือก R
134. pick  picked picked picking picks เก็บ R
135. plant  planted planted planting plants ปลูก / เพาะปลูก R

35
136. pour  poured poured pouring pours ริ น / เท R
137. press  pressed pressed pressing presses กด / ทับ R
138. pull  pulled pulled pulling pulls ดึง / ลาก R
139. punch  punched punched punching punches ชกด้วยหมัด R
140. push  pushed pushed pushing pushes ผลักดัน R
141. put  put put putting puts นา วาง I
142. quit  quitted quitted quitting quits ยุติ R
143. race  raced raced racing races แข่งขัน R
144. read  read read reading reads อ่าน I
145. rid  rid rid ridding rids ขจัด ทาให้หมด I
146. ride  rode ridden riding rides ขี่ I
147. ring  rang rung ringing rings ระฆังดัง I
148. rise  rose risen rising rises ขี้น โผล่ I
149. roar  roared roared roaring roars คาราม R
150. rub  rubbed rubbed rubbing rubs ถู / ขัด R
151. run  ran run running runs วิง่ I
152. saw  sawed sawn sawing saws เลื่อย I
153. say  said said saying says พูด I
154. scrape  scraped scraped scraping scrapes ขูดออก / เช็ดออก R
155. scratch  scratched scratched scratching scratches เกา / ข่วน R
156. scrub  scrubbed scrubbed scrubbing scrubs ถู / ขัดด้วยแปรง R
157. see  saw seen seeing sees เห็น I
158. seek  sought sought seeking seeks ค้นหา I
159. sell  sold sold selling sells ขาย I
160. send  sent sent sending sends ส่ง I
161. set  set set setting sets วาง ตั้ง I
162. sew  sewed sewn sewing sews เย็บผ้า / เย็บปะ I
163. shake  shook shaken shaking shakes เขย่า I
164. share  shared shared sharing shares แบ่งกนั R
165. shed  shed shed shedding sheds ทาให้ไหล I
166. shine  shone shone shining shines ทาให้แวววาว I
167. shoot  shot shot shooting shoots ยิง ขว้าง I
168. shout  shouted shouted shouting shouts ตะโกน R
169. show  showed shown showing shows แสดง I
170. shrink  shrank shrunk shrinking shrinks หด I
171. shut  shut shut shutting shuts ปิ ด I
172. sing  sang sung singing sings ร้องเพลง I
173. sink  sank sunk sinking sinks จม I
174. sip  sipped sipped sipping sips จิบ I
175. sit  sat sat sitting sits นัง่ I
176. sleep  slept slept sleeping sleeps นอน / หลับ I
177. slide  slid slid sliding slides ลืม / ไถล / เลื่อน I
178. slip  slipped slipped slipping slips ลื่นล้ม / ไถล R
179. slit  slit slit slitting slits ตัด I
180. smell  smelt smelt smelling smells ได้กลิ่น I
181. smile  smiled smiled smiling smiles ยิม้ R

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182. snore  snored snored snoring snores กรน R
183. speak  spoke spoken speaking speaks พูด I
184. speed  sped sped speeding speeds รี บ I
185. spell  spelt spelt spelling spells สะกดคา I
186. spend  spent spent spending spends จ่าย I
187. spin  spun spun spinning spins หมุน ปั่น I
188. spit  spat spat spitting spits ถ่มน้ าลาย I
189. splash  splashed splashed splashing splashes สาดกระเซ็น R
190. split  split split splitting splits ผ่า I
191. spray  sprayed sprayed spraying sprays พ่น / ฉีด R
192. spread  spread spread spreading spreads ขยาย I
193. spring  sprang sprung springing springs ดีดตัวขึ้น งอก I
194. spy  spied spied spying spies สอดแนม R
195. squeeze  squeezed squeezed squeezing squeezes บีบ / คั้น / รี ด I
196. stand  stood stood standing stands ยืน I
197. steal  stole stolen stealing steals ขโมย I
198. steam  steamed steamed steaming steams นึ่ง R
199. stick  stuck stuck sticking sticks ยึด I
200. sting  stung stung stinging stings ผึ้งต่อย I
201. stink  stank stunk stinking stinks ส่งกลิ่นแทงจมูก I
202. stir  stirred stirred stirring stirs กวน / คน R
203. strike  struck struck striking strikes โจมตี I
204. string  strung strung stringing strings ร้อย ขึง I
205. strive  strove striven striving strives พยายาม I
206. stroke  stroked stroked stroking strokes ลูบคลา I
207. suck  sucked sucked sucking sucks ดูด R
208. swear  swore sworn swearing swears สาบาน I
209. sweep  swept swept sweeping sweeps กวาด / ปัดกวาด I
210. swim  swam swum swimming swims ว่ายน้ า I
211. swing  swung swung swinging swings แกว่ง I
212. tackle  tackled tackled tackling tackles รับมือ R
213. take  took taken taking takes จับ I
214. talk  talked talked talking talks สนทนา R
215. taste  tasted tasted tasting tastes ชิม R
216. teach  taught taught teaching teaches สอน I
217. tear  tore torn tearing tears ฉีก I
218. tease  teased teased teasing teases ล้อเล่น / ยัว่ เย้า R
219. tell  told told telling tells บอก I
220. think  thought thought thinking thinks คิด ครุ่ นคิด I
221. throw  threw thrown throwing throws โยน / ขว้าง / ปา I
222. thrust  thrust thrust thrusting thrusts แทง I
223. tickle  tickled tickled tickling tickles ทาให้จกั๊ จี้ R
224. tie  tied tied tying ties ผูก มัด รัด R
225. tiptoe  tiptoed tiptoed tiptoeing tiptoes เดินย่อง R
226. trip  tripped tripped tripping trips สะดุด R
227. turn  turned turned turning turns หมุนกลับ R

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228. twist  twisted twisted twisting twists บิด / ม้วน R
229. understand  understood understood understanding understands เข้าใจ I
230. undertake  undertook undertaken undertaking undertakes ดาเนินการ I
231. upset  upset upset upsetting upsets คว่า I
232. vacuum  vacuumed vacuumed vacuuming vacuums ใช้เครื่ องดูดฝุ่ น R
233. vomit  vomited vomited vomiting vomits อาเจียน R
234. wait  waited waited waiting waits คอย R
235. wake  woke woken waking wakes ปลูก I
236. walk  walked walked walking walks เดิน R
237. warn  warned warned warning warns เตือน R
238. wash  washed washed washing washes ซัก R
239. watch  watched watched watching watches เฝ้าคอย R
240. wear  wore worn wearing wears ใส่ I
241. weave  wove woven weaving weaves ทอสาน I
242. weep  wept wept weeping weeps ร้องไห้ I
243. whisper  whispered whispered whispering whispers กระซิบ R
244. whistle  whistled whistled whistling whistles ผิวปาก R
245. win  won won winning wins ชนะ I
246. wind  wound wound winding winds ลมพัด I
247. wink  winked winked winking winks ขยิบตา / หรี่ ตา R
248. withdraw  withdrew withdrawn withdrawing withdraws รับคืน ถอน I
249. write  wrote written writing writes เขียน I
250. yawn  yawned yawned yawning yawns หาว R

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 Linking
Linking and Connected Speech

When we say a sentence in English, we join or "link" words to each other. Because of this linking, the words in a
sentence do not always sound the same as when we say them individually. Linking is very important in English. If
you recognize and use linking, two things will happen:

▪ you will understand other people more easily

▪ other people will understand you more easily

1. Vowel + Consonant (VC)

Words that end with a vowel and the consonant “s”, the “s” is pronounced as / 

Example:
is  has 

Sight words do not follow these rules so the “s” is pronounced as / 
us 

2. Vowel + Consonant + Vowel (VCV)

When a syllable contains a vowel + consonant “s” + vowel, the “s” is pronounced as / 

Example:
nose  has 

Sight words do not follow these rules so the “s” is pronounced as / 
house 

When T or TT comes between two vowel sounds or diphthong sounds, pronounce T or TT as D. Here are the
most common forms.

a) between vowel and vowel (intervocalic t),

bitter, meter, photograph, erratic, later

b) between r and vowel,

barter, fortify, artifice

c) between vowel and syllabic l

little, natal, cattle, subtle (b is silent)

d) between r and syllabic l.

hurtle, myrtle, fertile

39
T and TT can also be pronounced as a D when the T sound comes at the end of a word and the next word starts
with a vowel sound (a, e, i, o, u).

Example: What a good idea.

Note: The use of the D or true T sounds can vary from person to person and by region. Native speakers do not
usually study these rules. It is just their natural way of speaking. You will find exceptions to every rule!

3. Suffix -s
1. Syllables ending in the suffix -s is pronounced as 
2. Syllables ending in  and vowel sounds the suffix -s is
pronounced as 
3. Syllables ending in  the syllable is added to the consonant sound

4. Suffix -ed
1. Syllables ending in the suffix -ed is pronounced as 
2. Syllables ending in  and vowel sounds the suffix
-ed is pronounced as 
3. Syllables ending in  the syllable is added to the consonant sound

5. Suffix -ing
1. The suffix -ing /must be joined with the final consonant sound or letter and a syllable is added to the
word.

 stop  stopping 

2. Words ending with the consonant “y”, “w” or “r” uses the same consonant to link with /

y  play  playing  

w  show  showing  
r  pour  pouring  

3. Words ending with consonant to link with /


  play  playing  
  see  seeing  
  fly  flying  

4. Words ending with consonant to link with /

  go  going  
  do  doing  

40
6. Consonant + Vowel (CV)
When a word ends in a consonant sound and is followed by a word that starts with a vowel sound, the speaker
should push that consonant sound forward and connect it to the vowel in the next word.

Example:
“Stop it.”  “Sto pit” 

“It is a book.”  “I ti sa book” 

“He looked at her.”  “He look ta ter” 

7. Consonant + Consonant (CC)

When a word ends in a consonant sound and the following word begins in the same or similar consonant sound,
you will only pronounce that sound once by lengthening or holding the sound. You do not say the consonant
sound twice.

Example:
“best time.”  “bes time” 

“I helped the man.”  “I help the man” 

“Please, sit down.”  “Plea si down” 

Similar Sound Matches

Set 1:  Set 2:   Set 3:   Set 4: 

8. Vowel + Vowel (VV)

When one word ends with a vowel sound and the next word begins with a vowel sound, we link the words with
a sort of Y or W sound. It depends on the shape of our mouth at the end of the first word.

Lips wide
When the first word ends in an a, e, i vowel sound [  ], our lips are
wide. Then we insert a Y sound at the beginning of the next word:

Example:
We write 1st word end sound We say
“pay all”   

“the end”   

“lie on”   

41
Here are some more examples of word pairs that are linked with Y.
▪ lay out, may I, say it
▪ he ate, she is, we are
▪ high up, my arm, why ever

Lips round

When the first word ends in an o, u vowel sound [ ], our lips are round.
Then we insert a W sound at the beginning of the next word:

Example:
We write 1st word end sound We say
“go out”   

“to often”   

Here are some more examples of word pairs that are linked with W.
▪ no other, show off, grow up
▪ you are, too often, throw it

9. Consonant + Consonant + Consonant (CCC)

Elision occurs when a sound is removed from a word. For example, when a t sound /t/ or d sound /d/ is between
two other consonant sounds (but not the first sound of a word), the t sound /t/ or d sound /d/ can be taken out.

Example:
“kept going.”  “kept going.” 

In the phrase "diamond ring," the d sound /d/ is between two consonant sounds and can be omitted.

Example:
“diamond ring.”  “diamond ring.” 

10. Consonant + Consonant = Blend (CCB)

Assimilation is a more drastic type of coarticulation. Instead of "sharing" part of a sound, the merged sounds are
pronounced as an entirely different sound. Two examples of assimilation occur when the “t” sound / / or “d”
sound / / precede the y sound / /. When the “t” sound and “y” sound assimilate, the sounds merge into
the “ch” sound / /.

Example:
“don’t you.”  “don’t (ch) you.”  [  +  =  ]

The d sound assimilates with the y sound and is pronounced as a j sound / /.

Example:
“did you.”  “did (dj) you.”  [  +  =  ]

42
 Reading Practice
The Princess and the Pea
Chapter 1 - The Picky Prince

VC VCV -s -ed -ing CV CC VV CCC CCB

☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Once upon a time there was a prince who wanted to marry a princess. But he
| wʌns əˈpɒn ə taɪm ðeə wɒz ə prɪns huː ˈwɒn.tɪd tuː ˈmæ.ri ə prɪn.ˈsɛs | bʌt hiː

didn’t want just any old princess. He wanted a real one. This is princess Cordelia,
| dɪdnt wɒnt ʤʌst ɛni əʊld prɪn.ˈsɛs | hiː wɒn.tɪd ə rɪəl wʌn | ðɪs ɪz prɪnˈsɛs kɔ.di.lɪə

Your Highness. Not one of the local princesses would do. “What’s the matter
| jɔː ˈhaɪ.nɪs. nɒt wʌn ɒv ðə ˈləʊ.kəl prɪn.ˈsɛ.sɪz wʊd duː | wɒts ðə ˈmæ.tə |

with them, Patrick?” cried his father, the king. “I’m running out of princesses to
| wɪð ðɛm | ˈpæ.trɪk? kraɪd hɪz ˈfɑː.ðə | ðə kɪŋ | aɪm ˈrʌ.nɪŋ aʊt ɒv prɪnˈ.sɛs.sɪz tuː |

show you.” Are they too old? Too tall? Too hairy? “I can’t be sure they’re real,”
| ʃəʊ juː | ɑː ðeɪ tuː əʊld? tuː tɔːl ? tuː ˈheə.ri ? | aɪ kænt biː ʃʊə ðeə rɪəl |

43
 The Princess and the Pea
Chapter 1 - The Picky Prince

sighed Prince Patrick. “I’ll have to find one for myself.” “You must do whatever
| saɪd prɪns ˈpæ.trɪk | aɪl hæv tuː faɪnd wʌn fɔː maɪ.ˈsɛlf | juː mʌst duː wɒt.ˈɛvə |

you want, darling,” said the queen, who spoiled him rotten. Nothing but the best
| juː wɒnt | ˈdɑː.lɪŋ | sɛd ðə kwiːn | huː spɔːɪld hɪm ˈrɒtn | ˈnʌ.θɪŋ bʌt ðə bɛst |

for my princey-wincey. Mother! The next day Prince Patrick set out to travel the
| fɔː maɪ prɪn.si ˈwɪnsi | ˈmʌ.ðə | ðə nɛkst deɪ prɪns ˈpæ.trɪk sɛt aʊt tuː ˈtræ.vl ðə

world, in search of a real princess. Ready, Freddy? I think my arm’s stuck. “Goodbye,
| wɜːld | ɪn sɜːʧ ɒv ə rɪəl prɪn.ˈsɛs | ˈrɛ.di, ˈfrɛ.di ? | aɪ θɪŋk maɪ ɑːmz stʌk | gʊd.ˈbaɪ |

my love,” cried the queen, wiping away a tear with her silk handkerchief.
| maɪ lʌv | kraɪd ðə kwiːn | ˈwaɪ.pɪŋ əˈweɪ ə teə wɪð hɜː sɪlk ˈhæŋ.kə.ʧɪf |

Don’t forget to wrap up warm. And brush your teeth. I’ll be fine! Stop fussing.
| dəʊnt fəˈgɛt tuː ræp ʌp wɔːm | ænd brʌʃ jɔː tiːθ | aɪl biː faɪn! | stɒp ˈfʌ.sɪŋ |

44
 The Princess and the Pea
Chapter 1 - The Picky Prince

They hadn’t gone far when they heard a loud sneeze from under the seat.
| ðeɪ ˈhædnt gɒn fɑː wɛn ðeɪ hɜːd ə laʊd sniːz frɒm ˈʌn.də ðə siːt |

“Who’s there?” shouted the prince. A small figure crept out. It’s Peg! Peg nodded.
| huːz ðeə ? ˈʃaʊ.tɪd ðə prɪns | ə smɔːl ˈfɪ.gə krɛpt aʊt | ɪts peɡ | pɛg ˈnɒ.dɪd |

“Well, what are you doing here?” the prince asked. “I want to see the world,”
| wɛl | wɒt ɑː juː ˈduː.ɪŋ hɪə? | ðə prɪns æskt | aɪ wɒnt tuː siː ðə wɜːld |

said Peg. “I’ve been at the palace all my life – ever since I was left on the doorstep as a
| sɛd pɛg |aɪv biːn æt ðə ˈpæ.lɪs ɔːl maɪ laɪf | ˈɛ.və sɪns aɪ wɒz lɛft ɒn ðə ˈdɔː.stɛp æz ə |

baby.” I want an adventure! Well you can’t come with us,” said Fred. “This is a
| ˈbeɪ.bi | ˈaɪ wɒnt ən əd.ˈven.tʃə | wel ju kænt kʌm wɪð ʌs | ˈsed fred | ðɪs ɪz ə

boys-only adventure.” You’ll get scared and want to go home. No I won’t!

| bɔɪz ˈəʊn.li əd.ven.tʃə | jul ˈɡet skeəd ənd wɒnt tə ɡəʊ həʊm | nəʊ ˈaɪ wəʊnt |

45
 The Princess and the Pea
Chapter 1 - The Picky Prince

I’m as brave as you. “We’re not turning back now,” said Prince Patrick.
| aɪm əz breɪv əz ju | wɪə nɒt ˈtɜː.nɪŋ ˈbæk naʊ | ˈsed prɪns ˈpæ.trɪk |

“She’ll have to join us.” Peg grinned at Fred. “OK,” Prince Patrick went on.
| ʃil hæv tə dʒɔɪn ʌs | pɛg grɪnd æt frɛd | ˈəʊˈkeɪ | prɪns ˈpæ.trɪk wɛnt ɒn |

“First stop, the wicked witch’s hut” Fred looked alarmed. “You are joking?”
| fɜːst stɒp | ðə ˈwɪ.kɪd ˈwɪ.ʧɪz hʌt | frɛd lʊkt əˈlɑːmd | juː ɑː ˈʤəʊ.kɪŋ? |

She’ll eat us alive! Who’s scared now? Prince Patrick shook his head. “The witch will
| ʃiːl iːt ʌs əˈlaɪv! | huːz skeəd naʊ ? | prɪns ˈpæ.trɪk ʃʊk hɪz hɛd | ðə wɪʧ wɪl |

know how to find a real princess. She’s my best hope…”

| nəʊ haʊ tuː faɪnd ə rɪəl prɪn.ˈsɛs | ʃiːz maɪ bɛst həʊp… |

46
 The Princess and the Pea
Chapter 2 - Off to see the witch

“Now Peg,” said Prince Patrick, “this could be dangerous. You stay in the coach.
| naʊ pɛg | sɛd prɪns ˈpætrɪk | ðɪs kʊd biː ˈdeɪn.ʤrəs | juː steɪ ɪn ðə kəʊʧ |

Fred and I will meet the witch.” The prince knocked three times on the witch’s door…
| frɛd ænd aɪ wɪl miːt ðə wɪʧ | ðə prɪns nɒkt θriː ˈtaɪmz ɒn ðə ˈwɪ.tʃəz dɔː … |

There was no answer. Why couldn’t I stay in the coach? “Looks like no one’s in.
| ðeə wɒz nəʊ ˈæn.sə | waɪ ˈkʊdnt aɪ steɪ ɪn ðə kəʊʧ? | lʊks laɪk nəʊ wʌnz ɪn |

We’ll have to go,” said Fred, who was already backing away. “She must be in,”
| wiːl hæv tuː gəʊ | sɛd frɛd | huː wɒz ɔːlˈrɛ.di ˈbæ.kɪŋ əˈweɪ | ʃiː mʌst biː ɪn |

said the prince, and he bent down to peer through the keyhole. A large green eye was
| sɛd ðə prɪns ænd hiː bɛnt daʊn tuː pɪə θruː ðə ˈkiː.həʊl |ə lɑːʤ griːn aɪ wɒz |

staring at him. Prince Patrick jumped back and landed bottom-first in a patch of mud.
ˈsteə.rɪŋ æt hɪm prɪns ˈpæ.trɪk ʤʌmpt bæk ənd ˈlæn.dɪd ˈbɒ.təm-fɜːst ɪn ə pæʧ ɒv mʌd

47
 The Princess and the Pea
Chapter 2 - Off to see the witch

A short plump woman opened the door, chuckling to herself. “Did I scare you? I was
| ə ʃɔːt plʌmp ˈwʊ.mən ˈəʊ.pənd ðə dɔː | ˈʧʌ.klɪŋ tuː hɜːˈsɛlf | dɪd aɪ skeə juː? | aɪ wɒz |

just checking who you were. You can’t be too careful these days.” Look at this mud!
| ʤʌst ˈʧɛ.kɪŋ huː juː wɜː | juː kænt biː tuː ˈkeə.fʊl ðiːz deɪz | lʊk æt ðɪs mʌd! |

Fred was amazed. “Are you the witch?” he asked. “You’re not scary at all.” The witch
| frɛd wɒz əˈmeɪzd | ɑː juː ðə wɪʧ? | hiː æskt | jʊə nɒt | ˈskeə.ri æt ɔːl ðə wɪʧ |

looked rather upset. “I try my best,” she sighed. “I grew three new warts last week.”
| lʊkt ˈrɑː.ðər ʌpˈsɛt | aɪ traɪ maɪ bɛst | ʃiː saɪd aɪ gruː θriː njuː wɔːts lɑːst wiːk |

“Come inside,” she added. “I’m just cooking some tasty soup for lunch.”
| kʌm ɪnˈsaɪd | ʃiː ˈæ.dɪd | aɪm ʤʌst ˈkʊ.kɪŋ sʌm ˈteɪs.ti suːp fɔː lʌnʧ |

“Subthig really sbells in here.” I think it’s the soup. “We’re not hungry,”
| ˈsʌb.θɪg ˈrɪə.li sbɛlz ɪn hɪə | aɪ θɪŋk ɪts ðə suːp | wɪə nɒt ˈhʌŋ.gri |

48
 The Princess and the Pea
Chapter 2 - Off to see the witch

said Prince Patrick quickly. “I’ve come to ask for your help. I want to know how to
| sɛd prɪns ˈpæ.trɪk ˈkwɪk.li | aɪv kʌm tuː æsk fɔː jɔː hɛlp | aɪ wɒnt tuː nəʊ haʊ tuː |

find a real princess.” “Real princesses are very rare,” said the witch, “and it’s
| faɪnd ə rɪəl prɪn.ˈsɛs | rɪəl prɪn.ˈsɛ.sɪz ɑː ˈvɛ.ri reə | sɛd ðə wɪʧ | ænd ɪts |

hard to spot a fake one. But there is a test you can do.” Let me see… A real princess
| hɑːd tuː spɒt ə feɪk wʌn | bʌt ðeər ɪz ə tɛst juː kæn duː | lɛt miː siː | ə rɪəl prɪn.ˈsɛs |

must have…boiled brains, rotten beans and cat spit.” “What?” cried the prince.
| mʌst hæv… | bɔɪld breɪnz |ˈrɒtn biːnz ænd kæt spɪt | wɒt? | kraɪd ðə prɪns |

“Oh sorry, that’s a recipe for soup. This is it…” “Sensitive skin?” Prince Patrick asked,
| əʊ ˈsɒri ðæts ə ˈrɛ.sɪ.pi fɔː suːp | ðɪs ɪz ɪt | ˈsɛn.sə.tɪv skɪn? | prɪns ˈpæ.trɪk æskt |

looking confused “a real princess”, explained the witch,

| ˈlʊ.kɪŋ kən.ˈfjuzd | ə riəl ˈprɪn.sɛs | ɪkˈspleɪnd ðə wɪʧ |

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Chapter 2 - Off to see the witch

has such tender skin that she could feel a pea under “twenty mattresses” “Thank you”
hæz sʌʧ ˈtɛn.dər skɪn ðæt ʃi kʊd fil ə pi ˈʌn.dər ˈtwɛn.ti ˈmæ.trə.səz | θæŋk ju |

said the prince. “You have been very helpful”. He turned to the door. “oh do stay
| sɛd ðə prɪns | ju hæv bɪn ˈvɛri ˈhɛlp.fəl | hi tɜrnd tu ðə dɔr | əʊ du steɪ |

for lunch”, pleaded the witch. “My soup’s almost ready.” No … really. I insist!
| fɔr lʌnʧ | ˈpli.dəd ðə wɪʧ | maɪ sups ˈɔlˌməʊst ˈrɛ.di | nəʊ … ˈrɪə.li | ˈaɪ ɪn.ˈsɪst |

And bring in that poor girl from outside. Urgh! I can’t eat that! They were stuck in the
| ənd brɪŋ ɪn ðət pʊə ɡɜːl | frəm ˌaʊt.ˈsaɪd | ɜː |ˈaɪ kænt iːt ðæt | ðeɪ wɜː stʌk ɪn ðə |

witch’s hut until the cauldron was empty. “I feel sick”, groaned peg on the way back
ˈwɪ.ʧɪz hʌt ənˈtɪl ðə ˈkɔːl.drən wɒz ˈɛm.pti | aɪ fil sɪk | grəʊnd pɛg ɒn ðə weɪ bæk |

to the coach. “Well, you shouldn’t have had three bowls then,” said Fred.
| tu ðə kəʊʧ | wɛl | ju ˈʃʊ.dənt hæv hæd θri bəʊlz ðɛn | sɛd frɛd |

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I poured mine into a plant pot. “I was being polite I didn’t want to hurt the
| ˈaɪ pɔːd maɪn ˈɪn.tə ə plænt pɒt | aɪ wɒz ˈbiɪŋ pə.ˈlaɪt aɪ ˈdɪdnt wɑnt tu hɜrt ðə

witch’s feelings.” “that was very kind of you, Peg,” said Prince Patrick, smiling at her.
wɪ.ʧəz ˈfi.lɪŋz | ðæt wɒz | ˈvɛ.ri kaɪnd ɒv ju | pɛg | sɛd prɪns ˈpæ.trɪk |ˈsmaɪ.lɪŋ æt hɜr |

“Where are we going now?” asked Fred. “now I have the witch’s test, I can finally
| wɛr ɑː wi ˈgəʊ.ɪŋ naʊ? | æskt frɛd | naʊ aɪ hæv ðə ˈwɪ.ʧɪz tɛst | aɪ kæn ˈfaɪ.nə.li

find a real princess,” said the prince. “We’re off to meet Princess Prunella. Check the
faɪnd ə riəl ˈprɪn.sɛs | sɛd ðə prɪns | wir ɔf tu mit ˈprɪn.sɛs pru.ˈnɛ.lə | ʧɛk ðə

map, Fred.” Princess Prunella was very excited to see the prince. “You must
| mæp frɛd | prɪn.sɛs pru.ˈnɛ.lə wɒz ˈvɛ.ri ɪk.ˈsaɪ.təd tu si ðə prɪns | ju mʌst

come and stay in my castle,” she cried. She raced over the bridge, dragging Prince
kʌm ənd steɪ ɪn maɪ ˈkæ.səl | ʃi kraɪd | ʃi reɪst ˈəʊ.vər ðə brɪʤ | ˈdræ.gɪŋ prɪns |

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Patrick with her. “Hurry! Hurry!” she called to her servants. He’s perfect. We’ll be
| ˈpæ.trɪk wɪð hɜr | hɜ.ri ˈhɜ.ri | | ʃi kɔld tu hɜr ˈsɜr.vənts | hiz pə.ˈfekt | wil bi |

married in no time. “I want you to prepare the best bedchambers for the
|ˈmæ.rɪd ɪn nəʊ ˈtaɪm | aɪ wɑnt ju tu pri.ˈpɛr ðə bɛst ˈbɛdˌʧeɪm.bərz fɔr ðə |

prince and Fred.” “Excuse me, “said Peg, struggling with all the luggage. “Where am I
| prɪns ænd frɛd | ɪk.ˈskjus mi sɛd pɛg | ˈstrʌ.gə.lɪŋ wɪð ɔl ðə ˈlʌ.gəʤ | weə æm aɪ |

to sleep?” Who are you? I’m a maid. “Maids belong in the attic,” replied the princess,
| tu slip | huː ɑː ju | aɪm ə meɪd | meɪdz bɪ.ˈlɔŋ ɪn ði ˈæ.tɪk | rɪ.ˈplaɪd ðə ˈprɪn.sɛs |

haughtily. “There might be a few mice there, but I’m sure you’ll cope.” Peg went to
| ˈhɔ.tɪ.li | ðeə maɪt bi ə fju maɪs ðeə| bʌt aɪm ʃʊr jul kəʊp | pɛg wɛnt tu |

her room it was cold and damp. She could hear mice scuttling about, squeaking.
| hɜr rum ɪt wɒz kəʊld ənd dæmp | ʃi kʊd hir maɪs ˈskʌ.tə.lɪŋ əˈbaʊt | ˈskwi.kɪŋ |

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Chapter 3 - Princess Prunella

The prince can’t marry her … Meanwhile, Fred and the prince were in the grand dining
| ðə prɪns kænt ˈmæ.ri hə | minˌwaɪl | frɛd ænd ðə prɪns wɜː ɪn ðə grænd ˈdaɪ.nɪŋ |

room with Princess Prunella. “You are being very kind,” said Prince Patrick,
| rum wɪð ˈprɪn.sɛs pru.ˈnɛ.lə | ju ɑː ˈbi.ɪŋ ˈvɛ.ri kaɪnd | sɛd prɪns ˈpæ.trɪk |

but what about peg? Is she eating in the kitchen? The princess looked shocked.
| bʌt wɒt əˈbaʊt pɛg? | ɪz ʃi ˈi.tɪŋ ɪn ðə ˈkɪ.ʧən? | ðə ˈprɪn.sɛs lʊkt ʃɑkt |

“Your beastly little maid? you can’t expect me to bother with her.”
| jʊər ˈbistˌli ˈlɪ.təl meɪd? | ju kænt ɪkˈspɛkt mi tu ˈbɑ.ðər wɪð hɜr |

She can eat the pig slops if she’s hungry. “I’m afraid we must leave,” said Prince Patrick.
| ʃi kæn iːt ðə pɪɡ slɒps ɪf ʃiz ˈhʌŋ.ɡri | aɪm əˈfreɪd wi mʌst liv | sɛd prɪns ˈpæ.trɪk |

“You’re not a real princess after all.” “Oh yes I am!” cried Princess Prunella.
| jʊr nɑt ə riəl ˈprɪn.sɛs ˈæf.tər ɔl | əʊ jɛs aɪ æm | kraɪd ˈprɪn.sɛs pru.ˈnɛ.lə |

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Chapter 3 - Princess Prunella

“Oh no you’re not!” shouted Fred. “You’ve failed the first real princess test.” Rats!
| əʊ nəʊ jʊr nɑt | ʃaʊ.tɪd frɛd | juv feɪld ðə fɜːst riəl ˈprɪn.sɛs tɛst | ræts |

“Real princesses are polite to everyone,” explained Prince Patrick, “and you’ve
| riəl ˈprɪn.sɛ.sɪz ɑː pə.ˈlaɪt tu ˈɛ.və.ri.wʌn | ɪkˈspleɪnd prɪns ˈpæ.trɪk | ænd juv |

just been rude to Peg.”

| ʤʌst biːn rud tu pɛg |

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Chapter 4 - Princess Pavlova

“I won’t give up!” said Prince Patrick. “There must be a real princess somewhere …”
| ˈaɪ wəʊnt ɡɪv ʌp | ˈsed prɪns ˈpæ.trɪk | ðeə məst bi ə rɪəl prɪn.ˈses ˈsʌm.weə … |

“According to this map, there’s a Princess Pavlova next door. Let’s try her,” Fred
əˈk.ɔː.dɪŋ tə ðɪs mæp | ðeəz ə prɪn.ˈses pʌv.lɒ.vaː nekst dɔː | lets ˈtraɪ hə | fred

suggested. Princess Pavlova greeted them all very politely. “What a pleasure to have
sə.ˈdʒe.stɪd | prɪn.ˈses pʌv.lɒ.vaː ˈɡriː.tɪd ðəm ɔːl ˈver.i pə.ˈlaɪt.li|ˈwɒt ə ˈple.ʒə tə hæv

you here,” she said. “Welcome to my castle.” Thank you Your Highness. “She’s
ju hɪə | ʃi ˈsed | ˈwel.kəm tə maɪ ˈkæ.səl ̩ | θæŋk ju jə ˈhaɪ.nəs | ʃiz |

passed the politeness test,” thought the prince. “Now what the next one…” Hmm.
pæst ðə pə.ˈlaɪt.nəs ˈtest | ˈθɔːt ðə prɪns | naʊ ˈwɒt ðə nekst wʌn … m |

I have an idea. “Fred! he cried, “I have a plan. I’m going to be dressed up as a

ˈaɪ hæv ən aɪ.ˈdɪə | fred | hi kraɪd | ˈaɪ hæv ə plæn | aɪm ˈɡəʊ.ɪŋ tə bi drest ʌp əz ə

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Chapter 4 - Princess Pavlova

beggar and see if Princess Pavlova is kind to me.” “Try your disguise on Peg first,”
|ˈbe.ɡər ənd ˈsiː ɪf prɪn.ˈses pʌv.lɒ.vaː ɪz kaɪnd tə miː | ˈtraɪ jə dɪs.ˈɡaɪz ɒn peɡ ˈfɜːst |

said Fred, “to make sure it works. Prince Patrick found Peg sitting on a tree stump,
|ˈsed fred | tə ˈmeɪk ʃʊər ɪt ˈwɜːks | prɪns ˈpæ.trɪk faʊnd peɡ ˈsɪ.tɪŋ ɒn ə triː stʌmp |

about to eat an apple. I’m a hungry beggar. Have you any food for me? “Oh you poor
| ə.ˈbaʊt tu iːt ən ˈæp.l ̩ | aɪm ə ˈhʌŋ.ɡri ˈbe.ɡə | hæv ju ˈe.ni fuːd fə miː | əʊ ju pʊə |

thing!” Peg cried, when she saw him. “Here, have my apple.” Prince Patrick was very
| ˈθɪŋ | peɡ kraɪd | wen ʃi ˈsɔː ɪm | hɪə | hæv maɪ ˈæ.pl ̩ | prɪns ˈpæ.trɪk wɒz ˈve.ri |

pleased with himself. “Excellent! It works,” he shouted, throwing off his disguise.
| pliːzd wɪð hɪm.ˈself | ˈek.sə.lənt | ɪt ˈwɜːks | hi ˈʃaʊ.tɪd | ˈθrəʊ.ɪŋ ɒf ɪz dɪs.ˈɡaɪz |

It’s you! “What are you doing?” asked Peg. But the prince was already knocking on the
| ɪts ju | ˈwɒt ɑː ju ˈduːɪŋ | ˈæskt peɡ | bət ðə prɪns wɒz ɔːl.ˈre.di ˈnɒ.kɪŋ ɒn ðə |

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Chapter 4 - Princess Pavlova

castle door, to try the test on Princess Pavlova. A servant answered. “Is someone
| ˈkæ.səl ̩ dɔː | tə ˈtraɪ ðə ˈtest ɒn prɪn.ˈses pʌv.lɒ.vaː | ə ˈsɜː.vənt ˈæn.səd | ɪz ˈsʌm.wʌn

there?” called Princess Pavlova. It’s a beggar, Your Highness.” “We’ve got nothing
ðeə | kɔːld prɪn.ˈses pʌv.lɒ.vaː | ɪts ə ˈbe.ɡə | jə ˈhaɪ.nəs | wiv ˈɡɒt ˈnʌ.θɪŋ

for him,” snapped the princess. “Tell him to go away.” And he smells. Prince Patrick
| fər ɪm | snæpt ðə prɪn.ˈses | tel ɪm tə ɡəʊ ə.ˈweɪ | ənd hi smelz | prɪns ˈpæ.trɪk |

turned away. “She’s not a real princess,” he thought. “A real princess is both
| tɜːnd ə.ˈweɪ | ʃiz nɒt ə rɪəl prɪn.ˈses | hi ˈθɔːt | ə rɪəl prɪn.ˈses ɪz bəʊθ |

polite and kind – even to beggars.

| pə.ˈlaɪt ənd kaɪnd – ˈiː.vn̩ tə ˈbe.ɡərz |

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I’ll never be married. “I give up,” said the prince, with a sigh. “I don’t think there’s a
| aɪl ˈne.və bi ˈmæ.rɪd | ˈaɪ ɡɪv ʌp | ˈsed ðə prɪns | wɪð ə saɪ | ˈaɪ dəʊnt ˈθɪŋk ðeəz ə |

real princess anywhere. We may as well go home.” They got ready for the long
| rɪəl prɪn.ˈses ˈe.ni.weə | wi meɪ əz wel ɡəʊ həʊm | ˈðeɪ ˈɡɒt ˈre.di fə ðə ˈlɒŋ |

journey back to the palace. Everyone was glum, even the horses. I bet Cook hasn’t
ˈdʒɜː.ni ˈbæk tə ðə ˈpæ.lɪs | ˈev.rɪ.wʌn wɒz ɡlʌm | ˈiː.vn̩ ðə ˈhɔː.sɪz | ˈaɪ ˈbet kʊk ˈhæznt

forgotten about the pudding I burned. The coach arrived at the palace just in time.
| fə.ˈɡɒt.n̩ ə.ˈbaʊt ðə ˈpʊ.dɪŋ ˈaɪ bɜːnd | ðə kəʊtʃ ə.ˈraɪvd ət ðə ˈpæ.lɪs dʒəst ɪn ˈtaɪm |

A huge storm was brewing. Peg was sent straight to the kitchens in disgrace. You’ve got
| ə hjuːdʒ stɔːm wɒz ˈbruːɪŋ | peɡ wəz sent streɪt tə ðə ˈkɪ.tʃɪnz ɪn dɪs.ˈɡreɪs | juv ˈɡɒt |

“hundreds of dishes to wash,” scolded the cook. “They’ve been piling up since you
| ˈhʌn.drədz əv ˈdɪ.ʃɪz tə wɒʃ | ˈskəʊl.dɪd ðə kʊk | ˈðeɪv biːn ˈpaɪ.lɪŋ ʌp sɪns ju |

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left.” Prince Patrick and Fred went to find the king and queen. Outside, rain began
| left prɪns ˈpæ.trɪk ənd fred ˈwent tə faɪnd ðə kɪŋ ənd kwiːn |ˌaʊt.ˈsaɪd | reɪn bɪ.ˈɡæn

beating against the windows. Streaks of lightning lit up the sky. Just then, there was a
ˈbiː.tɪŋ ə.ˈɡenst ðə ˈwɪn.dəʊz | striːks ɒv ˈlaɪt.n̩ ɪŋ lɪt ʌp ðə skaɪ | dʒəst ðen | ðeə wɒz ə

knock on the door. “There is a Princess Primrose to see you, Your Highness,” said the
nɒk ɒn ðə dɔː | ðeəz ə | prɪn.ˈses ˈprɪm.rəʊz tə ˈsiː ju | jə ˈhaɪ.nəs | ˈsed ðə

footman. Not another one! A beautiful princess stepped into the room. She was wet
ˈfʊt.mən | nɒt ə.ˈnʌð.ə | wʌn | ə ˈbjuː.tə.fl ̩ prɪn.ˈses stept ˈɪn.tə ðə ruːm | ʃi wɒz wet

from the rain and shaking with cold. “I’m so sorry to trouble you,” she said politely,
| frəm ðə reɪn ənd ˈʃeɪ.kɪŋ wɪð kəʊld | aɪm ˈsəʊ ˈsɒ.ri tə ˈtrʌ.bl ̩ ju | ʃi ˈsed pə.ˈlaɪt.li |

“but my coach has broken down.” “No trouble at all,” said Prince Patrick quickly.
| bʌt maɪ kəʊtʃ həz ˈbrəʊ.kən daʊn | nəʊ ˈtrʌ.bl ̩ ət ɔːl | ˈsed prɪns ˈpæ.trɪk ˈkwɪ.kli |

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“Why don’t you stay the night at the castle? We’ll fix your coach in the morning.”
| waɪ dəʊnt ju steɪ ðə naɪt ət ðə ˈkæ.səl ̩ | wil fɪks jə kəʊtʃ ɪn ðə ˈmɔː.nɪŋ |

Thank you! I must give you something in return. “She acts like a real princess,” thought
| θæŋk ju | ˈaɪ məst ɡɪv ju ˈsʌm.θɪŋ ɪn rɪ.ˈtɜːn | ʃi ækts ˈlaɪk ə rɪəl prɪn.ˈses | ˈθɔːt

the prince, “but I must be sure.” He asked the servants to prepare Princess Primrose’s
ðə prɪns | bət ˈaɪ məst bi ʃʊə | hi ˈæskt ðə ˈsɜː.vənts tə prɪ.ˈpeə | prɪn.ˈses ˈprɪm.rəʊ.zɪz

bedroom. “I want twenty mattresses on the bed,” ordered Prince Patrick, “and a pea
ˈbe.druːm | ˈaɪ wɒnt ˈtwen.ti ˈmæ.trɪ.sɪz ɒn ðə bed | ˈɔː.dəd | prɪns ˈpæ.trɪk | ənd ə piː

at the very bottom.” Here’s your bed, Your Highness. It’s rather high … Peg didn’t get to
ət ðə ˈve.ri ˈbɒ.təm | hɪəz jə bed | jə ˈhaɪ.nəs | ɪts ˈrɑː.ðə haɪ … peɡ ˈdɪdnt ˈɡet tə

bed that night. She had to finish washing the dishes. The next morning, Primrose came
bed ðət naɪt | ʃi həd tə ˈfɪ.nɪʃ ˈwɒ.ʃɪŋ ðə| ˈdɪ.ʃɪz | ðə nekst ˈmɔː.nɪŋ | ˈprɪm.rəʊz keɪm

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down for breakfast, looking refreshed. “How did you sleep?” asked Prince Patrick.
daʊn fə ˈbrek.fəst | ˈlʊ.kɪŋ rɪ.ˈfreʃt | ˈhaʊ dɪd ju sliːp | ˈæskt prɪns ˈpæ.trɪk |

I slept like a baby. “I loved all those mattresses the princess said. “It was the most
ˈaɪ slept ˈlaɪk ə ˈbeɪ.bi|ˈaɪ ˈlʌvd ɔːl ðəʊz|ˈmæ.trɪ.sɪz ðə prɪn.ˈses ˈsed | ɪt wɒz ðə məʊst

comfortable bed.” Prince Patrick sighed. “A real princess would have felt that pea,”
|ˈkʌmf.tə.bl ̩ bed | prɪns ˈpæ.trɪk saɪd | ə rɪəl prɪn.ˈses wʊd hæv felt ðət piː |

he thought. He waved goodbye to Princess Primrose as soon as breakfast was over.

| hi ˈθɔːt | hi weɪvd ˌɡʊd.ˈbaɪ tə prɪn.ˈses ˈprɪm.rəʊz əz suːn əz ˈbrek.fəst wɒz ˈəʊ.və |

Another fake one! She’s not good enough for my Patrick. It was Peg’s job to clean the
| ə.ˈnʌ.ðə feɪk wʌn ʃiz nɒt ɡʊd ɪ.ˈnʌf fə maɪ ˈpæ.trɪk | ɪt wɒz peɡ.zɪz dʒɒb tə kliːn ðə|

princess’s bedroom. Slowly, she climbed up the ladder, yawning with each step. “I’ll
|ˈprɪn.se.səz ˈbe.druːm | ˈsləʊ.li | ʃi klaɪmd ʌp ðə ˈlæ.də | ˈjɔː.nɪŋ wɪð iːtʃ step | aɪl |

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Chapter 5 – A Real Princess

just lie down for a moment,” Peg thought, “before I start cleaning up.” In no
| dʒəst laɪ daʊn fər ə ˈməʊ.mənt | peɡ ˈθɔːt | bɪ.ˈfɔː ˈaɪ stɑːt ˈkliːn.ɪŋ ʌp | ɪn nəʊ |

time at all, she was fast asleep. An hour later, Peg woke with a start. “Ow!” she said.
|ˈtaɪm ət ɔːl | ʃi wɒz fæst ə.ˈsliːp | ən ˈaʊə ˈleɪ.tə | peɡ wəʊk wɪð ə stɑːt | aʊ | ʃi ˈsed |

“There’s something really lumpy in this bed. I’m getting down.” Ooh. It’s a long way.
| ðeəz ˈsʌm.θɪŋ ˈrɪə.li ˈlʌm.pi ɪn ðɪs bed | aɪm ˈɡe.tɪŋ daʊn | uː | ɪts ə ˈlɒŋ ˈweɪ |

But as she leaned over, she knocked the ladder. It clattered to the ground. “Drat!”
| bət əz ʃi liːnd ˈəʊ.və | ʃi nɒkt ðə ˈlæ.də | ɪt ˈklæ.təd tu ðə ɡraʊnd | dræt |

Peg cried. “I’m stuck.” “Help!” she shouted, as loudly as she could, “I’m stuck. Please…
| peɡ kraɪd | aɪm stʌk | help | ʃi ˈʃaʊ.tɪd | əz ˈlaʊd.li əz ʃi kʊd | aɪm stʌk | pliːz …

Help!” Everyone rushed into the bedroom. “What are you doing up there?” Prince
help | ˈev.rɪ.wʌn rʌʃt ˈɪn.tə ðə ˈbe.druːm | ˈwɒt ɑː ju ˈduː.ɪŋ ʌp ðeə | prɪns |

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Chapter 5 – A Real Princess

Patrick called. “I was supposed to be cleaning,” said Peg, “but I was so tired I
|ˈpæ.trɪk kɔːld | ˈaɪ wɒz sə.ˈpəʊzd tə bi ˈkliː.nɪŋ |ˈsed peɡ | bət ˈaɪ wəz ˈsəʊ ˈtaɪ.əd ˈaɪ

fell asleep.” “And there’s something horribly hard in this bed,” she added. “I’m
fel ə.ˈsliːp | ənd ðeəz ˈsʌm.θɪŋ ˈhɒ.rə.bli hɑːd ɪn ðɪs bed | ʃi ˈæ.dɪd | aɪm |

covered in bruises.” This can only mean one thing. “I can’t believe it!” cried the prince.
ˈkʌ.vəd ɪn ˈbruː.zɪz | ðɪs kæn ˈəʊn.li miːn wʌn ˈθɪŋ | ˈaɪ kænt bɪ.ˈliːv ɪt | kraɪd ði: prɪns |

“You were polite to the witch, kind to a beggar and now you’ve felt a pea under twenty
| ju wɜː pə.ˈlaɪt tə ðə wɪtʃ | kaɪnd tu ə ˈbe.ɡər ənd naʊ juv felt ə piː ˈʌn.də ˈtwen.ti |

mattresses. You must be a real princess!” He raced up the ladder. “Peg, will you marry
ˈmæ.trɪ.sɪz | ju məst bi ə rɪəl prɪn.ˈses | hi reɪst ʌp ðə ˈlæ.də | peɡ | wɪl ̩ ju ˈmæ.ri |

me?” Peg gasped. “You want to marry me, a palace maid? Yes please!” A maid? But a
miː | peɡ ɡɑːspt | ju wɒnt tə ˈmæ.ri miː | ə ˈpæ.lɪs meɪd | jes pliːz | ə meɪd | bət ə

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Chapter 5 – A Real Princess

princess at heart! “Three cheers for Princess Peg,” shouted Fred,

|prɪn.ˈses ət hɑːt|θriː tʃɪəz fɔː prɪn.ˈses peɡ | prɪn.ˈses peɡ ˈʃaʊ.tɪd fred |

and everyone cheered. So Prince Patrick finally married his real princess.
| ənd ˈev.rɪ.wʌn tʃɪəd |ˈsəʊ prɪns ˈpæ.trɪk ˈfaɪ.nə.li ˈmæ.rɪd ɪz rɪəl prɪn.ˈses |

He put the pea in a glass case in the palace museum for everyone to see.
| hi ˈpʊt ðə | piː ɪn ə ˈɡlæs keɪs ɪn ðə ˈpæ.lɪs | mjuː.ˈzɪəm fər ˈev.rɪ.wʌn tə ˈsiː |

It may still be there today …

| ɪt meɪ stɪl bi ðeə tə.ˈdeɪ … |

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